Course Descriptions

IT458 Advanced Cloud Computing Techniques (3 cr.)

This course reviews the fundamental building blocks of a viable cloud computing software application. Students design a scalable prototype application that minimizes local storage and processing. Students implement and manage their own cloud computing application. This course also explores the use of mobile devices to access cloud computing resources.

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

1. Demonstrate a mastery of open source cloud computing tools.
2. Design, implement, and manage a working cloud computing software application.
3. Identify, evaluate, and deploy mobile client software for accessing cloud computing resources.
4. Identify and discuss the cloud computing architectures employed by commercial cloud computing companies.

IT490 Bachelor of Science Completion Capstone (3 cr.)

Prerequisite(s): All general education requirements. This course is taken in the student’s last semester before graduation.  All general education requirements must be fulfilled.
This course provides an opportunity for students to integrate knowledge and skills developed in the Information Technology program and to apply them to a relevant topic. Students select a problem or controversial issue in their area of specialization, research the issue, analyze and critique material related to the topic, and design an application or approach that addresses the issue. Additionally, students demonstrate the educational outcomes of the Information Technology program. The capstone is presented in a business context.

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

1. Demonstrate critical thinking skills.
2. Understand ethical implications as they relate to their project.
3. Develop strategies for continuing education and competence in the student’s chosen field of study.
4. Communicate using inclusive methods in a variety of modes.
5. Identify management principles relevant to their final project.
6. Address diversity as it relates to their selected issue, field of study and profession.
7. Identify available resources within their field pertaining to their final project.
8. Recognize and adapt to trends in their field of study.

IENT605 Entrepreneurial Marketing (3 cr.)

This course is designed to introduce the elements involved in entrepreneurial marketing and discuss the implications for low-cost guerrilla marketing in a startup organization. Reframing the traditional 4Ps of promotion, product, pricing and place into a focus on solutions, access, education, and value, students move away from a traditional advertisement-based marketing approach and explore new and unconventional marketing practices, identify niche markets, and apply a customer-focused lens to create a dialog-generating marketing message. The course explores the various platform options and their benefits and utility for social media and guerrilla marketing.

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

1. Evaluate the options available for marketing in a startup environment and select appropriate venues.
2. Develop platform specific content that integrates the messaging across different mediums.
3. Design and build a strategy for new product recognition through low-cost marketing practices.
4. Create customer-focused content and messaging to educate buyers on products and services.

IENT610 Entrepreneurial Financing (3 cr.)

This course introduces the concepts of bootstrapping, crowdfunding, venture capital, and other types of equity and non-equity financing available to new ventures. Examining the variety of technology-enabled options for creating a crowdfunding platform or securing venture capital, students have the opportunity to explore and identify how to determine best fit financing. The course covers the concepts of company valuation at the different stages of equity financing from seed-stage to mezzanine investments, as well as angel investment and how investors view company valuation.

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

1. Apply knowledge of appropriate financing options and the due diligence process for new ventures.
2. Compare and contrast the use of venture capital and equity versus non-equity finance options.
3. Identify the components of a company valuation and use of convertible debt.
4. Develop financial projections for a startup organization.

IENT615 Lead through Innovation and Change Strategy (3 cr.)

This course explores leadership and change management theories with a focus on application in startup organizations and those leading organizations through a pivot and change in direction. Leadership in the context of unpredictability and with a lens on future-focused value is explored using the framework of Blue Ocean Strategy in addressing new markets. Students analyze the entrepreneurial ecosystem to develop a stakeholder map, evaluate the key components of a new leadership team, construct teams around innovation and growth, and create mission and vision statements indicative of an innovative culture.

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

1. Design an organizational structure optimized to facilitate growth and rapid pivots.
2. Apply leadership theories to create innovation-focused teams.
3. Create mission and vision statements reflective of an entrepreneurial culture.
4. Develop a framework for a multi-channel stakeholder network with an effective social capital base.

MAIS511 Authentic and Courageous Leadership (3 cr.)

This course focuses on the study of leadership development strategies. Students integrate knowledge from diverse fields focused on their development as more authentic and courageous leaders who can effectively lead, transform, engage, and influence organizations, communities, and the world around them.

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

1. Reflect and discuss their personal leadership development.
2. Categorize theories and research on emotions, the wisdom of our intution, and the power to connect and influence at a fundamental level.
3. Apply personal strengths and motivation to leadership theory and styles.
4. Integrate distinct leadership development principles and practices that guide them to authentic, bold, and visionary leadership.

MAIS515 Storytelling (3 cr.)

This course explores the significance of stories in making meaning of complex issues. Multi-disciplinary theories on the function of stories and their origins in mythology are emphasized. The course utilizes cross-cultural as well as comparative examples from contemporary fine arts and popular culture.

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

1. Discuss story and myth and their roles in shaping human culture.
2. Examine how to study human culture through techniques such as observation, description, analysis, and participation in studying human cultures.
3. Practice diverse modes of practice, such as storytelling, performance, text, viewing, and reflection.
4. Analyze the use of story in conveying complex issues and its application to diverse issues. 

MAIS600 Introduction to Integrated Studies (3 cr.)

This course introduces students to the philosophy of integrated study. Students design an individualized program of study by identifying a focus and the relevant disciplines, locating key information and resources, and outlining graduate-level learning objectives and activities. A discussion of ethical responsibilities related to integrated studies is included.

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

1. Articulate a problem, issue, or topic best addressed by an interdisciplinary approach.
2. Synthesize related and historical background information on the identified topic.
3. Explore the nature and power of principles of ethical responsibility and moral philosophy related to integrated studies.
4. Develop an academic plan that includes learning objectives, learning activities, and assignments.

MAIS671 Women’s Self-Esteem and Spirituality (3 cr.)

This course focuses on the effects of traditions and contemporary culture on women’s self-esteem and spirituality. Issues surrounding women’s development of adequate self-esteem and spiritual maturity are addressed. Alternative visions for women’s self-affirmation, full human development, and spirituality are investigated in theoretical and practical ways.

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

1. Discuss the relationships between women’s self-esteem and women’s life experiences.
2. Examine the forces (psychological, political, economic, and religious) of the American culture that impact women’s self-esteem.
3. Integrate traditional and cultural influences into a model or alternative for positive cultural change.
4. Analyze how spirituality has been influenced by culture.
5. Evaluate the relationship between spirituality and self-esteem.

MAIS698 Integrated Studies Capstone (3 cr.)

Prerequisite(s): must be taken final semester
In this culminating course, students synthesize and present the concepts, knowledge, and ethical considerations learned from completion of their multi-disciplinary exploration of an identified issue. Students complete a summative paper/project and give a colloquium presentation.

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

1. Create a scholarly literature review representing their academic investigation of the identified issue.
2. Apply an ethical lens to the exploration of the identified issue.
3. Integrate knowledge from multiple disciplines into a summative paper/project.
4. Reflect on personal and professional growth throughout the program.
5. Effectively communicate findings of capstone paper in colloquium.

MID600 International Development Environments (3 cr.)

This course introduces the fundamentals of international development and analyzes the global environments in which this pursuit is conducted. It explores the history, evolving definitions, theories, management, and synergies of international development. The course also explores tools of information, policy, and sustainability. Additionally, an overview of legal, ethical, and cultural competency issues in international development are provided.

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

1. Analyze the ways in which international development theory and practice have evolved.
2. Evaluate the elements of the global economy which affect international development.
3. Compare and contrast various economic theories.
4. Assess how economic, political, and socio-cultural factors shape and influence international development objectives.
5. Develop strategies to address the barriers to successful international development.
6. Identify the ethical issues inherent in international development.
7. Locate and assess the quality of relevant information, studies, and resources.
    

MID615 Global Trends & Solutions in International Development (3 cr.)

This course analyzes global trends and issues of current significance to which international development tools offer creative solutions. Topics range from emergency assistance, humanitarian intervention, refugee management, and poverty reduction to sustainable economic and social development, human rights, health, education, and the environment.

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

1.  Analyze the significance of topics in the global context of the moment.
2.  Locate and analyze current information and research materials on ways in which international business and development can work together to create solutions to current problem areas.
3. Analyze problem-solving approaches to issues from a variety of cultural, legal, ethical, economic, political, and other perspectives.
    

MID620 International Financing Mechanisms (3 cr.)

This course explores the fundamentals of international development finance policy and practice. It examines the potential of government contracts and such donor sources as multilateral development banks, bonds, loan guarantees, tax increment, tax credits, seed and venture capital, public finance, and microfinance.  Funding opportunities through private foundations, corporations, and government, including federal, state, incentive, and grants programs are covered.

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

1. Demonstrate knowledge of finance policy and sources of capital.
2. Demonstrate the ability to mobilize and manage financial and other sources of support from relevant constituencies. 
3. Research and identify diverse and relevant sources of international development funding.
4. Develop a program funding plan.
5. Create an effective rationale for project funding.

MID680 International Development Organizational Strategy (3 cr.)

This course surveys the broad spectrum of international development through the lens of organizational strategy. It examines the diverse tools, strategies, and best practices of today’s international development organizations in implementing long-term sustainable solutions in developing countries. The course pays particular attention to strategic organizational management, theories and methods of program monitoring and evaluation, recent innovations in organizational approaches to empowering women, building local economies, and caring for the environment.

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

1. Evaluate the management challenges faced by today’s international development organizations.
2. Implement strategic planning skills to ethically and practically effect outcomes.
3. Identify and use ethical, culturally inclusive, and sustainable approaches to problem solving.
4. Apply multidisciplinary research methods to diagnose the key drivers and relevant obstacles of a situation.
5. Analyze the leading theories and methods of program monitoring and evaluation.
6. Create innovative solutions to international development problems in pattern-breaking, sustainable, and scalable ways.

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.

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.

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 Sales 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.

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.

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.

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.

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.

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.
    

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. 

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 Contemporary Issues in MFT: Ethical Guidelines for Providing Systemic TeleTherapy (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.

MFT599 The Business and Practice of MFT (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.

MFT605 Individual and Family Lifespan and Development (3 cr.)

Prerequisite(s): Pre/Co-requisites: admission to the MFT program
This course explores the biopsychosocial development and transitions across the individual and family lifespan. The course focuses on the relational, systemic, and generational effects of physical, cognitive, social, emotional, cultural, and gender development.  Developmental theories are examined through a systemic lens.

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

1. Understand the systematic nature of the patterns of growth and development in all human beings.
2. Examine the developmental tasks which the individual must master at each stage of lifespan development.
3. Analyze the effects of social, familial, cultural, and historical effects on development and functioning.
4. Apply principles of development to the understanding of individual behavioral reactions.
5. Analyze content from scholarly writings and mainstream press as they relate to the course content.
6. Evaluate risk and protective factors of development from a systemic perspective.
7. Integrate and apply understanding of attachment and developmental theories through a systemic lens.

MFT608 Psychopathology and Treatment Planning in Developmental Systems (3 cr.)

Prerequisite(s): MFT605 ,  MFT615 , MFT620  
This course examines the assessment and diagnostic process for working with children, adolescents, adults, couples, and families utilizing a developmental systems approach and the criteria from the Diagnostic and Statistical Manual of Mental Disorders (DSM). It explores theoretical and practical contexts which define the concepts of mental health disorders and diagnosis. This course also focuses on principles of case formulation and treatment planning across diverse and developing systems.

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

1. Describe and apply an understanding of the Developmental Systems Approach to issues of working with children, adolescents, adults, couples, and families in a behavioral health setting.
2. Describe and apply the primary diagnostic criteria and categories relevant to children, adolescents, adults, couples, and families as identified in the DSM.
3. Identify relevant clinical information to formulate accurate diagnoses of clients based on presenting problems and associated developmental, family, and historical information.
4. Create applicable, appropriate treatment plans based on DSM diagnoses and case formulation for children, adolescents, adults, couples, and families.
5. Evaluate cultural and ethical issues related to diagnosis.

MFT615 Multicultural Studies of the Family (3 cr.)

Prerequisite(s): MFT605 , MFT620 , 

Pre/Co-requisite MFT617  
This course focuses on the study of culturally diverse couples and families with special emphasis on understanding the significance of cultural contexts in working with people of different cultures. Issues of racism, sexism, heterosexism, ageism, and other -isms are explored. Dynamics of power and privilege are explored. Strategies to prevent biases from interfering with therapeutic relationships are developed. Included is an exploration of various types of couples and families.

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

1. Identify and describe a variety of forms of family diversity, including race, ethnicity, socioeconomic status, gender identity, age, development, sexual identity, physical health or ability, spirituality or religion, trauma exposure, life experience, family structure, communication style, etc.
2. Define family ethnicity, and articulate its connection to related concepts such as culture, class, gender, and racism.
3. Apply examples of diversity in families within ethnic groups to the practice of marriage and family therapy, evaluating how such diversity might lead to differential outcomes.
4. Analyze and evaluate the dynamics and effects of racism, privilege, discrimination, and ignorance in our understanding of multiculturalism and cultural responsiveness.
5. Create effective approaches for working with diverse families in marriage and family therapy settings.
6. Describe gender roles and functions relate to various styles of family organization.
7. Identify values and beliefs systems related to various family forms in order to serve family units that exceed personal experience or conflict with values or belief systems.
8. Create a plan for developing a culturally affirming professional identity.

MFT616 Therapy with Couples and Intimate Partners (3 cr.)

Prerequisite(s): MFT605 , MFT615 ,  MFT617  , MFT618 , MFT619  
This course introduces historical, contextual, and clinical applications to relationships, including couples and couple systems. Relationships between diverse spouses/partners are explored and analyzed in order to create an understanding of the dynamics that enhance relationships from a therapeutic context. Issues regarding communication, conflict resolution, and emotional and behavioral interactions are included.

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

1. Analyze and evaluate couple dynamics from a systemic perspective.
2. Evaluate strengths and problem areas of relationships between partners/spouses.
3. Identify and evaluate the effects of the following on couple dynamics and couples therapy: gender identity, life/relationship stage, sexual orientation, race, ethnicity, culture, socioeconomic status, sexuality, psychiatric disorders, physical health and ability, etc., with special emphasis on cultural responsiveness.
4. Apply understanding of the role of the brain’s neural operation system and its importance in relationship dynamics and treating troubled relationships.
5. Demonstrate therapeutic skills with couples through experiential activities.
6. Identify and evaluate ethical considerations in couples work.

MFT617 Foundations of Family Therapy I: Theoretical and Conceptual Origins (3 cr.)

Prerequisite(s): Admission to the MFT program
This course examines the structure and function of families and relationships, connecting foundational theoretical and research underpinnings to the major models of family therapy. Family development, roles, and interactions are studied as foundational in the practices of systemic/relational therapy interventions. Efficacy research for individual models and for common factors across models is presented.

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

1. Demonstrate knowledge and application of foundational theoretical/conceptual frameworks of the family field, their historical roots in psychotherapy, along with key concepts and assumptions.
2. Demonstrate knowledge and application of foundational models of marriage and family therapy.
3. Analyze and evaluate the relationships between major conceptual frameworks and therapy models.
4. Apply understanding of diversity and multiculturalism in one’s own developing model of marriage and family therapy.
5. Utilize professional databases and other professional resources in applying, analyzing, and evaluating the literature of the field, including efficacy research.
6. Create and articulate one’s own developing model of marriage and family therapy.
7. Analyze the significance of research evidence and community standards of practice in selecting and evaluating interventions.
    

MFT618 Introduction to Trauma and Crisis Intervention in MFT (2 cr.)

Prerequisite(s): MFT605 , MFT617 , MFT620  

Pre/Co-requisite:  MFT615  
This course provides an introduction to the topic of trauma in Marriage and Family Therapy by discussing crisis intervention, assessment, and management strategies. The course examines the theoretical and research underpinnings of trauma, presents diagnoses and interventions common to trauma, and discusses trauma within a systemic context.

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

1. Demonstrate knowledge and application of major theoretical/conceptual frameworks of the trauma field and its historical roots.
2. Demonstrate knowledge of assessment and diagnoses common to trauma, particularly specific to marriage and family therapists and systems perspectives.
3. Demonstrate knowledge of life course concepts related to trauma.
4. Demonstrate knowledge and application of crisis intervention assessment, including safety planning, suicidality, and homicidality.
5. Integrate understanding of diversity and multiculturalism in one’s own understanding of the field of trauma.
6. Analyze the significance of research evidence and community standards of practice in selecting and evaluating interventions.
7. Identify and evaluate ethical considerations in trauma work.

MFT619 Foundations of Family Therapy II: Contemporary Theories and Models (3 cr.)

Prerequisite(s): Admission to the MFT program
This course examines the structure and function of families and relationships, connecting contemporary theoretical and research underpinnings to the major models of family therapy. Family development, roles, and interactions are studied as foundational in the practices of systemic/relational therapy interventions. Efficacy research for individual models and for common factors across models is presented.

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

1. Demonstrate knowledge and application of contemporary theoretical/conceptual frameworks of the family field, their historical roots in psychotherapy, along with key concepts and assumptions.
2. Demonstrate knowledge and application of contemporary models of marriage and family therapy.
3. Analyze and evaluate the relationships between major conceptual frameworks and therapy models.
4. Apply understanding of diversity and multiculturalism in one’s own developing model of marriage and family therapy.
5. Utilize professional databases and other professional resources in applying, analyzing, and evaluating the literature of the field, including efficacy research.
6. Create and articulate one’s own developing model of marriage and family therapy.
7. Analyze the significance of research evidence and community standards of practice in selecting and evaluating interventions.