Course Descriptions

OL635 Social and Cultural Perspectives (3 cr.)

This course focuses on the ethical stewardship of an organization within a contextual environment. Increased awareness of social responsibility and global citizenship is addressed along with cultural influences that impact organizations.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate appropriate cultural and contextual communication.
2. Evaluate components of and influences on organizational culture.
3. Evaluate strategies for an organizational culture of diversity and inclusion.
4. Respect viewpoints that differ from the view most dominant in cultures.
5. Evaluate the choices and decisions required for social responsibility.
6. Synthesize ethical requirements with organizational ethical frameworks.
7. Analyze compliance issues and principles that affect an organizational operating internationally.

OL640 Power and Influence (3 cr.)

This course focuses on the dynamics of power and influence within organizations.  It explores the role of power in leadership and how to appropriately exercise it.  An overview of the nature and types of power in leadership roles is examined, along with the relationship between power and influence.  Communication, relationship building, and organizational politics are also addressed in relation to power and influence.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze the role that power plays in leadership within today’s society
2. Describe the relationship among leadership, power, and influence.
3. Evaluate the connections between power and leadership as they relate to ethical conduct.
4. Define the nature and characteristics of power, as it exists in the workplace.
5. Articulate how power influences leadership abilities, including communication, conflict management, and decision making.

OL644 Talent Management (3 cr.)

This course focuses on talent analysis of the whole organization while advancing development of its mission delivery. Performance management principles are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze organizational talent demands.
2. Assess an organization’s life cycle stage and plan for growth.
3. Evaluate talent management models to address organizational needs.
4. Evaluate recruitment and retention strategies for alignment with organizational values.
5. Distinguish between talent management and leadership development.
6. Synthesize intellectual capital issues related to talent management and knowledge management.

OL646 Organization Development (3 cr.)

This course focuses on an overview of the fundamental components of organization development.  It is designed to provide students with different perspectives on organization development at the individual, group, and organizational levels of analysis. Students learn theoretical models to evaluate organizational performance, as well as techniques that develop the organization’s ability to manage change.

Upon completion of this course, students are expected to be able to do the following:

1. Describe the theoretical components of organization development and theory.
2. Analyze challenges and opportunities of an internal/external consultant.
3. Articulate the dynamics of the change process and resistance to change in organizations.
4. Assess opportunities for planned and emergent change within an organization.
5. Evaluate various organization interventions at the individual, group, and organizational level.

OL650 Organizational Effectiveness (3 cr.)

This course focuses on assessing the overall effectiveness of various organizations and their approaches to change. Students learn how to apply theoretical models to evaluate organizational performance, techniques to manage interventions, and methods of evaluating and institutionalizing change. 

Upon completion of this course, students are expected to be able to do the following:

1. Apply an organization development model to a design change strategy that may promote organizational effectiveness.
2. Articulate organizational problems at the individual, group (including team or unit), and organization levels of analysis.
3. Recommend solutions to address organizational problems.
4. Identify institutionalized evaluation techniques for planned change.

OL654 Strategy and Innovation (3 cr.)

This course focuses on strategic thinking and creativity in organizational leadership. Innovation is examined as a process to develop the strengths of a system or organization, and to deliver positive results.  Evaluation, analysis, and integration based on previous course learning is expected.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the creative process.
2. Apply the principles of strategic thinking, planning, and development.
3. Evaluate the processes for developing a strategic initiative.
4. Analyze the blocks and enhancements to developing creativity.
5. Integrate creative thinking strategies in a system or an organization to build and/or foster its capacity to innovate, change, and develop.
6. Analyze trends in technology which influence innovation and leadership.
7. Assemble thoughtful, innovative strategies with creative practices for organizational/systems learning.

OL655 Capstone Symposium (3 cr.)

This course focuses on integrating the knowledge, skill, and experience from all leadership coursework through research, writing, and a proposal for creative change.

Upon completion of this course, students are expected to be able to do the following:

1. Integrate, synthesize, and apply coursework in order to assess the role of the leader and leadership practice, and its interconnection with organizational/systems functioning.
2. Evaluate information and its sources critically.
3. Synthesize knowledge, skills, and experiences with leaders and leadership.
4. Evaluate peer presentations using a supportive communication style.

PHDE607 Introduction to Philanthropy and Development (3 cr.)

This course examines two areas key to the work of today’s development professional. The first is an understanding of the historical contexts, the theological and philosophical traditions, and the roles of philanthropy and development that continue to shape the field. The second is an exploration of critical thinking: raising vital questions, gathering and assessing relevant information in an open-minded manner, and creating well-reasoned solutions.

Upon completion of this course, students are expected to be able to do the following:

1. Distinguish philanthropy from development.
2. Analyze the social and faith-tradition contexts that influence philanthropy.
3. Evaluate historical practices and their influence on today’s development approaches.
4. Apply critical thinking skills.
5. Evaluate the public role of philanthropic leaders in delivering programs that create positive change for the common good.

PHDE611 Ethics in Philanthropy and Development (1 cr.)

Ethics and values are at the core of our work as philanthropic leaders and fundraisers. Our capacity to be reflective about the personal, professional, organizational, and public values at stake in our work—and make ethical decisions based on that—is at the heart of our moral lives as professionals and citizens alike. The course will explore several ways of understanding ethics and values in our lives as philanthropic leaders and professionals. In addition to a review of the Association of Fundraising Professionals (AFP) Code of Ethics and its implications for our work, we will explore approaches to philanthropic program leadership—and core prescriptive methods (or “lenses”) for determining right and wrong, good and bad.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate an expansive vision of philanthropic work in America and understand our public roles as philanthropic leaders.
2. Understand the role of ethics in organizational and professional settings.
3. Understand and apply various moral approaches to leading and managing philanthropic fundraising programs.
4. Develop a framework for resolving complex ethical dilemmas while applying ethical theories, models, and principles.
5. Understand and describe the various motivations of philanthropic donors—and articulate the values or perspectives underlying these different motivations.
6. Analyze and make decisions about ethical dilemmas based on the codes of ethics prescribed for philanthropic professionals.

PHDE613 Globalization of Philanthropy (2 cr.)

This course examines how philanthropy is defined and practiced in other cultures and the implications of communication and information technology on the way grantmakers and individuals practice philanthropy.  Specific attention is given to the development of cross-cultural competence and its application to philanthropy and development.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate how globalization affects philanthropy.
2. Evaluate the ethical and moral focuses of philanthropy in a globalized world.
3. Evaluate and apply a cultural competency model to philanthropy.
4. Formulate ethical and market-based rationales to advance cross-cultural philanthropic strategies in a nonprofit organization.
5. Apply cross-cultural philanthropic competencies across various types of nonprofit organizations as well as ethnic and other demographic groups.
6. Develop a framework of practice that consciously applies diversity principles.

PHDE616 Leadership Skills (2 cr.)

This course focuses on leadership needs in the nonprofit sector and explores how it shapes an organization’s philanthropic culture. The course also covers styles of leadership and the ways in which outcomes are influenced through increased awareness of personal approach, values, and skills.

Upon completion of this course, students are expected to be able to do the following:

1. Compare various leadership styles and approaches.
2. Identify how personal style and values influence leadership action.
3. Evaluate one’s own strengths, style, and development needs as a leader.
4. Analyze the dynamics of team building, joint problem solving, and shared leadership.
5. Develop a personal framework for authentic leadership action.
6. Analyze the relationship between leadership and nonprofit organizational culture.

PHDE622 Foundations of Development (3 cr.)

This course provides an overview of the foundational concepts of fund development, explore the critical components of a comprehensive fund development program, provide the framework for developing an integrated development plan, and examine the infrastructure necessary to support a strong development effort.  The course focuses on understanding organizational readiness for a successful development program, establishing the key elements of a development program, and creating a development plan. 

Upon completion of this course, students are expected to be able to do the following:

1. Develop skills to create a development plan.
2. Evaluate the execution and results of a development plan.
3. Define and explain primary roles of the development operation including direct mail, special events, grant proposal writing, corporate and foundation giving, gift planning, major gifts, memorial and tribute gifts and capital campaigns.
4. Understand the role of advancement services including prospect research, gift processing, gift metrics, CRM systems and stewardship in the overall development operation.

PHDE624 Board Governance (3 cr.)

This course focuses on the complexities of board governance and the scope of board participation in fund development.  The course explores the board’s legal and fiduciary responsibilities, and strategies for recruiting, motivating and developing an effective board.

Upon completion of this course, students are expected to be able to do the following:

1. Assess the value of board volunteers to an organization.
2. Compare and contrast the roles of board members, development professionals and CEOs in fund development.
3. Define the development professional’s role in volunteer management.
4. Create processes and plans to develop board members.
5. Develop strategies to engage board members in advancing the mission of the organization.
6. Synthesize the principles of governance for enhanced board functioning.

PHDE628 Resource Management (2 cr.)

This course prepares development professionals to manage and integrate financial, human, and technology resources.  The course covers budgeting and financial management, development and management of personnel, and alignment of technology with the needs of the organization.    

Upon completion of this course, students are expected to be able to do the following:

1. Create a budget.   
2. Analyze financial statements and audits. 
3. Articulate distinct individual work styles.   
4. Develop strategies for team building.   
5. Evaluate how technology can best serve the development process and manage data.    
6. Analyze and articulate the relationship between financial, personnel, and technology resources.

PHDE634 Strategic Giving (3 cr.)

This course provides an overview of major and capital gift fundraising including the design, planning and successful implementation of a major gifts program for nonprofit organizations. The course focuses on developing an effective case for support, establishing the major gifts program, developing a donor stewardship program and making the ask.  Students are expected to participate in simulated cultivation and solicitation calls as part of this class.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate the key elements of a strategic gift fundraising model.
2. Understand the major gift process including identifying, cultivating, soliciting and stewarding gifts.
3. Develop and implement specific solicitation plans for targeted constituencies.
4. Ask for and secure gifts from current and prospective donors in order to generate financial support for the organization.

PHDE638 Organization Development (2 cr.)

This course focuses on applying organization development, systems thinking, framing, and organization leadership to the practice of development. This course stresses the interdependence of organizational expertise and effective leadership and the specialized skills and methodologies of development for successful fund development.
 

Upon completion of this course, students are expected to be able to do the following:

1. Assess and utilize basic principles of organization development and leadership.
2. Apply concepts of systems thinking and organizational learning.
3. Apply framing methodology to deepen understanding of complex organization dynamics, issues and identify strategic points of leverage for organizational change.
4. Evaluate and create solutions to complex organization issues.
5. Synthesize and utilize organization development concepts and methodologies within a comprehensive framework of organization leadership.

PHDE641 Critical Thinking (1 cr.)

This course introduces thinking at the graduate level. Critical and creative thinking are discussed. Learners begin the process of searching and evaluating professional scholarly literature. Research methodology is introduced. The capstone in the degree is explained.

Upon completion of this course, students are expected to be able to do the following:

1. Identify areas in development for further research.
2. Locate and evaluate appropriate resources for their tasks.
3. Evaluate their own ability to think creatively, critically, and on a scholarly level.
4. Develop a research question.

PHDE642 Communication Skills (2 cr.)

This course focuses on written and oral communications in professional and academic settings. Theories of interpersonal and organizational communication, appropriate writing style based on audience, APA academic voice and style, literature searches, writing that incorporates sources, materials, ethical use of source materials, and effective presentations are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate an understanding of patterns of organizational and interpersonal communication.
2. Select the appropriate format, style, tone, and voice for their audience and purpose.
3. Identify the importance of the various interpersonal skills in professional interactions and communications.
4. Analyze, synthesize, and evaluate scholarly and professional articles.
5. Incorporate source material into his or her writing, including correct use of summary, paraphrase, and quotation, along with proper documentation of those materials.
6. Write with proper academic style, language, and tone.

PHDE643 Synthesizing Seminar 1 (2 cr.)

In this course, students reflect on their learning in the program. Constructs of self-directed learning are discussed, especially the role of curiosity in life-learning. Continuing progress is made on the capstone paper.

Upon completion of this course, students are expected to be able to do the following:

1. Explore the role of curiosity in lifelong learning.
2. Reflect on their learning so far, examining how the learning is influencing their skills of self-directed learning.
3. Finalize a research question, and synthesize targeted scholarly resources related to the research question.
    

PHDE644 Synthesizing Seminar 2 (2 cr.)

In this course, students continue to reflect on their learning. Students discuss issues of self-directed learning and the role of self-reflection in the learning process. Continuing progress is made on the capstone paper.

Upon completion of this course, students are expected to be able to do the following:

1. Explore the role of self-reflection in lifelong learning.
2. Reflect on their learning so far, examining how the learning is influencing their skills of self-directed learning.
3. Continue to build skills of evaluation of scholarly sources.
4. Develop a critical analysis and synthesize of literature on a philanthropy and development topic.
    

PHDE647 Strategic Planning (3 cr.)

This course focuses on designing and implementing the strategic planning process.  The final course project challenges students to create a plan to execute the strategic planning process within a nonprofit organization of their choice. 

Upon completion of this course, students are expected to be able to do the following:

1. Articulate the role of planning in a nonprofit organization.
2. Implement the data-gathering, visioning, critical issues, goals, objectives and evaluation steps in a strategic planning process.
3. Identify how the completed plan would be communicated to stakeholders.

PHDE648 The Practitioner as Self-Directed Learner (2 cr.)

This course is a final opportunity to discuss lifelong learning.  The students’ capstones are used as a model to identify and integrate a variety of lifelong learning skills. Students reflect on their learning throughout the program. Students assess their motivation, skills, and critical uncertainties as they plan to be a lifelong, self-directed learner.
 

Upon completion of the course, students are expected to be able to do the following:

1. Reflect on critical learnings from the program.
2. Define key attributes that will help navigate future uncertainty and complexity.
3. Identify attributes and dispositions that will facilitate career success in future workplaces.
4. Explore personal leadership skills, attributes, and dispositions, reflecting on strengths, challenges, and potentials.
5. Explore how to make organizational problem-solving more creative and effective.
6. Evaluate skills and create plans for future lifelong learning.

PHDE656 Strategic Planning (3 cr.)

This course focuses on designing and implementing the strategic planning process. The final course project challenges students to create a plan outlining how they would implement the strategic planning process within a nonprofit organization of their choice.  

Upon completion of this course, students are expected to be able to do the following:

1. Articulate the role of planning in a nonprofit organization.
2. Create, orient, and manage an effective strategic planning team.
3. Implement the data-gathering, visioning, critical issues, goals, objectives and evaluation steps in a strategic planning process.
4. Identify how the completed plan would be communicated to stakeholders.

PHDE657 Emerging Issues (2 cr.)

This course explores trends in philanthropy and the field of development, as identified in professional literature and practice. Additionally, the course explores the context in which philanthropy and development happen – and how that context affects the health and effectiveness of the nonprofit sector, its organizations, and society as a whole. The emphasis is on analyzing and evaluating trends to maximize philanthropy, improve fund development efficiency and effectiveness, strengthen nonprofits, and advance the sector.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate scholarly and professional literature for ongoing assessment of development practices and sector health.
2. Articulate current issues and related questions and problems.
3. Assess the assumptions, implications, and practical consequences of current trends on the fundraising profession, nonprofit organizations, and the nonprofit sector.
4. Design updated development practices based on relevant standards and criteria.

PHDE660 Fundraising Communications (3 cr.)

This course focuses on what the world’s leading researchers know about the subtle science of persuading people to give and stay loyal to an organization.  In addition, students analyze several recent successful direct mail campaigns, and learn how direct mail and other donor communication vehicles really work, how to set achievable expectations, and how to write an appeal that engages the reader.   

Upon completion of this course, students are expected to be able to do the following:

1. Prepare engaging print and digital solicitations, acknowledgements and stewardship communications.
2. Develop the case for support for a nonprofit organization
3. Learn how to use words and images to attract and retain donors.  
4. Describe the use of electronic media including email and social media.
5. Understand the neuroscience of persuasion as it relates to donor communication.

PHDE661 Legal and Ethical Issues in Nonprofit Organizations (3 cr.)

This course explores the role of ethics and values in our lives as philanthropic leaders as well as the legal concepts and principles that regulate nonprofit organizations.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate the role of ethics in organizational settings.
2. Apply a values-based approach to leading and managing fundraising programs.
3. Understand the importance of the Donor Bill of Rights and International Statement of Ethical Principles in Fundraising.
4. Apply basic legal concepts and principles that regulate nonprofit organizations.

PHDE662 Program Assessment and Evaluation (3 cr.)

This course addresses the criteria and process for creating programs with measurable outcomes. Students learn to articulate and assess program results to demonstrate effectiveness in meeting stated outcomes.

Upon completion of this course, students are expected to be able to do the following:

1. Identify program outcomes and develop performance measures.
2. Identify programmatic resources, including financial, to meet objectives.
3. Create and implement a data collection plan.
4. Analyze the data.
5. Communicate the results.

PHDE698 Capstone (3 cr.)

This course provides an opportunity for students to synthesize and present the concepts, knowledge and experiences gained from coursework and a literature review on a topic that contributes new knowledge to the field.

Upon completion of this course, students are expected to be able to do the following:

1. Conduct a comprehensive literature review on a topic related to philanthropy and development.
2. Demonstrate the ability to integrate, synthesize, and evaluate professional literature.
3. Deliver a Capstone paper that results in new knowledge, perspectives or resources to the field of philanthropy.

PSCI302 Demographic Influences on Policing (3 cr.)

This course examines the ever changing landscape facing law enforcement today. It focuses on the changing role and societal expectations of law enforcement agencies in dealing with the challenges of an aging population, managing multiple generations, and the continued growth of new immigrant populations. The course also addresses the need for collaborative partnerships with all sectors of the community and government entities.

Upon completion of this course, students are expected to be able to do the following:

1. Define ethnicity and articulate its connection to related culture, class, gender, and racism.
2. Recognize and articulate dynamics and effects of racism, privilege, discrimination, and ignorance in our understanding of multiculturalism.
3. Describe the typical immigration pathways and historical backgrounds of ethnic groups.
4. Develop policies and practices to ensure organizational cultural awareness.
5. Articulate inclusive means of communications for various groups of people.
6. Utilize data bases to retrieve demographic information.
7. Identify strategies to create partnerships, promote public trust, and enhance police legitimacy.

PSCI303 Application of Rules of Evidence (3 cr.)

This course examines the application of the rules of evidence based on constitutional, statutory, and jurisdictional matters. This course is designed to build on the basic skills of the officers. Methods of interviewing and methods of maintaining crime scene integrity are discussed.

Upon completion of this course, students are expected to be able to do the following:

1. Understand each of the rules of evidence covered.
2. Discuss any major differences between the state and federal rules of evidence.
3. Understand the exclusionary rule and other key limitations on the admissibility of evidence.
4. Read, understand, and summarize appellate court cases dealing with evidence rules and topics covered.
5. Use appropriate investigative techniques for the specific crime.
6. Use appropriate interviewing techniques for the specific crime.
7. Understand crime scene integrity.
8. Use appropriate terminology and paper work required for the criminal justice system.
    

PSCI305 Criminal Justice Statistics (3 cr.)

This course presents theory, procedures, and practical application for data formulation and analysis. The focus is on criminology and crime related statistics that measure central tendency and dispersion, probability, and critical thinking skills regarding analysis of data sets.

Upon completion of this course, students are expected to be able to do the following:

1. Identify statistical methods that are typically used in creating law enforcement related statistics.
2. Construct and interpret data distributions concerning law enforcement related raw data.
3. Explain measures of central tendency and understand how their presentation impacts public perception and policy.
4. Understand probability and probability distributions.
5. Identify and demonstrate working with single and multi-variate data and analyze its validity.
6. Critique criminal justice related statistics used to support assumptions and drive policy making decisions.
7. Identify useful software and websites for analyzing data.
    

PSCI306 Police Officer Wellness (3 cr.)

This course is designed to foster individual wellness through examining the effect of work environment upon officers. It examines post-traumatic stress disorder (PTSD) and strategies for creating a sense of well-being.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the basic sources and processes of stress, with specific focus on the nature of work environment stresses.
2. Identify approach and avoidance coping strategies, and understand appropriate use of coping strategies to police work situations and stresses.
3. Discern the differences between acute stress incidents and chronic ongoing stresses and their impact in police officers’ lives.
4. Identify experiences which are considered to be traumatic that may lead to post-traumatic stress and possible post-traumatic stress disorder.
5. Apply knowledge of stress and traumatic stress to developing an effective coping process for both acute and chronic stress.
6. Understand the purposes and functions of organizational support for trauma support: defusings, critical incident stress debriefings, peer support, family assistance, referrals, and follow-up services.
7. Develop lifelong coping strategies for situations and stresses.
8. Plan strategies to overcome the potential negative effects of the law enforcement work environment.
    

PSCI307 Workplace Violence: Prevention and Response (3 cr.)

This course examines workplace violence as it relates to organizations, employees and public safety responders. Topics include internal and external acts of violence, legal aspects, organizational influences, prevention, and response strategies.

Upon completion of this course, students are expected to be able to do the following:

1. Define and identify various types of workplace violence.
2. Relate history of workplace violence to cultural context of the organization.
3. Describe the warning signs of violent behavior.
4. Discuss legal issues associated with workplace violence.
5. Evaluate workplace violence policies and procedures.
6. Propose appropriate strategies for violence prevention, intervention and response.
    

PSCI308 Forensic Science in Crime Scene Investigation (3 cr.)

This course examines the use of forensic science methodologies in the examination of crime scenes. It addresses the use of forensic science to aid in the investigation of crimes. Students learn to apply these principles to conduct ethical and objective examinations of crime scenes. Foundational principles in the use of science in a variety of criminal investigations are discussed and applied.

Upon completion of the course, students are expected to be able to do the following:

1. Explain basic principles of evidence and physical evidence exchange theory.
2. Apply forensic investigative approaches to crime scenes.
3. Discuss the various legal considerations related to crime scene investigation.
4. Apply the principles of trace evidence, biological evidence, firearms evidence, toxicology, drug chemistry, and latent fingerprint evidence.
5. Describe the use and application of forensics in property crime and high-tech crime investigations.
6. Describe the use and application of forensic science disciplines in violent crime investigations.
7. Analyze the ethical principles associated with forensic science.
8. Evaluate emerging issues and trends in the field of forensic science.
    

PSCI310 Introduction to Geographical Information Systems (3 cr.)

This course introduces the basic concepts of geographical informational systems, including purpose, hardware, software, and applications to the law enforcement community.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the nature of geographic data and fundamentals of geographic data structures as applied to crime mapping.
2. Understand the nature of geographically referenced data, because incident data can be organized by geography (location of the crime), in addition to things like offender name, time of day, and type of crime.
3. Construct simple spatial databases and perform simple spatial data analyses.
4. Communicate the results of GIS analysis through appropriate maps, documents, and web pages.
5. Demonstrate proficiency in the use of desktop GIS software.
    

PSCI400 21st Century Policing (3 cr.)

This course examines short and long-term strategies for law enforcement agencies to implement for the purpose of increasing public safety and confidence in law enforcement.  Recommendations regarding law enforcement practices as outlined by the U.S. Department of Justice are reviewed.  Also reviewed is the need for law enforcement to build trust and legitimacy in the communities in which they serve.  The course explores the importance of policy and oversight, technology and the use of social media, training and education, and officer wellness and safety.

Upon completion of this course, students are expected to be able to do the following:

1. Recognize the historical intersection of community unrest and policing.
2. Discuss the philosophical roots of community policing including Peel’s Principles.
3. Articulate the ideals of the six pillars of 21st Century Policing.
4. Compare and contrast the key provisions of the guardian and warrior policing philosophy and how they impact use of force policies and training.
5. Develop policies and practices to ensure organizational cultural awareness, transparency, and accountability.
6. Articulate inclusive means of communications for various groups of people using social media.
7. Identify strategies to reduce unconscious bias and enhance procedural justice.

PSCI401 Police Ethics (3 cr.)

This course reviews various ethical philosophies to be used as a foundation for analysis and discussion of current ethical issues facing peace officers. Strategies to deal with these issues, the effect of departmental expectations upon conduct, and the impact of officer behavior upon the community are discussed.

Upon completion of this course, students are expected to be able to do the following:

1. Apply the law enforcement code of ethics to various situations.
2. Understand the legal requirements of their profession.
3. Understand the differences among laws, rules, regulations, and policies.
4. Locate documents regarding laws, rules, regulations, and policies from their profession.
5. Discuss ethical decision making strategies.
6. Understand conflict of interest and strategies to deal with them.
7. Apply laws, rules, regulations, and policies to specific situations.
8. Recognize how ethical issues develop within police organizations.
9. Recognize how ethical issues develop within social, political, and economic environments.
10. Apply ethical concepts in resolving issues.
     

PSCI402 Emerging Techniques and Technologies of Policing (3 cr.)

This course in policing identifies techniques and technologies used for implementing community problem solving strategies.  Students develop strategies to meet community needs and utilizing the emerging techniques and technologies.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze the impact of cyber-crime and its impact on local communities.
2. Explore how social media may be of use to police operations.
3. Ally intelligence-based policing to an identified problem.
4. Compare models of regionalized police services.
5. Develop a policy addressing the use of social media by police employees.
6. Analyze evolving technologies and functions of American policing.
7. Discuss innovations in investigative technology.
8. Utilize computer databases to identify information for problem solving within the community.

PSCI403 Police Management and Leadership (3 cr.)

This course examines police leadership and management practices. It introduces selected management and leadership models and theories. This course also looks at the difference between management and leadership, formal and informal leadership, and the impact of effective leadership/management practices on police organizational environments.

Upon completion of this course, students are expected to be able to do the following:

1. Distinguish the difference between police leadership and management.
2. Examine the importance of police departments’ organizational mission, visions, and values.
3. Analyze select police management theories and models.
4. Identify effective police leadership and management practices relative to employee performance and motivation.
5. Discuss the importance of both formal and informal leadership roles.
6. Analyze the impact of effective leadership in developing ethical police organizational cultures.
    

PSCI405 Violence as a Culture (3 cr.)

This course examines the historical perspectives of violence, causes of violence, why violence is perpetuated in many environments, and how it impacts society.

Upon completion of this course, students are expected to be able to do the following:

1. Apply the definition of violence as it relates to society and law enforcement.
2. Understand the concept of the term cycle of violence.
3. Understand the historical perspective of violence in America.
4. Understand the impact of global, national, and local trends or events on the individual and community.
5. Analyze violence as it relates to the root causes of crime.
6. Understand the role of the individual and community in the resolution of violence.
7. Access resources within the community to aid in the resolution of violence
    

PSCI407 Criminal Justice and the Media (3 cr.)

This course examines the roles and responsibilities of the media and law enforcement when reporting crime and responding to criminal justice issues. Students identify, analyze, and describe the media relationships of various criminal justice agencies, discuss data privacy laws, explore media influence, and understand its impact on policing.

Upon completion of this course, students are expected to be able to do the following:

1. Develop an understanding of the relationship and interactions of various media outlets and law enforcement agencies.
2. Understand the role of media organizations and how different mediums influence public opinion.
3. Identify past and current issues facing the law enforcement community relating to image and public support.
4. Analyze police-media relationships and develop responses to current public opinion issues.
5. Evaluate various law enforcement media procedures and understand the importance of the public information officer.
6. Analyze how law enforcement organizations and their effectiveness are related to media relationships and the perception of media relationships and the perception of crime.
7. Understand Minnesota data privacy laws.
   
    

PSCI409 Violent Crimes Against the Person (3 cr.)

This course focuses on serial criminals, homicide, criminal sexual assault, and other violent crimes. Methods of investigation, preventative techniques, and access to advocacy groups are discussed.

Upon completion of this course, students are expected to be able to do the following:

1. Examine and demonstrate a working knowledge of various Minnesota State Statutes related to violent crimes against the person.
2. Understand the impact of national and local trends of violent crimes against the person on the individual and community.
3. Access resources to aid in investigating various violent crimes.
4. Identify preventative techniques for various violent crimes.
5. Identify resources within the community to aid in the resolution of violent crimes.
    

PSCI410 Police Instructor Development (3 cr.)

This course focuses on instructor techniques for the delivery of police officer training. Topics include adult learning theory, Minnesota Police Officer Standards and Training Board rules and regulations, goals and objectives, testing and evaluation, methods of instruction, lesson plan design, presentation skills, use of instructional aids, and the role of the police instructor.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of the principles of adult learning.
2. Create instructional goals and instructional objectives.
3. Design test that match the specific objectives of the lesson plans.
4. Demonstrate knowledge of the various methods of instruction.
5. Discuss the role of the police instructor.
6. Design and produce instructional aids.
7. Design lesson plans and conduct presentations using a variety of instructional techniques and visuals.
8. Apply Minnesota Police Officer Standards and Training Board training rules and regulations.
    

PSCI412 Gangs in America (3 cr.)

This course examines Minnesota gangs as related to development, historical, and sociological concepts, impact on individuals and communities, and enforcement strategies for gang suppression.

Upon completion of this course, students are expected to be able to do the following:

1. Describe the historical and sociological foundations of gangs.
2. Identify and articulate the signs and symbols of various street gangs.
3. Describe the rituals and spiritual dynamics of gang life.
4. Analyze psychological and gender issues as they relate to gangs.
5. Distinguish tagging from gang graffiti.
6. Articulate the family dynamics of street gang life.
7. Describe appropriate investigative techniques and laws for gang enforcement.
8. Describe appropriate strategies and community resources for prevention, suppression, and intervention of gang activities.
9. Identify and articulate early warning signs of gang involvement for parents, schools, and communities.
    

PSCI413 Legal Issues for Law Enforcement Leaders (3 cr.)

This course examines the legal issues that impact law enforcement leaders. Topics include human resource law, performance management, data practices, and liability issues, along with discussing proactive partnerships with unions, city councils, the community, and the courts.

Upon completion of this course, students are expected to be able to do the following:

1. Explain law enforcement human resource practices and laws.
2. Collaborate with both internal and external partners to identify and implement successful organizational strategies.
3. Discuss risk assessment and liability issues.
4. Outline processes for the security and release of data.
5. Explain organizational reputation and brand protection.
6. Recognize the important issues facing law enforcement leaders today: diminished resources, workforce diversity, ethics, quality, and change.
7. Articulate the statutory rights of police officers in the State of Minnesota.
8. Demonstrate an understanding of basic police officer rights to include Garrity and Tennessen advisories.
    

PSCI415 Special Investigations (3 cr.)

This course focuses on organized crime, gang activity, cyber crime, and terrorism. Methods of investigation and preventative techniques are discussed.

Upon completion of this course, students are expected to be able to do the following:

1. Recognize behavior that indicates organized crime, gang activity, cyber crime, and terrorism.
2. Understand the impact of national and local trends of organized crime, gang activity, cyber crimes, and terrorism.
3. Examine and demonstrate a working knowledge of various state and federal laws relating to organized crime, gang activity, cyber crime, and terrorism.
4. Develop strategies to reduce the impact of organized crime, gang activity, cyber crime, and terrorism.
5. Use appropriate investigative techniques for organized crime, gang activity, cyber crime, and terrorism incidents.
    

PSCI416 Emergency Management Principles (3 cr.)

This course examines the fundamental elements of emergency management: mitigation, planning, response, and recovery. The function and interoperability of local, county, regional, and state programs are explored. Students plan, conduct, and participate in emergency management exercises.

Upon completion of this course, students are expected to be able to do the following:

1. Conduct a community hazard analysis.
2. Identify the responsibilities of government officials during an emergency.
3. Describe mitigation opportunities for identifiable threats and hazards.
4. Demonstrate knowledge of emergency management plans and how MNWALK applies to those plans.
5. Identify the primary roles of different public safety agencies when responding to emergencies.
6. Plan and conduct an emergency exercise with members of other agencies.
    

PSCI423 Strategic Policing (3 cr.)

This course examines short and long-term strategies to reduce crime and maximize public safety resources.  Topics include real-time intelligence gathering, crime analysis, and mapping.  This course also examines the use of information systems and technology.  Strategies for the deployment of personnel and planning for large-scale events are addressed.

Upon completion of this course, students are expected to be able to do the following:

1. Identify and apply principles of strategic policing.
2. Utilize databases to retrieve information such as crime statistics and trends.
3. Integrate intelligence and information for strategic planning.
4. Discuss the legal and ethical issues related to data privacy practices.
5. Identify and evaluate emerging issues and trends in strategic policing.
6. Develop policies and procedures to ensure best practices are in place.
7. Explore the use of GIS technology in the field of law enforcement.

PSCI424 Forensic Photography (3 cr.)

This course examines the use of forensic photography in today’s criminal justice system.  It addresses the history of photography and evolution of photographic equipment.   It explores the use and legalities of forensic photography in documenting evidence, and the difference between artistic and scientific photography.  Students apply technical and artistic principles to the photographic process.

Upon completion of the course, students are expected to be able to do the following:

1. Chronicle the history of photography as it relates to the criminal justice system.
2. Interpret laws and court decisions that impact forensic photography.
3. Summarize the various legal and ethical considerations related to forensic photography.
4. Evaluate emerging issues and trends in the field of forensic photography.
5. Compare and contrast aesthetic and scientific photography.
6. Create photographs suitable for legal and professional presentations.
7. Evaluate photographs for use in the criminal justice system.

PSCI425 Violence in American Society (3 cr.)

This course examines violence in American society from a variety of perspectives.  The history and causal factors of situations of violence in America are analyzed.  This course also examines why violence is perpetuated in many environments and how societies are impacted.   This course is designed to develop and expand knowledge and techniques needed by law enforcement to investigate crimes pertaining to child sex abuse, stalking, family member abuse, family violence, and other forms of violence.

Upon completion of the course, students are expected to be able to do the following:

1. Demonstrate an understanding of the term cycle of violence.
2. Recognize the historical perspective of violence in America.
3. Analyze violence as it relates to the root causes of crime.
4. Explain the role of the individual and community in the resolution of violence.
5. Describe the impact of child sex abuse, stalking, family member abuse, and family violence relevant to the individual, family, and community.
6. Identify resources within the community that may aid victims in the resolution of their victimization.
7. Demonstrate a working knowledge of applicable laws related to crimes of violence.

PSCI490 Police Science Capstone (3 cr.)

Prerequisite(s): All program requirements.  This course is taken in the student’s last semester before graduation.  All general education requirements must be fulfilled.
This course integrates knowledge, skills, and tools developed in previous courses and provides an opportunity to apply them to a selected topic. Each student selects an issue currently confronting law enforcement professionals, clearly defines the question using appropriate references and resources, and creates a proposal which addresses the question. The proposal must be suitable for formal presentation to police administrators or a professional organization and the student presents the proposal to classmates.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate critical thinking skills as they relate to their field of study or profession.
2. Understand ethical implications as they relate to their proposal, field of study or profession.
3. Develop strategies for continuing education and competence in their profession.
4. Communicate using inclusive methods in a variety of modes.
5. Identify management principles relevant to their selected issue.
6. Address diversity as it relates to their selected issue, field of study and profession.
7. Identify available community resources within pertaining to their selected issue.
8. Recognize trends in their field of study or profession.
9. Address the laws, rules, regulations and policies relevant to the issue. 

HHSM375 Counseling Theory and Skills (3 cr.)

This course provides students with an overview of the major theories in counseling and psychotherapy and is designed to expose students to essential skills and techniques needed for client engagement, follow-through, completion, and overall therapeutic effectiveness.  This course is highly experiential in its format, utilizing role plays, interviews, and the opportunity for the students to identify their own values, interpersonal style, and increased self-awareness.

Upon completion of this course, students are expected to be able to do the following:

1. Integrate counseling theory and therapeutic skill development.
2. Develop skills in effective and appropriate non-verbal and verbal responses.
3. Use appropriate client interview techniques to surface critical information.
4. Recognize cultural considerations when working with clients.
5. Identify issues of privacy and maintain boundaries in working with clients, groups, or communities.
6. Assess personal ethics, values, and interpersonal skills and how they relate to professional interactions with clients.

PSY230 Abnormal Psychology (3 cr.)

This course investigates the dynamics of abnormal behavior and overviews the spectrum of psychiatric disorders. Etiology, diagnosis, prognosis, research, prevention, and therapy are considered. The interactions among biological, psychological, social, and cultural factors are emphasized.

Upon completion of this course, students are expected to be able to do the following:

1. Discuss the continuum of behaviors and thought processes from mental health to mental illness and the individual and societal forces in moving individuals along the spectrum.
2. Describe research methods and evaluate empirical evidence for several psychiatric disorders.
3. Differentiate between disorders based on presentation, etiology, prognosis, and treatment approaches.
4. Demonstrate an understanding of the underlying biopsychosocial issues.
5. Understand the utility and concerns with available diagnostic systems.
 

PSY317 Lifespan Development (3 cr.)

This course provides an overview of theories of human development and research in the field. Physical, cognitive, emotional, behavioral, and social aspects of lifespan development are covered.

Upon completion of the course, students are expected to be able to do the following:

1. Identify the basic stages of human development from conception to old age.
2. Describe theoretical approaches to human development and how each theory explains growth, development, and behavior.
3. Understand the influence of heredity, environment, and maturation on changes across the life span.
4. Identify developmental changes from physical, cognitive, affective, and social perspectives.
5. Understand how ethnicity, culture, and gender might influence human development during particular developmental stages.
    

PSY320 Research Methods & Statistics (3 cr.)

This course is designed to give students an opportunity to develop knowledge and basic skills associated with research, including reading research, collecting data, interpreting data analysis, and reporting results. Emphasis is placed on experimental design, interpretation of statistics, and reporting results, and research ethics.

Upon completion of this course students are expected to be able to do the following:

1. Know and understand the essentials of science and the salient aspects of psychological research.
2. Know, understand, and apply the principles of good design.
3. Evaluate research on the basis of its construct validity, internal validity, external validity, and conformity to APA’s ethical principles.
4. Know and understand the basic concepts and principles of descriptive and inferential statistics.
5. Know and understand correlation, analysis of variance, descriptive statistics, and regression analyses.
6. Compare experimental and non-experimentation research approaches.
7. Understand the process of conducting a scientific literature search.
8. Understand the need for ethical principals in conducting and evaluating psychological research.

PSY329 Social Psychology (3 cr.)

Prerequisite(s): COM309  or COM330  
Social psychology is the scientific study of the perception of people and social events and how people influence and relate to one another. The linking of psychological processes to social and environmental influences is studied. Applications of social psychology to academics, the workplace, the media, and social relations are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Know and understand the history and context of social psychological research
2. Describe and execute the process of research in a social psychology study that applies to life.
3. Know and understand specific content within social psychology including the following areas: social cognition, social perception, self concept, attitudes, conformity/compliance/obedience, stereotypes, attractions and close relationships, and aggression.
4. Discuss the ethical issues involved in social psychology research.
5. Summarize and interpret related literature in writing.
6. Locate and use relevant research ethically.

PSY330 Childhood and Adolescent Psychology (3 cr.)

This course focuses on the major theoretical viewpoints and research approaches in the field of developmental psychology, specifically from the prenatal period through adolescence.  Students consider social, emotional, cognitive, and physical development of children and teens.  Theories of development for behavior in infancy, childhood, and adolescence, including sensory and motor development and processes such as learning, motivation, and socialization are studied.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate an understanding of the various theories in developmental psychology.
2. List and evaluate the differences between the various methods of investigation used in developmental studies.
3. Describe the processes of heredity, human reproduction, and prenatal development.
4. Identify and evaluate factors affecting the physical, social, emotional, psychological, and intellectual development of children and adolescents.
5. Apply theories and scientific terms to real life situations or case studies involving children and adolescents.

PSY335 Evolutionary Psychology (3 cr.)

This course provides an introduction to evolutionary psychology: the scientific study of human nature focusing on the psychological adaptations that evolved to solve ancestral challenges to survival and reproduction.  Topics covered include principles of natural selection, sexual selection, human universals, key concepts from evolutionary biology, kin relationships, altruism and cooperation, cultural transmission, fear, aggression, conflict, and social dominance.

Upon completion of this course, students are expected to be able to do the following:

1. Apply the concept of natural selection as a mechanism of influence on relevant human behaviors.
2. Articulate the relationship between physical structures (the brain) and psychological functions.
3. Evaluate current research methodology and current research stemming from an evolutionary perspective.
4. Analyze how modern human behaviors have been influenced by evolved mechanisms.
5. Analyze how modern human health have been influenced by evolved mechanisms.
6. Present an integrated view of psychology by applying an evolutionary orientation across psychological concepts and theories.

PSY340 Brain, Behavior, and Health (3 cr.)

This course provides an overview of physiological, genetic, and evolutionary explanations of behavior and health. Topics include genetics, the basic structure and function of the central nervous system, and how basic neural events function and influence behavior. The course focuses on the interaction among biological, psychological, and social factors on mental and physical health.

Upon completion of this course, students are expected to be able to do the following:

1. Describe the various methods used to study the biological basis of behavior.
2. Know and understand the basic divisions of the nervous system and its ontogenetic development.
3. Know and understand neural conduction, transmission, integration of neural signals and the major neurotransmitters and discuss the impact of each on behavior.
4. Understand basics of genetics and gene-environment interaction and discuss their role in behavior.
5. Discuss the role of the biological, psychological and social factors involved in causing, maintaining, contributing to, preventing, and treating specific health and disease issues.
6. Discuss the ethical implications involved in the study of brain, behavior, and health.
    

PSY344 Psychology of Gender (3 cr.)

1. Demonstrate understanding of the major psychological theories of gender development and identity.
2. Analyze the similarities as well as differences between male and female gender roles.
3. Analyze how men and women are treated and portrayed in society.
4. Describe historical and psychological perspectives about women and men.
5. Evaluate contemporary viewpoints regarding the psychology of women and men.
6. Understand controversial issues that have profound implications for the way men and women perceive themselves and each other and how these perceptions affect relationships with each other.
    

PSY345 Psychology of Human Sexuality (3 cr.)

This course examines the fundamentals of the development and practice of sexuality in the human being and the historical, psychological, and psychosocial aspects of human sexuality from childhood to old age.  Sexual behaviors and values in contemporary society from both a psychological and sociological perspective are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Understand and apply the different psychological theories to the study of human sexual behavior.
2. Identify and explain effective research methodology and evaluate current research on human sexuality.
3. Integrate the interaction of the biological bases of human sexuality with the psychological and historical influences in our society.
4. Analyze the effect of psychological factors such as gender, experience, sense of self, love, communication, and respect on sexual behavior.
5. Describe the developmental process of human sexuality over the entire lifespan.
6. Evaluate the effect of culture, moral values, ethics, and religion on human sexuality.
7. Compare the variations in sexuality found across social classes, ethnic groups, and other species.
8. Discuss variations in human sexual response, expression, and patterns of behavior.
    

PSY350 Cognitive Psychology (3 cr.)

The discipline of cognitive psychology examines how humans perceive, encode, store, transform, retrieve, and use information. This course is designed to introduce the field of cognitive psychology, focusing on both classic and current issues. Topics include attention, perception, multiple memory systems, encoding and retrieval processes, knowledge, and decision making. The course explores both behavioral and neuropsychological approaches to understanding cognition.

Upon completion of this course, students are expected to be able to do the following:

1. Know and explain the basic concepts, phenomena, theories, methods, and research findings in cognition.
2. Identify and compare the research methods and paradigms of cognitive psychology.
3. Understand and explain well-established cognitive theories about attention, memory, comprehension, and decision making.
4. Identify, compare, and integrate the processes involved in various multiple memory systems.
5. Apply the principles of cognitive psychology to real world problems.
6. Understand the ethical aspects of interpreting the research in cognitive psychology.
    

PSY355 Psychology of Religion (3 cr.)

This course explores the psychological influences of religion on thinking, emotions, morality, and social behavior.  Topics include the science-versus-religion issue, a comparison of selected Eastern and Western approaches to human identity and social relationships, and an examination of the impact of religion on experience, attitudes, behavior, and mental health.

Upon completion of this course, students are expected to be able to do the following:

1. Explain the scope of religion and the linkages between psychology and religion.
2. Identify and analyze research methodology and theoretical issues in the psychology of religion.
3. Apply several religious approaches to human identity and social relationships.
4. Explain religious development throughout the lifespan.
5. Analyze the phenomenon of religious conversion.
6. Analyze the relationship between religion and experience.
7. Explain and analyze religious orientation, attitudes, and behavior.
8. Describe and analyze the relationship between religion, health, and well-being.

PSY359 Multicultural Psychology (3 cr.)

Prerequisite(s): or co-requisites: COM330  or COM309  and PSY329 
The course examines culture’s influence on human behavior with particular emphasis on multiculturalism in a global context. Of key significance is integrating primary readings in cross-cultural psychology. Particular attention is devoted to acquiring the skills necessary to live and adapt successfully in diverse communities.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the challenge of cultural diversity in the context of a plural society.
2. Understand the body of knowledge contained in cultural psychology and ways of applying that knowledge to daily life.
3. Identify core values that underscore people’s interpretation of religion, family, work, school, health, and friendship.
4. Describe and highlight historical and normative uses of rules and norms that help explain intra and inter-individual differences in a global context.
5. Develop critical thinking skills that enable students to understand current research findings in cross-cultural psychology.
6. Understand the ethical implications in the conducting and interpretation of the research in multicultural psychology.
7. Use reasoning orally and in writing to recognize, develop, defend, and criticize arguments and other persuasive appeals.
8. Increase awareness of prejudicial attitudes and discriminatory behaviors.

PSY360 Forensic Psychology (3 cr.)

This course explores the interplay of psychology and the legal system including exploration of the sources and causes of criminal behavior and the legal and psychological responses.  The class also examines the psychological theories and research that address legal issues and the role psychologists play in the criminal justice system.  Topics include criminal investigations, competency to stand trial, confessions, criminal profiling, and other criminal issues.  Also covered are the ethical issues confronted by psychologists in the criminal justice system.

Upon completion of this course, students are expected to be able to do the following:

1. Describe current issues, problems, and trends in the field of forensic psychology.
2. Apply psychological theory and research to personal, social, and organizational issues in the realm of forensic psychology.
3. Demonstrate understanding of the role of ethical behavior in the criminal justice system.
4. Apply diversity of multicultural theories and apply them to the field of forensic psychology populations.
5. Evaluate the complementary functions and distinctions between psychology and the legal justice system.
6. Analyze the role of forensic and investigative psychologists in the criminal justice process.

PSY370 Educational Psychology (3 cr.)

This course provides an introduction to the application of modern psychological principles to educational theory and practice. Emphasis is placed on research in educational psychology, models of learning, motivation, intelligence, applications of psychological theories to the development of instructional techniques, diversity, and special populations. 

Upon completion of this course, students are expected to be able to do the following:

1. Identify the major concepts, principles, theories, and research related to educational psychology.
2. Explain the major theories of human learning.
3. Describe the factors that cognitive, behavioral, and humanistic theorists believe influence the learning process.
4. Apply learning theories to understand classroom behavior and outcomes.
5. Understand major psychological approaches to teaching, instruction, and classroom management.
6. Analyze the impact of culture, privilege, and oppression as they influence personal growth and development in the classroom.

PSY449 Personality Psychology (3 cr.)

Prerequisite(s): or co-requisites: COM330  or COM309  and all PSY300 level core courses
This course includes historical ways of understanding human persons. Classical personality theories, including psychodynamic, cognitive, behavioral, trait, and humanistic/existential, are studied and evaluated. Contemporary research in personality areas, such as attachment, temperament, the big five traits, and psychological well-being, is studied and integrated with historical and classical approaches.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze, evaluate, and integrate the five major approaches to personality.
2. Evaluate, apply, and integrate the major approaches by constructing an individual approach to personality which dialogues with, critiques, and/or extends the approaches we have studied.
3. Understand the complexity of psychological processes and the human person and what psychological well-being includes.
4. Communicate effectively in writing and orally, using APA format appropriately.
5. Discuss the ethical aspects involved in designing and implementing research in personality psychology.

PSY450 Animal Assisted Therapy (3 cr.)

This course explores animal assisted therapy as a psychological approach to improve the physical, social, emotional, and/or cognitive functioning of an individual using the planned inclusion of an animal in a treatment plan.  This course is a combination of classroom learning and hands on activities with animals to explore trends in assisted therapy for children, adolescents, individuals, families, couples and groups.  Applications of animal assisted therapy to mental health issues such as depression, grief and loss, trauma, addictions, anger management, divorce, and anxiety are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Identify the dynamics of animal assisted therapy.
2. Apply various therapy modalities used in animal assisted therapy.
3. Explain the rationale behind the inclusion of animals in treatment plans.
4. Understand how to incorporate animal assisted therapy into current therapeutic practices.
5. Demonstrate knowledge of animal assisted therapy ethical principles and best practices.

PSY455 Introduction to Chemical Dependency (3 cr.)

This course provides an introduction to addictions and related human services, including physiology of chemical dependency, interviewing, group dynamics, and the impact of chemical dependency on family members. Specific treatments and an overview of state and community treatment resources are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the main theories, including the history and influences, of addiction counseling.
2. Apply assessment and diagnosis of addiction and addiction problems, including the use of the DSM-IV in such assessment and diagnosis.
3. Explain the various models of addiction.
4. Describe and apply relapse prevention models.
5. Identify self-help groups that match the needs of the client.
6. Demonstrate counseling techniques that are associated with relapse prevention.

PSY460 Individual and Group Counseling (3 cr.)

Prerequisite(s): or co-requisites: COM330  or COM309  and PSY449 
This course offers an introduction to basic and advanced interviewing skills in individual and group counseling. Ethical and professional issues are examined. Students consider research and theory, and apply them to diverse populations. Some hands-on experience with basic skills in individual and group formats is included.

Upon completion of this course, students are expected to be able to do the following:

1. Describe the roles of counseling psychologists in a variety of settings and discuss ethical considerations in diagnosis and treatment selection.
2. Use entry level clinical interviewing and clinical writing skills.
3. Discuss evidence-based approaches to helping individuals in varied contexts.
4. Demonstrate differing skills for intervention with individuals versus groups.
5. Discuss the social context of disorders and treatments & become aware of barriers to change.
6. Discuss the laws and ethical codes relating to counseling.
7. Apply ethical principles to individual and group counseling.

PSY465 Psychology of Aging (3 cr.)

This course explores the theories, concepts, perspectives, and research in the study of gerontology.  Psychological and sociological changes experienced during late adulthood are explored.  Topics covered include methodological and theoretical issues regarding the study of aging, social issues that older adults often face, societal implications of aging population, and death and dying.

Upon completion of this course, students are expected to be able to do the following:

1. Compare and contrast gerontology.
2. Analyze the effect on historical events to social issues and aging policy.
3. Describe the concepts and/or theories related to aging.
4. Compare and contrast approaches different cultures use with their elders.
5. Explore and apply theoretical concepts to the topics of death and dying.
6. Explain the disciplines involved in aging studies, and discuss issues related to aging.
    

PSY466 Psychology of Death and Dying (3 cr.)

Prerequisite(s): PSY317  
This course explores the psychological issues and concepts related to death including emotions, behaviors, beliefs, and attitudes towards the process of dying.  Cultural and historical differences in concepts of death, dying grief, and bereavement are explored, as well as individual differences related to preparations, adjustments, and coping with death.  Developmental perspectives on death (children, adolescents, adults, and elderly) are examined as well as the personal and social implications of loss over the entire lifespan.  Topics include coping with grief and loss, cultural approaches to death and funeral practices, hospice care, suicide and physician-assisted suicide, and media coverage of death and dying.

Upon the completion of this course, students are expected to be able to do the following:

1. Apply fundamental theories and concepts related to grief, coping with loss and grief, and developmental perspectives on death.
2. Demonstrate understand of various cultural approaches to death and dying.
3. Identify perspectives and differences about death and dying throughout various stages of life from birth to adulthood.
4. Demonstrate an understanding of how an awareness of mortality contributes meaning in one’s life.

PSY472 Psychology of Trauma (3 cr.)

This course offers an introduction to the phenomenon of psychological trauma.  The course includes the history and current theories in the field, the nature of trauma, and its impact on the developing individual across various domains of functioning.  Cognitive, neuropsychological, developmental, social, and clinical approaches to understanding trauma are covered.  Topics include childhood trauma, sexual assault, domestic violence, terrorism, combat, and natural disasters.

Upon completion of this course, students are expected to be able to do the following: 

1. Discuss the cognitive, neuropsychological, developmental, and social impacts of trauma on the individual.
2. Understand and explain the history of trauma treatment in mental health settings.
3. Describe and differentiate among different types of trauma (i.e., assault, combat, natural disasters).
4. Identify and apply current theories of treating trauma.

PSY480 Organizational Psychology (3 cr.)

Prerequisite(s): PSY320 , PSY359 
Organizational psychology is the application of psychological methods and principles to industrial and organizational behavior.  The course studies psychological constructs related to personnel selection, training, and placement in organizations and industries.  Topics include organizational theory and development; personnel evaluation and assessment; theory of motivation and leadership; teams in organizations; attitudes and emotions relevant to work; and fairness and diversity within organizations.

Upon completion of this course, students are expected to be able to do the following:

1. Apply psychological research and theory to organizational contexts.
2. Identify theoretical frameworks related to personnel evaluation and assessment.
3. Demonstrate understanding of theories of motivation and leadership and apply them to organizational settings.
4. Apply theories of multiculturalism and diversity to organizational settings.
5. Demonstrate an understanding of organizational change and development theories.

PSY489 History and Systems of Psychology (3 cr.)

Prerequisite(s): Pre- or co-requisite: COM330  or COM309  and PSY449  
This course focuses on the historical bases of contemporary psychology, including philosophical, scientific, and cultural developments, with emphasis on the nineteenth and twentieth centuries. Significant systems, schools, and movements within the field of psychology are covered and related to contemporary issues in psychology.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the important philosophies and cultural changes which have been part of the historical bases of contemporary psychology.
2. Identify and evaluate scientific discoveries which have been important in the development of the field of psychology.
3.  Determine the ethical implications of some of these philosophical, scientific and cultural developments.
4. Understand the history of psychology including the evolution of methods of psychology, the theoretical conflicts and the sociological contexts.
5. Discuss the significant systems, schools, and movements within the field of psychology and analyze their relationship to contemporary issues in the field.
6. Synthesize an understanding of the history and systems of psychology with relevant aspects of learning from previous coursework in psychology.
7.  Describe and explain the history of the treatment, attitudes, explanations, and diagnosing of those with mental disorders.
8. Demonstrate critical thinking through effective writing.
9. Understand the evolution of ethics in the field of psychology over the years.

PSY490 Psychology Field Experience (3 cr.)

This course is designed to allow students to develop knowledge in an individual interest area or career path in psychology.  Students create an approved plan to gain both practical and theoretical knowledge.  A minimum of 20 hours of experiential learning in the field, such as informational interviewing, job shadowing, volunteering, project-based service learning, etc. is required. Readings, workshops/seminars, auditing free online courses, etc. complement the experiences.  Students keep a reflective journal throughout, and summarize the learning and future directions in an integration paper.  Students must meet established criteria and receive program director approval to take the course. 

Upon completion of the course, students are expected to be able to do the following:

1. Integrate learning from the course into career and educational planning.
2. Analyze how an interest area in psychology/career path can be applied to improve the human condition.
3. Examine the local and national trends in an area of psychology.
4. Integrate and interpret relevant peer-reviewed and professional literature in writing.
5. Demonstrate critical thinking through effective writing.

PRM600 Foundations of Project Management (3 cr.)

This foundation course covers key terminology, project management context, and the project management framework. This framework includes the project management knowledge areas and the project process groups.
 

Upon completion of this course, students are expected to be able to do the following:

1. Apply key project management terms.
2. Analyze the environment in which projects operate.
3. Describe a generalized view of how the various project management processes commonly interact.
4. Identify project integration, scope, schedule, cost, quality, resource, communications, risk, procurement, and stakeholder management process inputs, tools and techniques, and outputs.
5. Analyze stakeholder needs and expectations.
6. Interpret the role of the project manager.
7. Initiate a project by creating a project charter and analyzing stakeholder needs.
8. Apply university and workplace citation and documentation carefully to all assignments.

PRM601 Project Scope and Scheduling (3 cr.)

Prerequisite(s): PRM600  
This course examines activities related to project planning and estimating project scope and schedule. It also examines processes for managing project resources.

Upon completion of this course, students are expected to be able to do the following:

1. Plan and estimate project scope, resources, and schedule.
2. Evaluate the environment in which the project operates using project management documents. 
3. Prepare scope baseline, including requirements traceability matrix, scope statement, and work breakdown structure. 
4. Prepare schedule baseline by developing a network diagram, estimating activities durations, and developing project schedule.
5. Prepare an integrated project schedule incorporating resources using automated scheduling tool. 
6. Apply appropriate estimating techniques to scope and schedule processes. 
7. Identify factors that create project change.

PRM606 Global Project Management (3 cr.)

Prerequisite(s): PRM600 , PRM601 
This course focuses on the various considerations project managers must make for successful global projects. It addresses the differences between differing political climates and stages of economic development. Social and cultural differences of countries are examined for their impact on project processes.

Upon completion of this course, students are expected to be able to do the following:

1. Describe a systems approach to cultural identities.
2. Analyze the viewpoint of another culture to gain new knowledge and insights.
3. Evaluate variables in the communication process in project presentation.
4. Describe transnational differences and organizational cultures.
5. Identify various approaches to cross-cultural assessments in project management.
6. Evaluate multicultural teamwork and collaboration in project management.
7. Identify legal and government limitations on projects.
    

PRM607 Project Management Portfolio & Program Management (3 cr.)

Prerequisite(s): PRM600 , PRM601 
This course examines a documented set of processes for managing multiple projects. Program and portfolio management knowledge areas, processes, tools, and practices, and their integration into successful business and organizational contexts are explored.

Upon completion of the course, students are expected to be able to do the following:

1. Apply key program and portfolio management terms.
2. Evaluate the environment in which programs and portfolios operate.
3. Describe a generalized view of how the various project, program, and portfolio management processes commonly interact.
4. Analyze program and portfolio management process inputs, tools and techniques, and outputs.
5. Promote efficient and effective communication and coordination among various project management groups.
6. Express all relevant points of view that bear on the issue.

PRM611 Technical Communication (3 cr.)

This course strengthens and deepens communication skills for technical professionals. Organization of information for multiple audiences and purposes is engaged for project managers and technologists. Students work hands-on with technological tools to document and present project outcomes. Professionalism in both oral and written communication is expected.

Upon completion of this course, students are expected to be able to do the following:

1. Design and revise business/workplace documents for a specific audience and purpose.
2. Compose and apply discipline-specific voice, style, and terminology to achieve communication goals.
3. Distinguish, formulate, and evaluate design principles to assist with visual, written, and oral communication.
4. Assess and employ technology to assist in achieving communication objectives.
5. Assemble and interpret relevant research materials.
6. Prepare professional documentation consistent with university and workplace standards.
    

PRM612 Project Leadership Team and Stakeholder Management (3 cr.)

Prerequisite(s): PRM600 , PRM601  and PRM611  
This course examines strategies used to effectively complete projects through people and stakeholder groups and the role of the project manager as leader.

Upon completion of this course, students are expected to be able to do the following:

1. Identify, assign, and communicate project roles, responsibilities, and reporting relationships.
2. Synthesize in a balanced manner the individual, organizational, and systemic issues in conflicting situations and negotiations.
3. Develop strategies to identify, address, and manage the diverse expectations of the project team and other stakeholder groups.
4. Evaluate attributes that shape decisions on tailoring project approaches.
5. Demonstrate, select, and adapt communications styles critical to project environments and progress.
6. Adapt personal leadership style for alignment with the organization culture and project needs.
7. Develop facilitation skills for virtual and in-person interactions among teams and groups.
8. Close projects effectively, including staffing, finance, and archiving lessons learned and project documentation.
9. Direct and manage project work.

PRM613 Project Quality and Quantitative Methods (3 cr.)

Prerequisite(s): PRM600 , PRM601  and PRM611  
This course examines and applies methods used for planning, managing, and controlling quality.  It explores statistical analysis of data for professional applications with an emphasis on quantitative methodologies.
 

Upon completion of this course, students are expected to be able to do the following:

1. Identify measurable quality standards relevant to the project.
2. Leverage tools and techniques to manage and control product and project quality.
3. Monitor and control specific project and product results against the quality standards.
4. Apply ethical considerations to project quality decisions.
5. Analyze dependencies between project requirements, specifications, and quality on product and project performance.
6. Manage project lessons learned to integrate project knowledge with organizational knowledge base.
7. Apply identified strategies of quantitative problem solving in practical applications.

PRM614 Project Risk Management (3 cr.)

Prerequisite(s): PRM600 , PRM601  and PRM611 
This course explores the principles and practices of risk management.  Key concepts in managing uncertainty include developing a risk approach and identifying, analyzing, responding to, and monitoring risks in projects in traditional and adaptive project management environments.

Upon completion of this course, students are expected to be able to do the following:

1. Determine the level of risk exposure that is acceptable in pursuit of project objectives, and define a risk strategy for the project.
2. Identify and accurately describe potential threats and opportunities associated with a project.
3. Analyze the likelihood of individual threats or opportunities occurring and their potential impact on overall risk of meeting objectives.
4. Determine appropriate responses to significant risks, and evaluate implemented responses.
5. Evaluate risk considerations using adaptive approaches such as Agile.

PRM615 Project Procurement Management (3 cr.)

Prerequisite(s): PRM600 , PRM601  and PRM611  
This course examines the full life cycle of project procurement, which includes both buyer and seller perspectives and explores cost estimating techniques to develop proposals.

Upon completion of this course, students are expected to be able to do the following:

1. Determine project procurement requirements and schedule.
2. Develop a procurement plan.
3. Analyze contract types and rationale for use.
4. Develop proposal documentation from a buyer and seller perspective.
5. Develop appropriate selection criteria and evaluate bids.
6. Develop strategies to evaluate, manage, and close contract relationships with vendors.
7. Analyze ethics from a procurement perspective.  
8. Conduct estimation to support proposal development.

PRM616 Project Cost and Performance Management (3 cr.)

This course examines project cost and schedule performance management required for proactive financial decision making by the project manager. This course covers key Earned Value Management (EVM) concepts, including measuring actual performance against performance management baselines.
 

Upon completion of this course, students are expected to be able to do the following:

1. Assess projects’ earned performance management strategies to manage and report project status.
2. Interpret and diagram earned value (EV) data to manage cost, and schedule performance of projects.
3. Evaluate the breakdown of the project work scope into finite pieces for assignment to team members to enable assessment of accomplishments at the level of work performed.
4. Integrate the project work scope, schedule, and cost objectives into a performance measurement baseline plan.
5. Explain significant variances appropriate audiences.
6. Analyze significant variances from the plan, and forecast impacts to prepare an estimate of completion based on performance to date and work to be performed.
7. Assess various approaches to determine how project costs are estimated, budgeted, managed, monitored, and controlled.
8. Assess costs for relevant resources needed for completion of projects. 
9. Assess the impact of integrated change management on project baselines.

PRM620 Agile Projects (3 cr.)

This course develops the skills, techniques, and mindset to build consensus, collaborate with stakeholders, and support self-managed teams in continuous testing of efficiency and effectiveness through agile project management methods.

Upon completion of this course, students are expected to be able to do the following:

1. Apply key agile project management terms.
2. Distinguish among project methodologies based upon project requirements.
3. Synthesize the core practices and philosophies behind a number of specific agile methodologies.
4. Apply agile tools and techniques to efficiently deliver value.
5. Articulate the importance of value-driven delivery and continuous process improvement loops ensuring that goals are met.
6. Apply university and workplace citation and documentation carefully to all assignments.

PRM650 Project Management for IT Professionals (3 cr.)

Prerequisite(s): PRM600 , PRM601  and PRM611  
This course examines the project management framework through the eyes of the IT professional using case studies and scenario-based learning.  Topics include the PMI defined project management knowledge areas, project life cycles, and implementation within varying organizational designs.

Upon completion of this course, students are expected to be able to do the following:

1. Use project management terminology.
2. Shape a project plan to address user needs using a systems approach.
3. Document a complete project plan, including a specification, schedule, and budget in an executable form.
4. Analyze the interdependencies of a typical multi-project environment and address how to effectively manage those interdependencies.
5. Apply common project control methodologies such as earned value systems.
6. Conduct project reviews using accepted methods, including CDR and PDR, and produce the associated documentation.
7. Conduct the close-out of a project in an IT environment.

PRM689 Project Management Capstone (3 cr.)

This course focuses on integrating project management knowledge, skills, and techniques developed in previous courses. It emphasizes critical analysis, synthesis, and evaluation of the theories and application of project management. It includes a major research paper and presentations as well as opportunities for reflection.

Upon completion of this course, students are expected to be able to do the following:

1. Apply critical thinking and problem solving skills to project knowledge areas and processes.
2. Locate, assess, and integrate current literature on topics associated with project management competencies.
3. Evaluate alternative strategies and implement major aspects of project management for a sample project.
4. Prepare professional documentation and presentations consistent with university and diverse workplace standards
5. Demonstrate interpersonal skills consistent with expectations for project managers.

MAPA600 Public and Nonprofit Administration (3 cr.)

This course focuses on the essence of public administration as it relates to public and nonprofit administration.  Special attention is given to the history and scope of public and nonprofit administration, and how they relate to one another.  An overview of the economic and political contexts and contemporary issues that confront public and nonprofit organizations is introduced.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze how the history of public and nonprofit administration shapes the current practices in the field.
2. Examine the commonalities, differences, and interrelationships between public administration and nonprofit administration.
3. Differentiate between the essence, mission, and vision of public administration and nonprofit administration.
4. Evaluate how the economic and political contexts influence government agencies and nonprofit organizations.

MAPA605 Leading with Effective Communications (3 cr.)

This course focuses on tools, techniques, and strategies for effective communication in public and nonprofit administrations.  Organizational communication structure, ethical communication styles, and executive summary techniques are also examined.  Students also focus on graduate academic writing skills, including voice and style; writing that incorporates source material; ethical use of source materials; and APA writing guidelines.

Upon completion of this course, students are expected to be able to do the following:

1. Integrate source material into academic writing, including correct use of summary, paraphrase, and quotation, along with accurate citations.
2. Demonstrate interpersonal communication to manage relationships.
3. Apply effective and supportive listening skills in respectful engagement of others’ ideas, behaviors, and beliefs.
4. Present material in a visually appealing manner.
5. Apply effective communication techniques in different settings.
6. Evaluate the ethical dimension of organizational communication.
7. Analyze and compare organizational communication structures.
8. Use communication theory to determine the best approach and format to communicate with audiences. 

MAPA610 Leading in Diverse Public Environments (3 cr.)

This course introduces selected theories and styles of leadership, the concept of followership, and understanding one’s own leadership style.  Application of leadership theories in diverse environments is examined.  This course also focuses on how diversity of all kinds influences organizational behavior, including internal/external client relationships within public and nonprofit organizations.  The importance of cultural competency is explored along with the knowledge and skills needed to work with, manage, and serve diverse groups of individuals.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze one’s own leadership style in order to adapt and develop effective leadership behaviors.
2. Evaluate leadership theory and how it relates to followers.
3. Articulate the unique challenges of a leader in diverse environments.
4. Distinguish emotional intelligence competencies that contribute to leadership success.
5. Evaluate the skills necessary for successful public and nonprofit administration leadership.
6. Recognize one’s own biases, preferences, and perceptions.

MAPA615 Community Engagement and Partnerships (3 cr.)

This course examines various strategies for collaboration and engagement in the community.  It focuses on diverse collaborated solution strategies, facilitation skills, and transparent decision-making processes.  This course addresses problem-solving techniques that encourage community involvement, along with facilitation of critical conversations.  Media relations, crisis communications, and use of social media are also discussed.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate collaboration strategies for community engagement.
2. Analyze and apply appropriate conflict management approaches.
3. Evaluate supportive communication techniques.
4. Develop effective strategies to mediate and resolve differences in the community.
5. Analyze the effective use and limitations of various media and social media formats.
6. Use narrative and storytelling as a community engagement strategy. 
7. Examine the aspects and implications of public and private partnerships.

MAPA620 Managing Public Finances (3 cr.)

This course overviews the components related to managing public finances, including the sources of revenue from various taxes and fees, and the determinations for sharing revenues across competing government priorities.  Cash management, debt management, and government accounting are covered. This course also examines creating and using budgets for planning and decision making, along with transparent processes for internal and external review of budgets.

Upon completion of the course, students are expected to be able to do the following:

1. Apply fundamentals of public finance.
2. Examine the effective use and limitations of various sources of revenue.
3. Articulate public process for internal and external review of budgets.
4. Identify alternative funding sources.
5. Integrate source materials and forecasting tools to create and manage public budgets.
6. Identify financial trends and their impact on public sector finance.
7. Analyze the ethical practices of financial resource allocation.
8. Analyze financial data for decision making and planning.

MAPA625 Nonprofit Fund Development and Financial Management (3 cr.)

This course overviews the components related to raising and managing nonprofit financial resources, including fund development through grants and alternative funding sources.  Cash management, debt management, audit principles, and nonprofit accounting are addressed.  This course also examines creating and using budgets for planning and decisionmaking, along with transparent processes for internal and external review of budgets.

Upon completion of the course, students are expected to be able to do the following:

1. Connect potential grant sources to projects.
2. Identify alternative funding sources.
3. Create a basic funding proposal, including a budget.
4. Apply fundamentals of nonprofit finance.
5. Apply fund allocations and accounting processes to multiyear grants.
6. Analyze financial data for decision making and planning.
7. Integrate source materials and forecasting tools to create and manage nonprofit budgets.

MAPA630 Public Human Resource Management (3 cr.)

This course focuses on human resource management in the public sector, including the legal and practical contexts for recruitment, selection, development, retention, compensation and benefits, performance evaluation, and labor relations.  Current issues such as diversity training, sexual harassment policies, and rising benefit costs are analyzed.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze the role of human resources in supporting an organization’s strategy.
2. Articulate legal definitions of and distinctions in the employer-employee relationship, including issues related to employment-at-will, independent contractors, volunteers, and casual employees.
3. Evaluate the primary activities of labor relations: organizing, bargaining, contract administration, compensation, and dispute resolution.
4. Appraise employment practices related to recruitment, selection, compensation, and performance management.
5. Describe the collective bargaining process, good faith bargaining, and the inclusion of mandatory and non-mandatory issues.

MAPA635 Nonprofit Human Resource Management (3 cr.)

This course focuses on human resource management in the nonprofit sector, including working with volunteers, boards of directors, contractors, clients/constituents, and external stakeholders. Staffing and hiring processes within an organization, compensation, performance evaluation, and compliance with federal law are covered.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze the role of human resources in the nonprofit sector.
2. Articulate legal definitions of and distinctions in the employer-employee relationship, including issues related to both paid and voluntary roles, consultants, clients, internal/external stakeholders and board members. 
3. Appraise employment practices related to recruitment, selection, compensation, and performance management, including volunteer management.
4. Describe the collective bargaining process, good faith bargaining, and the inclusion of mandatory and non-mandatory issues.

MAPA640 Critical and Design Thinking (3 cr.)

This course focuses on exploring, analyzing, evaluating, and becoming aware of our personal assumptions that frame our actions and thought processes.  Critical thinking, design thinking, and creative strategies are explored as a process to develop solutions to complex and emerging problems.

Upon completion of this course, students are expected to be able to do the following:

1. Assess personal assumptions, and sources of beliefs and values.
2. Describe creativity strategies as an aspect of critical thinking.
3. Evaluate the creative thought process.
4. Articulate the principles of critical thinking.
5. Integrate creative thinking strategies into design thinking.
6. Apply the principles of design thinking to public and nonprofit administration issues.

MAPA645 Effective Strategic Leadership (3 cr.)

This course examines how to develop strategic thinking in response to ongoing change and direct strategic activity toward agreed upon outcomes. An understanding of organizational culture and organizational lifecycles are key aspects of effective strategic leadership. Information on organizational risk management strategies is also included.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze organizational situations using an organizational culture framework.
2. Create measurable outcomes outlining strategic direction.
3. Articulate how organizational lifecycle contributes to determining strategic direction.
4. Develop risk management strategies for selected organizational areas.

MAPA650 The Practice of Ethics (3 cr.)

This course examines various philosophical theories and ethical practices that help guide a student’s ability to think and act ethically.  Personal and professional ethics are analyzed, and ethical issues in public and nonprofit organizations are explored.  Ethical principles and models, including normative concepts and principles for moral reasoning are examined. 

Upon completion of this course, students are expected to be able to do the following:

1. Analyze ethical principles that affect decision making.
2. Identify and analyze key ethical issues that impact public and nonprofit organizations.
3. Identify professional ethical guidelines for a field of study.
4. Differentiate between ethical and legal rights and responsibilities.
5. Apply ethical theories, models, and principles.
6. Develop a framework for resolving complex ethical dilemmas.