Education Database Online

Public administrators work to increase the effectiveness of government and organizations locally and internationally. This course explores the history, foundations, and theories of public administration and the diverse political, social, and economic contexts within which they exist and builds an understanding of public policy and organizational environments. Topics include ethical and legal issues, governance, fiscal planning, and current topics and trends in public administration. Students choose a public organization, examine its overall history, purpose, and operation, and apply public administration theory to describe its operation and health.

This course introduces students to Walden University and to the requirements for successful participation in an online curriculum. It provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Topics include the relation of mission and vision to professional goals, development of the program of study, strategies for online success, introduction to the online library, and an introduction to critical thinking, professional writing, and academic integrity. Course assignments focus on the practical application of writing and critical-thinking skills and promote professional and academic excellence.

Ethics is a foundational element of leadership. Leaders face increasingly complex social and political challenges as they seek to meet the needs of diverse constituents. This course explores ethics and social justice related to economic disparity, power, and privilege. Students use demographic data and current social trends and themes to understand, analyze, and address ethical and social justice issues that impact service delivery in a global community.

Public and nonprofit leaders require a deep understanding of their roles as directors and managers of diverse and complex organizations. This course examines the distinction between leadership and management, organizational culture, change management, systems theories, and organizational development from a theoretical and applied perspective. Students apply principles to public, private, and nonprofit organizational settings.

Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. This course examines finance and budgeting concepts, policies, and practices related to organizations, as well as the fiscal climate within which they operate. Students gain an understanding of theories motivating major fiscal-policy debates; read, analyze, and construct budgets; and read and analyze financial statements and reports. Other topics include auditing practices, tax systems, financial management, budgetary reform, financial technology systems specific to government organizations, and the use of dashboards for financial reporting. Students apply what they learn to develop a budget and financial plan for either a public or private organization.

The acquisition, development, and retention of talent are critical to the success of any organization. This course examines theories, approaches, and systems related to the acquisition, management, development, and retention of employees in government and nonprofit organizations. Students explore topics including legal and ethical considerations, diversity, performance management, technology, conflict management, and the establishment and implementation of policies through the use of case studies. Students apply principles learned in this course to situations encountered in public, private, and nonprofit organizations.

The economy affects every aspect of daily life. In this course students gain an understanding of public sector economics at the local, state, and national levels. Topics include the role of the government in the market economy including the government's redistributive role; factors affecting the economy; sources of government revenue; the relationship of public goods and the economy; programs and services funded by the government; alternative forms of delivery of programs and services; and the interaction and interconnectedness of the US and global economy. Students apply concepts, processes, and systems related to public sector economics to a specific government program or service.

In an increasingly complex world, leaders and managers in public and nonprofit organizations need to be strategic in their planning in order to fulfill the organizational mission and enhance stakeholder satisfaction. This course explores the role and process of strategic planning with an appreciation for collaboration, cooperation and coordination as they relate to the strategic planning process. Students will apply these concepts to real-life situations and organizations and develop a strategic plan.

Public administrators today work in a hypercharged, partisan environment with unprecedented access to public policy data. This challenging environment affords public administrators both extraordinary opportunities and severe constraints. This course examines in detail, the key stakeholders and actors in the public policy process with particular attention devoted to understanding the functions, impacts, and constraints of these stakeholders upon policy development and the policy making process. In addition the course explores professional ethics related to the role of the policy analyst and considers the significant social outcomes of public policy. It provides an introduction to the theories and strategies used by policymakers and policy analysts to develop, implement, execute, evaluate, and promulgate public policy. Students explore the impact and consequences of public policy and consider and evaluate policy in a social justice framework. . Students craft a policy memorandum to a decision maker of their choosing regarding a current public policy problem that examines and evaluates competing policy alternatives.

Organizational credibility, community trust, and fundraising are increasingly dependent upon demonstration program effectiveness and success. This course introduces research and evaluation methods in the public, private, and nonprofit sectors. Students examine models, quantitative metrics, and tools used to evaluate programs and policies; legal and ethical issues associated with research and evaluation methods; and the strengths, limitations, and threats to validity. Students critically evaluate sample research using these parameters.

This course engages learners in collaborative study of the changing strategic context of public administration. Learners apply a systems perspective to construct a public enterprise model of the public organization of their choice, as a way of understanding the strategic context for practical action and the stakeholder relations involved. This is an organization “mental model,” which is similar to a traditional “business model” but which includes the three interrelated flows of money, knowledge, and influence. Emphasis in this course is on management and leading of the unknown—imagining and creating a future that works in a time of unprecedented and unpredictable change. Students apply strategic scenarios to organizational change for the public organization of special interest to them. Students also develop professional action habits for pragmatic action learning in the practice of public administration.

This course engages students in collaborative study of the nature and methods of transformative change in the complex human systems of contemporary public organizations. Students are taught a pragmatic action learning process for studying the experience of transformative change in complex systems. The dynamics of complex adaptive systems are studied to gain an understanding of how large scale and highly interrelated human systems change through self-organization. Appreciative inquiry and other selected methods of transformative change are studied and applied to a positive organizational change situation of special interest to the students. Students also develop professional action habits for pragmatic action learning in the practice of public administration.

In today’s complex environment, leaders engaged in shaping public policy must know how to use the emotional as well as the intellectual power of language to motivate, inspire, and competently manage their organizations. Dynamic leadership requires understanding and use of techniques that affect both conscious and unconscious influences on human behavior. Effective communication connects at many different levels. This course provides both theoretical and practical information; demonstrates the necessary components for making such connections; and shows why stories, symbols, and metaphors are an essential element in the language of leadership.

An inquiry into the nature of social problems and a consideration of the efficacy of social service interventions and programs

Consideration of theoretical and practical standards for ethically dealing with individuals and information about them in a multicultural framework within a variety of human service settings

Examination of theories that are important to the study of lifespan development. Approaches to physical, intellectual, emotional, and social development throughout the lifespan will be examined with a focus on the influence of context and culture on human development

A current examination of the social and public policies that impact the human service organization. The course will address how human service organizations design, implement, and manage human service programs in response to the political environment and changes in the social environment

An overview of frequently used research designs and quantitative and qualitative methods. Prepares students to apply theoretical understanding of methodology and measurement to develop analytical and research skills. Prepares students to evaluate relevant research studies in their field, analyze Human Service data with appropriate statistics and apply research methodologies to real world problems in their work settings

A two-module field placement designed to provide students with supervised human service experience in their particular areas of specialization. In addition to working in two field settings for a total of 360 hours, students are required to attend three online seminars for the first module of each field practicum. You are also required to contact your academic advisor prior to registering for these courses to insure that you have taken the necessary steps to secure a field placement prior to beginning these courses

A two-module field placement designed to provide students with supervised human service experience in their particular areas of specialization. In addition to working in two field settings for a total of 360 hours, students are required to attend three online seminars for the first module of each field practicum. You are also required to contact your academic advisor prior to registering for these courses to insure that you have taken the necessary steps to secure a field placement prior to beginning these courses

In this course, students will apply an action research approach to the development of an applied research project proposal. Students will be required to design practiced-based projects based on the application of human services principles to specific real-life problems to demonstrate theory applied to practice. Based on an “area of interests” statement created at the culmination of HSV512 and a comprehensive literature search, students will submit a research proposal for review and approval

This course represents the final, capstone experience for students ready to complete requirements toward an MS degree in Human Services. It takes the form of a comprehensive examination covering material from all core and specialization track courses required by the program. Students will be asked to submit responses to eight items, five essay questions covering core courses and three case studies or essays in their area of specialization (i.e., clinical or management). Successful completion of this course will lead to graduation from the program

This course provides an overview of counseling theory and fosters the development of basic counseling skills. The focus is establishing a rapport, developing a therapeutic alliance, and conceptualizing strategies for intervention. The clinical application of theory will be explored through case studies, role-play, and class discussions

Introduces the student to the field of family therapy and systems thinking. Includes the skills necessary to begin clinical work with a family. Includes the major theoretical approaches to family intervention required to conceptualize, assess, and treat family systems

This course presents a theoretical and experiential of group processes and counseling techniques. Students develop the skills and abilities required to facilitate cognitive, emotional, and behavioral change in-group settings

Students will explore the emotional, cognitive, somatic, and behavioral symptoms of mental disturbances. This course includes the introduction of testing and measurement devices that emphasizes clinical assessment applications

This course acquaints students with the fundamentals of modern statistics. It includes basic concepts of descriptive statistics and inferences about the mean, proportion, and variance of one population. The course also includes an introduction to probability and to linear correlation and regression. Prerequisite: MAT120 or placement examination.

This course acquaints students with the fundamentals of modern statistics. It includes basic concepts of descriptive statistics and inferences about the mean, proportion, and variance of one population. The course also includes an introduction to probability and to linear correlation and regression. Prerequisite: MAT120 or placement examination.

An inquiry into the nature of social problems and a consideration of the efficacy of social service interventions and programs

Consideration of theoretical and practical standards for ethically dealing with individuals and information about them in a multicultural framework within a variety of human service settings

Examination of theories that are important to the study of lifespan development. Approaches to physical, intellectual, emotional, and social development throughout the lifespan will be examined with a focus on the influence of context and culture on human development

A current examination of the social and public policies that impact the human service organization. The course will address how human service organizations design, implement, and manage human service programs in response to the political environment and changes in the social environment

An overview of frequently used research designs and quantitative and qualitative methods. Prepares students to apply theoretical understanding of methodology and measurement to develop analytical and research skills. Prepares students to evaluate relevant research studies in their field, analyze Human Service data with appropriate statistics and apply research methodologies to real world problems in their work settings

Two field placements designed to provide students with supervised human service experience in their particular areas of concentration. In addition to working a minimum of 120 hours per placement in a field setting, students are required to attend scheduled seminars.

In this course, students will apply an action research approach to the development of an applied research project proposal. Students will be required to design practiced-based projects based on the application of human services principles to specific real-life problems to demonstrate theory applied to practice. Based on an “area of interests” statement created at the culmination of HSV512 and a comprehensive literature search, students will submit a research proposal for review and approval

This course represents the final, capstone experience for students ready to complete requirements toward an MS degree in Human Services. It takes the form of a comprehensive examination covering material from all core and specialization track courses required by the program. Students will be asked to submit responses to eight items, five essay questions covering core courses and three case studies or essays in their area of specialization (i.e., clinical or management). Successful completion of this course will lead to graduation from the program

This Course Covers The Fundamental Concepts Of Finance, Financial Accounting, And Economics, Including Opportunity Cost, The Time Value Of Money, And Financial Analysis. This Course Also Includes An Investigation Of Financial Decision Making As It Applies To Business, Government, And Not-for-profit Organizations. Emphasis Is On The Application Of Financial And Nonfinancial Information To A Wide Range Of Management Decisions, From Product Pricing And Budgeting To Project Analysis And Performance Measurement. Students Will Learn Applications For A Variety Of Decision-making Tools (such As Break-even Analysis, Activity-based Costing Procedures, Linear Programming, Discounted Cash Flow Techniques, And The Balanced Scorecard). Contemporary Managerial Techniques Will Be Explored Such As Target Costing And Kaizen Costing As A Means Of Improving Operational Efficiency And Economies. Graduate Level Course To Supplement Fin301, Eco201, And Acc111

Students explore the motivations involved in innovation both internal to the individual and external to the organization. The course provides strong focus on the creative process in a team environment, including managing and leading knowledge workers. Course content exposes students to the varied approaches and results of the creative process across disciplines such as psychology, marketing, leadership and general management.

This course is designed to provide an overview of, and insights into management and leadership. Distinguishing between these two important concepts, and then providing a historical perspective will provide context to current management and leadership models as well as best practices and trends for the future. The course will focus on necessary basics such as decision-making and the use of analytics, vision development and deployment, communication, empowerment, risk-taking, managing conflict and leading innovation. The course will also look into other critical areas of management and leadership such as leading in a hyper-connected society, emotional intelligence, and thinking systemically and strategically, all in pursuit of managing and leading for the future.

This course examines the fundamental principles of financial modeling techniques and introduces practical tools for financial decision-making in both entrepreneurial and innovative business environments. Students will build flexible financial models, which allow in-depth analysis to evaluate options and make informed recommendations. The class sessions will include exercises and implementation of modeling techniques. Assignments will require students to evaluate a business situation and make and support their decision based on their analysis. Because of the hands-on nature of the course, it is assumed that participants have a general knowledge of finance and accounting as well as a basic knowledge of spreadsheets.

This course focuses on application of key strategic and managerial approaches necessary to implement the strategy of a firm in a changing world. It examines and discusses how firms develop and implement business, functional, and technology strategies. Emphasis is placed on the vision of the firm, the strategic planning process, and strategic management.

This course focuses on one of the major growth areas in the field of management, the topic of project management. Projects are defined as temporary endeavors undertaken to create a unique product or service. The course points out that recent interest in project management is based on recognition that many organizational tasks do not fit neatly into business-as-usual. The significant differences between project management and general management are overviewed. The three interrelated objectives of budget, schedule, and specifications are also introduced. The course emphasizes scheduling various projects and concludes with a discussion of monitoring control and learning from projects. The course will also cover benchmarking, quantitative analysis and the voice of the customer. The design of the course involves case discussion, lectures, and problem solving as the primary vehicle for learning. In addition, a project is due at the end of the term, to give the class a laboratory in which the critical thinking skills, which will be sharpened in the class, can be used to initialize and analyze various projects. The class will use computer tools to track projects.

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This course will cover the biological effects of alcohol and drugs on human organ systems, particularly the nervous, digestive, excretory and reproductive systems. The course will also discuss the psychopharmacology of addictions and related medical consequences, such as AIDS/HIV and Hepatitis C. In addition, the course will cover the psychological and sociological consequences associated with these conditions. Furthermore, the use of drugs in both therapeutic and pathologic situations will be explored and general modalities of recovery will be discussed.

This course will cover the study of current treatment modalities essential in drug and alcohol abuse or dependency counseling. Current treatment modalities such as the Matrix Model, Motivational Interviewing, and Cognitive Behavioral Therapy will be explored. The course will also cover additional treatment theories, implications, and options that are critical to effective addictions treatment. The various stages of recovery and effective treatment methods based on length of sobriety will be explored.

The course will provide a basic historical perspective of drug and alcohol abuse and/or dependence along with the descriptions of biological, psychological, and sociological factors that comprise the disease of addiction. This course will also cover the assessment and diagnosis of addictions in addition to exploring common psychological disorders which often complicate treatment efforts. Disorders such as depression, anxiety, in addition to personality disorders, will be explored in order to provide a general framework for working with often challenging cases.

This course will cover a variety of treatment modalities that are used in addictions treatment settings. Treatment modalities that are provided in both a restricted and unrestricted environment will be discussed. Present modalities that include group, family, and self-help treatment for both adults and adolescents will be explored. Differences in court-ordered and voluntary treatment will also be examined to provide for a basic understanding of the common treatment modalities being offered today.

This course acquaints students with the fundamentals of modern statistics. It includes basic concepts of descriptive statistics and inferences about the mean, proportion, and variance of one population. The course also includes an introduction to probability and to linear correlation and regression. Prerequisite: MAT120 or placement examination.

An inquiry into the nature of social problems and a consideration of the efficacy of social service interventions and programs

Consideration of theoretical and practical standards for ethically dealing with individuals and information about them in a multicultural framework within a variety of human service settings

Examination of theories that are important to the study of lifespan development. Approaches to physical, intellectual, emotional, and social development throughout the lifespan will be examined with a focus on the influence of context and culture on human development

A current examination of the social and public policies that impact the human service organization. The course will address how human service organizations design, implement, and manage human service programs in response to the political environment and changes in the social environment

An overview of frequently used research designs and quantitative and qualitative methods. Prepares students to apply theoretical understanding of methodology and measurement to develop analytical and research skills. Prepares students to evaluate relevant research studies in their field, analyze Human Service data with appropriate statistics and apply research methodologies to real world problems in their work settings

A two-module field placement designed to provide students with supervised human service experience in their particular areas of specialization. In addition to working in two field settings for a total of 360 hours, students are required to attend three online seminars for the first module of each field practicum. You are also required to contact your academic advisor prior to registering for these courses to insure that you have taken the necessary steps to secure a field placement prior to beginning these courses

A two-module field placement designed to provide students with supervised human service experience in their particular areas of specialization. In addition to working in two field settings for a total of 360 hours, students are required to attend three online seminars for the first module of each field practicum. You are also required to contact your academic advisor prior to registering for these courses to insure that you have taken the necessary steps to secure a field placement prior to beginning these courses

In this course, students will apply an action research approach to the development of an applied research project proposal. Students will be required to design practiced-based projects based on the application of human services principles to specific real-life problems to demonstrate theory applied to practice. Based on an “area of interests” statement created at the culmination of HSV512 and a comprehensive literature search, students will submit a research proposal for review and approval

This course represents the final, capstone experience for students ready to complete requirements toward an MS degree in Human Services. It takes the form of a comprehensive examination covering material from all core and specialization track courses required by the program. Students will be asked to submit responses to eight items, five essay questions covering core courses and three case studies or essays in their area of specialization (i.e., clinical or management). Successful completion of this course will lead to graduation from the program

Two field placements designed to provide students with supervised human service experience in their particular areas of concentration. In addition to working a minimum of 120 hours per placement in a field setting, students are required to attend scheduled seminars.

This course acquaints students with the fundamentals of modern statistics. It includes basic concepts of descriptive statistics and inferences about the mean, proportion, and variance of one population. The course also includes an introduction to probability and to linear correlation and regression. Prerequisite: MAT120 or placement examination.

An inquiry into the nature of social problems and a consideration of the efficacy of social service interventions and programs

Consideration of theoretical and practical standards for ethically dealing with individuals and information about them in a multicultural framework within a variety of human service settings

Examination of theories that are important to the study of lifespan development. Approaches to physical, intellectual, emotional, and social development throughout the lifespan will be examined with a focus on the influence of context and culture on human development

A current examination of the social and public policies that impact the human service organization. The course will address how human service organizations design, implement, and manage human service programs in response to the political environment and changes in the social environment

An overview of frequently used research designs and quantitative and qualitative methods. Prepares students to apply theoretical understanding of methodology and measurement to develop analytical and research skills. Prepares students to evaluate relevant research studies in their field, analyze Human Service data with appropriate statistics and apply research methodologies to real world problems in their work settings

In this course, students will apply an action research approach to the development of an applied research project proposal. Students will be required to design practiced-based projects based on the application of human services principles to specific real-life problems to demonstrate theory applied to practice. Based on an “area of interests” statement created at the culmination of HSV512 and a comprehensive literature search, students will submit a research proposal for review and approval

This course represents the final, capstone experience for students ready to complete requirements toward an MS degree in Human Services. It takes the form of a comprehensive examination covering material from all core and specialization track courses required by the program. Students will be asked to submit responses to eight items, five essay questions covering core courses and three case studies or essays in their area of specialization (i.e., clinical or management). Successful completion of this course will lead to graduation from the program

This course provides an overview of counseling theory and fosters the development of basic counseling skills. The focus is establishing a rapport, developing a therapeutic alliance, and conceptualizing strategies for intervention. The clinical application of theory will be explored through case studies, role-play, and class discussions

Introduces the student to the field of family therapy and systems thinking. Includes the skills necessary to begin clinical work with a family. Includes the major theoretical approaches to family intervention required to conceptualize, assess, and treat family systems

This course presents a theoretical and experiential of group processes and counseling techniques. Students develop the skills and abilities required to facilitate cognitive, emotional, and behavioral change in-group settings

Students will explore the emotional, cognitive, somatic, and behavioral symptoms of mental disturbances. This course includes the introduction of testing and measurement devices that emphasizes clinical assessment applications

This course is designed to help adult learners beginning their university studies to achieve academic success. Students will explore learning theories, communication strategies, and personal management skills. Adult learners will develop strategies for achieving success in school and work. Students will also be introduced to the University's institutional outcomes and learning resources.

This course presents adult development theory and links theoretical concepts of life and learning through a process of psychometric assessment and reflection. Both classical and contemporary adult development theories are examined. These theories then provide the paradigm for self-analysis and life learning, including a plan for personal, professional and academic learning.

This course introduces students to the profession of health and human services beginning with the historical evolution of the field and continuing up to modern day. A broad-based view of the purpose, preparation, and theoretical orientation of the profession is stressed including the many types and career settings of human service professions, scope of work, and duties and functions. Basic skills required by health and human service workers are reviewed, in addition to the roles of human service workers in both clinical and non-clinical settings. An introductory examination of orientations, ethics, and skills related to health and human service delivery in diverse practice settings is included.

This course emphasizes theories and practice of professional communication skills within the context of health and human services. Students will examine classical approaches and new theories and research in interpersonal, and group communication. Active listening, empathy interviewing, nonverbal communication, and presentation skills are stressed. The impact of family, culture, and gender on communication is integrated through communication exercises and class projects. In this class, students will also have an opportunity to examine the practical implications of these concepts in developing their own communication skills through application of selected communication techniques and strategies.

This course examines the role and function of "helping," and helping processes as applied within the context of the health and human service profession. Helper characteristics are considered, relative to optimizing service delivery in diverse health and human service settings serving a multitude of constituents/client groups. Helping strategies and interventions, with attention to principles, methodology, practitioner skills and knowledge are overviewed. Interpretive strategies such as case study analysis, and vignette analysis are used to simulate health and human service settings.

The Health Care System is an introductory course exploring the historical origins, foundations, values and resources. Other national health care systems are discussed in a comparative discourse with that of the United States. Throughout the course, the health care service component is integrated with market place, legal, ethical, regulatory, and financial factors as forces influencing the continued evolution of the U.S. Health Care System and the resulting opportunities.

This introductory course provides learners with a basic foundation of human biology, as it applies to health and human services providers. This course explores basic human biology and its relationship to selected socio-cultural domains, grounded in Bronfenbrenner's Ecological Model of Human Development.

Community and public health is an introductory course exploring community and public health services in the well-being of a population. Regulatory mandates promoting public and community health are explored. The interface among community and public health services and the overall health care industry is explored. Legal and ethical imperatives emergent in public health services are discussed. Financing options are explored recognizing the role of categorical fiscal resources. Health care promotion and prevention strategies are explored in concert with the role of health care institutions and the public sector. Health information data is utilized in the planning of a community and/or public health project.

This course prepares students to understand cultural systems, and the nature of cultural identity defined by gender, ethnicity, race, national origin, sexual orientation, income, physical and mental ability, age, and religion. Emphasis is placed on defining and developing skills for the culturally competent delivery of health and human services.

Special Populations is a topics course exploring health care services for special populations. The populations include clients/patients in the following groups: those with mental health issues, substance addiction, in rehabilitation, geriatric populations, and clients/patients utilizing selected specialty services. The course is problem focused emphasizing access, cost-quality issues and financing considerations. Health information data is utilized as resources for the analysis of demand, quality and cost-efficiency. Historical perspectives are presented as shaping factors influencing the present models of health services for special populations. Government mandates, categorical services, legal, ethical, and reimbursement issues are presented as driving forces in the provision of special population health services. Multidisciplinary models of special population health service models are discussed. Learners will develop a model program for a self-selected special population.

Health and human service delivery practices are discussed using contemporary issues, trends, legal aspects, and ethics in an integrated approach. Health laws, ethics, and professional conduct standards including boundary- setting and confidentiality requirements are covered. Professional roles, functions, and legal/ethical responsibilities of health and human service professionals are overviewed using standards published by selected professional organizations.

This course is a survey of the application and integration of technology within the health and human services sector. Infomatics issues such as privacy, access, and security are presented. Legal ramifications, professional ethics, and maintaining confidentiality of the client are explored within the emerging technological context.

This course is a survey course encompassing the application of research methodology. It prepares students to critically evaluate published research. The nature and history of the scientific method, research tools, data collection and analysis will be reviewed. Although key statistical concepts are covered, the focus of the course is helping students gain a conceptual understanding of the components of sound research, and to understand the steps and procedures involved in ethical research of the content area.

In this final course, students will reflect upon and synthesize the major insights gained in their study of Health and Human Services. A substantive paper is developed which requires students to critically analyze their experiences and integrate knowledge gained through out their program. The focus is on a strategic health and human services topic that is directly related to access and delivery of services to a selected client group.

The purpose of this course is to introduce students to Walden University and to the requirements for successful participation in an online curriculum. It provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Course assignments focus on practical application of writing and critical thinking skills and promote professional and academic excellence. Major assignments include the preparation of the Professional Development Plan, program of study, and a sample KAM Learning Agreement.

This course is designed to enhance students’ understanding of the responsibility of counselor educators to foster social change, provide leadership and service to the counseling and human service professional, and advocate for their community, clients, students, and profession. Students will use current research to examine the current trends and issues of the profession and identify how community, national, and international issues affect the counseling and human services profession. Students also will understand the processes of advocacy and social change. In addition, students will continue to enhance their professional development plans by identifying specific goals for professional involvement and service.

This course is designed to provide a doctoral foundation in the history and development of the various human services professions. It integrates information from various specializations, in areas such as counseling, social work, psychology, family studies, and criminal justice. Examining both the strengths and weaknesses of the human services delivery systems, students will review the origins of the profession as well as its various responses to the changing needs of society. Through critical literature reviews related to research, policy, and practice; discussions about human services and contemporary society; and course assignments, students can begin to develop their identities as leaders, researchers, and best practices informants in the area of human services. This course focuses on the competencies and ethics of human services professionals.

Understanding how theory, research, and practice are connected is a vital skill for the human services scholar-practitioner. In this course, students critically review traditional and contemporary theories in human services and how they inform practice. In addition, students examine the strengths and weaknesses of the existing body of research in serving a dynamic society, placing special emphasis on cultural bias and traditional theory. Throughout the course, students review how theories and research studies apply to communities, individuals, problems, and policies. The course culminates with the development of a conceptual framework to address a critical issue in human services practice.

This course explores the cultural components, research, and theory of cross-cultural psychology. In addition to the previously listed goals, this course focuses on the impact that culture has on the field of psychology around the world. The scope of this course is broad, with the core theme being cross-cultural psychology (focusing on cultures representing different parts of the world) and comparing cultural influence on human psychology. Many of the topics addressed in the course are related to human development. Additionally, interactions between culture and social behaviors, health, mental health, and mental illnesses are emphasized throughout the duration of this course.

Diminishing resources are compounding the societal challenges facing human services agencies today. In this course, students will examine the core competencies that human service administrators need in order to address these challenges and make a greater difference in the communities they serve. A broad range of skills and innovative approaches will be discussed, including cross-agency collaboration, stakeholder communication, supervision of people and processes, creation and implementation of policies, and strategic planning and management. Through course discussions, applications, and critical literature reviews, students can demonstrate knowledge and skills that are directly translatable to their current work environment.

One of the primary focuses of social work is to promote social justice within a diverse society. This course focuses on an advanced exploration of traditional and contemporary clinical social work theories for providing culturally and contextually relevant services to individuals and families. Students examine social work theories in a way that informs clinical practice, and discuss the role of the social worker in social issues at the macro and micro levels. Students evaluate existing practices and policies with the goal of designing and implementing more effective practices and policies that positively impact the individual, the community, and society at large.

This course provides students with an advanced understanding of theories and techniques for working with couples, marriages, and families. The focus of this course is on empirically supported treatments and techniques for addressing prevention, intervention, development, and wellness of marriages, couples, and families. Systemic implications for conceptualization, assessment, treatment planning, and interventions will be addressed. Students will be exposed to procedures for critically evaluating relevant research and to methods for applying findings to their counseling with these groups. Methods of adapting models to meet the needs of a diverse society as well as legal and ethical issues related to working in this specialty area will be explored.

This course focuses on the theories of social and personal change. Topics include power and social inequalities, ethnic inequalities, global environment and social change, issues related to gender and sexism, and homophobia. In addition, students are presented with impact of social change theories on children, families, and societies. The concepts of change agent and change advocate are explored as well as the role of the psychologist as change agent.

This course provides an overview of physiological, psychological, and social aspects in the study of motivation and includes an exploration of historical and contemporary theories and perspectives. The course emphasizes both conceptual understanding of theories associated with motivation and their applications to personal, professional, and social issues. Major topics include physiological, learned, cognitive, and emotional aspects of motivation. Themes of diversity are threaded throughout the course.

Public and nonprofit leaders require a deep understanding of their roles as directors and managers of diverse and complex organizations. This course examines the distinction between leadership and management, organizational culture, change management, systems theories, and organizational development from a theoretical and applied perspective. Students apply principles to public, private, and nonprofit organizational settings.

This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Quantitative, qualitative, and mixed-method research designs and methods are introduced. Ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship are emphasized. Students will apply and synthesize their knowledge and skills by developing elements of simple research plans.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

Ethics is a foundational element of leadership. Leaders face increasingly complex social and political challenges as they seek to meet the needs of diverse constituents. This course explores ethics and social justice related to economic disparity, power and privilege. Students use demographic data, current social trends and themes to understand, analyze, and address ethical and social-justice issues that impact service delivery in a global community.

This research course provides students with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis, and provides experience applying them. It provides students with more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and ethical considerations and social social-change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8300C: Qualitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis and 8300C: Qualitative Reasoning and Analysis. It provides students with more specialized knowledge and skills for designing mixed mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed mixed-methods designs and how to select the most appropriate approach for the research question. The course emphasizes integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Reliability and validity in mixed mixed-methods approaches will be highlighted. Students will apply and synthesize their knowledge and skills by developing a truly mixed mixed-methods research plan that appropriately incorporates qualitative and quantitative elements.

Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. This course examines finance and budgeting concepts, policies, and practices related to organizations, as well as the fiscal climate within which they operate. Students gain an understanding of theories motivating major fiscal-policy debates; read, analyze, and construct budgets; and read and analyze financial statements and reports. Other topics include auditing practices, tax systems, financial management, budgetary reform, financial technology systems specific to government organizations, and the use of dashboards for financial reporting. Students apply what they learn to develop a budget and financial plan for either a public or private organization.

This course sequence offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation with the guidance of a chair and committee members, in a learning platform classroom in which weekly participation is required. Students work with a dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for COUN 9000, they are registered each term until successful completion of the dissertation, for a minimum of four terms.

This course focuses on principles and skills related to interviewing and observation, as well as related legal, ethical, and cultural issues. Students gain practice in conducting interviews, making behavioral observations, collecting and interpreting data during an interview, and developing written reports of findings. Note: In addition to the course materials listed by the university bookstore, this course also requires that students have access to a video recording device, a tripod, and an audio recording device, which they will begin using the first week of class.

This course summarizes the history and explores the primary concepts of the major approaches to counseling and psychotherapy in current use. The empirical foundations of each theory are examined, and examples are supplied showing how each method is applied to clients. Limitations of each approach are also explored.

This course is designed to prepare students for their roles as counselors in prevention, intervention, and consultation endeavors with specific populations in specific settings. Using an action research model, students will prepare a blueprint for a prevention, intervention, or consultation project for a community, agency, or organization.

This course examines psychological aspects of addictions involving alcohol, prescription medications, and illegal substances. Current research in the field of dependency and addiction is explored. Topics include diagnosis, models of treatment, treatment planning, use of group and family treatment plans, and efficacy of treatment. Strategies to promote change, including the transtheoretical model of behavior change, are discussed.

The purpose of this course is to introduce students to Walden University and to the requirements for successful participation in an online curriculum. It provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Course assignments focus on practical application of writing and critical thinking skills and promote professional and academic excellence. Major assignments include the preparation of the Professional Development Plan, program of study, and a sample KAM Learning Agreement.

Public and nonprofit leaders require a deep understanding of their roles as directors and managers of diverse and complex organizations. This course examines the distinction between leadership and management, organizational culture, change management, systems theories, and organizational development from a theoretical and applied perspective. Students apply principles to public, private, and nonprofit organizational settings.

This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Quantitative, qualitative, and mixed-method research designs and methods are introduced. Ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship are emphasized. Students will apply and synthesize their knowledge and skills by developing elements of simple research plans.

This course is designed to enhance students’ understanding of the responsibility of counselor educators to foster social change, provide leadership and service to the counseling and human service professional, and advocate for their community, clients, students, and profession. Students will use current research to examine the current trends and issues of the profession and identify how community, national, and international issues affect the counseling and human services profession. Students also will understand the processes of advocacy and social change. In addition, students will continue to enhance their professional development plans by identifying specific goals for professional involvement and service.

This course is designed to provide a doctoral foundation in the history and development of the various human services professions. It integrates information from various specializations, in areas such as counseling, social work, psychology, family studies, and criminal justice. Examining both the strengths and weaknesses of the human services delivery systems, students will review the origins of the profession as well as its various responses to the changing needs of society. Through critical literature reviews related to research, policy, and practice; discussions about human services and contemporary society; and course assignments, students can begin to develop their identities as leaders, researchers, and best practices informants in the area of human services. This course focuses on the competencies and ethics of human services professionals.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

Understanding how theory, research, and practice are connected is a vital skill for the human services scholar-practitioner. In this course, students critically review traditional and contemporary theories in human services and how they inform practice. In addition, students examine the strengths and weaknesses of the existing body of research in serving a dynamic society, placing special emphasis on cultural bias and traditional theory. Throughout the course, students review how theories and research studies apply to communities, individuals, problems, and policies. The course culminates with the development of a conceptual framework to address a critical issue in human services practice.

Ethics is a foundational element of leadership. Leaders face increasingly complex social and political challenges as they seek to meet the needs of diverse constituents. This course explores ethics and social justice related to economic disparity, power and privilege. Students use demographic data, current social trends and themes to understand, analyze, and address ethical and social-justice issues that impact service delivery in a global community.

This course explores the cultural components, research, and theory of cross-cultural psychology. In addition to the previously listed goals, this course focuses on the impact that culture has on the field of psychology around the world. The scope of this course is broad, with the core theme being cross-cultural psychology (focusing on cultures representing different parts of the world) and comparing cultural influence on human psychology. Many of the topics addressed in the course are related to human development. Additionally, interactions between culture and social behaviors, health, mental health, and mental illnesses are emphasized throughout the duration of this course.

This research course provides students with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

Diminishing resources are compounding the societal challenges facing human services agencies today. In this course, students will examine the core competencies that human service administrators need in order to address these challenges and make a greater difference in the communities they serve. A broad range of skills and innovative approaches will be discussed, including cross-agency collaboration, stakeholder communication, supervision of people and processes, creation and implementation of policies, and strategic planning and management. Through course discussions, applications, and critical literature reviews, students can demonstrate knowledge and skills that are directly translatable to their current work environment.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

This research course builds upon knowledge and skills acquired in RSCH 8300C: Qualitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. This course examines finance and budgeting concepts, policies, and practices related to organizations, as well as the fiscal climate within which they operate. Students gain an understanding of theories motivating major fiscal-policy debates; read, analyze, and construct budgets; and read and analyze financial statements and reports. Other topics include auditing practices, tax systems, financial management, budgetary reform, financial technology systems specific to government organizations, and the use of dashboards for financial reporting. Students apply what they learn to develop a budget and financial plan for either a public or private organization.

This course focuses on principles and skills related to interviewing and observation, as well as related legal, ethical, and cultural issues. Students gain practice in conducting interviews, making behavioral observations, collecting and interpreting data during an interview, and developing written reports of findings. Note: In addition to the course materials listed by the university bookstore, this course also requires that students have access to a video recording device, a tripod, and an audio recording device, which they will begin using the first week of class.

This course sequence offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation with the guidance of a chair and committee members, in a learning platform classroom in which weekly participation is required. Students work with a dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for COUN 9000, they are registered each term until successful completion of the dissertation, for a minimum of four terms.

The purpose of this course is to introduce students to Walden University and to the requirements for successful participation in an online curriculum. It provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Course assignments focus on practical application of writing and critical thinking skills and promote professional and academic excellence. Major assignments include the preparation of the Professional Development Plan, program of study, and a sample KAM Learning Agreement.

This course is designed to provide a doctoral foundation in the history and development of the various human services professions. It integrates information from various specializations, in areas such as counseling, social work, psychology, family studies, and criminal justice. Examining both the strengths and weaknesses of the human services delivery systems, students will review the origins of the profession as well as its various responses to the changing needs of society. Through critical literature reviews related to research, policy, and practice; discussions about human services and contemporary society; and course assignments, students can begin to develop their identities as leaders, researchers, and best practices informants in the area of human services. This course focuses on the competencies and ethics of human services professionals.

Understanding how theory, research, and practice are connected is a vital skill for the human services scholar-practitioner. In this course, students critically review traditional and contemporary theories in human services and how they inform practice. In addition, students examine the strengths and weaknesses of the existing body of research in serving a dynamic society, placing special emphasis on cultural bias and traditional theory. Throughout the course, students review how theories and research studies apply to communities, individuals, problems, and policies. The course culminates with the development of a conceptual framework to address a critical issue in human services practice.

Diminishing resources are compounding the societal challenges facing human services agencies today. In this course, students will examine the core competencies that human service administrators need in order to address these challenges and make a greater difference in the communities they serve. A broad range of skills and innovative approaches will be discussed, including cross-agency collaboration, stakeholder communication, supervision of people and processes, creation and implementation of policies, and strategic planning and management. Through course discussions, applications, and critical literature reviews, students can demonstrate knowledge and skills that are directly translatable to their current work environment.

Public and nonprofit leaders require a deep understanding of their roles as directors and managers of diverse and complex organizations. This course examines the distinction between leadership and management, organizational culture, change management, systems theories, and organizational development from a theoretical and applied perspective. Students apply principles to public, private, and nonprofit organizational settings.

This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Quantitative, qualitative, and mixed-method research designs and methods are introduced. Ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship are emphasized. Students will apply and synthesize their knowledge and skills by developing elements of simple research plans.

This course is designed to enhance students’ understanding of the responsibility of counselor educators to foster social change, provide leadership and service to the counseling and human service professional, and advocate for their community, clients, students, and profession. Students will use current research to examine the current trends and issues of the profession and identify how community, national, and international issues affect the counseling and human services profession. Students also will understand the processes of advocacy and social change. In addition, students will continue to enhance their professional development plans by identifying specific goals for professional involvement and service.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

Ethics is a foundational element of leadership. Leaders face increasingly complex social and political challenges as they seek to meet the needs of diverse constituents. This course explores ethics and social justice related to economic disparity, power and privilege. Students use demographic data, current social trends and themes to understand, analyze, and address ethical and social-justice issues that impact service delivery in a global community.

This course explores the cultural components, research, and theory of cross-cultural psychology. In addition to the previously listed goals, this course focuses on the impact that culture has on the field of psychology around the world. The scope of this course is broad, with the core theme being cross-cultural psychology (focusing on cultures representing different parts of the world) and comparing cultural influence on human psychology. Many of the topics addressed in the course are related to human development. Additionally, interactions between culture and social behaviors, health, mental health, and mental illnesses are emphasized throughout the duration of this course.

This research course provides students with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis, and provides experience applying them. It provides students with more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and ethical considerations and social social-change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8300C: Qualitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis and 8300C: Qualitative Reasoning and Analysis. It provides students with more specialized knowledge and skills for designing mixed mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed mixed-methods designs and how to select the most appropriate approach for the research question. The course emphasizes integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Reliability and validity in mixed mixed-methods approaches will be highlighted. Students will apply and synthesize their knowledge and skills by developing a truly mixed mixed-methods research plan that appropriately incorporates qualitative and quantitative elements.

Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. This course examines finance and budgeting concepts, policies, and practices related to organizations, as well as the fiscal climate within which they operate. Students gain an understanding of theories motivating major fiscal-policy debates; read, analyze, and construct budgets; and read and analyze financial statements and reports. Other topics include auditing practices, tax systems, financial management, budgetary reform, financial technology systems specific to government organizations, and the use of dashboards for financial reporting. Students apply what they learn to develop a budget and financial plan for either a public or private organization.

This course sequence offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation with the guidance of a chair and committee members, in a learning platform classroom in which weekly participation is required. Students work with a dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for COUN 9000, they are registered each term until successful completion of the dissertation, for a minimum of four terms.

This course looks at the evolution of crime—from lone criminals to worldwide syndicates—using the scientific rigor built into the selected readings and discussions.

This course provides students with the basic knowledge necessary to evaluate and subsequently treat many different forensic populations. Various forensic populations such as sex offenders, substance abusers, victims of crime, and employee assistance to law enforcement personnel will be covered. The use of traditional forms of intervention, such as individual and group psychotherapy, as well as recent developments in intervention, such as restorative justice, will be addressed.

The focus of this course is on the various aspects of the juvenile justice system and the population that it serves. As such, a thorough understanding of normal juvenile development is provided as a backdrop in which to better apply current juvenile justice codes and case law. The changing landscape of the juvenile justice field based on current research with its population will be covered.

This course is directed at the application of forensic psychology to various community settings. An emphasis is placed on working with offenders upon re-entry to the community and offenders who receive nonincarceration community placements. However, this course will also explore less-common applications such as restorative justice and community crime prevention.

This course reviews key court decisions and explores the tension between constitutionally guaranteed individual rights and crime-prevention and public-safety efforts.

This course introduces students to the problems that currently confront the administration of the criminal justice system, as well as problems predicted for the future. So that students are prepared to lead efforts to address these challenges, this course offers powerful models for strategic, critical, and reflective thinking.

This course provides participants with an overview of terrorism—local, national, and international—and the need to develop a systemic approach for emergency preparedness. Topics include, but are not limited to, terrorism overview, terrorism and public health, bioterrorism, biosecurity, cyberterrorism, risk assessment, implications for public health, and components of a systemic preparedness infrastructure.

Rsch 8250: This Research Course Builds Upon Knowledge And Skills Acquired In Rsch 8200 Quantitative Reasoning And Analysis And Provides Experience Applying Them. It Provides Students With More Specialized Knowledge And Skills For Designing Quantitative Research At The Doctoral Level, Including Understanding Multivariate Data Analysis And Applying More Advanced Statistical Concepts. Students Explore Comprehensive Quantitative Research Designs And Suitable Statistical Tests, The Importance Of Quality Assurance, And Ethical Considerations And Social Change Implications Of Conducting Quantitative Research And Producing Knowledge. This Course Approaches Statistics From A Problem-solving Perspective With Emphasis On Selecting The Appropriate Research Design And Statistical Tests For More Complex Research Questions Or Problems. Students Use Statistical Software To Perform Analyses And Interpret And Present Results. Students Will Apply And Synthesize Their Knowledge And Skills By Developing A Quantitative Research Plan. (prerequisites: Rsch 8200.) Rsch 8350: This Research Course Builds Upon Knowledge And Skills Acquired In Rsch 8300 Qualitative Reasoning And Analysis And Provides Experience Applying Them. It Provides Students With More Specialized Knowledge And Skills Within Each Of The Common Qualitative Traditions For Designing Qualitative Research At The Doctoral Level. Students Explore More Complex Qualitative Research Designs And Analyses; Multiple Approaches To Coding And Organizing Data; Core Components Of A Qualitative Write-up; The Importance Of Quality Assurance; And The Ethical Considerations And Social Change Implications Of Conducting Qualitative Research And Producing Knowledge. Students Will Apply And Synthesize Their Knowledge And Skills By Developing A Qualitative Research Plan. (prerequisites: Rsch 8300.) Rsch 8450: This Research Course Builds Upon Knowledge And Skills Acquired In Rsch 8200 Quantitative Reasoning And Analysis And 8300 Qualitative Reasoning And Analysis. It Provides Students With More Specialized Knowledge And Skills For Designing Mixed-methods Research At The Doctoral Level. Students Gain An Understanding Of The Types Of Mixed-methods Designs And How To Select The Most Appropriate Approach For The Research Question. The Course Emphasizes Integrating Quantitative And Qualitative Elements Into True Mixed-methods Studies, Practice In Data Analysis, And Integration Of Qualitative And Quantitative Data Within A Research Write-up. Reliability And Validity In Mixed-methods Approaches Will Be Highlighted. Students Will Apply And Synthesize Their Knowledge And Skills By Developing A Truly Mixed-methods Research Plan That Appropriately Incorporates Qualitative And Quantitative Elements. (prerequisites: Rsch 8200 And Rsch 8300.)

This course introduces students to the specialty area of marriage, couple, and family counseling. Students are provided an orientation to professional organizations, preparation standards, and credentials relevant to the specialty area. Through this course, students will be exposed to the history, philosophy, and trends in marriage, couple, and family counseling. A variety of theoretical perspectives, techniques, and related concepts (e.g., systems, family development, wellness, and family life cycle) are reviewed. Societal trends and treatment issues related to working with multicultural and diverse family systems are explored. Legal and ethical issues related to working in this specialty area are addressed.

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The purpose of this course is to introduce students to Walden University and to the requirements for successful participation in an online curriculum. It provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Course assignments focus on practical application of writing and critical thinking skills and promote professional and academic excellence. Major assignments include the preparation of the Professional Development Plan, program of study, and a sample KAM Learning Agreement.

Public and nonprofit leaders require a deep understanding of their roles as directors and managers of diverse and complex organizations. This course examines the distinction between leadership and management, organizational culture, change management, systems theories, and organizational development from a theoretical and applied perspective. Students apply principles to public, private, and nonprofit organizational settings.

This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Quantitative, qualitative, and mixed-method research designs and methods are introduced. Ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship are emphasized. Students will apply and synthesize their knowledge and skills by developing elements of simple research plans.

This course is designed to enhance students’ understanding of the responsibility of counselor educators to foster social change, provide leadership and service to the counseling and human service professional, and advocate for their community, clients, students, and profession. Students will use current research to examine the current trends and issues of the profession and identify how community, national, and international issues affect the counseling and human services profession. Students also will understand the processes of advocacy and social change. In addition, students will continue to enhance their professional development plans by identifying specific goals for professional involvement and service.

This course is designed to provide a doctoral foundation in the history and development of the various human services professions. It integrates information from various specializations, in areas such as counseling, social work, psychology, family studies, and criminal justice. Examining both the strengths and weaknesses of the human services delivery systems, students will review the origins of the profession as well as its various responses to the changing needs of society. Through critical literature reviews related to research, policy, and practice; discussions about human services and contemporary society; and course assignments, students can begin to develop their identities as leaders, researchers, and best practices informants in the area of human services. This course focuses on the competencies and ethics of human services professionals.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

Understanding how theory, research, and practice are connected is a vital skill for the human services scholar-practitioner. In this course, students critically review traditional and contemporary theories in human services and how they inform practice. In addition, students examine the strengths and weaknesses of the existing body of research in serving a dynamic society, placing special emphasis on cultural bias and traditional theory. Throughout the course, students review how theories and research studies apply to communities, individuals, problems, and policies. The course culminates with the development of a conceptual framework to address a critical issue in human services practice.

Ethics is a foundational element of leadership. Leaders face increasingly complex social and political challenges as they seek to meet the needs of diverse constituents. This course explores ethics and social justice related to economic disparity, power and privilege. Students use demographic data, current social trends and themes to understand, analyze, and address ethical and social-justice issues that impact service delivery in a global community.

This course explores the cultural components, research, and theory of cross-cultural psychology. In addition to the previously listed goals, this course focuses on the impact that culture has on the field of psychology around the world. The scope of this course is broad, with the core theme being cross-cultural psychology (focusing on cultures representing different parts of the world) and comparing cultural influence on human psychology. Many of the topics addressed in the course are related to human development. Additionally, interactions between culture and social behaviors, health, mental health, and mental illnesses are emphasized throughout the duration of this course.

This research course provides students with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

Diminishing resources are compounding the societal challenges facing human services agencies today. In this course, students will examine the core competencies that human service administrators need in order to address these challenges and make a greater difference in the communities they serve. A broad range of skills and innovative approaches will be discussed, including cross-agency collaboration, stakeholder communication, supervision of people and processes, creation and implementation of policies, and strategic planning and management. Through course discussions, applications, and critical literature reviews, students can demonstrate knowledge and skills that are directly translatable to their current work environment.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. This course examines finance and budgeting concepts, policies, and practices related to organizations, as well as the fiscal climate within which they operate. Students gain an understanding of theories motivating major fiscal-policy debates; read, analyze, and construct budgets; and read and analyze financial statements and reports. Other topics include auditing practices, tax systems, financial management, budgetary reform, financial technology systems specific to government organizations, and the use of dashboards for financial reporting. Students apply what they learn to develop a budget and financial plan for either a public or private organization.

This course sequence offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation with the guidance of a chair and committee members, in a learning platform classroom in which weekly participation is required. Students work with a dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for COUN 9000, they are registered each term until successful completion of the dissertation, for a minimum of four terms.

Learners in this course review basic features and factors of social systems theory as it applies to groups, families, agencies, institutions or corporations, and government entities. The course addresses problems inherent in the operation of these systems and explores resolution of these problems from a systemic viewpoint. Additionally, learners in the course study issues of social policy making and decision making that affect conditions of social change.

In this course, master’s learners demonstrate proficiency in their specialization area by applying learning from required and elective courses to complete an analysis of a human services organization or system, or propose a new application in their professional field. For MS in Human Services learners only. Prerequisite(s): All required and elective course work. Cannot be fulfilled by transfer.

This Course Presents Theories Of Human Development And Behavior Throughout The Lifecycle. Learners Examine Approaches For Researching Human Development, Including Personality And Moral Development Theory. Learners Also Focus On The Developing Person Using The Theoretical Lenses Of Disciplines Such As Psychology, Anthropology, And Biology. Must Be Taken By Master’s Learners In Their First Quarter. Learners May Only Earn Credit For Coun5003 Or Cst5003 Or Hs5002 Or Shb5003. Cannot Be Fulfilled By Transfer.

This Course Provides An Overview Of Graduate-level Approaches To Research Methodology. Learners Study Major Research Methodologies And Quantitative And Qualitative Approaches To Needs Assessment, Program Evaluation, And Program Design. Learners May Only Earn Credit For Coun5006 Or Cst5006 Or Hs5006 Or Shb5006.

This course provides an overview of ethnic and linguistic minorities found in the American workplace. Learners synthesize current theories, methods, and research related to diversity and cross-cultural awareness and apply them to linguistic and ethnic minorities in the workplace. Learners examine employer codes of ethics and the ways minorities have been able to achieve success despite barriers. Learners also analyze the influence ethnic and linguistic minorities have on the success of individuals, organizations, and the labor industry.

Learners in this course examine the evolution of professional ethics and analyze the effect of ethics on education, psychotherapy, law, and institutional guidelines protecting human subjects in research. Learners also identify current ethical issues in the human services field and explore methods used to effectively address them.

This course presents learners with contemporary social problems addressed by human service professionals in the field. Learners examine theories of human service delivery, management, culture, and diversity to gain a broad understanding of the human services profession in diverse delivery settings. Learners also use the knowledge, skills, and methods acquired during the course to address a contemporary social problem.

This course is designed to give adult learners an overview of expectations for academic success in the Bachelor of Science in Human Services program. The course examines learning theory and the application of adult learning principles. Students will gain knowledge of skills needed to do critical thinking, make oral presentations, function in learning teams, conduct research, and write academic papers. Students will be introduced to the university library and learn how to access its resources successfully. An introduction to the human services profession will be accomplished by studying roles and responsibilities of human services workers. (3 credits) Prerequisite: 24 credits.

This course explores the theory and practice of professional communication skills, including active listening, interviewing, verbal and nonverbal communications, exploration and goal setting skills, and various techniques for helping people change. Students will develop an understanding of the relationship dynamics between clinicians, clients, and human service staff through application of communication techniques and strategies. (3 credits) Prerequisite: BSHS 302.íÒ»2!

This course in organizational behavior encompasses the study of individual and group behavior in organizational settings. Managing organizational behavior challenges individuals to understand and embrace workforce diversity, elements of change, effective communication, and performance systems. A comprehensive review of these processes, as well as others, will allow students to examine their role in organizations in the new millennium.

This course presents an exploration of the major theoretical areas in the helping professions: cognitive, behavioral, affective/humanistic, and systems. Students learn the theoretical bases for each of the major theories, the approach to change, and the techniques and interventions used by practitioners of these theories. The course emphasizes the development of a personal theory and approach to human services and the creation of a resource file containing practical applications of theory-based techniques for use by the human services worker. (3 credits) Prerequisite: BSHS 302.0U5

This course explores the rich field of management in theory and practice, and as both a science and an art. The course also addresses the role of managers in the current world of rapid change, increased competitive forces, and increased expectations for the successful performance of employees and organizations. The focus is on some of the ways and means of achieving desired goals. The student will leave this course with a solid background in the nature and work of management and managers. Applications of concepts to current workplace issues will be stressed. (3 credits)

This course presents students with empirical research findings and theoretical frameworks to foster an understanding of the various stages and dimensions of human development across the lifespan. Emphasis is placed on biological, cognitive, emotional, and social development in a timeframe extending from prenatal development through the elder years and on toward eventual end of life and bereavement processes. (3 credits)

This course provides students opportunities for analysis, synthesis, prescription, and application of critical thinking and decision making within the organization. Emphasis is placed on preparing managers who can deal clearly, rationally, and creatively with a diverse workforce and dynamic workplace. This course equips students with concrete skills in critical thinking and decision making that will allow them to identify and solve organizational problems, as well as provide strategic direction. (3 credits)

This Course Covers Principles, Practices, And Issues In Case Management. The Diagnosis And Treatment Of Developmental, Psychological, And Psychiatric Problems And Treatment Resources In Lease Restrictive And Most Cost Effective Settings Will Be Examined. (3 Credits) Prerequisites: Bshs 302, Mth 208, Mth 209, And Comm 215.

Ethical Principles And Practices Of Human Service Workers Are Examined In Accordance With The Community Support Skill Standards For Human Service Workers And The Ethical Standards Of Human Service Professionals. Major Legal Issues In The Delivery Of Human Services Are Examined. The Roles, Functions, And Legal And Ethical Responsibilities Of The Human Service Worker Are Investigated. (3 Credits) Prerequisites: Bshs 302, Mth 208, Mth 209, And Comm 215.

This Course Examines The Concepts Of Continuous Improvement And Quality Management, Viewing Quality As A Systematic Process That Improves Customer Satisfaction. The Course Covers Methodologies That Will Aid Managers In Assuring That The Organization’s Quality System Is Effectively Meeting The Organization’s Continuous Improvement Goals. (3 Credits) Prerequisites: Mth 208 And Mth 209.

This Course Is Designed To Frame Financial Issues For Non-financial Managers. Basic Accounting And Financial Terminology And Concepts Are Introduced And Practiced. Topics Covered Include The Accounting Environment, Financial Statements, Financial Markets, Working Capital Management And Financial Planning, And Internal Controls. (3 Credits) Prerequisites: Bshs 302, Mth 208, And Mth 209.

This Course Is Designed To Explore The Potential Use And Benefits Of Mediation As A Part Of The Advocacy Process. Attention To Overcoming Barriers Of Effective Service Delivery Will Be Examined. Students Will Experience The Roles Of Mediator, Advocate, And Agency Representative. Workshops Will Include Role-plays In Dyads And Small Groups. (3 Credits) Prerequisites: Bshs 302, Mth 208, Mth 209, And Comm 215.

This course is concerned with analyzing the external and internal system dynamics that maximize performance excellence of individual and work groups in an organization. Organizational Psychology focuses on the human factor of business. This course applies Organizational Psychology theories and techniques to the features/dimensions of corporate structure that are transforming in order to accommodate the changes in the modern world. An understanding of external and internal customer relations in the transformed organizations is discussed. (3 credits)

This Course Is A Survey Of The Use Of Communications Technology In Human Services. It Examines How Technology Affects The Delivery Of Human Services And How Technology Is Used In Delivering The Service. Students Are Required To Have Access To The Internet And Have A Valid E-mail Address To Take This Course. (3 Credits) Prerequisites: Bshs 302, Mth 208, Mth 209, And Comm 215.

This Course Provides An Overview Of Research Methods And Appropriate Use Of Statistics In The Social Sciences. The Scientific Method, Research Tools, Data Collection, And Analysis Will Be Reviewed. Understanding Research And Developing The Ability To Critically Evaluate Published Research Reports Will Be Emphasized. Statistical Concepts Will Be Reviewed, And Students Will Gain A Conceptual Understanding Of Underlying Principles Of Research And Statistical Analysis. Statistics Software Will Be Introduced, And Students Will Compute Descriptive And Inferential Statistical Data. Students Will Practice Developing Research Designs And Conducting Statistical Analyses. (3 Credits) Prerequisites: Bshs 302, Mth 208, Mth 209, And Comm 215.

This Course Will Examine The Characteristics And Comprehensive Functions Of Effective Human Service Organizations That Are Client-based And Mission-driven. The Course Material Identifies The Challenges Of Assessing Environmental Factors, While Developing And Managing Human And Financial Resources. It Stresses The Importance Of Leadership In The Design And Evaluation Of Best Practice Programs And Organizations That Are Outcome-based. Students Will Learn About Organizational Structures, Have Opportunities To Explore The Concepts Of Organizational Change And Excellence, And Develop Their Own Framework For Achieving And Maintaining The Individual Competencies Needed To Manage Human Service Organizations. (3 Credits) Prerequisites: Bshs 302, Mth 208, Mth 209, And Comm 215.

This course involves an integrated analysis of the role of marketing within the total organization. Specific attention is given to the analysis of factors affecting consumer behavior, the identification of marketing variables, the development and use of marketing strategies, and the discussion of international marketing issues. (3 credits) Prerequisite: COMM 215.

This Course Covers Finding Federal, State, And Private Funding For Human Services Programs And Agencies And Writing Proposals To Secure Funding. Students Will Practice Designing And Evaluating Programs. Students Will Use The Internet To Explore Funding Sources And To Identify Suggestions For Developing Successful Grant Proposals. (3 Credits) Prerequisites: Bshs 302, Mth 208, Mth 209, And Comm 215.

This is the capstone course for business, health and human services, and information technology undergraduate students. The course provides students with the opportunity to integrate and apply learning from their professional programs of study in a comprehensive manner. Students will also assess the impact of their educational experiences on their ethical perspectives and critical thinking skills. Students will reflect on and evaluate their personal and professional growth, the benefits of lifelong learning, and the impact of these elements on their future. (3 credits) Prerequisite: All previous courses.

This course is a foundation for the study of human services in the United States. It provides an overview of the evolution of American human services delivery systems, including historical perspectives, as well as current and future trends. It covers the role of human services workers, how needs are determined and met, and factors that affect the delivery of services such as theoretical perspectives, social policies, and government regulations. Community advocacy, prevention techniques, and contemporary issues in the human services industry are also examined. (3 credits)

This course discusses the roles and responsibilities of administrators in human services organizations. It covers recent studies related to the changing contexts of human services delivery, leadership, organizational culture, human resource management, financial management, strategic planning, working with boards, marketing and public relations, social entrepreneurship, partnership, and collaboration. (3 credits)

This course explores the ethical environment of human service organizations. Students will consider tools and techniques for ethical decision-making, the roles of the leader and organizational culture in sustaining a moral vision, and the design of and need for legal and ethical oversight. Students will analyze current ethical and legal dilemmas and controversies through case studies and debate. (3 credits)

This course focuses on the formation and execution of public policy and programs by government and private organizations within human services. Emphasis is placed on evaluative and analytical approaches for determining positive and negative characteristics of policies and programs. Students will learn to analyze and critique organizations and the policies and programs within those organizations. (3 credits)

This course focuses on conceptual understanding and practice of financial management as it applies to human service agencies. Students complete the course with a better understanding of basic accounting concepts, budgets and budgeting systems, how to create performance measures, and the ability to analyze financial statements for the purpose of cost analysis and forecasting. Aspects of setting fees, funding, and risk management are also covered. (3 credits)

This course provides practical knowledge in program planning, grant proposal writing, and program evaluation. Students will examine the planning process from conceptualization to implementation and evaluation. Also discussed is how to locate private and public funding for human service programs and agencies. (3 credits)