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This course is designed to introduce the student to the Ashford University graduate programs, with emphasis on conceptualizing communication and communication processes the contexts of organizations and leadership. Emphasis will be on technology, theories and models, qualitative communication research methodologies, and research writing.

This course investigates behavioral factors that affect modern organizations and their management. Topics include group and team dynamics, organizational structure, motivation, leadership, power, and change management.

This course considers key aspects of social change in today's complex and interdependent business world, analyzes their effect on how managers position their business enterprises, and identifies decision-making strategies that allow mission-driven organizations to contribute to social transformation.

This course explores innovation as it relates to organizational leadership and purposeful entrepreneurship. It analyzes the perspective and values of an entrepreneurial mind and the developmental cycle of an entrepreneurial organization or organizational unit, including the stages of resource development, launching, managing growth and evaluating progress. Approaches to problem- solving are developed with applications made to organizational responsibilities and personal growth.

This course presents the principles and elements of the learning organization and uses key principles as a framework for defining the organization's management practices and measuring its effectiveness

This course analyzes organizational, professional and personal ethics and creates a framework for exploring the social responsibilities of managers and organizational leaders. Case studies and scenario presentations will be used to explore ways to encourage ethical development and moral behavior within organizational culture and to resolve business ethical issues and dilemmas.

A study of managing people in the workplace, focusing on the important policies and processes associated with recruiting, hiring, training, and evaluating personnel in order to achieve strategic organizational goals.

This course involves the study of the business law, its foundations and the role it plays in managing a business with a particular emphasis on the corporate form. Topics of relevance to be explored include the following core concepts: constitutional law case law, government regulation, ethics, contracts, anti-trust law, securities regulations, employment law, environmental law, and crimes and torts.

This course explores practical ways to develop organizational communication plans that integrate marketing, advertising and public relations strategies. Emphasis is given to the dynamic process of managerial decision-making required to implement an integrated communication plan effectively in order to achieve organizational goals.

The course is designed to allow individuals who do not prepare accounting and financial documents to understand and use these documents as tools in effective managerial decision-making, control and planning. Topics include purposes of financial statements, analysis of financial statements using basic accounting concepts, budgeting, and financial accountability in an organization.

This capstone course explores the formulation, implementation and maintenance of organizational strategic management. In the context of a globally competitive market, students will explore methods of directing an entire organization. Topics include: analysis of competitive position, value creation, developing systems-wide goals and objectives, and the creation of a strategic plan. This course is cumulative in nature, integrating knowledge and information attained while completing the entire program.

This course provides an in-depth examination of the multi-faceted concept of leadership studies by presenting the student with the vocabulary, concepts, theories, and applicable research that are fundamental to the understanding of leadership. The course examines contemporary and historical leadership issues, moral and ethical responsibilities of leadership, and leadership in a variety of contexts. Leadership as a social and political influence process is examined.

This course will blend theories of leadership with concepts and models of organizational change. The change process consists of a series of steps that focuses on vision, implementation, change agents and other internal and external components. This course provides insight into types of changes impacting organizations and possible strategies to effectively address those changes.

This course builds on the leadership, business, and management concepts contained in the MBA program. It provides the student with the opportunity to synthesize all prior learning in leadership and related coursework and experiences, both personal and professional. It will allow the student to expand their thinking and explore the arena of leadership and how it will impact the future of the individual, the organization, and the world in which we live.

Learners examine practical communication and collaboration skills for effective participation in and leadership of teams in a virtual networked context. Learners also examine various forms of collaborative leadership and participate in collaborative leadership experiences within a virtual networked organizational setting.

In this course, learners examine the art and science of leadership in the networked enterprise at different organizational levels and from different perspectives. Learners study personal characteristics of effective leaders including coaching skills, personal integrity, trustworthiness, courage and generosity, and an ability to encourage others to participate in leadership.

Learners study types of organizational structures and their influence on organizational intelligence, learning ability, and the practical performance of an enterprise. Special attention is given to the adaptive and responsive organization and its relationship to enterprise stakeholders and environment. The course includes a collaborative case study that illustrates the interrelatedness of organizational structure, learning, and performance.

This course is a survey of the operations management. The course covers topics ranging from the strategic issues of designing products and services and making major capacity and location decisions to operating processes and control systems. Case studies help demonstrate important concepts and decision-making tools.

Learners develop an understanding of strategic planning and implementation by participating in case studies and simulations of various business planning processes and by examining the unpredictable dimension of strategic business planning. Successfully integrating unplanned developments into an existing strategy and implementing them are addressed as an important part of real-world strategy.

In this course, learners develop a broad understanding of international business by participating in selected case studies that are complemented by theory and an international business research framework. Multiple dimensions of international business are addressed including cultural; business structure; finance and trade; technology and communications; and political, economic, and legal dimensions.

In this course, learners explore change management by understanding the dynamics of change and exploring ways to facilitate change. In addition, learners develop an understanding of the knowledge and skills required to lead, facilitate, and support change management. Participation in case studies is used to gain an understanding of the unfolding dynamics of planned and unplanned change in organizations from the multiple perspectives of various stakeholders. Trust building, fear containment, and broad participation in the change process receive special attention.

The focus of this course is on the economic, social, and environmental effects of business decisions and policies. Learners identify significant ethical issues affecting today’s multicultural business environment and evaluate how businesses have responded to them through policy development. Learners examine examples and case studies of current business practices and analyze successful and unsuccessful strategies for establishing ethical standards and corporate social responsibility.

In this course, learners build and strengthen the skills needed to succeed in their program and the workplace. Learners engage in interactive activities that help them develop a business perspective and expand their organizational, research, critical-thinking, and problem-solving skills. Learners also participate in building a learning community, share talents and resources with courseroom peers, and prepare professional written communications. Other topics include teamwork, ethics, and project creation.

This course is an introduction to management and leadership. Learners explore the relationship between organizational management and leadership within a changing business climate. The course focuses on the individual’s role in aligning management practices with leadership-driven mission, vision, and goals.

This course presents fundamentals of e-business, acquisition of hands-on experience with e-business technology, evaluation of primary management considerations in the development process of commercial e-business systems, and assessment of the implications of an e-business initiative. Learners also study the development of an e-business technological and management plan for an enterprise.

In this course, learners examine the fundamentals of marketing and sales: market research and planning, product differentiation and positioning, marketing communications, differences between consumer and business markets, and relational marketing and sales strategy. Learners prepare a marketing and sales plan, and a corresponding marketing and sales strategy for a simple product offering.

This course helps learners develop an understanding of the fundamentals of human resource management, explore the human capital perspective of employees as the principal economic asset of the enterprise, examine human capital development, and study how the HRM function is evolving in different types of organizations. The implications for human resource professionals are underscored in each of these functions. Learners are assigned a case study in which they work to identify and understand the evolving talents, motivations, and needs of employees of different generations, backgrounds, and personalities.

This course helps learners develop an understanding of the fundamentals of organizational communication; explore the interrelationship of organizational communication, symbols, culture, and performance; learn effective communication practices in relationships internal and external to the enterprise; and realize how they contribute to successful organizational performance. Through participation in a case study, learners examine the ways organizational communication factors are interrelated and function in an enterprise.

This course enables learners to gain knowledge of the fundamentals of finance and accounting, to understand and create the standard financial statements of a simple enterprise, and to evaluate the financial condition of this simple enterprise from the different perspectives of various financial institutions using typical financial ratios and metrics. Learners practice reading and understanding annual reports of more complex publicly traded enterprises to interpret explanatory footnotes and to relate financial statements to the business performance of the enterprise.

The capstone project is the culmination of the bachelor’s degree program in Business and is intended to demonstrate the technical and applied business knowledge and the critical-thinking and communication skills learners gain during their program. Learners formulate ideas for a new business product or service, create a vision, and develop a strategic plan that describes how to implement their concept.

General Education Requirements are 45 quarter credits with a minimum of 6 quarter credits from each category: Communications, Humanities, Natural Science and Mathematics, Social Science.

Choose 39 quarter credits of additional undergraduate courses.

This course is the first of two consecutive introductory courses for all learners in the EdD Educational Leadership and Management specialization. It provides an overview of the specialization’s structure, competencies, and requirements and presents the fundamental principles and skills of leadership and management. Learners study the leader’s role in achieving organizational objectives and developing shared mission, vision, and values. Learners also explore methods of effective financial, human resource, and operations management and examine principles of inquiry and systems thinking.

This course is the second of two consecutive introductory courses for all learners in the EdD Educational Leadership and Management specialization. Learners build on the knowledge gained during EDD8100 and continue their study of fundamental leadership and management principles and skills.

In this course, learners analyze the personal, relational, and metacognitive dimensions of leadership. Learners reflect on personal values and behaviors and use metacognitive skills to examine their own learning and growth. Learners also employ the language and tools of various systems models to frame and solve problems and examine ways to negotiate and influence outcomes within organizations.

Learners in this course identify the leadership and management skills needed to develop an assessment-, knowledge-, learning-, and community-centered culture. Learners explore ways to advocate for students and institutions; lead continuous and data-driven curriculum and instruction improvement processes; and promote academic excellence and cultural competence.

In this course, learners examine the use of data in the planning, execution, and assessment of educational decision making. Learners consider research, multiple perspectives, laws and regulations, organizational resources, and ethics to make data-informed decisions using a variety of decision-making strategies, models, and tools.

This is the first of two consecutive courses in which learners apply the leadership and management competencies gained from previous course work to real-world situations. Learners identify and demonstrate the inquiry, analysis, communication, decision making, and leadership skills needed to address and solve problems; plan, implement, and evaluate change; improve processes; and demonstrate cultural competence.

This is the second of two consecutive courses in which learners apply the leadership and management competencies gained from previous course work to real-world situations. Learners continue to identify and demonstrate the skills exhibited during EDD8110.

The practicum is the final course prior to the dissertation course sequence. Learners identify skills or knowledge related to specific competencies in their degree program that require further development and under the supervision of a Capella faculty member and site supervisor, create an improvement plan to address them during a 100-hour field experience. The course culminates in a final professional portfolio review.

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine change, behavior, and leadership theories, principles, and case studies to gain an understanding of educational change processes and their associated impacts on the practice of education. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization.

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.

Learners in this course examine current theories and best practices of teacher supervision and evaluation. In particular, learners focus on instructional leadership and professional development as part of a systemic plan to improve student learning.

This course provides an overview of special education administration functions and services. Learners identify the human and material resource responsibilities, activities, and challenges associated with integrating students with disabilities into educational programs. Learners also examine the ethical, legal, and financial roles administrators have to staff, students, and families in administering special education programs and services

This course provides learners with a theoretical foundation of education policy and presents the basic analytical categories of political science as they apply to education. Topics include the influence of federal, state, and local governments in school policy making; school and community relations; privatization and choice; decentralization; school finance; desegregation; affirmative action; bilingual education; technology; and teacher empowerment.

Learners in this course gain an understanding of the responsibilities and issues associated with the role of the 21st-century P–12 principal. Topics include effective P–12 school leadership and management, curriculum and instruction planning and assessment, and collaboration with stakeholders.

In this course, learners explore the complex and challenging position of the school superintendent. Learners acquire knowledge and skills related to superintendent roles and responsibilities, material and human resource management, school board relationships, and school district organization and culture.

In this course, learners explore, analyze, and apply tools and techniques to gain knowledge of leadership environment trends. Learners examine the leader’s role in innovation and change as part of establishing a foundation of leading for the future.

This course introduces learners to theory and practice of leading and managing in complex environments. Learners apply leadership best practices to their own leadership experience and explore the value and impact of coaching, assessment, and feedback as leadership tools.

This course provides learners the opportunity to develop their leadership abilities by exploring their inner landscape and the perceptions of those they lead. Learners create a personal leadership development plan based on self-reflection, peer feedback, and leadership goals. This course includes an integrated one-on-one leadership coaching experience.

This course presents an appreciative and strengths-based approach to building relationships. Learners explore the role of leader as coach and the impact of coaching on relationship building in organizations. This course includes an integrated one-on-one leadership coaching experience.

This course presents a view of leadership that goes beyond the traditional organizational boundaries and emphasizes the concepts of collaboration and cooperation. Learners study multi-party relationships and leadership in virtual environments to develop skills in shared leadership and strategic partnerships.

In this course, learners investigate emerging theories of leadership in complex, adaptive, and future systems, including non-linear and multi-minded systems. Learners assess the impact of organic and non-linear activities on organizational operations.

Learners in this course explore the elements of organization design and change. Learners evaluate design and change theories, the leader’s influence on drivers of innovation, and the tools needed to lead for future growth.

The focus of this course is the role of the leader as an ethical strategist for sustainable and responsible business practices that embrace the organization and its broader communities. Learners examine sustainability from multiple perspectives to inform responsible strategies of growth, innovation, and change.

This is an integrative course for learners in the MS in Leadership degree program. Learners synthesize and integrate the knowledge, competencies, and skills acquired throughout the program by developing and implementing a final project that demonstrates critical thinking, creativity, and practical application of program content. Learners create and customize project plans and strategies to achieve desired project outcomes, focusing on their area of specialization. This course includes an integrated one-on-one leadership coaching experience.

In this course, learners explore aspects of leading and working in global and diverse environments. Learners gain an understanding of the personal and professional role of leadership in diverse cultures and the strategies used to lead more effectively within those cultures.

The focus of this course is the role of the leader as an architect of change in organizations and environments. Learners study the nature of leadership in complex and dynamic settings; theories of change at the individual, group, and organizational level; and leadership practices that guide and sustain complex change.

In this course, learners evaluate the ways leaders use professional communication channels to effectively influence strategic dialogue, change, and innovation. Learners assess their leadership communication skills and create new media leadership communication examples.

This course familiarizes learners with the unique expressions of leadership in social and community-based organizations. Learners identify the capacities of various types of leaders and the constituents necessary for continuous leadership and organizational development.

Learners in this course identify and analyze the dynamics involved in leading family businesses throughout the business lifecycle. By gaining knowledge of the unique aspects of strategy and leadership in family business, learners identify the skills needed to lead, govern, and plan for succession in family businesses.

In this course, learners examine applications of social entrepreneurship to organize, create, and lead social change ventures. Learners explore and assess the ways social entrepreneurs work collaboratively with nonprofit organizations and citizen groups in both private and governmental sectors to influence social change.

In this course, learners improve their ability to navigate the virtual campus and become familiar with library, career center, and writing center resources. This course requires the articulation of a professional identity based on master’s-level training in psychology. Learners examine professional roles, organizations, specialization requirements, and codes of ethics in psychology. Learners choose a focused area of study within the field of psychology and identify the educational steps necessary to successfully complete the master’s degree in their chosen specialization. PSY5002 must be taken by master’s learners in their first quarter. Cannot be fulfilled by transfer.

In this course, learners explore lifespan development from infancy through adulthood, including human developmental processes and milestones. Learners evaluate theories and approaches to examining human development and use them to analyze human development processes as they relate to their area of discipline.

In This Course, Learners Analyze Multicultural Perspectives And Factors Such As Ethnicity, Socioeconomic Status, And Gender, And Their Influences On The Ethical Behavior Of Psychology Professionals. Learners Evaluate Multicultural Issues Within The Context Of Different Settings And Learn To Apply Ethical Reasoning Principles And Standards Within Their Profession. Prerequisite(s): Psy5002 Or Psy8002.

This course is an introduction to the general area of mental measurement. Learners examine measuring devices used in the fields of intelligence, interests, personality, and special aptitudes; study techniques for correctly interpreting test scores such as percentiles, standard errors of measurement, validity and reliability indices, and standard scores; and identify professional standards of test development and use. The course includes an analysis of the psychometric procedures used to develop and validate educational and psychological instruments and presents appropriate applications for each type of methodology. MS School Psychology learners must take this course during their second quarter, immediately following PSY5004.

This course focuses on applying parametric statistical procedures to psychological research and the strengths and limitations of conducting quantitative studies. Learners examine sampling issues, experimental design, and concerns of internal validity and study tests of difference between and among groups, and correlations. This course may involve the use of software in the analysis of data sets provided by the instructor. Prerequisite(s): PhD and MS Industrial/Organizational Psychology and MS Leadership Coaching Psychology learners must have completed PSY7610.

This course provides learners with the tools needed to critically read and evaluate research. Learners explore and develop research design skills, and gain an understanding of the scientific methods of inquiry and the ethical considerations of research. This course prepares learners to critically analyze and apply research methodologies, validity, reliability, and other components of scientific research. Prerequisite(s): PhD and MS Industrial/Organizational Psychology and MS Leadership Coaching Psychology learners must have completed PSY7620.

This course provides a comprehensive review of various leadership theories and models. Learners evaluate historic and current leadership theories; identify their applications to clinical, counseling, educational, organizational, and sports settings; and apply them to their professional practice. Learners also analyze the process of leader development and explore the influence of the leader, group, task, and context on the process of leadership. Course topics include team building and leading, leader development, leadership styles, and multicultural issues relevant to leadership in various settings.

This course is an examination of personality development from the perspective of several theoretical orientations: psychodynamic, humanistic/existential, dispositional, and learning theory. Learners analyze and evaluate these theories and consider how other factors such as culture and gender contribute to personality development. This course also allows learners to apply personality theory to their professional practice.

This course provides a foundational understanding of group development, processes, and behaviors. Learners evaluate current group psychology theory and research and identify the elements of effective groups to gain an understanding of the psychology of group dynamics. Topics include group formation and structure, power and influence, performance and decision making, leadership, followership, and conflict in group dynamics.

In this course, learners analyze business models and the effects of business structure and processes within specific settings on coaching performance. Learners also examine internal and external issues affecting business professions, including organizational change and transition.

Learners in this course review relevant theories and research methods of workplace psychology, coaching, and consultation assessment. Learners study the assessment process, identify assessment tools and their applications, and examine ways to evaluate and deliver assessment feedback. Topics include individual, group, and organizational assessment; psychometric testing; quantitative/qualitative principles and research methods; and ethical and multicultural issues associated with assessment.

Learners in this course study the psychological underpinnings, theoretical framework, and foundational elements of evidence-based coaching. Learners explore the stages of the coaching relationship and determine effective coaching frameworks to apply in different contexts, including positive, humanistic, individual, group, multidimensional, behavioral, developmental, cognitive, psychoanalytic, and systems-based perspectives. Learners also identify ethical and multicultural issues related to evidence-based coaching.

Learners in the MS in Psychology program enroll in this final capstone course after all requirements have been met for the master’s degree. Learners are expected to demonstrate mastery of knowledge, scholarship, and research proficiencies in an identified field of psychology. For MS in Psychology learners only. Prerequisite(s): Completion of all required and elective course work. Cannot be fulfilled by transfer.

In this course, learners explore curriculum and instruction design, organization, implementation, and evaluation and its impact on teaching and learning.

This course provides an overview of the assessment strategies and techniques employed by leaders in higher education. Learners examine the connection between assessment strategies and higher education practices both in and out of the classroom and from the perspectives of various higher education stakeholders.

In this course, learners evaluate constitutional, statutory, and case law as related to higher education. Learners review federal and state legislation and their implications for both public and private higher education institutions.

The capstone course is required for learners in the master’s Leadership for Higher Education specialization and is taken after completing all required course work. Learners demonstrate proficiency in integrating learning from required and elective courses by completing a final project. For MS Leadership for Higher Education learners only. Must be taken during the learner’s final quarter. Cannot be fulfilled by transfer.

This course focuses on the changing perceptions of the role of higher education in the United States. Learners examine the politics of competition for resources, the expectations of consumers and providers, and the role of state and local government in higher education institutions.

In this course, learners explore the evolution of colleges, universities, and other postsecondary institutions. Learners focus on the societal, cultural, and economic influences that have shaped the development of higher education curricula, culture, practices, and governance.

Learners in this course analyze the theories, policies, and procedures involved in administering higher education institutions. Learners distinguish between leadership and management and examine the knowledge and skills needed to address higher education administrative challenges.

This is a foundational course for learners in higher education and training specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. Learners engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization. ED5002 must be taken by master’s learners in their first quarter. 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.

Learners in this course examine the leadership philosophies, theories, and decision-making structures associated with higher education administration. Learners explore the nature and function of leadership; leadership roles; and institutional history, vision, culture, politics, and organizational structure.

In this course, learners examine public and private funding patterns and fundraising plans of higher education enterprises. Learners also explore the integration of personnel matters into the management function and the evaluation methods used to ensure quality and accountability.

Choose any graduate course(s).

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.

Learners in this course gain an understanding of the responsibilities and issues associated with the role of the 21st-century P–12 principal. Topics include effective P–12 school leadership and management, curriculum and instruction planning and assessment, and collaboration with stakeholders.

This master’s capstone course is the first of two consecutive principal internship courses that provide learners with the academic and field experiences that are prerequisites for principal or administrative licensure in most states. Learners reflect on their program preassessment aptitudes and assess those gained during the program. Learners also participate in the first 125 hours of a 250-hour field-based internship with a licensed principal site supervisor that is designed to strengthen their leadership skills and start to develop a final portfolio that demonstrates their mastery of program outcomes, competencies, and standards.

This master’s capstone course is the second of two consecutive principal internship courses that provide learners with the academic and field experiences that are prerequisites for principal or administrative licensure in most states. Learners reflect on their program preassessment aptitudes and assess those gained during the program. Learners also participate in the second 125 hours of a 250-hour field-based internship with a licensed principal site supervisor that is designed to strengthen their leadership skills and start to develop a final portfolio that demonstrates their mastery of program outcomes, competencies, and standards.

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine the roles of the practitioner-scholar and instructional technology in 21st century education and the competencies teachers and administrators need to make significant changes in their organizations and increase student achievement, including reflective practice, educational leadership, and data-driven decision making. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization. ED5007 must be taken by master’s learners in their first quarter. 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 is required for all P–12 master’s degree specializations in the School of Education. Learners examine the impact of state learning performance standards on curriculum planning, instruction, and assessment. Learners also design a curriculum using research-based curriculum planning and instructional models and identify and demonstrate the disposition and skills expected of a professional educator and self-directed learner.

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine instruction and learning improvement strategies and collaborate with students’ families, the community, and other professionals for the purpose of improving instruction. Learners also evaluate instruction to determine how well it promotes professional teaching standards and dispositions.

This Course Is Required For All P–12 Master’s Degree Specializations In The School Of Education. Learners Apply Strategies For Managing Diverse And Challenging Student Behaviors And Develop The Skills Needed To Create Classroom Environments That Maximize The Opportunity For Each Student To Learn. This Course Emphasizes The Roles, Rights, And Responsibilities Of Teachers, Students, And Families Under The Individuals With Disabilities Education Act (idea), The Americans With Disabilities Act (ada), And Section 504 Legislation.

This course is required for all P–12 master’s degree specializations in the School of Education. Learners examine the origins and complexities of student achievement gaps within the contexts of racial, cultural, socioeconomic, gender, and language diversity and understanding. Learners also explore current student achievement research and best practices and identify instructional strategies most likely to eliminate achievement disparities.

This course provides learners with foundational public safety academic content that helps them prepare for course work in their chosen Public Safety specialization. Learners analyze various public safety theories, concepts, and research from the practitioner-scholar perspective, including law, policy analysis, emergency management and business continuity, leadership, multiculturalism, criminological theory, and public safety research methodology.

This course presents an overview of various graduate-level public safety and criminal justice research methodologies. Learners study major research methodologies and quantitative, qualitative, and mixed research design approaches to rigorous scholarly inquiry. This course also provides an introduction to qualitative and quantitative research data analysis tools. This course is aimed primarily at master’s learners, although PhD learners may take it as an elective.

Learners in this course examine the salience of race, ethnicity, and culture in public safety and the ways public safety addresses the diverse needs of multicultural citizens. Learners analyze cultural experiences from gender, social class, religion, and disabled-status perspectives, and study and apply theoretical approaches for addressing cross-culturalism.

Learners In This Course Examine The Strategic Development And Direction Of Public Safety Leadership Within Policing, Law Enforcement, Fire Suppression, Emergency Management, And Emergency Medical Response In The United States. In Particular, Learners Focus On The Components Of Public Safety, Including Risk Assessment, Preparedness, Prevention, And Response In An All-hazards Environment. Learners Also Explore The Role Of The Public Safety Leader, The Need For The Integration Of Functions In Traditional Public Safety Agencies, Threats Ranging From Potential Bio-terror Attacks To Natural Disasters, And Contemporary Challenges Outside The Scope Of Public And Private Security And National Defense. Prerequisite(s): Mpa/ms In Public Safety Joint Degree Program Learners Must Have Completed Mpa5424.

In This Course, Learners Examine Their Personal Leadership Attributes, Characteristics, And Behaviors Within The Context Of The Type And Level Of The Organizations They Serve. Learners Also Evaluate Various Leadership Practices And Their Respective Applications. Prerequisite(s): Mpa/ms In Public Safety Joint Degree Program Learners Must Have Completed Mpa5424.

This Course Focuses On Organizational Planning, Which Includes Staff Acquisition; Team Development; Assigning Project Roles, Responsibilities, And Reporting Relationships; Motivation And Leadership; And Conflict Resolution. Learners Gain An Understanding Of The Relationship Between Human Resource Management And Project Management And The Processes Required To Make Effective Use Of People And Resources On A Project In Particular. Learners Also Participate In Self-assessment Exercises To Determine Their Competence In Applying Techniques Associated With Interfacing And Communicating With Project Stakeholders; Designing Effective Organizational Structures; And Managing And Resolving Change, Conflict, And Stress. Prerequisite(s): Mpa/ms In Public Safety Joint Degree Program Learners Must Have Completed Mpa5420.

This Course Is A Survey Of The Elements Of Financial Accounting And The Ways Organizations’ Activities Are Influenced By Accounting Measurement. Learners Focus On Becoming Good Consumers, Rather Than Producers, Of Financial Information And Engage In Course Topics And Exercises That Reinforce And Demonstrate The Implications Of Accounting Choices, Particularly In Public Service Or Government-funded Organizations. Prerequisite(s): Mpa/ms In Public Safety Joint Degree Program Learners Must Have Completed Mpa5404.

Learners In This Course Explore The Ways Internet-based Learning And The Emergence Of Performance Management In The Human Resource Development Field Have Increased The Complexity And Accountability Of The Public Safety Training Manager. Learners Study The Responsibilities Required Of Effective Public Safety Training Managers, Including Determining Priorities, Assessing Needs, Creating Missions And Goals, Developing Budgets And Marketing Strategies, Planning Programs And Performance Interventions, Conducting Evaluations, Hiring And Managing Personnel, And Providing Leadership. Prerequisite(s): Mpa/ms In Public Safety Joint Degree Program Learners Must Have Completed Mpa5420.

In this course, learners demonstrate proficiency in their specialization area by applying learning from required and elective courses to complete an analysis of a public safety organization or system, or propose a new application in their professional field.

In this course, learners examine the current relevant theories of global leader and manager development. Learners explore the theories and models of global enterprise system leaders and managers and prepare a development plan for their own leadership and management skills portfolio. Prerequisite(s): OM8101, OM8102. Cannot be fulfilled by transfer.

In this course, learners explore the psychology of dark leader development, the characteristics of the dark side of leadership, and the ways these characteristics are evaluated. Learners develop their own approaches to and strategies for managing the dark side of leadership in contemporary organizations. Prerequisite(s): OM8101, OM8102. Cannot be fulfilled by transfer.

Learners in this course examine the economic landscape of the competitive global economy. Learners identify current and emerging economic issues and trends and compare and evaluate their impact on markets, organizations, and leadership practice. Prerequisite(s): OM8101, OM8102. Cannot be fulfilled by transfer.

In this course, learners compare and contrast leadership theories of the global enterprise organization. Learners evaluate theories pertinent to their own operational environment and create a framework for successful leadership and management to employ in their respective operational contexts. Prerequisite(s): OM8101, OM8102. Cannot be fulfilled by transfer.

Learners in this course compare and contrast entrepreneurial leadership theories to gain an understanding of the options, opportunities, and benefits associated with entrepreneurial leadership in the developing global enterprise system. Prerequisite(s): OM8101, OM8102. Cannot be fulfilled by transfer.

Learners in this course explore the theoretical assumptions of organizational behavior and the issues and challenges that arise when managing and leading. The course prepares PhD learners for doctoral research related to organization behavior literature and theory.

. This course presents learners with a systematic analysis of the factors that influence marketing strategy and uses marketing theory to evaluate opportunities, identify market segments, and to formulate appropriate strategies. While this course has a theoretical focus, the development of good marketing practices also receives attention

This course addresses accounting and financial concepts and their applications to the management of an organization and presents a framework for financial decisions in organizations.

In This Course, Learners Study The Ways In Which Creating And Maintaining Public Value And Mission-specific Leadership Provides The Foundations For Ethical Behavior. Learners Analyze Case Studies That Illustrate Ethical Dilemmas In Order To Develop Intelligence, Planning, Operations, Command, Interagency Coordination, Communication, And Technology Solutions Applicable To A Variety Of Public Agencies And Situations. Prerequisite(s): Completion Of Or Concurrent Enrollment In Dpa8100. May Be Taken Concurrently With Dpa8412. Cannot Be Fulfilled By Transfer.

Learners in this course explore fundamental concepts needed to conduct graduate-level quantitative research. Learners examine the foundations, methods, and applications of quantitative research; dependencies among research design, measurement, and analysis; variable types and levels of measurement; sampling; and the concepts of descriptive and inferential statistics and hypothesis testing.

This Course Presents The Ways Organizational Behavior Is Influenced By Individual Differences, Group Processes And Interactions, And Organizational Processes. Learners Examine Motivation, Productivity, Diversity, Group Development, Team Building, Collaboration, Coordination With Outside Contractors, Decision-making And Communication Processes, Power And Politics, And Organizational Culture. Learners Also Focus On Developing The Skills And Abilities Essential For Effective Management In Changing Organizational Contexts. Prerequisite(s): Completion Of Or Concurrent Enrollment In Dpa8400. May Be Taken Concurrently With Dpa8100. Cannot Be Fulfilled By Transfer.

In this course, learners examine tools and techniques for competitive analysis, strategic planning, and strategy implementation. Learners gain knowledge of the tools and concepts needed to develop a business strategy including macro environmental scanning, industry and competitive analysis, value chain analysis, SWOT analysis, identification of critical success factors and driving forces, and development of strategic alternatives and recommendations. Throughout the course, learners apply these tools and concepts as they develop a strategic profile for a company that is described in a detailed case study.

Learners in this course examine the scientific, philosophical, and methodological approaches underlying organization and management research and theory. Course topics include the scholar-practitioner as social and behavioral scientist and purveyor of evidencebased management and ways of working with the extant literature. Learners analyze and report on the elements of a scientific study and evaluate the ontological, axiological, and epistemological assumptions underlying qualitative, quantitative, and mixed-methods studies. Learners also identify the strengths and limitations of various methodological approaches and provide recommendations for future research based on author-identified limitations and a review of the seminal works and recent research.

. This course focuses on research designs for qualitative, quantitative, mixedmethods, and applied research in organization and management. Learners move beyond conducting reviews of literature at the methodological level, focusing on research design in order to evaluate specific design features related to reliability and threats to validity, and to craft their own research prospectus. Learners explore the meaning of content and process gaps, problems, and opportunities uncovered through a review of the literature. They also examine issues related to management science research ethics and the role of the Institutional Review Board (IRB)

Learners in this course investigate qualitative inquiry and various qualitative research designs based on social constructivist, interpretive, and critical-theory/transformative traditions appropriate for research in organization and management. Course topics include strategies for data collection and bounding, data analysis and coding, visual mapping and portrayal, drawing and verification of conclusions from data, and qualitative research presentation. Learners also gain hands-on experience using qualitative software. This course is recommended for learners who intend to conduct either a qualitative or mixed-methods dissertation. Prerequisite(s): OM8022. Cannot be fulfilled by transfer.

Learners In This Course Review, Critique, And Apply Multivariate Models Appropriate To Organizational And Information Technology Research Designs. Topics Include Exploratory Data Analysis, Multiple Regression, Logistic Regression, Correlation, Multivariate Analysis Of Variance (manova), Factorial Analysis Of Variance (anova), Factor Analysis And Principal Components, Discriminant Analysis, Structural Equation Modeling, And Emerging Data Analysis Techniques. Learners Also Examine Nonparametric Alternatives. This Course Requires The Use Of Analytical Software. Prerequisite(s): Om7080 Or Om8020. Cannot Be Fulfilled By Transfer.

Learners in this course concentrate on the competencies, skills, and techniques required to conduct successful data gathering and analysis. The course provides learners with the opportunity to learn and apply the skills required to construct survey questions and items, structure questionnaires and interview schedules, understand and utilize scaling techniques, develop and select the most effective administration techniques, develop the most appropriate sampling frames, and apply the most powerful statistical analysis. Upon completion of this course, learners are prepared to utilize this methodology to conduct scholarly and organizational research. Prerequisite(s): OM8022. Cannot be fulfilled by transfer.

This course focuses on design science as a research method with a specific set of guidelines and outcomes. Learners examine the distinguishing characteristics, research guidelines, and ethical implications of design science. This course is recommended for learners who intend to use a design science-based research method in their dissertations. Prerequisite(s): OM8020. Cannot be fulfilled by transfer.

This course focuses on using mixed-methods research designs in applied business and organizational research. Learners examine the philosophic foundations and practical implications of merging numerical and non-numerical data to gain a comprehensive perspective of complex business and organizational phenomena than that gained by using either quantitative or qualitative methods alone. Learners also focus on using evidencebased practice to create actionable knowledge in local contexts; connect theory with practice to address core performance and quality metrics; and develop a comprehensive mixed-methods research prospectus

Learners in this seminar examine the practice fundamentals necessary for a teaching career in management education. Syllabus and course development, online and classroom instruction, as well as the fundamentals of human development in the classroom are explored

. Learners in this seminar examine the practice fundamentals needed to prepare themselves for an executive leadership role. Learners review theories and models of leadership from a scholar-practitioner perspective and gain an understanding of the leadership responsibilities required by today’s complex and diverse organizations

Learners in this seminar examine the fundamentals necessary for building and establishing a management consulting business or preparing themselves for possible careers in consulting or management. Learners review the various roles of the consultant and assess their own consulting experience, skills, and abilities. Learners also evaluate and apply marketing principles to a consulting business, examine the legal aspects of establishing their own consulting business, and explore the role of ethics in being a successful consultant

Learners in this doctoral seminar course examine the leadership theories that inform public safety research and practice. Learners explore foundational tenants of leadership theory and evaluate their associated impacts on organizations, leaders, and followers.

Learners in this course explore organizational leadership at the executive level. Topics include the relationship between the leader to the executive board and the market, communication tools and techniques, and knowledge management. Prerequisite(s): Completion of or concurrent enrollment in OM8101. Cannot be fulfilled by transfer.

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to enroll in the first dissertation course.

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication

Learners complete the required dissertation milestones and prepare their dissertation for publication

This is a foundational course for learners in higher education and training specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. Learners engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization. ED8002 must be taken by PhD learners in their first quarter. Cannot be fulfilled by transfer.

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.

Learners in this course apply statistical analyses appropriate to different research contexts using SPSS, a statistical software package. Learners examine statistical concepts, including descriptive statistics, normal distribution, sampling probability, and sampling distribution and demonstrate different hypothesis testing techniques.

Learners in this course examine the leadership philosophies, theories, and decision-making structures associated with higher education administration. Learners explore the nature and function of leadership; leadership roles; and institutional history, vision, culture, politics, and organizational structure.

The focus of this course is human resource management in colleges, universities, and other postsecondary institutions. Learners investigate compensation, selection, training, development, compensation, collective bargaining, retention, tenure, and termination

This course provides an overview of the assessment strategies and techniques employed by leaders in higher education. Learners examine the connection between assessment strategies and higher education practices both in and out of the classroom and from the perspectives of various higher education stakeholders.

In this course, learners explore and analyze the issues shaping higher education. Learners use futuring methods to examine the ways history, technology, trends, and change affect the future of higher education

Learners in this course gain an overview of the skills and competencies needed to administer, manage, and lead distance education programs. Topics include the management of existing distance education programs, the design and implementation of new distance education programs, and the transformation of existing distance education programs for more efficient and effective delivery.

In this course, learners evaluate constitutional, statutory, and case law as related to higher education. Learners review federal and state legislation and their implications for both public and private higher education institutions.

In this course, learners explore and analyze the financing and fundraising plans of higher education enterprises. Learners explore current political and finance issues associated with higher education institution funding and management with an emphasis on endowments, public and private funding models, and intellectual property rights.

This course focuses on the changing perceptions of the role of higher education in the United States. Learners examine the politics of competition for resources, the expectations of consumers and providers, and the role of state and local government in higher education institutions.

In this course, learners explore the evolution of colleges, universities, and other postsecondary institutions. Learners focus on the societal, cultural, and economic influences that have shaped the development of higher education curricula, culture, practices, and governance.

Learners in this course analyze the theories, policies, and procedures involved in administering higher education institutions. Learners distinguish between leadership and management and examine the knowledge and skills needed to address higher education administrative challenges.

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to enroll in the first dissertation course.

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

In this course, learners explore curriculum and instruction design, organization, implementation, and evaluation and its impact on teaching and learning.

In this course, learners examine the theoretical and research literature related to successful student development, developmental issues, and challenges facing U.S. college students. Learners also explore the constructive-developmental theoretical claim that the epistemological, intrapersonal, and interpersonal aspects of student development are interrelated and essential for higher education.

In this course, learners study the historical and social foundations of education to gain an awareness of and a context for its evolving practice. Learners explore the ways educational institutions have emerged and developed, particularly in relation to societal functions and expectations. Learners also develop the knowledge, skills, and points of view needed to understand the evolution of education as a whole and its contributing sociocultural forces

Learners In This Course Apply Statistical Analyses Appropriate To Different Research Contexts Using Spss, A Statistical Software Package. Learners Examine Statistical Concepts Including Analysis Of Variance (anova), Analysis Of Covariance (ancova), Correlation, Regression, Chi Square, Factor Analysis, And Post Hoc And Demonstrate Different Hypothesis Testing Techniques.

In this course, learners evaluate qualitative research methods and designs. Learners focus on developing the skills used to synthesize information related to qualitative research methodology and examine ethical issues associated with the qualitative research process

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine change, behavior, and leadership theories, principles, and case studies to gain an understanding of educational change processes and their associated impacts on the practice of education. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization.

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.

In this course, learners study the historical and social foundations of education to gain an awareness of and a context for its evolving practice. Learners explore the ways educational institutions have emerged and developed, particularly in relation to societal functions and expectations. Learners also develop the knowledge, skills, and points of view needed to understand the evolution of education as a whole and its contributing sociocultural forces

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.

Learners in this course examine current theories and best practices of teacher supervision and evaluation. In particular, learners focus on instructional leadership and professional development as part of a systemic plan to improve student learning.

This course provides an overview of special education administration functions and services. Learners identify the human and material resource responsibilities, activities, and challenges associated with integrating students with disabilities into educational programs. Learners also examine the ethical, legal, and financial roles administrators have to staff, students, and families in administering special education programs and services

This course provides learners with a theoretical foundation of education policy and presents the basic analytical categories of political science as they apply to education. Topics include the influence of federal, state, and local governments in school policy making; school and community relations; privatization and choice; decentralization; school finance; desegregation; affirmative action; bilingual education; technology; and teacher empowerment.

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to enroll in the first dissertation course.

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

This course provides learners with advanced public safety academic content that helps them prepare for course work in their chosen Public Safety specialization. Learners critically analyze various public safety theories, concepts, and research from the scholar-practitioner perspective, including law and legal systems, leadership and leadership theory, community corrections, terrorism, criminological theory, and public safety research methodology

Learners in this course examine the factors contributing to increased demands on public safety agencies and the need for effective leadership at all levels within the public safety domain, including changing demographics, new technologies, globalization, and terrorism. Learners explore emerging issues, challenges, and theoretical assumptions of leadership in the public safety field and evaluate the impact of public safety paradigms on the ability to lead in an era of rapid and constant change.

Learners in this doctoral seminar course examine the leadership theories that inform public safety research and practice. Learners explore foundational tenants of leadership theory and evaluate their associated impacts on organizations, leaders, and followers.

This course focuses on the impact of increased diversity in our communities and the heightened need to understand and address how racial, ethnic, and cultural pluralism affect human behavior. Topics include ways in which public safety organizations must reflect changes in social attitudes, practices, policies, and concepts such as transparency, diversity, and inclusion within public safety organizations.

In this course, learners study the development and effectiveness of the National Incident Management System (NIMS) from its inception to its current state. Topics include examining integrated best practices, standards, and techniques critical to successfully managing national emergencies and leading the successful implementation of a national standard of practice for emergency response.

Learners in this course examine theories that guide the acquisition of knowledge within human services professions. Learners critically analyze and evaluate the methods used to develop social science theory as a precursor to examining and applying the scientific method. Learners also study theory derivation, the link between research methods and theory, and the ways scholar-practitioners apply the scientific method.

This course introduces learners to social science research, particularly in the context of human services. Learners focus on becoming educated consumers of research and examine major concepts and techniques of social science research, including problem formulation, identification of variables, literature review, research design, sampling, definition and measurement of study variables, instrument construction, and data collection and analysis. Learners also critically evaluate published research, apply research findings to professional practice, and practice designing research studies in their field of interest.

Learners in this course examine the research methods and designs human service professionals use to solve specific social problems. Topics include human subjects protection, measurement, development of instruments, data collection and management, and initial phases of data analysis. Learners also consider methodological adaptations when conducting research with vulnerable and diverse populations.

In this course, learners evaluate qualitative research methods and designs. Learners focus on developing the skills used to synthesize information related to qualitative research methodology and examine ethical issues associated with the qualitative research process

Learners in this course analyze the relevance and appropriateness of specific research methodologies in preparation for using them in the dissertation. The course emphasizes conceptualizing, planning, and designing a doctoral research proposal and includes topics such as planning and sampling; measurement; statistical and qualitative analytic models; results planning, analysis, and interpretation; and ethical considerations

This Course Presents The Ways Organizational Behavior Is Influenced By Individual Differences, Group Processes And Interactions, And Organizational Processes. Learners Examine Motivation, Productivity, Diversity, Group Development, Team Building, Collaboration, Coordination With Outside Contractors, Decision-making And Communication Processes, Power And Politics, And Organizational Culture. Learners Also Focus On Developing The Skills And Abilities Essential For Effective Management In Changing Organizational Contexts. Prerequisite(s): Completion Of Or Concurrent Enrollment In Dpa8400. May Be Taken Concurrently With Dpa8100. Cannot Be Fulfilled By Transfer.

Learners in this doctoral seminar explore current trends in human resource research and the numerous theories of human resource management. Learners research articles and compare and contrast theories for their impact on the human asset management of the organization.

This course is a survey of the needs assessment models and procedures used to diagnose the causes of workplace performance problems. Learners design and develop needs assessment instruments and collect and diagnose data to differentiate workplace performance issues that require training solutions from those that require non-training interventions.

Learners in this doctoral seminar examine key components of domestic and international legal systems, labor relations, and regulatory practices as they relate to organizational structure, business activities, and human capital management. Topics include law making, enforcement agencies, labor relations, legal processes, and litigation reduction and management. Cannot be fulfilled by transfer.

Learners in this course explore various training and performance gaps and solutions associated with information, resources, incentives, knowledge, and capacity. Learners examine theoretical models used to match performance gaps with potential solutions and identify the factors needed to enhance the success of a performance improvement intervention. Learners then select a performance gap to address using an intervention selection tool.

Learners in this course study an integrated approach to assessing and managing stress in public safety organizations. Learners analyze various stress-assessment tools and stress prevention, intervention, and management strategies for public safety personnel. Learners also examine psychological and physiological approaches to identifying and managing stress, lifestyle-change stress reduction methods, and behavioral and organizational strategies for managing high levels of stress.

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to enroll in the first dissertation course.

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

This course is a survey of the historical and theological structures and themes of the Old Testament historical and literary documents

This course is a survey of the historical and theological structures and themes of the New Testament historical and literary documents

This course is an introduction to the study of theological method and the doctrines of revelation, God, humanity, and the world.

This course is a continuation of the study of theology focusing on the doctrines of soteriology, Christology, ecclesiology, and eschatology.

This course is a study of spiritual growth focusing on students’ own spiritual formation and application through mentoring of others

A survey of current models, methods, and skills of leadership and their application in a variety of settings.

This course is a study of the basic principles of evangelical biblical interpretation, exegesis, and application, especially in the context of ministry, including an introduction to the use of biblical language tools.

This course is an investigation into the dynamics of crisis, conflict, and change, and how to address these realities in Christian ministry.

This course examines nursing as a profession and a discipline and the individual nurse’s role as a member of the profession. The theoretical foundations for nursing practice and roles are explored and applied. Emphasis is placed on developing scholarly writing and presentation skills. Critical thinking skills are refined as students discuss and synthesize the literature that guides nursing practice with a special emphasis on caring, diversity, and spirituality.

This course focuses on the critical analysis of nursing and health care research and its application to nursing education, nursing practice, and the delivery of health care services. Emphasis is placed on strategies to access current and relevant data, synthesize the information, and translate new knowledge to practice. Ethical issues in the design and conduct of research are addressed. Prerequisite: NUR 502.

This course utilizes health care policy as a framework to analyze how health is defined and health care is designed and delivered in the United States and around the world. Emphasis is placed on issues of cost, quality, access, disparities, and finance. The various roles of the master’s prepared nurse in the health care system are explored. Prerequisite: NUR 504.

This course explores the nature of business leadership models and theories, examines these models through a broad variety of insights and viewpoints, and provides a description and analysis of these approaches to leadership, giving special attention to how the models can improve leadership in real-world organizations.

This course is an exploration of the behavioral forces and relationships that influence organizational effectiveness and change. Topics include the study of intervention strategy and application skills.

This course is designed to prepare leaders for the cross-functional complexities inherent in organizational life. Students develop an advanced skill set enabling effective leadership in each of the major organizational functions (marketing, finance, human resource management, information systems, and operations management). The course explores methods of evaluating alternatives to make effective decisions.

This course equips students to fully understand the complexities of organizational systems and cultures, the ways in which these forces manifest themselves, and the means by which leaders intentionally impact the shape that these forces take in their organizations. Additionally, this course covers team dynamics, group processes, and strategies for designing and supporting teams in the workplace.

This Course Promotes The Synthesis And Application Of Knowledge And Skills From The Nursing Core Course And The Leadership Courses. Students Identify A Mentor And Develop A Relationship Through Which They Examine The Connection Between Theory And Practice. Students Engage In Leadership Activities (e.g., Committees, Projects, Staff Education, And Quality Improvement) And, Through Reflection And Writing, Analyze And Evaluate Leadership Behaviors And Processes. Prerequisites: Ldr 600, Ldr 615, Ldr 620, And Ldr 625

This Capstone Course Provides An Opportunity For Students To Develop An Evidence-based Practice Project Proposal That Addresses A Problem, Issue, Or Concern In Professional Practice. Students Identify A Problem Amenable To Research-based Intervention; Search Literature; Propose A Solution; And Develop A Plan To Implement The Solution, Evaluate Its Outcome(s), And Disseminate The Findings. Problems Identified Are Those That Are Appropriate To Students’ Specialty Tracks: Nursing Leadership, Nursing Education, Clinical Nurse Specialist, And Family Nurse Practitioner. This Course Must Be Taken After Completion Of Specialty Courses. Prerequisite: One Of The Following: 1) Nur 508 Or 2) Nur 508 And Nur 649e.