Course Descriptions

DNP820 Introduction to Principles of Anesthesia Practice (2 cr.)

Prerequisite(s): Concurrent course: DNP821  
This course is the first of three courses that explores basic anesthetic principles, equipment, monitors, and techniques. Principles courses are intended to build upon content learned in Advanced Human Physiology and Pathophysiology, allowing students to translate information learned into anesthesia practice. Anesthesia care plans are created for individual patients of all ages. Differing patient populations, including those with acute and chronic conditions, are explored in depth.

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

1. Create an individualized anesthetic management based on knowledge of pharmacology, normal physiology, and physiologic changes across the lifespan, and pathophysiologic alterations to provide safe anesthetic care for patients of all ages and states of health.
2. Integrate the professional standards of practice for the certified registered nurse anesthetist into patient care, with emphasis on patient safety, documentation, and legal aspects of care.
3. Summarize the use of monitoring technology and its application to planning care, ongoing patient assessment, and diagnosis.
4. Integrate psychosocial needs of the patient and family into the overall plan of care.
5. Plan for managing challenges and complications related to anesthetic technique and surgical procedure.
6. Create a plan for acute or chronic pain management of the patient depending upon the patient’s surgical procedure needs.

DNP821 Introduction to Principles of Anesthesia Practice Lab (1 cr.)

Prerequisite(s): none
Concurrent course: DNP820 
This lab is the first of three simulation courses that applies content learned in the principles of anesthesia classroom setting. The purpose of this lab is to provide clinical training for student registered nurse anesthetists in a simulation setting. Application is demonstrated via individual simulated patient scenarios and collaborative, team-based anesthesia delivery scenarios to improve students’ patient care skills and clinical decision making abilities.

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

1. Provide competent and evidence-based anesthesia care based on the clinical scenario provided.
2. Describe anatomical and physiologic changes that impact anesthesia care delivery planning.
3. Identify how delivery of anesthesia care affects patient outcome if they have an altered state of physical health according to the topic presented.
4. Illustrate alternate patient care strategies that could be expected to yield alternate outcomes to develop modifications to behavior and judgment based on evidence and best practices.
5. Plan for alterations and/ or changes in practice to insure negative patient outcomes are avoided.

DNP822 Advanced Principles of Anesthesia Practice I (2 cr.)

Prerequisite(s): DNP820 , DNP821 
Concurrent Course: DNP823
This course is the second of three courses that explores advanced anesthetic principles, equipment, monitors, and techniques. Principles courses are intended to build upon content learned in Advanced Human Physiology and Pathophysiology, allowing students to translate information learned into anesthesia practice.  Anesthesia care plans are created for individual patients of all ages. Differing patient populations, including those with acute and chronic conditions are explored in depth.

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

1. Create an individualized anesthetic management based on knowledge of pharmacology, normal physiology, and physiologic changes across the lifespan, and pathophysiologic alterations to provide safe anesthetic care for patients of all ages and states of health.
2. Integrate the professional standards of practice for the certified registered nurse anesthetist into patient care, with emphasis on patient safety, documentation, and legal aspects of care.
3. Summarize the use of monitoring technology and its application to planning care, ongoing patient assessment, and diagnosis.
4. Integrate psychosocial needs of the patient and family into the overall plan of care.
5. Plan for managing challenges and complications related to anesthetic technique and surgical procedure.
6. Create a plan for acute or chronic pain management of the patient depending upon the patient’s surgical procedure needs.

DNP823 Advanced Principles of Anesthesia Practice I Lab (1 cr.)

Prerequisite(s): DNP820 , DNP821 
Concurrent course: DNP822 
This lab is the second of three simulation courses that applies content learned in the principles of anesthesia classroom setting. The purpose of this lab is to provide clinical training for student registered nurse anesthetists in a simulation setting. Application is demonstrated via individual simulated patient scenarios and collaborative, team-based anesthesia delivery scenarios to improve students’ patient care skills and clinical decision making abilities.

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

1. Provide competent and evidence-based anesthesia care based on the clinical scenario provided.
2. Describe anatomical and physiologic changes that impact anesthesia care delivery planning.
3. Identify how delivery of anesthesia care affects patient outcome if they have an altered state of physical health according to the topic presented.
4. Illustrate alternate patient care strategies that could be expected to yield alternate outcomes to develop modifications to behavior and judgment based on evidence and best practices.
5. Plan for alterations and/ or changes in practice to insure negative patient outcomes are avoided.

DNP824 Advanced Principles of Anesthesia Practice II (2 cr.)

Prerequisite(s): DNP820 , DNP821 , DNP822 , DNP823 
Concurrent course: DNP825 
This course is the third of three courses that explores advanced anesthetic principles, equipment, monitors, and techniques. Principles courses are intended to build upon content learned in Advanced Human Physiology and Pathophysiology, allowing students to translate information learned into anesthesia practice.  Anesthesia care plans are created for individual patients of all ages. Differing patient populations, including those with acute and chronic conditions are explored in depth. Application is demonstrated through the use of simulation software and clinical labs.

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

1. Create an individualized anesthetic management based on knowledge of pharmacology, normal physiology, and physiologic changes across the lifespan, and pathophysiologic alterations to provide safe anesthetic care for patients of all ages and states of health.
2. Integrate the professional standards of practice for the certified registered nurse anesthetist into patient care, with emphasis on patient safety, documentation, and legal aspects of care.
3. Summarize the use of monitoring technology and its application to planning care, ongoing patient assessment, and diagnosis.
4. Integrate psychosocial needs of the patient and family into the overall plan of care.
5. Plan for managing challenges and complications related to anesthetic technique and surgical procedure.
6. Create a plan for acute or chronic pain management of the patient depending upon the patient’s surgical procedure needs.

DNP825 Principles of Anesthesia Practice II Lab (1 cr.)

Prerequisite(s): DNP820 , DNP821 , DNP822 , DNP823 
Concurrent course: DNP824 
This lab is the third of three simulation courses that applies content learned in the principles of anesthesia classroom setting. The purpose of this lab is to provide clinical training for student registered nurse anesthetists in a simulation setting. Application is demonstrated via individual simulated patient scenarios and collaborative, team-based anesthesia delivery scenarios to improve students’ patient care skills and clinical decision making abilities.

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

1. Provide competent and evidence-based anesthesia care based on the clinical scenario provided.
2. Describe anatomical and physiologic changes that impact anesthesia care delivery planning.
3. Identify how delivery of anesthesia care affects patient outcome if they have an altered state of physical health according to the topic presented.
4. Illustrate alternate patient care strategies that could be expected to yield alternate outcomes to develop modifications to behavior and judgment based on evidence and best practices.
5. Plan for alterations and/ or changes in practice to insure negative patient outcomes are avoided.

DNP830 Introduction to Nurse Anesthesia Clinical Practicum and Integration (3 cr.)

Prerequisite(s): DNP820 , DNP821  
Concurrent courses: DNP822 , DNP823 
This course focuses on the application of evidence-based research principles to nurse anesthesia practice. Discussions are facilitated by practitioners in a care conference format. Activities include reviewing principles of evidence-based practice interventions and critical analysis of actual case scenarios. Students attend senior student presentations as a requirement of this course. Professional issues are also addressed.

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

1. Analyze patient care outcomes in terms of planned or actual care delivered, cultural awareness, cost, and contemporary evidence-based principles.
2. Demonstrate critical thinking and problem solving skills while evaluating actual patient care.
3. Effectively share confidential clinical correlation information with classmates in a professional manner.
4. Discuss strategies to ensure provider wellness and how they can be integrated into anesthesia practice.
5. Demonstrate an understanding of individualized anesthetic management based on knowledge of pharmacology, normal physiology, and physiologic changes across the lifespan, and pathophysiologic alterations to provide safe anesthetic care for patients of all ages and states of health.
6. Evaluate and discuss key concepts presented by senior students during their formal presentations.

DNP831 Clinical Practicum I (120 hours) (1 cr.)

Prerequisite(s): DNP830 
Concurrent courses: DNP822 , DNP823  
Clinical Practicum I provides the student with opportunities to apply the didactic principles of anesthesia to patient care. Students must master the basic skills and routines associated with anesthesia practice by spending time observing anesthesia and surgery in an urban medical center. This course also includes 90 minute clinical correlative conferences every other week (8 conferences total) in addition to time at practicum sites.

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

1. Formulate an individualized, physiologically sound, evidence based and culturally competent anesthesia plan of care for patients from diverse populations across the lifespan, while taking into account the surgical procedures and comorbid conditions.
2. Implement a formulated anesthesia plan of care in a safe, efficient and cost-effective manner to ensure the best possible patient outcome.
3. Analyze physiologic responses to the anesthetic and implement scientifically sound interventions.
4. Evaluate nurse anesthesia care to positively impact patient outcomes, reduce complications, and improve the safety and quality of nurse anesthesia care.
5. Demonstrate the highest legal, ethical, and practice standards for nurse anesthesia while accepting responsibility and accountability for one’s own actions as a healthcare professional.        

DNP832 Clinical Practicum II (360 hours) (3 cr.)

Prerequisite(s): DNP830 , DNP831 
Concurrent course: DNP840 
Clinical practicum provides the student with the opportunity to apply the principles of anesthesia to direct patient care. Students provide supervised care in a variety of settings and specialty rotations to demonstrate proficiency in advanced anesthetic techniques.

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

1. Formulate an individualized, physiologically sound, evidence based and culturally competent anesthesia plan of care for patients from diverse populations across the lifespan, while taking into account the surgical procedures and comorbid conditions.
2. Implement a formulated anesthesia plan of care in a safe, efficient and cost-effective manner to ensure the best possible patient outcome.
3. Analyze physiologic responses to the anesthetic and implement scientifically sound interventions.
4. Evaluate nurse anesthesia care to positively impact patient outcomes, reduce complications, and improve the safety and quality of nurse anesthesia care.
5. Demonstrate the highest legal, ethical, and practice standards for nurse anesthesia while accepting responsibility and accountability for one’s own actions as a healthcare professional.

DNP833 Clinical Practicum III (480 hours) (4 cr.)

Prerequisite(s): DNP830 , DNP831 , DNP832 
Concurrent course: DNP841  
Clinical practicum provides the student with the opportunity to apply the principles of anesthesia to direct patient care. Students provide supervised care in a variety of settings and specialty rotations to demonstrate proficiency in advanced anesthetic techniques.

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

1. Formulate an individualized, physiologically sound, evidence based and culturally competent anesthesia plan of care for patients from diverse populations across the lifespan, while taking into account the surgical procedures and comorbid conditions.
2. Implement a formulated anesthesia plan of care in a safe, efficient and cost-effective manner to ensure the best possible patient outcome.
3. Analyze physiologic responses to the anesthetic and implement scientifically sound interventions.
4. Evaluate nurse anesthesia care to positively impact patient outcomes, reduce complications, and improve the safety and quality of nurse anesthesia care.
5. Demonstrate the highest legal, ethical, and practice standards for nurse anesthesia while accepting responsibility and accountability for one’s own actions as a healthcare professional.      

DNP834 Clinical Practicum IV (480 hours) (4 cr.)

Prerequisite(s): DNP830 , DNP831 , DNP832 , DNP833 
Concurrent course: DNP842  
Clinical practicum provides the student with the opportunity to apply the principles of anesthesia to direct patient care. Students provide supervised care in a variety of settings and specialty rotations to demonstrate proficiency in advanced anesthetic techniques.

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

1. Formulate an individualized, physiologically sound, evidence based and culturally competent anesthesia plan of care for patients from diverse populations across the lifespan, while taking into account the surgical procedures and comorbid conditions.
2. Implement a formulated anesthesia plan of care in a safe, efficient and cost-effective manner to ensure the best possible patient outcome.
3. Analyze physiologic responses to the anesthetic and implement scientifically sound interventions.
4. Evaluate nurse anesthesia care to positively impact patient outcomes, reduce complications, and improve the safety and quality of nurse anesthesia care.
5. Demonstrate the highest legal, ethical, and practice standards for nurse anesthesia while accepting responsibility and accountability for one’s own actions as a healthcare professional.

DNP835 Clinical Practicum V (600 hours (5 cr.)

Prerequisite(s): DNP830 , DNP831 , DNP832 , DNP833 , DNP834 
Concurrent course: DNP843 
Clinical practicum provides the student with the opportunity to apply the principles of anesthesia to direct patient care. Students provide supervised care in a variety of settings and specialty rotations to demonstrate proficiency in advanced anesthetic techniques.

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

1. Formulate an individualized, physiologically sound, evidence based and culturally competent anesthesia plan of care for patients from diverse populations across the lifespan, while taking into account the surgical procedures and comorbid conditions.
2. Implement a formulated anesthesia plan of care in a safe, efficient and cost-effective manner to ensure the best possible patient outcome.
3. Analyze physiologic responses to the anesthetic and implement scientifically sound interventions.
4. Evaluate nurse anesthesia care to positively impact patient outcomes, reduce complications, and improve the safety and quality of nurse anesthesia care.
5. Demonstrate the highest legal, ethical, and practice standards for nurse anesthesia while accepting responsibility and accountability for one’s own actions as a healthcare professional.

DNP836 Clinical Practicum VI (600 hours) (5 cr.)

Prerequisite(s): DNP830 , DNP831 , DNP832 , DNP833 , DNP834 , DNP835  
Concurrent course: DNP844 
Clinical practicum provide the student with the opportunity to apply the principles of anesthesia to direct patient care. Students provide supervised care in a variety of settings and specialty rotations to demonstrate proficiency in advanced anesthetic techniques.

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

1. Formulate an individualized, physiologically sound, evidence based and culturally competent anesthesia plan of care for patients from diverse populations across the lifespan, while taking into account the surgical procedures and comorbid conditions.
2. Implement a formulated anesthesia plan of care in a safe, efficient and cost-effective manner to ensure the best possible patient outcome.
3. Analyze physiologic responses to the anesthetic and implement scientifically sound interventions.
4. Evaluate nurse anesthesia care to positively impact patient outcomes, reduce complications, and improve the safety and quality of nurse anesthesia care.
5. Demonstrate the highest legal, ethical, and practice standards for nurse anesthesia while accepting responsibility and accountability for one’s own actions as a healthcare professional.

DNP837 Clinical Practicum VII (480 hours) (4 cr.)

Prerequisite(s): DNP830 , DNP831 , DNP832 , DNP833 , DNP834 , DNP835 , DNP836  
Concurrent course: DNP850  
Clinical practicum provides the student with the opportunity to apply the principles of anesthesia to direct patient care. Students provide supervised care in a variety of settings and specialty rotations to demonstrate proficiency in advanced anesthetic techniques.

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

1. Formulate an individualized, physiologically sound, evidence based and culturally competent anesthesia plan of care for patients from diverse populations across the lifespan, while taking into account the surgical procedures and comorbid conditions.
2. Implement a formulated anesthesia plan of care in a safe, efficient and cost-effective manner to ensure the best possible patient outcome.
3. Analyze physiologic responses to the anesthetic and implement scientifically sound interventions.
4. Evaluate nurse anesthesia care to positively impact patient outcomes, reduce complications, and improve the safety and quality of nurse anesthesia care.
5. Demonstrate the highest legal, ethical, and practice standards for nurse anesthesia while accepting responsibility and accountability for one’s own actions as a healthcare professional.

DNP840 Applied Epidemiology in Evidence Based Practice (3 cr.)

Prerequisite(s): DNP808 , DNP809 , DNP820 , DNP821 , DNP822 , DNP823 , DNP824 , and DNP825 
This course provides basic epidemiologic concepts and operationalizes the evidence-based practice perspective of advanced practice nursing. The types and robustness of evidence from multiple sources are emphasized. Logic trails and triangulation are studied as related to specific healthcare delivery problems. The course includes an overview of chronic and infectious disease epidemiology using historical and current public health challenges, specifically focusing on social determinants of health. How genetics impact diseases is also studied. In addition to studying various aspects of disease in populations, the importance and types of disease prevention are included. This course provides an opportunity for students to determine their area of interest for their DNP scholarly project.

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

1. Evaluate professional practice in the context of supporting scientific evidence.
2. Apply knowledge to practice in decision-making and problem solving.
3.  Analyze strategies to improve patient outcomes and quality of care. 
4.  Analyze health outcomes in a variety of populations, systems and clinical settings.
5. Distinguish between a clinical and a population approach to risk factors and disease.
6. Explain the range of personal, social, economic, and environmental factors that influence determinants of health.
7. Articulate biological and genetic factors that affect a population’s health.
8. List major causes and trends in morbidity and mortality in the United States or other large population.
9. Interpret and discuss how various epidemiologic studies (cross-sectional, case-control, cohort, ecologic, and intervention) are used to study statistical associations between risk factors and disease or death outcomes.
10. Differentiate between a statistical association and a causal relationship between a risk factor and a health outcome. 

DNP841 DNP Scholarly Project I -Planning (100 clinical hours) (2 cr.)

Prerequisite(s): DNP808 , DNP809 , DNP813 , and DNP840  
The DNP Scholarly Project is the culmination of the nurse anesthesia Doctor of Nursing Practice (DNP) curriculum. Successful completion of the final Scholarly Project provides verification that the student has achieved competency in the scholarship skills relevant to the DNP Degree.

This is the first in a series of four scholarly project courses that span four semesters of the program. This course is offered in Year 2 of the program and focuses on the initial development of the DNP Scholarly Project, including system evaluation, gathering evidence to support the project, the development of a PICO(T) question, and identification of project stakeholders/facilitators/ barriers. Students must evaluate social determinants of health that could be impacted by the project and identify strategies to eliminate barriers to project implementation. Students are expected to work in groups of two or three. Much of this course will consist of literature review, collaboration with advisors and other relevant project personnel, and laying the initial foundation for the project. Students also gain an appreciation for the role of the IRB and complete all mandated CITI training. The course culminates with the Scholarly Project Proposal, an oral presentation delivered to faculty and classmates that offers an opportunity for idea sharing and project refinement. Each student is responsible for completing equal parts of the project. Students complete a self-assessment as well as an assessment of each team member, which contributes to the final grade for the course. In addition, monthly review assignments and exams are tied to this course for an individual final score that is earned by the student.

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

1. Implement an established timeline for completion of the project.
2. Employ advanced inter and intra-professional collaboration skills with numerous key stakeholders to improve health outcomes.
3. Demonstrate leadership through the development of innovations that incorporate aspects of change theories.
4. Demonstrate leadership in the translation of best evidence into practice to improve healthcare quality, safety and outcomes.
5. Define social determinants of health impacted by the project and identify strategies to eliminate barriers to project implementation.
6. Develop a scholarly work in the form of a manuscript suitable for submission to a peer-reviewed journal.
7. Deliver an oral presentation of the final project before a Scholarly Project Committee and peers.
8. External dissemination through the development of a poster and/ or oral presentation for delivery at a state or national meeting.

DNP842 Scholarly Project II - Implementation (50 clinical hours) (1 cr.)

Prerequisite(s): DNP808 , DNP809 , DNP813 , DNP840 , and DNP841  
The DNP Scholarly Project is the culmination of the nurse anesthesia Doctor of Nursing Practice (DNP) curriculum. Successful completion of the final Scholarly Project will provide verification that the student has achieved competency in the scholarship skills relevant to the DNP Degree.

This course is the second in a series of DNP Scholarly Project courses and focuses on the steps of identifying and refining the DNP Scholarly Project’s methodology and on project implementation. Students must evaluate social determinants of health that could be impacted by the project and identify strategies to eliminate barriers prior to project implementation. Activities associated with this course may include, but are not limited to: the development of the study design, determining plans for statistical analysis, the development and distribution of surveys/ assessments, continued communication and engagement with stakeholders, system change needs, and educational interventions that may be part of the project. IRB approval is obtained at this time if it is determined to be necessary based upon the project. Each student is responsible for completing equal parts of the project. Students complete a self-assessment as well as an assessment of each team member, which contributes to the final grade for the course. In addition, monthly review exams and assignments are tied to this course for an individual final score that is earned by the student.

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

1. Implement an established timeline for completion of the project.
2. Employ advanced inter and intra-professional collaboration skills with numerous key stakeholders to improve health outcomes.
3. Demonstrate leadership through the development of innovations that incorporate aspects of change theories.
4. Demonstrate leadership in the translation of best evidence into practice to improve healthcare quality, safety and outcomes.
5. Define social determinants of health impacted by the project and identify strategies to eliminate barriers to project implementation.
6. Develop a scholarly work in the form of a manuscript suitable for submission to a peer-reviewed journal.
7. Deliver an oral presentation of the final project before a Scholarly Project Committee and peers.
8. External dissemination through the development of a poster and/ or oral presentation for delivery at a state or national meeting.

DNP843 DNP Scholarly Project III - Analysis (50 clinical hours) (1 cr.)

Prerequisite(s): DNP808 , DNP809 , DNP813 , DNP840 , DNP841 , and DNP842  
The DNP Scholarly Project is the culmination of the nurse anesthesia Doctor of Nursing Practice (DNP) curriculum. Successful completion of the final Scholarly Project provides verification that the student has achieved competency in the scholarship skills relevant to the DNP Degree.

This course is the third in a series of DNP Scholarly Project courses and focuses on the “Analysis” phase of the Scholarly Project. Activities associated with this course include, but are not limited to: analyzing survey results, working with statistics personnel to ensure that appropriate statistical analysis is performed, conducting meetings for follow up or clarification of results, and generating conclusions from the results of data gathered. Students must evaluate social determinants of health that were unexpectedly created or impacted by project implementation. Each student is responsible for completing equal parts of the project. Students complete a self-assessment as well as an assessment of each team member, which contributes to the final grade for the course. In addition, monthly review exams and assignments are tied to this course for an individual final score that is earned by the student.

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

1. Implement an established timeline for completion of the project.
2. Employ advanced inter and intra-professional collaboration skills with numerous key stakeholders to improve health outcomes.
3. Demonstrate leadership through the development of innovations that incorporate aspects of change theories.
4. Demonstrate leadership in the translation of best evidence into practice to improve healthcare quality, safety and outcomes.
5. Define social determinants of health impacted by the project and identify strategies to eliminate barriers to project implementation.
6. Develop a scholarly work in the form of a manuscript suitable for submission to a peer-reviewed journal.
7. Deliver an oral presentation of the final project before a Scholarly Project Committee and peers.
8. External dissemination through the development of a poster and/ or oral presentation for delivery at a state or national meeting.

DNP844 DNP Scholarly Project IV - Conclusion and Dissemination (50 clinical hours) (1 cr.)

Prerequisite(s): DNP808 , DNP809 , DNP813 , DNP840 , DNP841 , DNP842 , and DNP843  
The DNP Scholarly Project is the culmination of the nurse anesthesia Doctor of Nursing Practice (DNP) curriculum. Successful completion of the final Scholarly Project provides verification that the student has achieved competency in the scholarship skills relevant to the DNP Degree.

This course is the fourth and final course in the DNP Scholarly Project series. This course focuses on the “conclusions and dissemination” phase of the Scholarly Project. Activities associated with this course include, but are not limited to: discussing how the outcomes of the project impacts the population/ practice area in which the project was conducted, sharing this information with relevant stakeholders and project participants, and identifying future implications of the project. Students must comment on social determinants of health that were revealed or impacted by the project throughout their work. During this course, each graduating student participates in formally presenting an analysis of their evidence-based scholarly project findings during the final project presentation. First year students, scholarly work and faculty advisors, and other relevant stakeholders are in the audience to critique each presentation and provide feedback. These presentations  provides the student with an opportunity to explain his or her project aims and outcomes, as well as articulate an understanding of the processes necessary to successfully execute a DNP Scholarly Project. As part of this course, students also prepare a manuscript for submission to a peer-reviewed journal, and prepare either a poster or podium presentation (or both) for a state or national meeting. The grade for the course are based on the student’s final project presentation, along with an evaluation of individual SRNA’s scholarly and professional behaviors throughout the project continuum. Each student is responsible for completing equal parts of the project including the dissemination. Students complete a self-assessment as well as an assessment of each team member, which contributes to the final grade for the course. In addition, monthly review exams and assignments are tied to this course for an individual final score that is earned by the student.

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

1. Implement an established timeline for completion of the project.
2. Employ advanced inter and intra-professional collaboration skills with numerous key stakeholders to improve health outcomes.
3. Demonstrate leadership through the development of innovations that incorporate aspects of change theories.
4. Demonstrate leadership in the translation of best evidence into practice to improve healthcare quality, safety and outcomes.
5. Define social determinants of health impacted by the project and identify strategies to eliminate barriers to project implementation.
6. Develop a scholarly work in the form of a manuscript suitable for submission to a peer-reviewed journal.
7. Oral presentation of final project before a Scholarly Project Committee and peers.
8. External dissemination through the development of a poster and/ or oral presentation for delivery at a state or national meeting.

DNP850 Program Comprehensive Exams (2 cr.)

Prerequisite(s): DNP801 , DNP802 , DNP803 , DNP804 , DNP805 , DNP806 , DNP807 , DNP821 , DNP821 , DNP822 , DNP823 , DNP824 , DNP825 , and DNP840 
The student’s mastery of their anesthesia knowledge base is assessed via a series of comprehensive examinations. Examination topics include all content studied throughout the program.

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

1. Demonstrate a mastery of the anesthesia knowledge base by obtaining a passing score achievement level on each comprehensive examination.

OL614 Leadership and Ethics (3 cr.)

This course focuses on theories and styles of leadership and the ways in which outcomes are influenced through increased awareness of personal style and skills. Personal and professional ethics are analyzed, and ethical issues in organizations are explored.

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

1. Evaluate personal leadership strengths and opportunities for leadership success.
2. Analyze the role of the leader in the context of organizational issues.
3. Analyze one’s learning and communication style as it applies to leadership in a technological world.
4. Distinguish emotional intelligence competencies that contribute to leadership success.
5. Analyze ethical principles that affect decision making.
6. Analyze ethical dilemmas within organizations.
7. Synthesize the individual, organizational, and systemic issues in ethical situations.
8. Construct a process for ethically responsible decision making and apply this model to ethical decision points.

OL615 Critical Thinking and Research (3 cr.)

This course focuses on exploring, analyzing, and evaluating information in order to think critically when creating leadership strategy.

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

1. Assess the foundational criteria, assumptions, and sources of beliefs and values.
2. Use creativity and innovation as an aspect of critical thinking for leadership practice.
3. Articulate the complexity inherent in controversial issues.
4. Analyze an issue from several points of view.
5. Create a research design and protocol for a research question.
6. Synthesize information from multiple sources in planning for change.
7. Engage constituents in using research to address organizational needs.
8. Apply ethical considerations in research.

OL624 Collaboration and Teambuilding (3 cr.)

This course focuses on collaboration skills in developing high performing teams. Personal power, conflict, and influence are examined. Team building communication techniques are also included.

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

1. Develop strategies for high-performing teams.
2. Evaluate the role of influence and personal power in building relationships.
3. Analyze and apply appropriate conflict management approaches.
4. Evaluate collaboration skills for team building.
5. Assess cultural situations in organizations.
6. Evaluate supportive communication techniques.
7. Analyze an emotional competence framework and apply it to teams.
8. Apply systems theory, team collaboration, and shared vision to organizations.

OL625 Communication Strategies (3 cr.)

This course focuses on tools, techniques, and strategies for effective communication in organizational excellence. Presentation, negotiation, and advocacy are examined.

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

1. Evaluate how communication tools, channels, and techniques affect strategy.
2. Demonstrate interpersonal communication to manage relationships via technology.
3. Demonstrate effective and supportive listening skills in respectful engagement of others’ ideas, behaviors, and beliefs.
4. Demonstrate the use of narrative and storytelling as a communication strategy.
5. Demonstrate successful negotiating skills.
6. Match vocabulary and voice to audience needs.
7. Argue for and influence an audience on a critical topic.
8. Present material in a visually appealing manner.

OL634 Economic and Political Contexts (3 cr.)

This course focuses on global, economic, and political issues influencing today’s organizations. Contextual factors and trends in world economics and politics are examined.

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

1. Analyze the factors influencing the international political economy and the management of organizations.
2. Analyze the viewpoints identified in global politics.
3. Analyze the influence of organizational beliefs and policies on global economies.
4. Synthesize the cultural, economic, political, and social perspectives that impact organizations.
5. Evaluate global trends important for effective local management.
6. Articulate the challenges unique to organizations that operate globally.

OL635 Social and Cultural Perspectives (3 cr.)

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

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

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

OL640 Power and Influence (3 cr.)

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

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

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

OL644 Talent Management (3 cr.)

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

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

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

OL646 Organization Development (3 cr.)

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

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

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

OL650 Organizational Effectiveness (3 cr.)

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

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

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

OL654 Strategy and Innovation (3 cr.)

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

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

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

OL655 Capstone Symposium (3 cr.)

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

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

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

PRM600 Foundations of Project Management (3 cr.)

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

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

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

PRM601 Project Scope and Scheduling (3 cr.)

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

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

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

PRM606 Global Project Management (3 cr.)

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

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

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

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

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

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

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

PRM611 Technical Communication (3 cr.)

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

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

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

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

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

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

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

PRM613 Project Quality and Quantitative Methods (3 cr.)

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

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

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

PRM614 Project Risk Management (3 cr.)

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

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

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

PRM615 Project Procurement Management (3 cr.)

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

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

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

PRM616 Project Cost and Performance Management (3 cr.)

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

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

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

PRM620 Agile Projects (3 cr.)

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

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

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

PRM650 Project Management for IT Professionals (3 cr.)

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

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

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

PRM689 Project Management Capstone (3 cr.)

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

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

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

MAPA600 Public and Nonprofit Administration (3 cr.)

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

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

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

MAPA601 Strategic Nonprofit Management (3 cr.)

This course provides an overview of the management principles used in nonprofit organizations. The course examines the historical and current context for work in the nonprofit sector; strategic leadership, including board governance and executive leadership; concepts of strategic planning, benchmarking and evaluation; and an overview of operations planning. Strategic linkages between an organization’s mission and values, strategic direction, and programming are examined.

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

1. Analyze types and characteristics of nonprofit operating principles and structures.
2. Apply concepts of nonprofit accountability and ownership.
3. Explain operations and characteristics of a board governance model.
4. Create measurable benchmarks for monitoring progress against strategy.
5. Evaluate operating goals, objectives, tactics, and implementation tools.
6. Analyze the role of strategic planning within organizational life, explaining the relationship among organizational mission, strategy, vision, and values.

MAPA605 Leading with Effective Communications (3 cr.)

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

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

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

MAPA610 Leading in Diverse Public Environments (3 cr.)

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

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

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

MAPA615 Community Engagement and Partnerships (3 cr.)

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

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

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

MAPA620 Managing Public Finances (3 cr.)

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

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

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

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

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

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

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

MAPA630 Public Human Resource Management (3 cr.)

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

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

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

MAPA635 Nonprofit Human Resource Management (3 cr.)

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

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

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

MAPA640 Critical and Design Thinking (3 cr.)

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

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

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

MAPA645 Effective Strategic Leadership (3 cr.)

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

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

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

MAPA650 The Practice of Ethics (3 cr.)

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

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

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

MAPA655 Principles of Policy (3 cr.)

This course takes a critical look at the design and evaluation of public policy through policy topics and issues in a wide range of areas. Also covered are regulatory and administrative law, the role of advocacy, legalities of lobbying, and the effect of policy on nonprofits.

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

1. Articulate policy making principles and processes.
2. Analyze the components of effective policy.
3. Apply public policy theory to public administration cases.
4. Analyze how the political, economical, and social culture influences policy.
5. Connect lobbying efforts to the quality and results of policy making.

MAPA660 Inquiry and Data Analysis (3 cr.)

This course explores evaluating the research methodology and findings of relevant literature and reports as well as analysis of data.  Students learn outcome-based approaches to create and conduct program evaluation.

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

1. Select relevant research and literature in their field.
2. Evaluate the validity of data collection methodologies.
3. Interpret data sets.
4. Construct an outcome-based program evaluation.
5. Draw well-articulated conclusions.
6. Translate findings into understandable formats appropriate to the audience.

MAPA690 Capstone: Integrating the Capacities (3 cr.)

This course focuses on integrating knowledge, skills, and tools developed during the program.  It emphasizes critical analysis, synthesis, and evaluation of public and nonprofit administration theory and practice.

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

1. Conduct research on a topic associated with public and nonprofit administration.
2. Critically assess common assumptions about public and nonprofit administration organizations.
3. Apply critical thinking and design thinking skills.
4. Evaluate lines of reasoning offered in support of a viewpoint.
5. Evaluate program learning outcomes in relationship to personal and professional goals.

BPH300 Human Biology (3 cr.)

This course introduces fundamental aspects of human physiology with emphasis on organ systems, their components, and their functions.  Students compare states of health and disease across the lifespan spectrum.  Topics include introductions to human physiology, organ systems, cell biology, and genetics.  The molecular bases for physiologic processes are introduced.  The roles of exercise, nutrition, lifestyle, aging, and the environment on states of health are introduced in relation to fundamental physiological principles.  

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

1. Describe the functions of different organ systems and their constituent components.
2. Explain what a gene is and how genetic regulation and differences contribute to normal physiology as well as diversity and disease.
3. Demonstrate an understanding of how lifestyle affects physiology and ultimately an individual’s state of health or disease. 

BPH310 The Community Health Worker Role: Role, Advocacy, Outreach and Resources (3 cr.)

This course defines the role of the Community Health Worker (CHW).  Students explain strategies for personal safety in relation to home visits.  Students also gain an understanding of value of self-care and personal wellness.  Students also become familiar with the health-related needs of their communities and cultural considerations.  Students learn about their role as a liaison, connecting clients and appropriate community resources.

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

1. Identify the CHW Scope of Practice as defined by the MN CHW Alliance.
2. Recognize emergency situations and communicate appropriate responses while describing personal safety measures.
3. Identify best practices for self-care and personal wellness by developing time management and SMART goal setting skills.
4. Prescribe effective strategies for collaborating with relevant community agencies and health care providers.
5. Support clients and healthcare providers in “translating” culture specific behaviors in order to promote needed services and resources.
6. Use networking skills to ensure proper engagement of services and resources for clients and their families.
7. Recognize quality resources and develop and format a client focused resource brief with essential agency information.

BPH315 Health Communication, Teaching and Capacity Building (3 cr.)

This course introduces concepts of verbal and non-verbal communication required for the CHW to effectively interact with clients, their families and healthcare providers of all backgrounds. Students apply skills such as active listening and motivational interviewing. 

This course also focuses on the CHW’s role as a teacher to increase the capability of the community and the client to access the health care and social services systems. Course materials emphasize the role of the CHW in empowering clients to become self-sufficient in achieving personal health goals.

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

1. Construct an action plan with clients that uses goals to promote health.
2. Demonstrate a variety of teaching techniques with clients to foster healthy behavioral changes.
3. Explain the use of health promotion and preventive health activities to build capacity in the community.
4. Demonstrate effective and culturally appropriate communication skills when collaborating with clients and members of the team.
5. Identify and apply conflict resolution strategies when necessary.
6. Identify client health and cultural beliefs, traditions, and values and how they influence health and incorporate this information into a client action plan.

BPH320 Documentation, Legal, and Ethical Issues in Community Health Work (3 cr.)

This course focuses on the legal and ethical dimensions of the Community Health Worker’s (CHW) role. Included are boundaries of the CHW position, agency policies, confidentiality, liability, mandatory reporting, and cultural issues that can influence legal and ethical responsibilities.

This course also focuses on the importance and ability of the CHW to gather, document and report client visits and other activities. The emphasis is on appropriate, accurate and clear documentation considering legal and agency requirements.

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

1. Conduct a needs assessment, identify, and evaluate community resources for an individual’s or group’s needs.
2. Demonstrate the proper writing of documentation guidelines, using medical terminology when appropriate.
3. Recognize and classify ethical concepts of malpractice (liability, negligence, scope of practice).
4. Assess the value of agency policies and recognize confidentiality practices such as the Health Insurance Portability and Accountability Act (HIPAA).
5. Explain the protocol and process of Mandatory Reporting.

BPH325 Health Promotion Competencies (5 cr.)

This course focuses on the role of the Community Health Worker in health promotion and disease prevention/management including cultural navigation, social determinants of health, connections to resources and supporting clients and families. 

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

1. Compare and contrast chronic and infectious disease and explain how to protect self and client from infectious disease.
2. Describe the cycle of birth and maternal health (prenatal, post-partum, breastfeeding, family planning), the cultural implications of birth and mothering and the role CHWs can play in this cycle.
3. Discuss the nutritional needs of mothers and infants and explain the benefits and “how tos” of breast feeding. 
4. Describe the stages of child development, the role of the CHW at each stage and how ACEs impact child development.
5. Discuss the significance of issues such as trauma, sexuality, STDs, substance abuse, violence and domestic violence and their impact on the individual, family and community.
6. Define the condition, risk factors and prevention strategies for diabetes, cancer, heart disease, poor oral health, mental health diseases, and asthma.
7. Discuss specific aspects and treatment of diabetes, cancer, heart disease, poor oral health, mental health, and asthma.
8. Explain socioeconomic, cultural, emotional, aspects of diabetes, cancer, heart disease, poor oral health, mental health, and asthma.
9. Demonstrate the health promotion role of the CHW in diabetes, cancer, heart disease, poor oral health, mental health disease, asthma, maternal child health, infant feeding including health promotion strategies, connections/access to resources, cultural implications, and educating and supporting the client and family.

BPH390 Internship (2 cr.)

Prerequisite(s): BPH310 , BPH315 , BPH320  
Concurrent enrollment: BPH325  
80 hours of supervised practical experience that allows opportunities for the student to prepare for independent work in the Community Health Worker (CHW) role.

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

1. Work within agency program/design to participate in some aspect(s) of the CHW role.
2. Integrate content from CHW classes into the Internship experience.
3. Promote personal safety and safety of client.
4. Adhere to agency policies, such as confidentiality.
5. Apply the role and scope of practice of a CHW to client and community work.

BPH400 Foundations of Public Health (3 cr.)

This course provides an overview of the discipline of public health by introducing concepts and structures essential to the promotion of a healthy society.  Emphasis is placed on viewing health and disease from a population perspective in comparison to that of the individual.  The history of the field of public health, the major institutions in the U.S. and worldwide, and critical concepts such as the roles of communication, human behavior, and cultural competence are introduced. 

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

1. Differentiate between the concepts of individual health and public health.
2. Discuss the history of public health initiatives and their impact on local and global health. 
3. Examine the relationship between biological, environmental, developmental, and socio-economic domains of health and disease.
4. Describe interventions of epidemiological research, primary prevention, program development, and the evaluation of the effectiveness of such interventions.
5. Discuss the concept of social determinants of health.
6. Outline the structures and functions of the U.S. public health system.

BPH405 Measurement and Statistics for Health Professionals (3 cr.)

This course introduces students to the use of data, measurement, and basic statistics in the field of public health. This introduction to biostatistics provides an overview of data collection, sample sizes, normality of data sets, basic measurement statistics, parametric and non-parametric statistical comparisons, and statistical significance. Students apply concepts through in-class labs and real world data collection.

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

1.  Apply basic statistical methods.          
2.  Describe the role of data in making inferences and decisions about comparison groups, treatments, and interventions. 
3.  Examine data sets for suitability for statistical analysis.
4.  Use a statistical software package to perform basic statistical analyses. 
5.  Understand approaches to data collection, data evaluation, and statistical comparisons.

BPH410 Introduction to Epidemiology (3 cr.)

Prerequisite(s): BPH400 , BPH405 , HHSM302  
This introductory course considers the meaning, scope, and applications of epidemiology to public health practice and the uses of vital statistical data in the scientific appraisal of community health. Students learn and apply basic epidemiology concepts within a population-based framework, and examine the study of determinants and distributions of disease in the population.  More broadly, students analyze and research health outcomes using a population health lens. Students actively apply epidemiological concepts to current health environments, health trends, emerging research, acute and chronic diseases, infectious diseases, and evolving public health concerns/problems.

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

1.  Define elements of the field of epidemiology and examples of problems that are addressed by epidemiologists. 
2.  Describe the contributions of the field of epidemiology to public health.
3.  Discuss how health data are collected, analyzed, and used to study diseases in populations.
4.  Differentiate between a statistical association and a causal relationship. 

BPH415 Health Policy and Ethics (3 cr.)

Prerequisite(s): BPH400 , HHSM302  
This course explores the concepts of legal, ethical, economical, and regulatory dimensions of healthcare and public health policy, and the roles, influences and responsibilities of the different agencies and branches of government.
 

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

1. Examine the relationship between policy decisions and their effects on community systems and social change.
2. Understand the roles of both governmental and non-governmental agencies in healthcare and public health policy.
3. Identify and relate codes, regulations, and laws to public health issues, including vaccination, drinking water, work place safety, food safety, gun violence, and motor vehicle safety.
4. Analyze the significance of ethical values and beliefs, and the roles they play in decision making.

BPH425 Principles of Population Health and Disease (3 cr.)

Prerequisite(s): BPH300 , BPH400 , HHSM302  
This course provides an introduction to common diseases and their biological and behavioral bases. The relationship between individual health and behavior, and population health and behavior are explored. Acute and chronic diseases, infectious diseases, and their prevention and treatments are described and discussed. The roles that social determinants play in health and diseases are examined.

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

1. Discuss current diseases of societal importance and their biological and behavioral bases.
2. Identify the determinants of health outcomes both within and across groups of individuals.
3. Analyze the socio-economic impact on health status within populations.
4. Articulate the socio-ecological models of population health, including community organizations, social networks, institutional factors, public policy, and individual characteristics.
5. Describe the interaction between biological, genetic, psychosocial, and environmental factors on health across the lifespan continuum.
6. Identify a spectrum of public health interventions that address specific diseases, including the challenges to their implementation.

BPH430 Community and Behavioral Aspects of Public Health (3 cr.)

Prerequisite(s): BPH400 , HHSM302  
This course introduces students to theories and approaches behind health behavior change.  It is an overview of health behaviors that contribute most dramatically to morbidity and mortality.  This course emphasizes public health interventions and strategies to transform unhealthy behaviors into healthy behaviors, how to promote that change, and barriers to affecting such change.  Behaviors are examined from multiple perspectives – individual, social, environmental – with a systems perspective in mind. Current research and theory are applied to behavior change interventions to better understand the roles of health disparities, policy, current political environments, and contemporary research.

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

1. Identify aspects of human psychology and sociology that impact the ability to change behavior.
2. Describe successes and failures in directed health-behavioral changes and causes related to change management.
3. Develop example behavioral change programs, and evaluate their likelihood for success.
4. Examine patterns, outcomes, risk factors, and interventions related to behaviors and associated health problems.  

BPH435 Public Health Communication (3 cr.)

Prerequisite(s): BPH400 , HHSM302  
This course explores fundamentals of public health communication’s role in the healthcare delivery structures, the evolution of healthcare reform, and emergency preparedness. Students explore the roles that health literacy and overall public understanding of health-related concepts and data play in development and implementation of communication strategies.

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

1. Build skills needed to inform and educate people about health issues, including understanding and using appropriate health literacy approaches.
2. Apply skills needed to influence people to adopt healthy behaviors and lifestyles using multiple media, including written, verbal, and technological modalities.
3. Identify best practices in using social marketing and media as part of a strategy for designing an effective public health campaign.
4. Examine the latest communication innovations, tools, technologies, research, and strategies used in the public health field.

BPH440 Introduction to Public Health Program Planning and Development (3 cr.)

Prerequisite(s): BPH400 , BPH410 , BPH435 , HHSM302  
This class provides students with the tools for planning effective public health interventions. Students learn about conducting needs assessments, developing intervention strategies involving community stakeholders, project and budget management, and writing grant proposals.  

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

1. Identify and study a public health organization based on an intervention topic.
2. Review best practice methods and techniques in relation to program development, including stakeholder involvement and needs assessment tools.
3. Propose a program and develop goals and objectives, using a health education logic model.
4. Plan an intervention strategy based on appropriate behavior change models.
5. Identify a project management system and action plan for implementing a program.
6. Understand funding sources/cycles and grant application writing and submission as part of the program planning and development process.

BPH445 Introduction to Public Health Program Implementation and Evaluation (3 cr.)

Prerequisite(s): BPH400 , BPH410 , BPH430 , BPH435 , HHSM302  
This class provides students with the tools for implementing and evaluating public health programs, following the planning and development stages.  Students learn applicable skills such as project management, working with community stakeholders, and collecting and analyzing data.  Effective program evaluation, compliance, reporting, and quality improvement techniques are explored.

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

1. Discuss application of an intervention strategy based on appropriate behavior change models.
2. Demonstrate how to effectively identify and engage a community stakeholder gathering.
3. Review and analyze data related to measuring the effectiveness of public health programs.
4. Assess quality improvement techniques to determine if public health project goals have been met.
5. Demonstrate how to effectively communicate public health programs and supporting information through written and oral methods.

BPH490 Applied Public Health Experience-Capstone (3 cr.)

Prerequisite(s): Completion of all required BPH courses and general education requirements must be completed or taken concurrently.
This summative course integrates the skills and knowledge developed in previous coursework and applies them to a practice-based project.  Students select a focused problem, challenge, or question pertaining to the practice of public health. This full semester course includes a public health field experience, a research paper, and a final presentation related to the student’s professional goals.

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

1. Describe the social, behavioral, and cultural frameworks in public health that promote positive change within a focused aspect of the discipline.
2. Analyze the impact of public health strategies on a local problem and relate this to regional and global problems.        
3. Synthesize related literature on a focused public health topic into written and verbal summaries.
4. Summarize the challenges and opportunities that affect the public health within one or more public health agencies.
5. Create professional goals and career development strategies designed to impact the job seeking process for the individual student.

MPH600 Principles of Public Health (3 cr.)

This course provides an overview of the public health field to begin to explore the gaps and inequities in health outcomes.  Students consider the history of public health practice and research, national and global structural institutions, and basic concepts and theories that inform public health practice.  Emphasis is placed on healthy equity from a population perspective. Major data and research resources are reviewed to support future research endeavors.

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

1. Relate public health history, philosophy, and values to current programs or initiatives.
2. Understand the core functions of public health, public health goal setting, and how measurements are used in reaching policy and programmatic outcomes.
3. Describe the current healthcare field as it relates to population health.
4. Identify and use public health behavioral theories, interventions, and strategies to describe examples of public health and how they contribute to population health and health equities.
5. Define the fields of environmental health, community health, epidemiology, biostatistics, and their interrelationship.
6. Articulate the interrelationship between international, federal, state, local, and community organizations and how they contribute to population health and health inequities.
7. Locate and use key public health data sources.
8. Summarize and analyze current literature and research on public health topics.

MPH605 Foundations of Biostatistics (3 cr.)

This course covers the appropriate use of data in characterizing the health of a population and provides an overview of probability and statistical inference in public health. Students learn the principles of collecting, analyzing, and presenting data. Topics include random variation, confidence intervals, hypothesis testing, chi-square distribution, and linear regression.  Students apply concepts through in-class labs that evaluate statistics used in public health publications.

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

1. Describe the role of biostatistics in planning, conducting, analyzing, and interpreting public health research.
2. Apply basic statistical methods commonly used with public health data.
3. Use a statistical software package to perform basic statistical analyses, including descriptive and inferential techniques.
4. Identify the principal national and state public health data sets that are available for analyses.
5. Articulate the benefits and pitfalls of using statistical significance in interpreting findings.
6. Evaluate the use and interpretation of statistical analyses in public health publications.

MPH610 Social and Behavioral Aspects of Public Health (3 cr.)

This course provides an overview of social, cultural, and behavioral aspects that influence public health.  Students examine socio-cultural structures related to behavioral health, and apply concepts and theories to begin to address community health issues.

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

1. Articulate behavioral and psychological factors that affect a population’s health.
2. Distinguish social determinants of health from biological and other determinants of health.
3. Analyze the social structures that influence health status and behavior in individuals and populations.
4. Use an ecological or systemic analysis to analyze individual, community, and population level problems in mental health, addiction, obesity/nutrition, and violence.
5. Identify the most important considerations in choosing the right theory to address a health behavior problem in a particular population and context.
6. Apply basic theories, concepts, and models used in public health interventions.

MPH615 Principles of Epidemiology (3 cr.)

This course provides basic epidemiologic concepts and methods for public health practitioners, including an understanding of various measures of risk, disease, and mortality in populations. Students learn types of epidemiologic strategies used to examine associations between risk factors and morbidity and mortality and how to distinguish between a statistical association and a causal relationship.  The course includes an overview of chronic and infectious disease epidemiology using historical and current public health challenges. In addition to studying various aspects of disease in populations, the importance and types of disease prevention are included.

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

1. Distinguish between a clinical and a population approach to risk factors and disease.
2. Articulate biological and genetic factors that affect a population’s health.
3. List major causes and trends in morbidity and mortality in the United States or other large population.
4. Illustrate how globalization affects global burdens of disease.
5. Calculate and interpret common epidemiologic measures (incidence and prevalence rates, relative risk, odds ratios) to draw appropriate inferences.
6. Discuss how various epidemiologic studies (cross-sectional, case-control, cohort, ecologic, and intervention) are used to study statistical associations between risk factors and disease or death outcomes.
7. Critically evaluate strengths and weaknesses of epidemiologic methods.
8. Use an existing database to describe risk factor prevalence and morbidity and mortality rates for a specific disease in a specific geographic area.
9. Differentiate between a statistical association and a causal relationship between a risk factor and a health outcome. 
10. Discuss the science of primary, secondary, and tertiary prevention in population health including health promotion and the use of clinical prevention services.
11. Identify ethical and legal implications of epidemiologic practice.
12.  Interpret epidemiological data, evaluating the strengths and limitations of epidemiologic reports.
13. Interpret results of data analysis in technical and lay language both in writing and through oral presentation.      

MPH620 Environmental Determinants of Health (3 cr.)

This course examines how urban and rural environmental factors, including social, physical, and chemical, are examined as determinants of health, with an emphasis on current topics related to national issues and laws and strategies used to reduce or eliminate health threats and provide health equity.

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

1. Relate key concepts and strategies of environmental sciences to public health practice in various situations.
2. Explain an ecological perspective on the connections among human health, animal health, and ecosystem health (e.g., One Health)
3. Identify contributing factors, such as biological susceptibility, social, political, and economic determinants of health, to individual and population vulnerability, health, and health inequity.
4. Analyze possible impacts of a range of environmental factors, including changes in demographics, economics, energy demand, climate, and pollution, on human health and food and water security.
5. Articulate roles, policies, and regulations of agencies and institution involved in regulating and mitigating environmental and occupational risks.
6. Connect the concepts of equity, justice, and sustainability to proposed health and environment solutions.
7. Identify opportunities for and barriers to sustainable changes to promote health, well-being, and equity.

MPH630 Public Health Research and Analysis (3 cr.)

Prerequisite(s): all MPH core courses
This course provides an overview of quantitative and qualitative research study design, data collection, and analysis. Ethical issues in health studies and research are explored within the context of research studies and data algorithms.

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

1. Analyze the critical importance of evidence in advancing public health knowledge.
2. Interpret and synthesize related literature as a foundation to a research study.
3. Analyze ethical aspects of research, including informed consent.
4. Select and evaluate the most appropriate methodology and research design for studies.
5. Analyze the cultural context and bias in research design and interpretation.
6. Apply quantitative and qualitative methods and science in describing and assessing a population’s health.
7. Interpret and apply the principles of the ethical practice of public health.

MPH635 Design of Community Health Programs and Interventions (3 cr.)

Prerequisite(s): all MPH core courses
This course explores the research and process of designing effective public health programs and interventions.  Students use tools and techniques to engage and involve communities, assess community needs, and create appropriate, evidence-based programs and interventions with an emphasis on health equity. Topics include behavior change theory, logic models, community engagement and participation, rationale development, and timeline and budget creation.  

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

1. Define the presence of a community or potential community and its subgroups to ensure appropriate place-based public health initiatives.
2. Create and use tools that assess population needs, assets, and capacities that affect communities’ health.
3. Select appropriate strategies for different audiences and sectors.
4. Develop a realistic and valid logic model to support program development.
5. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs with a focus on health equity.
6. Critically examine the strengths and weaknesses of program design strategies for different populations and situations.
7. Apply basic principles and tools of budget and resource management.
8. Integrate public health behavior change theories, interventions, and strategies into community engagement, organizing, and outreach.
9. Outline expected outcomes to be measured through evaluation.

MPH640 Evaluation of Community Health Programs and Interventions (3 cr.)

Prerequisite(s): all MPH core courses and MPH635  
This course builds upon concepts and experiences of MPH635 Design of Community Health and Interventions.  Qualitative and quantitative evaluation methods for design and implementation are explored using real examples and experiential learning.  Topics include survey development and execution, interview and focus group design and practice, return on investment, reporting, and communicating evaluation results.

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

1. Provide rationale for program evaluation in a variety of circumstances.
2. Critically examine the strengths and weaknesses of evaluation tools for different populations and situations.
3. Critically examine the strengths and weaknesses of evaluation methodologies for different populations and situations.
4. Select quantitative and qualitative data collection and evaluation methods appropriate for a given public health context.
5. Create effective evaluation tools to meet the needs of identified populations.
6. Implement an effective program evaluation.
7. Use evaluation analyses to suggest future program development.
8. Use a combination of communication avenues (oral, written, and visual) to explain evaluation purpose, methods, and findings. 

MPH645 Population Health and Community Organizing (3 cr.)

Prerequisite(s): all MPH core courses
In this course, students focus on community organizing as a process for collaborative efforts among communities and organizations to identify public health issues, set mutual goals, assess and gather resources, and develop actions to address them in a culturally-competent manner.

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

1. Identify community assets and resources toward building community health initiatives.
2. Assess community characteristics and capacities in order engage community members as equals in identifying, mobilizing, and addressing public health issues together.
3. Articulate methods to build social capital among people and organizations to work toward mutually beneficial public health goals.
4. Practice cultural humility to appreciate, value, and celebrate cultural differences.
5. Apply community organizing models to community health initiatives.
6. Articulate the role and ethical implications of health educators working in community organizing.
7. Plan community public health collaborations with other sectors, including faith communities, public safety, public officials, civic organizations, and urban and rural planning agencies.
8. Build and maintain community and individual partnerships through the use and promotion of leadership, team building, negotiation, and conflict resolution skills.

MPH650 Health Promotion and Communication (3 cr.)

Prerequisite(s): all MPH core courses and MPH645  
In this course, students learn to plan educational, political, environmental, regulatory, and organizational mechanisms that promote and support wellness conditions and activities for individuals, populations, or communities.  Social media and technology use, marketing methods, and visual and group communication strategies are explored as means to create and disseminate understandable public health information and data.

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

1. Analyze the perspectives and features of a public health communications campaign.
2. Apply basic marketing methods and psychology to public health communications.
3. Plan a comprehensive social media strategy to promote a public health initiative.
4. Incorporate public health statistical and scientific information into communications in a clear, relevant, and meaningful way to the intended audience.

MPH680 Field Experience Part I (1 cr.)

Prerequisite(s): program director permission
Students select a public health agency, nonprofit, or private institution in which to apply and integrate skills and knowledge gained in the program. At least 240 hours over the 4 credit experience must be completed on a field project arranged with the organization and meeting program guidelines, preferably at one site. A portfolio approach is used to assess student performance and demonstration of competencies.

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

1. Demonstration at least five program outcomes, three of which must be foundational, aligned with the field project.
2. Articulate an understanding of public health organizational and policy issues, administration, research, funding mechanisms, programming, and challenges faced by the organization.
3. Demonstrate leadership skills in the design, implementation, and/or evaluation of public health programs.

MPH681 Field Experience Part II (1 cr.)

Prerequisite(s): Pre/co-requisite: MPH680  
Students select a public health agency, nonprofit, or private institution in which to apply and integrate skills and knowledge gained in the program. At least 240 hours over the 4 credits must be completed on a field project arranged with the organization and meeting program guidelines, preferably at one site. A portfolio approach is used to assess student performance and demonstration of competencies.

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

1. Demonstration at least five program outcomes, three of which must be foundational, aligned with the field project.
2. Articulate an understanding of public health organizational and policy issues, administration, research, funding mechanisms, programming, and challenges faced by the organization.
3. Demonstrate leadership skills in the design, implementation, and/or evaluation of public health programs.

MPH682 Field Experience Part III (1 cr.)

Prerequisite(s): Pre/co-requisite: MPH681  
Students select a public health agency, nonprofit, or private institution in which to apply and integrate skills and knowledge gained in the program. At least 240 hours over the 4 credits must be completed on a field project arranged with the organization and meeting program guidelines, preferably at one site. A portfolio approach is used to assess student performance and demonstration of competencies.

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

1. Demonstration at least five program outcomes, three of which must be foundational, aligned with the field project.
2. Articulate an understanding of public health organizational and policy issues, administration, research, funding mechanisms, programming, and challenges faced by the organization.
3. Demonstrate leadership skills in the design, implementation, and/or evaluation of public health programs.

MPH683 Field Experience Part IV (1 cr.)

Prerequisite(s): Pre/co-requisite: MPH682  
Students select a public health agency, nonprofit, or private institution in which to apply and integrate skills and knowledge gained in the program. At least 240 hours over the 4 credits must be completed on a field project arranged with the organization and meeting program guidelines, preferably at one site. A portfolio approach is used to assess student performance and demonstration of competencies.

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

1. Demonstration at least five program outcomes, three of which must be foundational, aligned with the field project.
2. Articulate an understanding of public health organizational and policy issues, administration, research, funding mechanisms, programming, and challenges faced by the organization.
3. Demonstrate leadership skills in the design, implementation, and/or evaluation of public health programs.

MPH690 Integrative Learning Capstone (2 cr.)

Prerequisite(s): All MPH requirements; co-requisite MPH680 , MPH681 , MPH682 , MPH683 
This course provides the opportunity to demonstrate the development of an essential set of competencies expected for a masters-prepared student in public health. This capstone course culminates in the efforts of the MPH field experience courses, and students are required to develop grant proposals. Each student develops a poster presentation that summarizes the grant proposal, and the poster is of professional quality. Students should be prepared to describe their grant proposals orally to peers and professionals.

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

1. Pose a public health grant proposal idea.
2. Conduct a review of relevant literature.
3. Analyze public health data.
4. Make evidence-based recommendations to address identified issue.
5. Develop a grant proposal for a public health program using a given grant application template.
6. Design and present a poster presentation to peers and professionals.

BSW200 Introduction to Social Work and Social Welfare (3 cr.)

Prerequisite(s): APSY300  or PY111 or equivalent; APSY305  or PY211 or equivalent; BPH405  or ST132 or equivalent
In tracing their corresponding historical trajectories, this course examines the assumptions, values, and events that have shaped social welfare policy in the United States and the profession of social work. Social work values, principles, and ethics are grounded in the social, economic, political, and cultural contexts from which they evolved. Social welfare policy is examined within its historical context with particular attention given to the legacies of poverty, racism, sexism, and heterosexism.

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

1. Compare the distinctive attributes of contemporary social work professionals within the social work profession’s historical evolution and the societal context in which it continues to evolve.
2. Identify and govern one’s own values, beliefs, attitudes, and behaviors in congruence with the professional values and ethics of social work as outlined in the NASW Code of Ethics.
3. Analyze the historical background of social welfare policies, programs, and practice and how they have perpetuated, disregarded, or denied the historic effects of discrimination, oppression, and trauma.
4. Describe how policies and procedures at all practice levels serve to stimulate or impede advancement of human rights and social, economic, and environmental justice.
5. Identify inherent injustices, biases, and barriers in social work functions at all practice levels.
6. Identify and analyze social work ethics, values, and its legacy of leadership in creating positive and progressive social change at all levels of society.
7. Understand the strengths, challenges, and lived experiences of individuals marginalized in society (due to intersections of culture, race, ability, age, economics, gender, sexuality, religion, privilege, etc.).

BSW305 Human Behavior in the Social Environment (3 cr.)

Prerequisite(s): APSY300   or PY111 or equivalent; APSY305  or PY211 or equivalent
This course explores human development and behavior across the lifespan. Consistent with social work principles, human behavior and interactions are examined through person-in-environment (PIE) and strengths-based perspectives. Students acquire knowledge of multiple theories of human biopsychosocial spiritual development as well as major conceptual frameworks for understanding human interactions within families, groups, organizations, and communities.

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

1. Apply major theories of human behavior, including ecological and systems frameworks.
2. Explain the usefulness of each theory in building effective engagement with client populations.
3. Infer how privileged ideologies, theories, and social narratives contribute to implicit biases which, in turn, hamper engagement with individuals, families, groups, organizations, and communities across the broad spectrum of human diversity. 
4. Compare and contrast the strengths and limitations of each theory of human behavior in assessing the strengths and needs of clients and constituencies.
5. Identify how each theoretical framework of human behavior influences successful practices and intervention strategies with individuals, families, groups, organizations, and communities.
6. Summarize the cumulative influence of theoretical conceptualization in social work practice, including evaluating effectiveness of chosen interventions. 

BSW310 Generalist Practice: Individuals and Families (3 cr.)

Prerequisite(s): BSW200 , BSW305  
This course provides the foundation for social work with individuals and families. Utilizing frameworks such as person-in-environment (PIE), ecosystemic theory, cultural context, and a developmental lens, students learn basic concepts and methods for engagement, assessment, and intervention. Students also learn basic skills for evaluating interventions and reflecting on the social worker’s professional role and use of self in clinical relationships with individuals and families.

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

1. Identify reflective skills and facilitate self-assessment of values and core beliefs as relevant to engagement with individuals and families.
2. Develop a critical understanding of the potential impact of diverse developmental experiences.
3. Compare theories of generalist practice.
4. Articulate basic tenets of social work theoretical models as they apply to engagement, assessment, and intervention with individuals and families.
5. Apply basic social work methods and techniques for responsively and effectively engaging, assessing, and intervening with both individuals and families across a diverse range of communities and contexts.
6. Compare and contrast practice outcome evaluation methodologies that value the cultural strengths, expertise, and perspectives of individuals.

BSW315 Generalist Practice: Groups (3 cr.)

Prerequisite(s): BSW310 
This course provides the foundation for social work practice with groups as vehicles of change to promote individual and community well-being. Students learn the principles and processes of group work, group facilitation, and strategies to apply group work principles toward collaboratively identified outcomes.

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

1. Examine how group facilitation and leadership skills are used to engage, support, and sustain varied forms of culturally responsive group work.
2. Describe the social worker role and its inherent power, and how it impacts group dynamics.
3. Produce clear, coherent, accurate, and inclusive oral and written communication about the processes and outcomes of group work for internal and external audiences.
4. Demonstrate appreciative curiosity to understand how interpersonal dynamics and contextual factors may strengthen and potentially threaten group cohesion and efficacy.
5. Critique the range of strategies that may be required to negotiate, mediate, and advocate between group members and on behalf of a group’s articulated goals.
6. Articulate how informal and formal procedures and rules function to limit or enhance interdependence, inclusion, self-determination, and achievement of goals within groups.
7. Compare and contrast practice outcome evaluation methodologies that value the cultural strengths, expertise, and perspectives embedded in groups.

BSW320 Generalist Practice: Communities and Organizations (3 cr.)

Prerequisite(s): APSY300   or PY111 or equivalent; APSY305  or PY211 or equivalent; BPH405  or ST132 or equivalent
This course provides the foundation for macro social work practice with organizations, and communities as vehicles of change to promote individual and community well-being. Students utilize social work practices that build on approaches such as person-in-environment (PIE) and ecosystems theory. Models of collective action, and community organizing are introduced to engage diverse stakeholders. Students critically reflect on the ethical use of self as an essential resource to engage and sustain collaborative action within and among diverse constituencies.

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

1. Examine how group facilitation and leadership skills are used to engage, support, and sustain varied forms of group work, including participatory collaborative action, among diverse stakeholders.
2. Analyze the relationship between the profession’s commitment to ethical social work practice, interdisciplinary participation in group decision making, and developing one’s professional social work identity.
3. Examine strategies by which organizations and communities are empowered to advocate for policy or practice change to promote human rights, environmental, social justice, and community well-being, in ways that honor self-determination.
4. Identify, collect, and present relevant information to support the work of advocacy groups, organizations, and communities in establishing priorities for action.
5. Explain historic and present examples of social movements in which informal and formal procedures and rules either reproduce patterns of social dominance or ensure interdependence, inclusion, culturally responsive practice, and self-determination among and between stakeholders, organizations, or communities.
6. Distinguish the role of self-advocacy groups in establishing, monitoring, and changing definitions of success embedded in practice, program, and policy outcomes.
7. Identify practice outcome evaluation methodologies that value the cultural strengths, expertise, and perspectives within organizations, and communities.

BSW400 Culture, Economics, and Social Justice (3 cr.)

Prerequisite(s): BSW305 ; BPH405  or ST132 or equivalent
This course investigates the impact of culture, race, economics, privilege, and discrimination on – and on the perception of – human development, behavior, and interactions within society. This investigation utilizes previously introduced developmental theories and conceptual frameworks and presents new theories and models designed to embrace human diversity and promote social justice. This course incorporates the concept of intersectionality and highlights its importance in anti-racist social work practice.

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

1. Express a fundamental understanding of the strengths, challenges, and lived experiences of individuals marginalized in society (due to intersections of culture, race, ability, age, economics, gender, sexuality, religion, privilege, etc.).
2. Examine privileged narratives and ideologies in society and how those narratives and ideologies can foster implicit bias within all levels of social work practice.
3. Identify current and historical patterns of socially-sanctioned bias and injustice embedded with social structures, social policies, and systems of social welfare and control.
4. Explore personal judgments, attitudes, beliefs, or biases that might hinder or prevent effective social work practice across the breadth of human diversity.
5. Predict the impact of positional and cultural power and privilege in building trust and engagement within marginalized communities.
6. Explain the strengths and limitations of each theoretical framework to assess the strengths and needs of individuals, families, and groups of people whose assumptions, ideologies, history, and values differ from the framework’s foundational assumptions, ideologies, history, and values.
7. Explain, using both historical and current examples, how the function of assessing client needs can be co-opted as a tool for social control, social conformity, and the perpetuation of structures of privilege.
8. Explore the ideological assumptions, judgments, and values underlying the intervention strategies associated with each theoretical framework and their suitability to effectively serve client populations across the breadth of human experience and diversity.
9. Compare and contrast the significance of socially normative benchmarks for successful social work practice with the ideologies, assumptions, beliefs, and values of the client population served.
10. Describe the positive and negative impact of individual social work practices and policies on the communal health and functioning of marginalized client groups.
11. Identify and incorporate multiple components of anti-racist social work practice.

BSW405 Social Work Research (3 cr.)

BSW410 Social Policy: Practice Wisdom for the Common Good (3 cr.)

Prerequisite(s): HHSM302   or COM202; HHSM303  or COM204; APSY300  or PY111 or equivalent; APSY305  or PY211 or equivalent; BPH405  or ST132 or equivalent
Through a human rights lens, this course introduces notable social welfare policies and programs’ impact on human dignity and well-being in our society. Students learn about the synergistic relationship between policy development and generalist social work practice at the micro, mezzo, and macro levels. Students also learn common approaches to formulate, analyze, and evaluate policy options in collaboration with constituents and colleagues within and across professional disciplines.

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

1. Analyze the tensions and ethical dilemmas inherent in professional practice around policies or programs that perpetuate, disregard, or deny the historic effects of discrimination, oppression, and trauma.
2. Examine how policies or proposed policy changes have contributed to or perpetuated the effects of discrimination, oppression, and trauma in underserved or underrepresented populations.
3. Select culturally responsive advocacy strategies that maximize capacities for self-determination and self-advocacy and promote institutional accountability to policy-affected clients and constituencies.
4. Identify complementary pathways from social work practice research to specific policy changes, and from specific policies to practice adaptations.
5. Address the successes and failures of existing and emerging social policies in protecting human rights and promoting the dignity and worth of all individuals.
6. Apply professional writing skills for different audiences and purposes, including drafting, editing, and the accurate use of discipline specific citation style.

BSW420 Protective Services with Vulnerable Populations (3 cr.)