Course Descriptions

HHSM301 Human Service Systems (3 cr.)

Prerequisite(s): HHSM302  
This course provides an overview of the historical development of the human services field, human service theories, the systems approach to human services, and the role of the human service professional. It also explores trends in the field of human services, such as medical and mental health breakthroughs and changes in client populations.

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

1. Explain the historical development of the human services field and its current structures and issues.
2. Identify theoretical orientations in human service work.
3. Compare and contrast approaches to human service systems and human service delivery models.
4. Understand the role of the human service professional in a variety of settings.
5. Identify trends in the field of human services and their implications for the work of the human service professional.
    

HHSM304 Writing and Communication in the Health Professions (3 cr.)

This course provides introductory strategies for developing academic writing, research, and oral communication skills in relation to healthcare and social science professions. Students explore rhetoric (audience, purpose, genre) as well as composing processes for both written and oral texts. Content includes selecting a current topic related to each student’s chosen field, finding and evaluating scholarly articles, synthesizing findings into an APA formatted research paper, and presenting research findings to academic and professional audiences. 

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

1. Examine and apply appropriate rhetorical strategies based on audience, purpose, and genre for oral and written communication in healthcare and social sciences.
2. Develop a focused research question on a topic related to healthcare or the social sciences. 
3. Locate and evaluate relevant academic and scholarly sources on a selected research topic. 
4. Organize, analyze, and synthesize key themes or findings from peer-reviewed research articles.
5. Compose an academic research paper by applying a process writing approach. 
6. Demonstrate academic integrity and the ethical use of sources in written and oral communication by correctly citing sources in APA format.

HHSM310 Care Management for Human Service Professionals (3 cr.)

This course examines methods and strategies for assisting clients to work within the human service system, including setting client goals, designing and implementing treatment plans, and connecting clients to appropriate community resources.

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

1. Demonstrate the ability to function within the structure of human service delivery systems.
2. Administer a professional client needs assessment.
3. Facilitate client goal setting to overcome problems or maintain achievements.
4. Design and implement client treatment plans to support goals.
5. Match clients to community resources needed to attain goals.
6. Monitor and evaluate client progress per treatment plan objectives.
7. Facilitate client decisions on treatment options based on professional human service standards.
    

HHSM317 Lifespan Psychology (3 cr.)

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

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

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

HHSM325 Cultural Competency for Health Professionals (3 cr.)

This course examines best practices in the delivery of health services that meet the social, cultural, and linguistic needs of those served. The vital link between cultural competency and access to quality care is examined in healthcare services fields. Special attention is given to underserved communities.

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

1. Identify and acknowledge biases and beliefs about diversity.
2. Describe the impact cross cultural competency has on access to health and outcomes.
3. Practice with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, economic status, ethnicity, family structure, gender, gender identify, lifestyle orientation, national origin, race, and religion.
4. Recognize contributions from a diverse population, interacting as individuals or groups, to guide evolving organizational and societal systems.

HHSM375 Counseling Theory and Skills (3 cr.)

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

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

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

HHSM400 Workplace Training Strategies in Healthcare (3 cr.)

This course examines how to facilitate concepts of training in the development of professionals in healthcare using adult learning strategies. The course includes assessing learning needs, designing and facilitating training, and measuring learning effectiveness. 

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

1. Apply a training model for delivering work-place learning.
2. Incorporate learning needs of adult learners into instructional design.
3. Create measurable learning outcomes.
4. Explore available technology to deliver effective instructional strategies.

HHSM405 Healthcare Information Management (3 cr.)

This course provides an overview of information management in healthcare organizations. It examines the evolution of informatics, the rules, regulations, and ethical concerns that impact the healthcare practitioner. An analysis of the principles and processes of information management tools for healthcare and human service systems is included.

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

1. Analyze overall trends and direct practice decisions in healthcare utilizing information systems and electronic medical records.

2. Apply the federal, state, and local statutes that address compliance, confidentiality, privacy protection, ethical concerns, and dissemination of electronic health records.

3. Identify how information management is applied in public healthcare practices on both micro and macro levels.

4. Demonstrate competency with using data to make decisions about care and services.

5. Apply common terminology and acronyms related to health informatics.

6. Evaluate the current models used for informatics management and reporting, and address future trends within the industry.

HHSM410 Current Issues in Health: Research and Practice (3 cr.)

This course provides strategies needed to make informed decisions in the field of healthcare. Emphasis is placed on gathering and evaluating research on one chosen critical global issue, and developing creative solutions to the topic. An issue chosen could be, but is not limited to, health disparities, aging, immigrant needs, and mental health.

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

1. Locate information and research focusing on a global critical issue, using relevant healthcare databases.
2. Evaluate literature for its quality, relevance, and application.
3. Identify different research methodologies, including valid and reliable data collection and analysis for informed decision making in the health sectors.
4. Apply research findings in an evidence-based approach to solution development.

HHSM420 The U.S. Healthcare System (3 cr.)

This course covers the core structure of the U.S. healthcare system, including components of the system, financing, delivery of healthcare, and the consumer perspective.  Emerging healthcare trends and issues in the 21st century are explored, including the impact of healthcare and other policies and legislation on patients, providers, and payers.

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

1. Describe the structure and function of U.S. healthcare systems.
2. Analyze the impact of policy and political decisions on the healthcare system.
3. Describe and compare how healthcare delivery systems are organized and financed, including contrasting models in other areas of the world.  
4. Analyze the challenges of emerging healthcare trends and the impact on our public health systems and needs.

HHSM430 Quality and Performance Improvement for Service Providers (3 cr.)

This course provides an overview of the administration and organization of quality improvement strategies and patient safety practices and processes within health organizations. An analysis of issues faced by the health sector and the administrative responsibilities and structures with respect to production and service quality, including the function and roles of professional and non-professional staff.

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

1. Assess quality and patient safety history and trends.
2. Discuss management’s role in quality management and performance improvement.
3. Analyze common quality improvement frameworks. 
4. Demonstrate an understanding of the role of interdisciplinary teams in quality and safety initiatives.

HHSM490 Healthcare Capstone (3 cr.)

Prerequisite(s): All program requirements.  This course is taken in the student’s last semester before graduation.  All general education requirements must be fulfilled.
This capstone course integrates knowledge and skills developed in previous courses and provides an opportunity to apply them to a selected topic in an area of interest. Students and instructor select a topic currently confronting the field of study or profession, clearly define the topic using appropriate references and resources, and write and present their comprehensive project.

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

1. Analyze ethical, legal, and professional implications of actions taken in the healthcare field.
2. Develop strategies for continued professional development and opportunities in a chosen field.
3. Demonstrate knowledge of how sociocultural issues inform and impact the delivery and outcomes of healthcare and social services to individuals, families, and communities.
4. Examine local and national trends in the healthcare field.
5. Research and analyze current issues in healthcare and apply the findings in an evidence-based approach to solution development.
    

PY683 Theory & Applications of Sport Psychology (1 cr.)

HR340 Strategic Human Resource Management (3 cr.)

This course examines strategic human resource functions performed in organizations.  It includes planning, job analysis and design, job description, recruiting and hiring, training, performance management, regulation, evaluation, benefits, and labor law. Trends impacting the field are examined, including the use of technology in managing human resource functions, and the role of human resources in a global business environment.

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

1. Analyze human resource management and its component functions.
2. Examine how to align human resource management functions to support organizational operations and strategic goals.
3. Develop a strategic plan that addresses a relevant human resource issue.
4. Apply human resource management theories to practice in organizations.
5. Analyze how social and cultural factors impact human resource strategy both domestically and in the global environment.
6. Explain how technology is incorporated within human resource functions.
7. Assess the role of human resource management as consultants to organizational stakeholders.

HR370 Employee Rewards and Recognition Systems (3 cr.)

This course presents an analysis of employee motivation, compensation, benefits, recognition, and reward systems. Topics include compensation theory and practices, equity and market factors, pay delivery systems, job analysis methods, and job evaluation techniques. Also covered are the theoretical, legal, and financial impact of benefit planning, design, and plan implementation.          

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

1. Identify and describe common employee compensation, benefits, recognition and reward systems used in organizations.
2. Examine issues in designing and administering employee compensation, benefits, recognition, and reward systems.
3. Evaluate the role of compensation, benefits, recognition, and reward systems in organizational planning.
4. Examine motivational theories and methods for performance measurement.

HR380 Employee Engagement (3 cr.)

This course examines organizational theories and practices relating to employee engagement and productivity.  Business strategy, organizational leadership, change management, team building, and motivational practices relating to employee engagement are examined.

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

1. Assess the role of the human resource management regarding employee engagement.
2. Identify how organizational leadership influences employee engagement.
3. Describe change management techniques which lead to increased employee engagement.
4. Demonstrate team building skills that enhance employee motivation.
5. Examine how strategic engagement of employees leads to increased productivity.
6. Analyze theories on employee motivation.

HR440 Employee and Labor Relations (3 cr.)

This course provides an introduction to the practical aspects of employer and employee relationships from both union and non-union perspectives. It includes an overview of the basics of labor law and bargaining agreements, the role of the National Labor Relations Board and how each impacts performance among management, supervisors and employees in private, government, and public organizations.

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

1. Understand the historical development of the union and non-union environments.
2. Identify major labor relations legislation and the government agencies charged with enforcement of these laws.
3. Analyze the collective bargaining process, including methods used for resolving impasses and reaching consensus.
4. Understand and interpret various employment laws affecting employees in a business setting.
5. Describe how to legally operate business within the context of employment laws.
6. Devise strategies and techniques to successfully manage employees while avoiding legal liability arising out of various employment laws.

HR455 Human Resource Development (3 cr.)

This course explores performance improvement strategies used by business and industry, focusing on employee training and organizational development. It examines how organizations develop employees in alignment with organizational goals and objectives.  It explores several methods of measuring training and development.

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

1. Describe approaches to training and development at the performer, process, and organizational levels.
2. Identify employee assessment strategies aligned with organizational goals.
3. Design programs to address development areas such as employee health and wellness, career management, and performance management.
4. Evaluate and measure training and development programs.
5. Assess the role of human resource development in organizational strategy.

HRM601 Human Resource Management Strategy (3 cr.)

Prerequisite(s): Prerequisite to all other HRM courses
This course examines human resource management in the context of business policy and competitive strategy. The core competencies required to become a successful human resource manager are discussed. Topics include an overview of business policy, role of human resource planning, strategic human resource management, and using technology for planning and administering human resource functions.

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

1. Outline the core competencies needed to become a successful human resource manager.
2. Analyze how business strategy, competition, labor markets, technology, labor unions, and government regulations affect human resource planning activities, including skill inventories and supply/demand forecasting.
3. Formulate how human resource policies, systems, and organizational design support an organization’s business strategy.
4. Appraise employment practices related to recruitment, selection, and performance management.
5. Evaluate training and development practices such as career counseling, needs assessment, and career pathing.

HRM602 Human Resource Analytics (3 cr.)

Prerequisite(s): HRM601  
This course examines research design for organizational measurement and assessment. Assessment and evaluation tools are examined for hiring, performance management, career development, retention, and termination processes. An emphasis is on creating and implementing a human resource scorecard using predictive analytics.

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

1. Analyze how business and industry use measurement systems to enhance an organization’s competitive strategy, including reputation and brand enhancement.
2. Distinguish among the following: information, experience, research, data, and evidence, based on research theory, design, and methodology models.
3. Evaluate strategies for incorporating human resource metrics and benchmarking into an organization’s measure of business performance.
4. Design and demonstrate assessment models for improvement of an organization’s performance, and for accountability and transparency.
5. Design and implement balanced, HR, and organizational scorecards for human resource functions within an organization.

HRM604 Training and Development (3 cr.)

Prerequisite(s): HRM601  
This course examines recruitment, appraisal, development, and talent management strategies critical to a company’s success. Concepts related to adult learning are also examined.

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

1. Design work processes, job roles/responsibilities, evaluations, and compensation strategies.
2. Evaluate recruitment and interviewing strategies.
3. Develop successful strategies for performance appraisal and management.
4. Identify terms, theories, and components of human resource development (HRD), talent management, and career development, including succession planning.
5. Construct a theoretically sound, practically-applied training and development plan for employees within an organization, focusing on the theories related to adult learning.
    

HRM606 Employment Law (3 cr.)

Prerequisite(s): HRM601 
This course examines employment law and its impact on business. It reviews employment law practices and trends, the statutory framework, major court cases, how the law of contract and tort apply to employment situations, and anti-discrimination laws.

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

1. Articulate legal definitions of and distinctions in the employer-employee relationship, including issues related to employment-at-will, independent contractors, and negligent hiring.
2. Analyze discrimination issues likely to be faced by human resource managers in compliance with Title VII and resulting legislation and court rulings.
3. Analyze state and federal issues addressed by business and industry, including fair labor standards, occupational safety and health, retirement income security, and employee right to privacy.
4. Evaluate employee accommodation and leave issues resulting from state and federal legislation.
5. Assess policies and procedures related to terminating employees, including mass layoffs and plant closings.

HRM609 Labor Relations (3 cr.)

1. Explain the history, development, and role of the collective bargaining process and labor unions, including labor legislation, wage policy, labor contracts, and labor/management relationships.
2. Evaluate the primary activities of labor relations: organizing, bargaining, contract administration, and dispute resolution.
3. Describe the collective bargaining process, good faith bargaining, and the inclusion of mandatory and non-mandatory issues.
4. Evaluate the strategies of both management and union organizations as they take part in the labor relations process, including managing union shops, right-to-work issues, and unfair labor practices.
5. Contrast strikes, boycotts, work stoppages, and also the deauthorization and decertification of unions.
    

HRM611 Globalization and Diversity (3 cr.)

Prerequisite(s): HRM601 
This course examines the interplay of various factors associated with evaluating managers, employees, and customers from different cultures. Students explore the varied components of expatriate recruitment, selection, orientation, and training strategies. International labor standards and public policy issues associated with trade agreements are explored to determine their impact on organizational strategy.

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

1. Compare the U.S. and other developed capitalist countries in regard to the way workers are organized and the role of government.
2. Develop staffing strategies for multinational organizations, including expatriate compensation, repatriation, and career pathing for returning expatriates.
3. Assess the global legal environment including country-specific laws, the Foreign Corrupt Practices Act, immigration rules, and U.S. laws that apply outside the U.S.
4. Appraise security issues associated with global human resources, such as data security, HR information systems, and employee privacy and safety issues.
5. Articulate cultural sensitivity practices involved in managing a virtual workforce, valuing diversity within work teams, and appreciating the importance of cultural competence.

HRM613 Compensation and Benefits (3 cr.)

Prerequisite(s): HRM601  
This course analyzes theories of total reward systems, including compensation, benefits, retirement, other rewards, motivation, and equity theories. Contemporary issues associated with the design, financing, communication, education, and legal issues of total reward systems are examined. Public policy and legal/regulatory issues affecting compensation, healthcare, and pensions and their impact for employers and employees are also discussed.

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

1. Articulate the components of an organization’s compensation and benefit system.
2. Analyze current and future trends in managing total rewards systems, including issues related to executive compensation.
3. Design performance management and variable/incentive pay plans, identifying key success factors and legal requirements.
4. Apply reward incentives, including compensation changes, in an equitable, ethical, and cost-effective manner.
5. Select, develop, and evaluate benefit programs that comply with federal, state, and local laws and regulations and meet employee needs.
6. Plan training and communication with managers and employees on benefits programs and policies.
7. Identify various benefit costing models and alternative funding techniques.
    

HRM614 Negotiating and Consulting (3 cr.)

Prerequisite(s): HRM601  
This course examines the concepts and the application of internal consulting in the human resources function of any organization. It draws from thought leaders in the practice and leverages real world situations. The goal is to equip human resource professionals to be strategic business partners. Also included are conflict resolution and alternative dispute resolution methods.

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

1. Analyze the roles of the human resource professional as strategic business partner, change agent, and employee advocate.
2. Design a collaborative engagement with an organizational manager using the key phases of internal consulting.
3. Articulate the opportunities and problems with internal consulting, including the use of audit data and reports to inform business decisions, and the need for change management.
4. Synthesize risk management components, including financial implications.
5. Evaluate one’s strengths and development opportunities as a consultant and leader of special and cross-functional project teams.
6. Identify alternative dispute resolution methods and propose when such methods might be used to resolve individual, departmental, or organizational conflict.
    

HRM615 Strategic International Human Resources (3 cr.)

This course provides a broad framework of international human resource management. Students explore and discuss key terminology and theories, organizational structure, and international collaborations, as well as financial, legal, and ethical considerations for successful global work.

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

1. Assess opportunities, needs, and risks associated with working internationally.
2. Apply key organizational and cultural concepts associated with various international human resource theorists.
3. Describe compensation and benefits associated with operating internationally.
4. Evaluate and recommend appropriate international collaboration designs, such as franchising, partnering, or merging, as well as organizational structures, including outsourcing options.
5. Develop appropriate training, implementation plans, and measurement tools, factoring in cultural considerations and available resources.

HRM616 Global Talent Management (3 cr.)

This course covers recruitment, hiring, performance management, and termination practices for global organizations. Students explore legal and ethical issues typically associated with talent development and examine differences in laws and practices around the world.

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

1. Analyze legal and ethical recruitment and hiring practices across multiple cultures and in multiple countries.
2. Create and implement employee development programs for an international workforce using the ADDIE model.
3. Design and support succession planning, performance management, and termination policies and practices.
4. Explain the human resource role in preparing and managing employees working on international assignments, from consideration to repatriation.
5. Assess how human resource professionals engage with unions and work councils in an international environment.

HRM617 Promoting a Diverse Workplace Culture and Total Rewards (3 cr.)

The course covers a variety of global diversity issues as well as promoting understanding of various compensation and benefit issues. Students explore cultural implications of operating in various countries as well as the role of government and private employers in providing direct and indirect compensation.

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

1. Identify resources to locate government mandated compensation and benefit issues such as working hours, overtime, employee contracts, and the use of alternative compensation programs.
2. Understand the importance of identifying cultural customs, gestures, importance of items such as family, food, dress, religion, ethical issues, significance of certain numbers and colors.
3. Apply research techniques around how employees in various countries view issues such as time and distance, relationships, teamwork, formal vs. informal agreements, etc.
4. Summarize the elements of a global compensation program, including government- and employer-provided programs, such as paid time off, leave of absence, health and welfare programs.
5. Explain how considerations, such as currency rates, inflation and taxation, impact compensation programs.

HRM618 Global Professional Human (GPHR) Certification Review (3 cr.)

This course reviews the five content domains covered on HRCI’s Global Professional Human Resource professional exam, application of exam content in a strategic plan, and certification exam preparation guidance. Content covered includes strategic planning, global staffing and talent management, workplace culture, total compensation, risk management and compliance, as well as legal and ethical issues.

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

1. Understand key concepts associated with international work in human resource management.
2. Create a comprehensive global human resource project analyzing considerations for an international organization.
3. Prepare for HRCI’s Global Professional Human Resource professional exam.

HRM689 Human Resource Management Capstone (3 cr.)

Prerequisite(s): Must be taken in student’s final semester
This course focuses on integrating human resource management knowledge, skills, and tools developed in previous courses. It emphasizes critical analysis, synthesis, and evaluation of the theories and application of human resource management. The course culminates in a final project. Students are also prepared to begin the certification process for the Senior Professional in Human Resources (SPHR) exam.

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

1. Examine the business management and strategy of an organization to ensure that human resources supports organization goals through planning, providing the appropriate tools, and incorporating change initiatives.
2. Create activities related to workforce planning, from the evaluating and recruitment stages through the exiting process.
3. Defend the value of training, development, change, and performance management programs that ensure employees are ready to accomplish company goals.
4. Appraise the use of total reward systems and employee relations programs to drive engagement, improving business results.
5. Build positive employment relationships through workplace policies and dispute resolution systems.
6. Assess company risks related to health, safety, security, legal noncompliance and poor human resources practices.

IT300 Introduction to Computer and Information Technology (3 cr.)

This course introduces the fundamental concepts of computer and information technology. The use of computer hardware and software as part of an information system are analyzed. Topics such as the use of information databases and computer network functionality are explored. Also explored is the use of computer software and programs for various applications. The integration of information systems and processes within organizations is also examined. An emphasis on the terminology used by information technology professionals is explored.

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

1. Identify terminology used in various information technology fields.
2. Explore the functions of information systems and information technology within organizational frameworks.
3. Describe the various components of computer hardware used within a network system.
4. Analyze the types of computer software programs used by organizations, and the application of these programs.
5. Examine the use of information technology databases used by organizations.
6. Explore various ethical considerations and perspectives relevant to information technology systems and processes.

IT302 Introduction to Computer Programming (3 cr.)

Prerequisite(s): IT300  or equivalent
This course introduces learners to the basics of a designated computer programming language. The practice of identifying and resolving computer-related problems and scenarios is examined. Coding techniques using a designated general-purpose programming language are applied, and programming applications evaluated. The course emphasizes the use of computer software for learning and utilizing a programming language.

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

1. Define basic computer programming terminology.
2. Assess various computer-related problems and techniques for problem resolution.
3. Describe the functionality of a designated programming language.
4. Evaluate the various applications of a designated programming language.
5. Apply basic programming code to address various computer-related problems and scenarios.
6. Explore various ethical considerations and perspectives relevant to computer programming.

IT303 Data and Database Management Systems (3 cr.)

Prerequisite(s): IT300  or equivalent
This course focuses on managing organizational data, database design, and retrieving data from a relational database. Data modeling and data retrieval skills-building are emphasized. Concepts related to the responsible management of data and database management systems are also examined.

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

1. Extract data requirements from a business scenario and express them in a data model diagram.
2. Describe the process for transitioning a logical data model to a physical database design.
3. Articulate the objectives of data management, data architecture, and data governance and describe how these practices work together to promote data availability, data integrity, and data security.
4. Explain the relationship between operational and analytic database environments.
5. Explain structured query language (SQL) component capabilities and application.
6. Interpret database structure diagrams for retrieving data.
7. Write database queries that retrieve the information required to meet specified information needs.

IT305 Enterprise Architecture Fundamentals (3 cr.)

Prerequisite(s):  IT300  or equivalent
This course examines enterprise architecture concepts, including the purpose and importance of architecture in the enterprise. It discusses current problems with efforts to establish and maintain architectures, and methods to overcome these obstacles.

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

1. Identify the basic components of an enterprise architecture.
2. Explain terminology and diagrams used in enterprise architecture.
3. Evaluate and select appropriate architectural principles and their implementation.
4. Identify the business drivers that affect architecture selections.
5. Explain the real-world environment in which an architecture exists, including barriers, difficulties, and effectiveness.
6. Demonstrate the ability to work as an enterprise architect and provide assistance in implementing an architecture on various projects.
7. Explore various ethical considerations and perspectives relevant to information technology systems and processes.

IT400 Introduction to Cybersecurity (3 cr.)

Prerequisite(s): IT300  or equivalent
This course introduces modern cybersecurity theories, concepts, and practices. Cybersecurity terminology is addressed. Also addresses are concepts pertaining to risk management, cybersecurity policy and strategy, security awareness, cryptography, operating system security, network security, and physical computer network security. The course will contain a lab component where students will investigate current hardware and software tools to be used in network vulnerability analysis.

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

1. Explain the challenges and scope of information security.
2. Analyze basic security concepts such as confidentiality, integrity, and availability.
3. Discuss recent trends in information systems security.
4. Describe the human element and the role that people play in security.
5. Analyze the role of physical security components in protecting computers and networks.
6. Summarize the various types of attacks that impact computers and networks.
7. Explain the steps needed for disaster recovery, including considerations for business continuity.
8. Outline the principles of and strategies for risk management.
9. Explain the basic concepts of digital forensics.
10. Analyze the key ethical issues associated with information security.

IT405 Computer Forensics and Incident Response (3 cr.)

Prerequisite(s): IT400  
This course introduces the principles and best practices for incident response, along with an overview of digital forensics. The goals of incident response, preparation and response to information security incidents, and understanding how incidents occur are covered. Computer and digital media resources are used to explore basic digital forensic investigation techniques. 

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

1. Implement the basics of evidence collection and documentation, reporting, investigative techniques, digital forensics tools, and procedures.
2. Identify the implications of data location in responding to security incidents.
3. Conduct incident management through all stages of a breach with knowledge of detection, response, mitigation, reporting, recovery, and remediation.
4. Adjust preventative measures in response to security incidents.     
5. Implement recovery strategies such as backup, recovery sites, multiple processing sites and system resilience via high availability, Quality of Service (QoS), and fault tolerance.

IT407 Artificial Intelligence and Blockchain Technologies (3 cr.)

This course discusses the impact and importance of Artificial Intelligence (AI) and Blockchain technologies in enterprise applications, information infrastructure, and business processes. Students learn about the cryptocurrency network, related standards, and risks associated with adopting it.  Application of AI and Blockchain technologies are covered using various industry sector implementation techniques and case studies.

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

1. Analyze various techniques and standards to integrate AI with data within an organization.
2. Evaluate the relationship among data, processes, and the use of AI and Blockchain for leverage.
3. Identify different types of AI agents and algorithms, such as uninformed, informed, heuristic, constraint satisfaction, genetic algorithms.
4. Apply knowledge of representation, reasoning, and AI techniques to real-world problems.
5. Analyze how Blockchain can be used, such as for social good.
6. Identify and present risks and rewards associated with adopting AI and Blockchain.

IT410 Cyberwarfare and Hacker Techniques (3 cr.)

Prerequisite(s): IT400  
This course includes a study of theoretical and technical aspects of network security and web application penetration testing. The evaluation of the security of a network or system’s infrastructure and the process of how hackers find and exploit vulnerabilities are covered. In-depth details on ethical hacking, including reconnaissance, vulnerability assessment, exploitation, maintaining access, and covering tracks are discussed.

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

1. Explain the regulatory and legal requirements, and rationale for computer network penetration testing.
2. Interpret and differentiate cyber threats and exploits in a computer network penetration testing context.
3. Perform protocol analysis using packet captures and data analysis using a network sniffer.
4. Investigate and uncover network devices, operating systems, and services.
5. Discover network security issues using an intrusion detection tool. 
6. Leverage computer network penetration testing applications to recognize information targets across operating systems and services.
7. Implement scripts and tools to assist in penetration testing.
8. Deploy and test exploits targeting operating systems and services. 

IT415 Computer Network and Mobile Technologies (3 cr.)

Prerequisite(s): IT300  or equivalent
This course introduces concepts of computer network and mobile technologies. Computer network topics including principles and practices of the OSI and TCP/IP models of computer networks are explored. The course also explores the various aspects of network protocols, including physical, data link, network, and transport layers, flow control, error checking, and congestion control. In addition, the course examines the concepts and applications of mobile technologies in the business world. Topics include examining the difference between m-commerce and e-commerce, the evolution of mobile devices, and the concept of enterprise mobility.

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

1. Describe the evolution of mobile technology and its application
2. Describe the high-level functions of, and interactions between, the protocol layers of network protocol stacks.
3. Explain the purpose and workings of the link, network, and transport layers in network protocol stacks, including the IP, TCP, and UDP protocols.
4. Evaluate the reliability and performance implications of different link, network, and transport layer protocols and solve quantitative problems involving these protocols.
5. Evaluate the most promising mobile technologies and their potential application.
6.  Analyze various ethical considerations pertaining to computer network and mobile technologies.

IT417 Network Administration I (3 cr.)

Prerequisite(s):  IT415  
This course focuses on the management and maintenance of equipment and servers required for computer networks and networking services. Technical concepts pertaining to a variety of computer software and hardware which comprise networks are addressed. Also addressed are computer network administration and maintenance procedures and best practices. A focus of this course is on the technical utilization and application of a specific network server base.

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

1. Describe the various technical components and operational facets of computer networks.
2. Identify the strengths and weaknesses of different types of network architectures.
3. Describe current network standards and protocols.
4. Explore various network security considerations such as firewalls and encryption.
5. Examine technical considerations and issues pertaining to networks.
6. Utilize network technology devices to include switches and routers.
7. Explain the role and responsibilities of a network administrator.

IT419 Network Administration II (3 cr.)

Prerequisite(s): IT417  
This course continues the focus on the management and maintenance of equipment and servers required for computer networking services. Advanced technical concepts pertaining to a variety of computer software and hardware which comprise a network are addressed. Also addressed are advanced computer network administration and maintenance procedures and best practices. This course continues the focus on technical utilization and application of a specific network server base.

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

1. Analyze the strengths and weaknesses of existing network architectures.
2. Implement various contemporary network standards and protocols.
3. Assess various network security considerations and practices.
4. Resolve technical issues pertaining to networks.
5. Implement network technology devices to include switches and routers.
6. Develop a network.
7. Support and maintain information network systems.

IT432 Network Security (3 cr.)

Prerequisite(s): IT300  or equivalent
This course examines information security technology and tools needed to implement security measures for a variety of information systems. Security threats that have the potential to impact various information systems are analyzed. Technologies such as firewalls used for network security are examined, as well as strategies and policies for improving network security.

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

1. Analyze techniques to mitigate malicious software attacks and other information security threats.
2. Examine the use of firewall technology for helping to ensure information system security.
3. Inspect the operation of a certification authority and issue digital certificates.
4. Analyze various techniques and standards to test cyber toolkit components.
5. Evaluate the relationship among people, processes, and the use of information and related technology pertaining to network security.
6. Explain how authentication is used with cryptography to secure information access.
7. Describe various ethical considerations pertaining to threats to computer networks and network security strategies.

IT440 Business Intelligence Fundamentals (3 cr.)

This course introduces data warehousing and decision support infrastructures that support organizational performance management. Information requirements for managerial decisions, dimensional modeling, data warehouse development, and data analysis techniques are covered.

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

1. Describe the common organizational challenges and best practices associated with business intelligence initiatives.
2. Explain how data retrieval and analysis technologies can be applied to support decision making.
3. Select analytic methods appropriate for the decision-making scenario.
4. Describe how and why the designs of data structures that support analytic environments differ from those supporting operational transaction processing.
5. Analyze the relationship of the analytic environment to the operational environment and how the data warehouse is maintained.
6. Apply basic data analysis techniques.
7. Explain and apply the fundamental ethical guidelines associated with data analysis.

IT457 Cloud Computing Fundamentals (3 cr.)

Prerequisite(s): IT300  or equivalent
This course introduces the fundamentals of cloud computing and virtualized data centers, with an emphasis on the design, implementation, and operation of real-world cloud-based systems. Cloud computing definitions and concepts are explored, as are cloud computing planning, implementation, and financial feasibility considerations. The development of virtual servers will be examined. The course also emphasizes strategies for selecting the optimal blend of cloud applications and services for solving common business problems.

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

1. Explain cloud computing concepts to various professional audiences.
2. Describe how the architectural components in various cloud computing frameworks work together.
3. Examine the development of virtual servers.
4. Evaluate the operational and financial feasibility of implementing a cloud computing solution to solve a given business problem.
5. Develop a project proposal for evaluating, planning and implementing a specific cloud computing solution.
6. Assess the strengths and weaknesses of utilizing commercially available cloud computing services.
7. Analyze various ethical considerations pertaining to cloud computing.

IT458 Advanced Cloud Computing (3 cr.)

Prerequisite(s): IT457  
This course examines the foundations of cloud computing software and Web applications. Scalable prototype applications that minimize local storage and processing will be designed. A cloud computing application is implemented. This course also explores the use of Web applications and mobile devices to access cloud computing resources.

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

1. Demonstrate the use of open source cloud computing tools.
2. Design, implement, and manage working Web and cloud software applications.
3. Identify, evaluate, and deploy mobile client software for accessing cloud computing resources.
4. Identify and discuss the cloud computing architectures employed by commercial cloud computing companies.
5. Analyze various ethical considerations pertaining to cloud computing.

IT490 Bachelor of Science Completion Capstone (3 cr.)

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

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

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

IENT600 Design Thinking and Innovation (3 cr.)

This course provides an introduction to design thinking, ideation, and implementation strategies using theories, processes, and tools associated with innovation in business development. Using a human-centered approach to innovation, students evaluate desirability, viability, and feasibility to determine potential for responding to an identified need. Students are introduced to different types of value propositions and customer segments, with a focus towards learning to leverage Lean Startup tools in developing and pivoting a business model through execution and iteration. Topics covered include value propositions, customer segments, revenue streams, channels, partners, and key resources.

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

1. Apply knowledge of the principles, theories, and strategies of design thinking.
2. Evaluate and identify the viability of a business idea in relation to feasibility and desirability.
3. Build a business model that addresses the relationship between the key components.
4. Create innovative implementation strategies for the execution of new business models in organizations.

IENT605 Entrepreneurial Marketing (3 cr.)

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

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

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

IENT610 Entrepreneurial Financing (3 cr.)

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

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

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

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

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

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

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

MAIS511 Authentic and Courageous Leadership (3 cr.)

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

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

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

MAIS515 Storytelling (3 cr.)

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

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

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

MAIS600 Introduction to Integrated Studies (3 cr.)

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

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

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

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

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

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

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

MAIS698 Integrated Studies Capstone (3 cr.)

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

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

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

MID600 International Development Environments (3 cr.)

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

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

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

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

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

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

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

MID620 International Financing Mechanisms (3 cr.)

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

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

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

MID680 International Development Organizational Strategy (3 cr.)

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

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

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

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

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

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

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

LLS520 Lasallian Spirituality (5 cr.)

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

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

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

LLS530 Lasallian Leadership (4 cr.)

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

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

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

LLS540 Curriculum Development (3 cr.)

LLS541 Presentation Skills (3 cr.)

LLS542 Teaching and Learning Technology (3 cr.)

LLS543 Adult Learning and Development (3 cr.)

LLS544 Assessment of Formation Effectiveness (3 cr.)

LLS600 Leadership Communication (3 cr.)

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

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

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

LLS610 Nonprofit Finance & Funding (3 cr.)

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

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

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

LLS620 Curriculum & Assessment (3 cr.)

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

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

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

LLS630 Supervisory Principles (3 cr.)

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

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

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

LLS640 Strategies for Ministry Planning (3 cr.)

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

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

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

LLS690 Capstone Project (2-3 cr.)

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

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

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

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

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

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

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

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

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

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

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

responsibility including:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

EDRD605 Clinical Language and Reading Practicum (3 cr.)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

BU415 Advertising Design (3 cr.)

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

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

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

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

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

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

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

MG305 Managerial Ethics (3 cr.)

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

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

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

MG405 Organizational Culture and Change (3 cr.)

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

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

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

MG408 Project Management (3 cr.)

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

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

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

MG410 Applied Leadership and Management (3 cr.)

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

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

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

MG412 Critical Thinking for Organizational Leaders (3 cr.)

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

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

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

MG415 Total Quality and Team Development (3 cr.)

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

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

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

MG450 Operations Management (3 cr.)

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

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

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

GM600 Management Principles (3 cr.)

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

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

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

GM623 Academic Research and Writing (3 cr.)

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

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

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

GM630 Quantitative Methods (3 cr.)

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

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

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

GM645 Marketing Management (3 cr.)

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

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

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

GM660 Financial Management (3 cr.)

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

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

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

GM675 Managerial Ethics and Issues (3 cr.)

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

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

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

GM680 Leadership and Strategic Management (3 cr.)

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

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

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

MFT563 Contemporary Issues in MFT: Working with Teenagers and their Families (1 cr.)

Prerequisite(s): MFT605 , MFT620  
Pre/Co-requisite: MFT615  
This course examines current concerns for marriage and family therapists regarding professional development of specialization and competency through the examination of contemporary issues in marriage and family therapy with individuals, couples, and families.  The course includes summarized information on the contemporary topic, including applied and relevant theories, multicultural implications, cultural competence, multidisciplinary collaboration, and ethical considerations.

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

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

MFT564 Contemporary Issues in MFT: School Based Mental Health for MFTs (1 cr.)

Prerequisite(s): MFT605 , MFT620  
Pre/Co-requisite: MFT615  
This course examines current concerns for marriage and family therapists regarding professional development of specialization and competency through the examination of contemporary issues in marriage and family therapy with individuals, couples, and families.  The course includes summarized information on the contemporary topic, including applied and relevant theories, multicultural implications, cultural competence, multidisciplinary collaboration, and ethical considerations.

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

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

MFT565 Contemporary Issues in MFT: Public Health Issues for MFTs (1 cr.)

Prerequisite(s): MFT605 , MFT620  
Pre/Co-requisite: MFT615  
This course examines current concerns for marriage and family therapists regarding professional development of specialization and competency through the examination of contemporary issues in marriage and family therapy with individuals, couples, and families.  The course includes summarized information on the contemporary topic, including applied and relevant theories, multicultural implications, cultural competence, multidisciplinary collaboration, and ethical considerations.

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

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