Course Descriptions

LLS505 Lasallian Educational Philosophy (6 cr.)

LLS506 Lasallian Spirituality (6 cr.)

LLS510 A Contemporary Understanding of Lasallian Pedagogy (5 cr.)

In this course, the implications for the leadership and management of the Catholic School in a pluralist society are explored. The relevance and application of Lasallian pedagogies in the contemporary Lasallian school are critically examined, particularly in the context of religious education and the application of teaching and learning strategies.

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

1. Evaluate traditional Lasallian pedagogies in the light of contemporary educational and curriculum development.
2. Analyze an inclusive model of education, based on the Lasallian tradition, encompassing contemporary brain theory, knowledge of learning style, and the development of effective learning centers.
3. Develop a personal position on appropriate delivery of learning in the context of the Lasallian school within the Catholic tradition.

LLS520 Lasallian Spirituality (5 cr.)

This course explores the spirituality of the teacher through examining a number of De La Salle’s texts, and the Scriptures on which they are based. Particular emphasis is given to studying the text Meditations for the Time of Retreat. Contemporary views of spirituality are examined, with particular emphasis on Catholic education, and the ways in which an authentic Lasallian Catholic culture can be developed in today’s pluralistic school or workplace.

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

1. Analyze the spirituality of the teacher through various Lasallian and scriptural texts.
2. Integrate Lasallian spirituality into own practice.

LLS530 Lasallian Leadership (4 cr.)

This course presents a range of skills, attitudes and behaviors directed toward personal, group, and organizational levels that contribute to, or detract from, socially responsible and professional leadership. Strategies for developing high levels of personal and institutional integrity and authenticity are presented.

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

1. Analyze styles and models of leadership in the light of the Lasallian tradition and gospel values.
2. Examine the characteristics of a system’s or organization’s culture as represented by different models of educational leadership in the Lasallian Catholic school.
3. Address the challenges for leaders in implementing and sustaining change in entrenched cultures.
4. Develop strategies and actions to promote high levels of personal and institutional integrity in a leadership role.

LLS540 Curriculum Development (3 cr.)

LLS541 Presentation Skills (3 cr.)

LLS542 Teaching and Learning Technology (3 cr.)

LLS543 Adult Learning and Development (3 cr.)

LLS544 Assessment of Formation Effectiveness (3 cr.)

LLS600 Leadership Communication (3 cr.)

This course focuses on the skills and methods required by leaders to facilitate communication with various constituencies. Included are academic writing skills, public speaking, presentation skills, and utilizing technology to facilitate communication.

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

1. Create leadership communications in a variety of formats
2. Critique the effectiveness of various types of technology to facilitate communication
3. Synthesize academic literature into written communications
4. Analyze communication methods targeted to a variety of audiences
5. Critique communication strategies in a Lasallian context.

LLS610 Nonprofit Finance & Funding (3 cr.)

This course presents the components of nonprofit finance and investigates various forms of ministry funding. Fundraising strategies, alternative sources of funding, and budget development are discussed.

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

1. Critique fundraising methods.
2. Analyze alternative sources of funding.
3. Create a ministry budget.
4. Synthesize the principles of fundraising into a strategic funding plan.

LLS620 Curriculum & Assessment (3 cr.)

Curriculum design models and assessment principles appropriate for Lasallian ministries are discussed. Design, articulation, and assessment of curriculum for adult and student audiences are explored.

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

1. Compare and contrast curriculum designed for adult and student learners.
2. Evaluate curriculum models.
3. Evaluate the appropriateness of various forms of assessment.
4. Integrate assessment into curriculum development.
5. Synthesize curriculum into an articulated whole.

LLS630 Supervisory Principles (3 cr.)

This course explores supervising staff in Lasallian ministries. Formative supervision, accompaniment, and adult learning principles are presented.

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

1. Evaluate adult learning principles.
2. Integrate Lasallian pedagogy into the process of formative supervision.
3. Synthesize accompaniment into supervisory practices.
4. Analyze the components of supervision in the context of a Lasallian ministry.

LLS640 Strategies for Ministry Planning (3 cr.)

This course explores the process of school (ministry) planning. Topics include stakeholder analysis, facilitating change, project management, and planning models.

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

1. Critique a variety of planning models.
2. Analyze stakeholders in a Lasallian context.
3. Evaluate the processes of organizational change.
4. Synthesize the processes of project management into the planning process.

LLS690 Capstone Project (2-3 cr.)

EDRD600 Foundations of Language and Literacy Development (1-3 cr.)

This course explores the theoretical and scientific underpinnings of literacy development as a basis for developing effective K-12 reading programs. Major topics include knowledge of the relationships between spoken and written language, the historical evolution of English, processes of reading, motivational aspects, stages of reading, spelling, and writing development, and major historical and current instructional approaches and programs for literacy development. Qualitative and quantitative research regarding literacy acquisition and applications to designing balanced reading programs are addressed. This course is also an applied introduction to the study of linguistics as it relates to the teaching of English to non-native speakers. It is divided into language as a system (phonology, morphology, syntax, semantics), the social factors affecting language acquisition and development, and the relationship of learning English to that of learning other languages.

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

A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:

(1) demonstrate the ability to support a philosophy of literacy instruction with theory and research;

(2) indicate knowledge of reading theories and how these translate into effective practices;

(3) apply reading research studies and articulate how these studies impact reading instruction at the elementary, middle, and high school levels;

(4) understand the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents as it pertains to reading instruction;

(5) understand the progression of reading development (emergent, beginning, transitional, intermediate, and advanced) and the variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers;

(6) describe developmental progress in oral language and its relationship to reading.

E.  A teacher of reading must view professional development as a career-long effort and

responsibility including:

(3) seek to be well informed and share up-to-date knowledge of literacy learning with colleagues.

EDRD601 Elementary Reading Instruction: K-6 (2 cr.)

Prerequisite(s): EDRD600  
Drawing on the conceptual framework for understanding literacy processes, stages, and major instructional approaches developed in EDRD600 , this course features instructional techniques, materials, and programs that have been validated as effective for developing competent and joyful readers and writers in grades K-6. The focus is on creating a balanced literacy program that incorporates the strengths of a whole language approach and the findings of the National Reading Panel.

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

A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(7) teach and foster emergent reading skills such as phonemic awareness, alphabet recognition, and understanding that printed words convey meaning;
(8) teach and foster word recognition skills including phonics, structural analysis, and contextual analysis;
(9) foster the development of an initial sight vocabulary and an increasingly larger and more complex vocabulary, mastering word-learning strategies such as the use of context and structural analysis, and developing word consciousness;
(10) teach and foster fluency and automaticity in both oral and silent reading;
(11) teach and foster comprehension and appreciation of a wide range of children’s and adolescent literature;
(14) teach writing to advance reading development and learning from text.

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) organize and manage effective reading instruction appropriate across developmental levels, proficiency, and linguistic backgrounds;
(2) implement a variety of appropriate grouping strategies including individual, small group, and whole group reading instruction.

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use assessments including:
(3) develop and implement classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum.
(5) create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.
 

EDRD602 Secondary Reading Instruction: 7-12 (2 cr.)

Prerequisite(s): EDRD600 , EDRD601  
This course focuses on literacy development in the middle and high school years, with the goal of promoting reading for learning, understanding, and enjoyment. Topics include assessment of students’ reading and written language skills, the cognitive and skill levels required by various content-area materials and written tests, use of alternative testing strategies, and instructional strategies for developing strategic readers and competent writers in all content areas. Collaboration with content area teachers to adapt course materials, teaching strategies, and assessment practices for students with exceptional educational needs such as learning disabilities and gifted/talented are also featured.

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

A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(12) teach comprehension strategies such as adjusting reading approach, activating background knowledge, summarizing, generating questions, constructing mental representations, and self-monitoring;
(13) teach and foster critical thinking skills and behaviors such as thinking independently, withholding judgment, recognizing point of view and bias, and considering multiple solutions; and
(14) teach writing to advance reading development and learning from text.

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) organize and manage effective reading instruction appropriate across developmental levels, proficiency, and linguistic backgrounds;
(4) understand and apply instructional and informational technologies, digital literacy, and electronic resources to support literacy;
(6) understand the rationale for using a wide range of texts and show evidence of using multiple texts within instruction, including informational texts, content area texts, electronic texts, and non-print materials;
(7) understand the structures of texts, both print and electronic, and the challenges presented by these materials, and use this knowledge in lesson design to match materials to the cognitive levels of all readers and across the curriculum.
 

EDRD603 Reading Instruction for Linguistically and Culturally Diverse Learners (2 cr.)

Prerequisite(s): EDRD600 , EDRD601 , EDRD602  
This course focuses on the concepts and skills needed to develop literacy programs for students who differ in how they acquire literacy because of language, learning, and/or cultural differences. Three major strands are featured: (1) selection and teaching of literature that reflects the diversity of American classrooms and promotes global understanding; (2) fostering literacy in children who come from non-mainstream cultures; and (3) literacy for English Language Learners (ELL/ESL) and for those with special learning characteristics, for example, gifted and talented. Gender differences in literacy acquisition are also explored.

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

A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(5) understand the progression of reading development (emergent, beginning, transitional, intermediate, and advanced) and the variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers;

(11) teach and foster comprehension and appreciation of a wide range of children’s and adolescent literature.
B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:

(3) implement and reflect on the use of instructional practices, approaches, and methods, which support the cognitive, cultural, and linguistic differences of readers.

(5) identify, secure, and use high-quality literature, which meets the interest and reading needs of all readers and represents various cultures and genres.

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:

(2) support students and colleagues in the selection of materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds.

(7) use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice.

 

EDRD604 Diagnosis and Remediation of Reading Difficulties (3 cr.)

Prerequisite(s): EDRD600 , EDRD601 , EDRD602 , EDRD603  
This course focuses on the concepts and skills needed to identify and successfully remediate reading and written language difficulties in all struggling readers, including those served in Title One and LD programs, English Language Learners with literacy delays, and competent readers who have lost motivation to read and write well. Concepts related to test construction, selection, and administration are explored through a case study approach. Uses of group and individual standardized and informal literacy measurements are featured.

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

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods and curriculum materials to support reading instruction:

(8) demonstrate competency through a variety of clinical experiences with elementary, middle, and high school students.

C. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:

(1) understand the principles surrounding a wide variety of instruments, their purposes, strengths, and limitations;

(2) select appropriate tools for specific situations that includes assessment for diagnosis and progress monitoring;

(3) demonstrate expertise in the administration and interpretation of a wide variety of measures that track student progress by individual, class, cohort, and school;

(4) demonstrate expertise in using assessment information to plan differentiated classroom instruction for students, including those at different cognitive and developmental stages, and those from different cultural and linguistic backgrounds;

(5) use assessment data to develop interventions that address specific student needs;

(6) select materials, identify appropriate instructional strategies, and allocate resources needed to implement interventions and remediations; and

(7) communicate results of assessments to students, parents, caregivers, colleagues, and administrators.

EDRD605 Clinical Language and Reading Practicum (3 cr.)

Prerequisite(s): EDRD604  
After assessing the literacy skills and needs of three students–one each at elementary, middle, and high school levels–candidates for the licensure design and carry out individualized intervention programs. The course includes 45 hours of student contact, three class sessions, and weekly online participation via Blackboard.

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

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(8) Demonstrate competency through a variety of clinical experiences with elementary, middle, and high school students.
C. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:
(1) understand the principles surrounding a wide variety of instruments, their purposes, strengths, and limitations;
(2) select appropriate tools for specific situations that includes assessment for diagnosis and progress monitoring;
(3) demonstrate expertise in the administration and interpretation of a wide variety of measures that track student progress by individual, class, cohort, and school;
(4) demonstrate expertise in using assessment information to plan differentiated classroom instruction for students, including those at different cognitive and developmental stages, and those from different cultural and linguistic backgrounds;
(5) use assessment data to develop interventions that address specific student needs;
(6) select materials, identify appropriate instructional strategies, and allocate resources needed to implement interventions and remediations; and
(7) communicate results of assessments to students, parents, caregivers, colleagues, and administrators.
 

EDRD606 Development and Supervision of K-12 Reading Programs (2 cr.)

Prerequisite(s): EDRD605  
This course focuses on the skills needed to design and supervise K-12 reading programs, including selection of curriculum, assessment procedures, instructional materials, and budget development. Interpretation of district results on state-mandated reading tests and development of a district plan are featured. This course also includes coaching strategies for collaboration with classroom and content area teachers.

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

C. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:

(1) use students’ interests, reading abilities, and backgrounds as foundations for the reading program and provide authentic reasons to read and write;

(2) select appropriate tools for specific situations that includes assessment for diagnosis and progress monitoring;

(3) demonstrate expertise in the administration and interpretation of a wide variety of measures that track student progress by individual, class, cohort, and school; 5) use assessment data to develop interventions that address specific student needs;

(5) use assessment data to develop interventions that address specific student needs; and

(7) communicate results of assessments to students, parents, caregivers, colleagues, and administrators.

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:

(2) support students and colleagues in the selection of materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds;

(3) develop and implement classroom and schoolwide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;

(4) integrate technology into reading instruction to create and maintain an environment that includes conventional and new literacies and ensures equity of access to technology

(5) create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students;

(6) promote a shared vision that all students can learn literacy regardless of their cognitive, cultural, or linguistic backgrounds; and

(9) understand the importance of and facilitate home school connections.

E. A teacher of reading must view professional development as a career-long effort and responsibility including:

(1) serve as a role model and display positive attitudes toward literacy in the district/building by engaging in reading and writing practices;

(2) promote and facilitate ongoing self-reflection related to teaching and student learning;

(3) seek to be well informed and share up-to-date knowledge of literacy learning with colleagues;

(4) apply aspects of coaching feedback to instructional practice;

(5) actively seek opportunities to participate in learning communities and professional organizations;

(6) collaborate with and provide guidance for colleagues who seek classroom instruction support in reading;

(7) engage in, initiate, implement, and evaluate professional development programs; and

(8) understand current state and federal legislation as it relates to reading.

EDRD607 Theoretical Models and Processes of Reading (3 cr.)

Prerequisite(s): Completion of K-12 Reading Teacher program coursework or concurrent enrollment in final K-12 Reading Teacher program course.
This course explores the theoretical models and research that inform contemporary understandings of reading development across the lifespan. Exploration and critical review of research in areas of interest (e.g., literacy policy, language and cognition in sociocultural contexts, foundations for literacy development, comprehension development, motivation and engagement, and instructional effects on literacy development) are featured. Syntheses of research as it relates to implications for curriculum development and organization are emphasized.

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

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction
(2) disseminate knowledge of reading theories and articulate how these translate into effective practices
(5) Synthesize and disseminate the research about the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are related to instructional practices and materials in the classroom, school and district;

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(3) support and coach teachers in the development of classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(6) understand and support adult learning.

EDRD608 Theory and Research in Writing (3 cr.)

Prerequisite(s): EDRD607  and EDRD613  
The theoretical and research base for current trends in writing instruction in K-12 and post-secondary schools are explored. Topics of study include spelling, grammar, and composition across the lifespan. Student choice in completing a review of the research literature in an area of interest is featured.

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

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(2) create a schoolwide literacy-rich physical environment appropriate for students who represent multiple levels, broad interests, and cultural and linguistic backgrounds.
(3) support and coach teachers in the development of classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;
RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(2) seek to be well informed and share up-to-date knowledge of literacy learning with colleagues;
(6) understand and support adult learning.
 

EDRD609 Explorations in Children’s Literature (1 cr.)

This course is designed for candidates who wish to increase their personal familiarity with genres of children’s literature while supporting colleagues in their use of high-quality literature and instructional strategies for building quality literature programs at the preschool through sixth grade levels.  The course culminates in development of a plan for helping teachers at a selected grade level match students’ reading levels, interests, cultural, and linguistic backgrounds.

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

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(6) advocate for, support and coach teacher use of high quality literature and a wide range of texts (including informational texts, content area texts, electronic texts and non-print materials).
RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(1) support and coach teachers as they select materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds.
(7) support and coach teachers as they use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice.
(8) promote school-wide critical literacy by encouraging students to question what they are reading while analyzing texts from multiple viewpoints or perspectives.
 

EDRD610 Explorations in Adolescent/Young Adult Literature (1 cr.)

This course reviews the various genres of adolescent and young adult literature and approaches to building a quality literature program through consideration of the reading interests and life issues of adolescents and young adults, particularly for those who are struggling readers.  Contemporary issues and controversies in teaching adolescent literature are featured.  The course culminates in a coaching plan for incorporating quality literature across the curriculum applications.

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

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:

(6) advocate for, support and coach teacher use of high quality literature and a wide range of texts (including informational texts, content area texts, electronic texts and non-print materials).

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:

(1) support and coach teachers as they select materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds.

(8) promote school-wide critical literacy by encouraging students to question what they are reading while analyzing texts from multiple viewpoints or perspectives.
 

EDRD611 Leadership Practicum in Literacy Education (3 cr.)

Prerequisite(s): EDRD606  
This course features the use of school and or district achievement data to design a practicum in an educational setting.  The practicum addresses the areas of data and goal setting, barriers to student achievement, assessment planning and evaluation, dissemination of research, and professional development of staff relating to instructional best practices.

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

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction:
(1) promote a school or district wide philosophy of literacy instruction supported by theory and research.
(3) apply knowledge of research to address identified needs related to reading at the school and district level.
(4) disseminate information, with supporting dialogue and coaching, on the developmental progress of oral language and its relationship to reading.
(5) synthesize and disseminate the research about the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are related to instructional practices and materials in the classroom, school and district.
(6) support school or district-wide implementation of differentiated reading instruction that supports learners as they progress across the developmental continuum.
(7) coach teachers as they identify, monitor, and respond to student progress in relation to developmental benchmarks and with attention to variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers.
RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) provide support and coaching for teachers as they implement literacy frameworks that promote instruction which is appropriate to varying developmental levels, proficiency and linguistic backgrounds.
(4) support and coach teachers in the design of effective reading lessons using various instructional practices, approaches, methods and materials in text and multimedia formats that promote the development of the major components of reading within the reading classroom and across the content areas.
(7)model lessons highlighting the structures of texts, print and electronic, the challenges presented by these materials, and support teachers as they use this knowledge in lesson design.
RLC. A reading leader must use a variety of assessment tools and practices to plan and evaluate effective reading instruction:
(1) understand the relationship of school, district, state, and national literacy initiatives and their accountability requirements.
(2) provide leadership and guidance in the development of effective school assessment plans.
(5) use multiple measures of data for the purpose of progress monitoring, program evaluation, and instructional effectiveness.
(6) provide leadership and guidance in the evaluation of school and district wide programs.
(10) provide leadership in data-driven, shared decision-making processes on the type and intensity of intervention models.
(11) know how to locate and employ necessary resources for high-quality instructional support.
RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(2) create a school wide literacy-rich physical environment appropriate for students who represent multiple levels, broad interests, and cultural and linguistic backgrounds.
(4) promote a school or district-wide philosophy of literacy that integrates technology to create and maintain a reading environment that includes conventional and new literacies.
(5) support and coach teachers as they create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.
(6) promote a shared vision that all students can learn literacy regardless of their cognitive, cultural or linguistic backgrounds.
(9) create a strong advocacy for home-school connections.
RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(3) work with colleagues to provide feedback on instructional practice through coaching and feedback sessions.
(6)  understand and support adult learning.
(7)  have the knowledge to create long-term, substantive, coherent professional development.
(8)  engage in ongoing reflection of the professional development process, including planning. implementing, evaluating, and using data to support future professional development.
(9)  have the knowledge of how to effectively form teams from across the district to work on literacy initiatives.
(10)  strategically secure and place human resources to accomplish literacy initiatives.
(11)  know fiscal, budgetary, and purchasing practices for operating a comprehensive reading program and secure and allocate the funds in appropriate ways that match the literacy vision and goals for the district.
(12)  understand the role and alignment of district, school, and department missions and goals in reading program planning; and
(13)  provide leadership and communicate with colleagues’ information regarding current state and federal legislation as it relates to reading.

EDRD612 Advanced Diagnosis and Remediation of Reading and Writing Disabilities (3 cr.)

Prerequisite(s): EDRD604  (EDRD607/608 Recommended)
Investigation of the nature, causes, and course of reading and writing disabilities across the lifespan, including frequently co-occurring conditions that impact literacy acquisition, is the focus of this course. Topics include (1) design and/or evaluation of assessment tools and; (2) individual diagnosis and case study development; and (3) implications of Response to Treatment (RTI) for early intervention and remediation of literacy disabilities across the lifespan.

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

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction:
(7) coach teachers as they identify, monitor, and respond to student progress in relation to developmental benchmarks and with attention to variations related to cultural and linguistic diversity with heightened awareness to the needs of struggling readers.

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) provide support and coaching for teachers as they implement literacy frameworks that promote instruction which is appropriate to varying developmental levels, proficiencies, and linguistic backgrounds.
(2) support and coach teachers as they implement a variety of grouping strategies including individual, small group and whole group reading instruction.
(3) facilitate the development, selection, implementation, and evaluation of curriculum (e.g. instructional practices, approaches and methods) consistent with building/district frameworks.
(4) support and coach teachers in the design of effective reading lessons using various instructional practices, approaches, methods and materials in text and multimedia formats that promote the development of the major components of reading within the reading classroom and across the content areas.
(5) provide leadership to ensure that district/school curriculum/standards are consistent with Minnesota’s Academic Standards in Language Arts/Reading.

RLC. A reading leader must use a variety of assessment tools and practices to plan and evaluate effective reading instruction:
(1) understand the relationship of school, district, state, and national literacy initiatives and their accountability requirements.
(2) provide leadership and guidance in the development of effective school assessment plans.
(3) provide professional development on the proper use and interpretation of various assessment tools.
(4) provide support and professional development to school and district personnel on the appropriate interpretations of selected assessment tools.
(5) use multiple measures of data for the purpose of progress monitoring, program evaluation, and instructional effectiveness.
(7) provide leadership in designing and sustaining effective instructional assessment models for meeting the needs of those at different cognitive and developmental stages and those from different cultural and linguistic backgrounds.
(8) provide professional development in understanding how the structure of written language, including orthography, morphology, phonology, semantics, and syntax, relates to reading instruction for students with special reading needs.
(9) revise instructional programs based on data to address student needs and proficiencies.
(10) provide leadership in data-driven, shared decision-making processes on the type and intensity of intervention models.
(12) communicate results of assessments to student, parents, caregivers, colleagues, administrators, policymakers, policy officials, and communities.

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:

(1) support and coach teachers as they select materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds.
(5) support and coach teachers as they create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.
(6) promote a shared vision that all students can learn literacy regardless of their cognitive, cultural, or linguistic backgrounds.
(7) support and coach teachers as they use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice.

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(2)  seek to be well informed and share up-to-date knowledge of literacy learning with colleagues.
(10) strategically secure and place human resources to accomplish literacy initiatives.

EDRD613 Educational Research Design (3 cr.)

Prerequisite(s): EDRD607  
This course explores the design, execution, analysis, and evaluation of qualitative, empirical, and teacher action research in the field of literacy across the lifespan. Seminar discussions of issues in literacy education lead to individual research proposals that include a literature review and a methodology/action plan for investigation of a targeted area of interest regarding literacy development, culminating in a leadership plan for facilitating learning communities focused on critical analysis and engagement in teacher action research.

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

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(1) promote and facilitate teachers’ ongoing self-reflection related to teaching and student learning.
(4) provide leadership in developing and maintaining learning communities.

1. Evaluate the usefulness of different research designs for advancement of knowledge in the field of literacy education.

2. Apply concepts of reliability, validity, and generalizability through critical analysis of selected research in literacy education.

3. Evaluate the appropriateness of different methods of data analysis through critical analysis of selected research reports.

4. Formulate a personal plan for investigation of literacy education research, theory, and practice in an area of interest.

5. Develop a research proposal which includes an in-depth literature review and an appropriate methodology/action plan.

6. Address ethical issues related to research proposals and issues.
 

EDRD614 Master’s Project Presentation (1 cr.)

Prerequisite(s): EDRD608  
The culmination of the master’s degree in Literacy Education is the presentation and defense of the candidate’s research project. Prior to the final presentation, candidates receive instructor guidance and peer feedback via Blackboard.

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

RLE.  A reading leader, in viewing professional development as a career-long effort and responsibility, must: 
(1) promote and facilitate teachers’ ongoing self-reflection related to teaching and student learning;
(2) seek to be well informed and share up-to-date knowledge of literacy learning with colleagues;
(5) seek leadership opportunities in professional organizations.

1. Demonstrate critical thinking skills.
2. Orally explain and defend the research hypothesis, design, data analysis, and conclusions.
3. Demonstrate written communication skills needed to explain one’s research hypothesis, design, data analysis choices, interpretation of findings and applications of classroom practice.
4. Connect the learning obtained through this course of study and research project to lifelong learning goals.
5. Enumerate examples of how this project impacts professional development for self and other.
6. Explain how this project enhances the literacy development of children and/or adolescents.

EDRD616 Reading Leader Portfolio Development (2 cr.)

Prerequisite(s): EDRD607-614, Licensure as a K-12 Reading Teacher; and employed or sponsored by a school district in a reading leadership situation that involves data analysis, curriculum consultation, coaching, and professional development of teachers, paraprofessionals, parents, and administrators.
 

This portfolio development course is a part one of a two-part process of documenting application of the Reading Leader standards at a district level school environment and assembling a reading leader portfolio.  Essential components of the portfolio documentation include (1) description of leadership experience(s), (2) discussion of how these experiences demonstrate mastery of the standards; (3) reflection on how these experiences have contributed to the preparation needed to be a Reading Leader; and (4) supporting artifacts.

EDRD617 Reading Leader Portfolio Defense (1 cr.)

Prerequisite(s): EDRD607-614, 616; Licensure as a K-12 Reading Teaching, employed or sponsored by a school district in a reading leadership situation that involves data analysis, curriculum consultation, coaching, and professional development of teachers, paraprofessionals, parents, and administrators; and advisor recommendation.
 

This portfolio presentation course is part two of the two-part process of completing application of the Reading Leader standards at a district/school level environment and defending their reading leader portfolio.  Essential components of the portfolio documentation include (1) description of leadership experiences(s); (2) discussion of how these experiences demonstrate mastery of the standards; (3) reflection on how these experiences have contributed to the preparation needed to be a Reading Leader; and (4) supporting artifacts.

BU435 Health and Wellnes for Business Professionals (3 cr.)

This course examines the theories, concepts and best practices used by business professionals for maintaining health and well-being.  Students examine their own health and wellness to improve and maintain good emotional and physical health in the context of their busy careers.  Perceptions regarding stress and how to reframe stressful situations are examined.  Standardized self-assessment inventories are utilized.  Students create an action plan to address areas for health and wellness improvement.

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

1. Explain the importance of maintaining emotional and physical health in the context of busy work and personal life environments.     
2. Evaluate the current state of one’s own emotional health and well-being.
3. Analyze perceptions regarding stress and its impact on emotional and physical health.
4. Examine the various techniques for creating a healthier lifestyle.
5. Implement an action plan to address areas for health and wellness improvement.  

MG305 Managerial Ethics (3 cr.)

This course examines the ethical issues and social responsibilities to be considered by business managers in the global economy. Also examined are the frameworks and reasoning skills relevant for understanding and addressing ethical dilemmas in business organizations. The social, political, global, and economic environments within which ethical issues occur are assessed.  Finally, the legal and regulatory implications of decision making in business organizations are examined.

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

1. Describe the moral traditions, values, and philosophies that have influenced contemporary business ethics.
2. Assess the variety of ethical issues that have the potential for impacting organizations in the global economy.
3. Recognize the importance of ethical decision making as a component of management and leadership.
4. Explore the characteristics and significance of various ethical frameworks and theories.
5. Assess the impact of globalization on the ethical decision-making process.
6. Examine the legal and regulatory forces that impact business practices and operations.
7. Evaluate the scope and significance of socially responsible business practices.

MG311 Economics for Managers (3 cr.)

This course provides an overview of the macro and microeconomics theories used by individuals in various management and business professions. The economic decisions made by households and organizations in various markets are examined. Also examined are the laws of supply and demand, the macroeconomic indicators of the economy, business cycle analysis, the forces of production and consumption, labor market theory, and consumer choice. The impact of government economic policies on organizations is also examined.

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

1. Describe the principles of macro and microeconomics.
2. Evaluate the market forces involved in supply and demand.
3. Describe the interaction between consumers and producers.
4. Explain the dynamics of international trade.
5. Describe how a nation’s income and cost of living are measured.
6. Explain how the monetary system works.
7. Identify the economics of the public sector.

MG405 Organizational Culture and Change (3 cr.)

This course focuses on the ability of leaders to understand and manage organizational change. It addresses a broad-based understanding of the nature, function, and complexities of organizations. Ways of dealing with change are developed from sometimes disparate views of organizations.

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

1. Articulate the basic nature of organizations, organizational cultures, and organizational change.
2. Understand the basic processes of organizational change and change interventions.
3. Differentiate and apply change intervention methods.
4. Understand the nature of organizational change in global settings.
5. Articulate positions regarding the future or organizational culture and change.

MG408 Project Management (3 cr.)

This course emphasizes leadership concepts related to directing and coordinating human and material resources for relatively short-term projects that have been established to complete specific goals and objectives. The skills and procedures needed to take a project from definition through completion are presented.

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

1. Describe the critical technical competencies in project management.
2. Explain the dynamics of project team development and interpersonal problem solving.
3. Identify strategies for effective team building.
4. Evaluate the critical dimensions of project scope, time, communication, quality, risk, and cost management.
5. Identify strategies for effective project monitoring and controlling.
6. Describe several project management practices that lead to project success.
7. Demonstrate how plan development is integrated into the basic functions of a business organization.

MG410 Applied Leadership and Management (3 cr.)

This course explores the application of leadership and management theory in today’s business organizations.  Contemporary organizational leadership theories and practices are examined.  Also examined are management functions such as planning, organizing, and decision making.  The course emphasizes the analysis of leadership and management skills needed by professionals in various organizational situations.  Leadership and management practices in the context of various organizational trends are evaluated.

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

1. Assess leadership and management theories, frameworks and concepts.
2. Explain the roles and responsibilities required of leaders and managers in organizational contexts.
3. Analyze the circumstances that require the application and practice of leadership and management skills.
4. Evaluate the significance of both formal and informal leadership roles in an organization. 
5. Demonstrate management skills such as planning, goal setting, decision-making, and measuring outcomes.
6. Explore emerging trends that impact organizations such as global competition, workforce diversity, corporate social responsibility, and organizational change that leaders and managers need to understand.
7. Assess the impact of effective leadership in developing ethical organizational cultures.

MG412 Critical Thinking for Organizational Leaders (3 cr.)

This course examines the relevance and application of critical thinking and decision-making techniques for leadership and management in various organizations.  Students identify and evaluate the leadership and management capabilities of themselves and others.  The course focuses on eliciting new leadership insights, and on improving problem solving and decision-making skills.  Finally, the course emphasizes the skills leaders and managers in organizations need to articulate reasoned solutions to organizational problems and opportunities.

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

1. Identify the roles and responsibilities of leaders and managers as problem solvers in organizations.
2. Assess the decision-making challenges facing leaders and managers in various organizational settings.
3. Utilize critical thinking as an imaginative process in organizational leadership and management.
4. Evaluate the leadership and management capabilities, strengths, and skills within a team.
5. Demonstrate the use of critical thinking to navigate the complexity of organizational challenges and opportunities.
6. Explore various knowledge management and decision-making tools and systems.
7. Assess the impact of change on individuals and organizations and the significance of change management strategies.

MG415 Total Quality and Team Development (3 cr.)

The focus of this course is the development of total quality or continuous improvement in organizations. It reviews the phenomenon of quality, key theories and theorists, statistical process control, and quality programs. Effective team management is emphasized as one of the key components of quality.

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

1. Understand the managerial and philosophical meanings of quality.
2. Describe the continuous improvement process as it relates to manufacturing/service industries.
3. Formulate basic problem solving approaches to implement short term solutions and eliminate the root causes of quality problems.
4. Discuss quality program standards as they relate to the quality improvement process.
5. Develop and analyze statistical process control charts used for monitoring processes.
6. Discuss the different approaches to the use of teams in the quality process.
    

MG450 Operations Management (3 cr.)

This course provides an analytical systems viewpoint for management decision making and problem solving in a production operations setting.  Included is an introduction to quality, process design, facility planning and location, scheduling, and materials planning.  This course also reviews problem-solving methodologies that apply a systematic approach to problem identification and resolution within a system.

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

1. Identify the various types of production operations environments.
2. Examine operations management from a systems perspective.
3. Describe the methods of effective problem solving for managing various productions operations processes.
4. Evaluate the dynamics of quality control required for successful operations management.
5. Analyze the various constraints and strategies that might be implemented to meet operational capacity requirements.
6. Develop a systematic and integrated operations management plan.

MK400 Market Research (3 cr.)

This course covers the fundamentals of the theory and design of market research and the analysis and use of research results in making marketing decisions. Applications of market research for various sizes and types of companies are considered.

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

1. Describe the fundamentals of marketing research and explain the implications for its use in strategic marketing initiatives.
2. Identify the statistical measurements used in marketing research design, and recognize the types of results that each statistical measurement yield.
3. Compare and contrast quantitative versus qualitative data analysis and collection methodologies used in marketing research designs.
4. Develop a marketing research plan, and explain the relevance to the marketing research initiative of each of the plan’s components.
5. Examine the techniques used for reporting marketing research results.
6. Examine the ethical issues relating to contemporary marketing research efforts.
    

MK420 Advertising Design (3 cr.)

This course involves the study of art and design used in the marketing of products and services. The principles of artistic composition, color, shape, and form used in commercial art is examined. Emphasis is placed on the need for business professionals to understand the fundamental aesthetic principles of advertising design to help ensure successful promotional campaigns.

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

1. Identify the main design elements used in commercial art.
2. Discuss how art is used to communicate a commercial message.
3. Recognize how advertising impacts various psychological states to influence consumer buying behavior.
4. Analyze the aesthetic components of an effective advertisement.
5. Examine various creative processes used in advertising design.
6. Design original commercial advertisements.
    

MK430 Product Life Cycle Management (3 cr.)

This course focuses on managing products and services throughout their life cycles. Topics include product and service opportunity identification; new product and service innovation, development, design, and idea testing; and development team management. Product and service launching strategies, pricing approaches, and promotional techniques are explored. Also discussed are branding concepts and brand management strategies.

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

1. Examine the processes and strategies used to manage products, product lines, and services throughout the entire course of their life cycles.
2. Identify product attributes that marketers must consider, including product designs and features, packaging, product variety and quality, and brand names.
3. Identify service attributes that marketers must consider, including service intangibility, inseparability, and perishability.
4. Explain how new products and services are developed and tested, and discuss how product development teams play an integral role in bringing these offerings to market.
5. Examine product and service branding strategies, and discuss the importance of branding for establishing a competitive advantage.
6. Evaluate various product development strategies to include line extensions, brand extensions, and multibranding.
7. Recognize the pricing and promotional approaches used in product management initiatives.
    

MK441 Professional Selling Strategies (3 cr.)

This course covers the theory and practice of selling products and services. Approaches to professional selling are reviewed, with the application of selling and customer relationships skills emphasized. Topics covered include the theories and practices of customer prospecting and approach, determining customer wants and needs, sales presentation, overcoming objections, closing the sale, and sales territory management. Also reviewed are communications skills and techniques needed for developing relationships and negotiating sales transactions. Finally, the legal and ethical issues pertaining to contemporary selling are covered. 

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

1. Describe the selling process and the business relationships within this process.
2. Describe the various sales prospecting methods and importance of prospecting.
3. Appraise the different sales presentation methods and when to use them.
4. Demonstrate business negotiations as part of the sales presentation.
5. Explain the importance of verbal and nonverbal communication during the sales process.
6. Differentiate between the major prospect objection categories and how to handle objections from each category.
7. Examine the elements of a successful sales close and the ability to construct a multiple close sequence.
8. Explain the importance of properly handling customers’ complaints in a professional manner.
9. Examine the ethical responsibilities of sales people when dealing with national and international customers.
10. Recognizing the importance of managing one’s own time, territory, and sales career.

GM571 Special Topics in Management (1 cr.)

GM600 Management Principles (3 cr.)

This course provides an overview of key organizational and behavioral concepts, which underlie effective management practice in diverse organizations. Management strategies are examined and compared. Special attention is given to defining and interpreting cross-cultural differences and influences. The course gives attention to the trends, both existing and emerging, that influence organizational structure, and change management.

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

1. Synthesize and build creatively on concepts about management roles in planning, organizing, leading, and oversight.
2. Analyze the management challenges of organizations in today’s interconnected marketplace.
3. Evaluate and apply management strategies to real world problems.
4. Outline a rationale for integrating corporate responsibility into the organization.
5. Identify personal management skills and competencies.
6. Demonstrate the ability to articulate, and analyze opportunities for applying cultural competencies in order to create greater organizational inclusion.

GM605 Creative Problem Solving and Critical Thinking (3 cr.)

This course gives students the opportunity to learn and practice higher level thinking skills such as curiosity and imagination, divergent thinking, idea generation, creative problem solving, evaluation, synthesis, critical thinking and analysis. Students develop strategies to identify challenges and problems, produce creative ideas, and design innovative solutions.

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

1. Understand the importance of creativity and the need for creative leadership in business and society today.
2. Understand concepts, principles, and definitions of creative problem solving and analytical thinking.
3. Analyze techniques and skills of relating to creative problem solving and analytical thinking.
4. Apply both creative and analytical skills in problem-solving situations.
5. Use problem-solving models to address issues in organizations.

GM623 Academic Research and Writing (3 cr.)

This course focuses on graduate academic writing skills, including voice and style, writing that incorporate source material, ethical use of source material, APA writing guidelines, and the revision process.  Students learn to locate and evaluate resources relevant to the research and writing process.

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

1. Develop a research question delineating the complexity of an issue.
2. Use information from a variety of sources relevant to a question.
3. Evaluate information for relevance and credibility.
4. Analyze and synthesize content of scholarly sources.
5. Present writing in an unbiased manner, representing diverse points of view on the topics.
6. Incorporate source material into academic writing, including correct use of summary, paraphrase, and quotation, along with proper citation.
7. Write clearly and concisely.
8. Develop skills in rewriting, editing, and proofreading.

GM630 Quantitative Methods (3 cr.)

This course focuses on statistical analysis of data for professional applications or research with an emphasis on quantitative methodologies. The course covers populations, sample selection, and descriptive and inferential statistics. Significance, Chi Square, correlations, analysis of variance and simple regression, and concepts of reliability, validity, and levels of measurement are addressed.

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

1. Apply statistical ideas and practicalities to real-world quantitative situations within organizations.
2. Read and interpret the statistical content of literature relating to management of people and resources.
3. Analyze statistics through performing basic computation both by hand and with computer software.
4. Determine and apply the appropriate inferential analysis for different types of data and derive correct conclusions.

GM640 Legal Issues for Managers (3 cr.)

This course is an overview of the American legal system and its impact on organizational decision making.  It emphasizes identifying legal issues in management in the areas of torts, contracts, employment, environmental, real estate and discrimination law.  In addition, this course surveys and discuss impact on current trends and issues in business law.

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

1. Explain the fundamental components and processes of the American legal and governmental systems.
2. Analyze the legal rights and liabilities of public and private employers and employees.
3. Define and apply the basic principles of business law relevant to management.
4. Analyze state and federal legal issues addressed by business and industry, including wage and overtime, safety in the workplace, social media in the workplace, and employee right to privacy.
5. Identify legal issues critical to managers and strategies for appropriately responding.

GM643 Multicultural Perspectives (3 cr.)

This course focuses on how diversity of all kinds influences both organizational behavior and outcomes. The place of culture in society, the marketplace, and the workplace is examined. The importance of cultural competence is explored along with the knowledge and skills needed to work with, manage, and serve diverse groups of stakeholders.

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

1. Identify the wide spectrum of differences included in the definitions of diversity and multiculturalism.
2. Analyze personal cultural identity, background, and biases, and how they may influence interaction with diverse stakeholders.
3. Demonstrate the ability to articulate, and analyze opportunities for applying cultural competencies in order to create greater organizational inclusion.
4. Plan for the evaluation of cultural competence initiatives and the resulting effect on organizational behavior, work productivity, and products.

GM645 Marketing Management (3 cr.)

This course emphasizes a practical and comprehensive application of key marketing concepts as they apply to businesses and organizations. Major marketing principles and strategies are explored from a managerial perspective as they apply to the marketplace.

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

1. Apply key marketing concepts, models, theory and tools in a strategic marketing approach to business situations.
2. Analyze the role of the marketing and its complex nature in organizational management.
3. Develop a marketing plan for a product or service.
4. Analyze appropriate strategies for effective social media marketing.
5. Survey the constantly changing conditions in the larger marketplace.
6. Analyze and communicate marketing issues facing the organization and the range of solutions available.

GM660 Financial Management (3 cr.)

This course introduces, discusses, and analyzes financial issues facing diverse organizations in today’s business environment.  Included is examination of various financial areas: types of organizations; sources of capital; capital management; financial statement analysis; time value of money; risk management; and asset valuation.

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

1. Identify the various forms of business entities and the different ways of financing them.
2. Analyze the financial reporting requirements of diverse entities.
3. Apply the principles of managing current assets and current liabilities.
4. Assess the existence of management problems and/or opportunities through analysis of financial statements and making industry comparisons.
5. Compute present values and use them in financial decision making.
6. Analyze relevant issues present in the larger economic environment.
7. Identify the characteristics and impact of ethical behavior by an organization’s.
8. Outline the risk management strategies for organizations.

GM675 Managerial Ethics and Issues (3 cr.)

This course examines philosophical theories and ethical practices that can be used to resolve organizational dilemmas. The course emphasizes the role of managers to strengthen the ethical culture of the organization. Focus is given to application of ethical principles and models to deal with complex organizational issues. Students develop skills in values-based decision making built upon integrity and accountability.

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

1. Identify and assess the extent of ethical issues that face organizations, communities and stakeholder groups.
2. Recognize how ethical theories, principles, and models provide options for examining complex ethical issues.
3. Analyze how organizational and cultural norms affect the ability of people within it to act ethically.
4. Consider value-based decision making to select options that are congruent with business.
5. Develop a framework for resolving complex ethical dilemmas.
6. Apply ethical theories, models and principles.
7. Analyze personal cultural identity, background, and biases and how they may influence interaction with diverse stakeholders.

GM680 Leadership and Strategic Management (3 cr.)

This course introduces selected models and practices in the exploration of what effective leadership is including understanding one’s own leadership style. The course also examines both the theory and application of strategic management tasks of leaders, including conducting a strategic analysis, developing a strategic plan, designing the organization, and implementing strategic change.

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

1. Analyze personal leadership style in order to adapt and develop effective leadership behaviors.
2. Apply the foundations of leadership and decision-making required when dealing with situations marked by change and transition.
3. Apply one or more processes for developing a strategic plan.
4. Identify the distinct challenges of strategic planning and strategic management.
5. Evaluate an organization’s business model and develop of a set of action steps for improving its strategy.
6. Identify and apply the steps required to lead change effectively.

GM689 Management Capstone (3 cr.)

This course focuses on integrating management knowledge, skills, and tools developed in previous management courses. It emphasizes critical analysis, synthesis, and evaluation of the theories and application of management. It includes a major research paper and presentation on a management topic of the student’s choice.

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

1. Critically assess common assumptions about management organizations.
2. Make meaningful and creative use of resources available to an organization.
3. Assess and synthesize relevant knowledge and skills of management studies and practices.
4. Integrate and synthesize knowledge and skills gained from the graduate program.
5. Evaluate the outcome of graduate education related to personal and professional goals.
6. Write and present a major research paper on a topic within the management field.

MK300 Principles of Marketing (3 cr.)

This course addresses the role of marketing in organizations.  It examines the fundamental marketing mix elements of product, price, placement, and promotion that comprise organizational marketing strategies. It further explores how the marketing mix elements are strategically implemented to create and deliver products, services, or ideas to consumers.

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

1. Identify the basic marketing mix elements of product, pricing, placement, and promotion.
2. Explain how organizations coordinate the marketing mix elements as part of their strategic marketing initiatives in the context of various environmental situations.
3. Recognize the various theoretical perspectives on consumer buying behavior as a means for better meeting the needs and wants of target customers.
4. Review the basic approaches and uses of marketing research as a means for understanding consumer and business buying practices.
5. Demonstrate how market segmentation, product positioning and target marketing are used to enhance organizational success.
6. Appraise the ethical issues facing contemporary marketing efforts.
7. Evaluate the various elements that make up the marketing function, and propose a strategic marketing approach that is aligned with organizational goals.

MK302 Marketing Ethics (3 cr.)

This course introduces students to the moral and social issues that arise in the marketing profession. It examines implications of how marketing efforts impact consumers and society. It also examines the legal and regulatory forces that impact how marketers conduct business. Ethical concepts and frameworks used to resolve moral dilemmas are presented.

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

1. Describe the moral and social issues that impact marketing initiatives and professions.
2. Analyze the impact of various marketing efforts on individual consumers and consumer groups.
3. Analyze the impact of various marketing efforts on society as a whole.
4. Examine the values that society expects marketers to uphold when conducting business.
5. Understand and follow the ethical codes of conduct prescribed for marketing professionals.
6. Identify the legal and regulatory forces that impact marketing practices.

MK303 Green Marketing (3 cr.)

This course examines the relationship between company marketing efforts and the earth’s physical environment. The impact of traditional marketing efforts on the earth’s natural resources is examined. Also examined is the role of environmental resource management as it pertains to the development, production, distribution, and promotion of goods and services. Earth-friendly marketing strategies for the 21st century are analyzed. Finally, emerging green marketing trends are examined.

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

1. Assess the impact of traditional marketing practices on the earth and its natural resources.
2. Analyze the impact of traditional marketing practices on human health.
3. Describe the concept and role of green marketing in the 21st century.
4. Identify some of the legal and regulatory forces that govern the impact of marketing on the earth’s physical environment.
5. Develop a green marketing strategy that is applicable to a specific business operation.
6. Analyze emerging trends in green marketing theory and practice.
7. Assess the ethical issues associated with green washing and other pseudo-environmental marketing tactics.
    

MK304 Consumer Behavior and Trend Analysis (3 cr.)

This course explores the theories and frameworks that business and marketing strategists need for assessing purchasing behavior trends. The impact of consumer and business buying behaviors on markets and marketing initiatives is analyzed. The course also examines the contributions of the social sciences in understanding buying behaviors. Students utilize geographic information systems (GIS) technology to explore consumer behaviors and trends that impact business decisions. 

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

1. Describe the theories and practices of consumer and business purchasing behavior as applied to marketing strategy.
2. Identify the factors that affect buying behavior.
3. Implement geographic information systems (GIS) technology to describe and analyze consumer purchasing and business trends.
4. Explore consumer behavior concepts in used to developing strategic marketing initiatives.
5. Evaluate current marketing activities that organizations use to influence buying behaviors.

MK306 Digital Marketing (3 cr.)

This course covers the role of the Internet and associated technologies in contemporary marketing, from product and pricing considerations to new distribution and promotional channels. The role of digital media in creating a customer experience and facilitating business sales and advertising is examined. Also examined is the buying behavior particular to business-to-consumer and business-to-business digital relationships. Key components of the digital marketing mix used to facilitate the development of a digital marketing plan and a supporting budget are presented.

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

1. Identify the most relevant new digital media trends.
2. Utilize digital media channels to create greater consumer experience and involvement.
3. Evaluate the appropriateness of various digital channels.
4. Calculate digital marketing return on investments (ROI).
5. Recognize common mistakes to avoid for ensuring digital marketing success.
6. Utilize a digital marketing planning framework to create an effective new media strategy.
7. Examine the social, legal, and ethical issues that impact digital marketing efforts to include issues involving data privacy.
    

MK307 Social Marketing (3 cr.)

This course examines the use of marketing principles and concepts for the purpose of improving society. Societal issues ranging from health and safety to community involvement, which can benefit from social marketing efforts, are examined. Also examined is the concept of using marketing to encourage people to change behaviors to improve their lives and benefit society. Social marketing strategies for the 21^st century are analyzed. Finally, emerging social marketing trends are examined.

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

1. Describe social marketing and the implications for its use.
2. Evaluate a variety of health, safety, environmental, and community-related issues that can be influenced by social marketing efforts.
3. Analyze how the various components of marketing can be used to influence human behavior for the purpose of promoting social change.
4. Assess the effectiveness of various social marketing campaigns that have been implemented by various organizations.
5. Develop a social marketing strategy that addresses a specific societal issue.
6. Analyze emerging trends in social marketing theory and practice.

MK309 Marketing, Society, and the Environment (3 cr.)

This course explores the relationship between company marketing efforts and the earth’s human and ecological environments. Societal-based marketing concepts and strategies that can benefit initiatives that address issues ranging from health and safety to environmental concerns are examined. The use of marketing concepts and strategies for encouraging people to change behaviors to improve their lives and benefit society are analyzed.  Also analyzed are earth-friendly marketing efforts and sustainability concepts.

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

1. Evaluate societal-based marketing strategies that can be used to influence a variety of health, safety, environmental, and community-related issues.
2. Explore the concept and role of green marketing strategies in contemporary business practices.
3. Assess the impact of traditional marketing practices on the earth and its natural resources.
4. Analyze the impact of traditional marketing practices on human health.
5. Assess the ethical issues associated with greenwashing and other pseudo-environmental marketing tactics.
6. Analyze how marketing can be used to influence human behavior for the purpose of promoting social and environmental change.

MK310 Integrated Marketing Promotions (3 cr.)

This course examines the integrated promotion and communication strategies used in organizational marketing efforts. Topics include the use of advertising, direct marketing, sales promotions, public relations, personal selling, and social media to promote products and services. Message development and communication approaches for various types of promotional strategies are discussed. Legal and ethical issues related to marketing promotions and communications are also considered.

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

1. Examine the attributes and dynamics of the communications and promotional mix elements of advertising, direct marketing, sales promotions, public relations, personal selling, and social media.
2. Assess the strengths, weaknesses, appropriateness of use, and relative costs of each of the communications and promotional mix elements.
3. Analyze how the communications and promotional mix elements are coordinated to effectively market products and services to target audiences.
4. Identify the required steps in developing effective marketing communications to include determining the communication objectives, designing the message, choosing appropriate media, and measuring consumer feedback.
5. Explore different social media techniques used in promotional campaigns.
6. Plan a promotional campaign that implements communications and promotional mix elements plus communications techniques that are appropriate to the target audience.
7. Examine the contemporary ethical issues surrounding marketing communications and promotions.

MK406 Mobile and Search Engine Marketing (3 cr.)

This course examines the use of current mobile platforms and Internet search engine marketing as part of a digital marketing strategy.  The role of technology for mobile device promotions and communications is analyzed.  Internet search engine strategies and analytics used for business growth are evaluated. This course also explores associated digital marketing industry standards and best practices.  

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

1. Evaluate mobile platforms used in digital marketing strategies.
2. Analyze the elements and technologies required for search engine marketing.
3. Review mobile marketing tactics and technologies such as mobile web advertising and mobile apps.
4. Create mobile apps for use in marketing.
5. Analyze the techniques and strategies for creating search engine-focused websites.
6. Create a search engine marketing plan. 
7. Describe mobile device marketing and search engine optimization industry standards and best practices. 

MK440 Business Sales (3 cr.)

This course covers the theory and practice of selling products and services to businesses. It considers its similarities to and differences from consumer sales in terms of mix, buyer behavior, and the buyer-seller relationship. It addresses the social, ethical, and legal elements of business-to-business sales.

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

1. Describe the current field of business-to-business (B2B) selling, and demonstrate knowledge of the step-by-step B2B selling process.
2. Identify the factors that influence organizational purchasing decisions, and examine the implications of these behaviors on professional selling efforts.
3. Explain the importance of building partnerships and relationships as part of the B2B selling process and examine the communications skills needed to accomplish these objectives.
4. Recognize the different sales presentation techniques and review the appropriateness of their use in a variety of B2B selling situations.
5. Review the importance to B2B sales of acquiring knowledge of business customers, of the competition, and of the products and services being offered to the market.
6. Examine the strategies used to overcome objections in order to obtain buyer commitment.
7. Conduct the successful negotiation and closing of a B2B sale.
8. Examine the legal and ethical issues pertaining to B2B sales, and explain what influences ethical selling behaviors.
9. Recognize the importance of managing one’s own time, territory, and sales career.
    

MK442 Sales Management (3 cr.)

This course examines the process of managing sales representatives, accounts, and resources in the context of the legal, ethical, and global business environment. It covers the sales force recruiting and hiring process; approaches to sales force training, compensation, and motivation; techniques used in sales forecasting; and approaches to establishing and managing sales territories. Strategies for managing resources and measuring sales goals are also explored.

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

1. Identify the elements that make up an organization’s sales function, and explain how sales operations support organizational goals and strategic marketing initiatives.
2. Describe the role of sales managers and the scope of sales management activities.
3. Review the methods used to recruit sales force candidates, and analyze the ways in which qualified candidates are selected.
4. Examine the training needs of sales representatives and assess the training approaches used as a means of ensuring sales success.
5. Identify the skills and strategies used to manage, motivate, and compensate sales force representatives.
6. Assess the techniques used to create, develop, and manage sales territories, and explain the appropriateness of these techniques under specific situations.
7. Examine the approaches used for generating new accounts, and identify the methods used to forecast account numbers and sales volumes.
8. Discuss the legal and ethical issues pertaining to corporate sales activities, and explain what influences ethical selling behaviors and sales management practices.

MFT568 Advanced Diagnostic Assessment and Treatment Planning from a Systemic Perspective (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT569 Psychopharmacology and Couple and Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT570 Systemic and Relational Group Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT571 Attachment Theory in Couple and Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT572 Clinical Hypnosis (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT573 Introduction to Play Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT574 Parenting Interventions (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT575 Spirituality and Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT576 Marriage and Family Therapy with Immigrant Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT577 In-Home Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT578 Art Therapy with Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT579 Introduction to Grief and Loss Issues in Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT580 Family Therapy with Families with Disabilities (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT581 Medical Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT582 Use of Self in Marriage and Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT583 Assessing and Treating Substance Abuse/Dependency (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT584 Couple and Family Therapy with Gay and Lesbian Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT585 Family Therapy with African American Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT586 Working with Returning Military Personnel and Their Families from a Systemic Perspective (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT587 Marriage and Family Therapy in Rural Areas (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT588 Working systemically with the Eating Disorder Population (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT589 Separating and Divorcing Couples (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT590 Working with Later Life Families: Aging from a Family Perspective (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT591 Family Mediation (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT592 Neuroscience in Couple Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT593 Adoption and Foster Care Issues in Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT594 Impact of Trauma in First Responders and Their Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT595 Premarital Counseling (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT596 Hoarding Disorder and Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT597 Trauma and Play Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.

MFT598 Mindfulness Based Couples and Family Therapy (1 cr.)

Prerequisite(s): MFT605 , MFT620  

Pre/Co-requisite: MFT615  
This course examines current concerns for MFTs regarding professional development of specialization and competency through the examination of contemporary issues in MFT with individuals, couples, and families.  The course covers summarized information on the topic assigned, including applied theories, multicultural implications and responsiveness, multidisciplinary collaboration, and ethical considerations.

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

1. Identify and implement practical application of the content area.
2. Demonstrate understanding of multicultural implications by creating effective approaches for working with diverse individuals, couples, and families.
3. Identify appropriate ethical considerations related to the given topic.
4. Demonstrate emerging knowledge of the topic.
5. Analyze and evaluate the need for additional resources, including appropriate collaboration with other disciplines, professionals, and/or systems.
6. Evaluate personal bias and judgment related to the topic.