U N I V E R S I T Y C a T a L

2008 – 2009

UNIVERSITY CATALOG

Volume 08–09, No. 2 • January 2009

Jan09.FRONT COVER.indd 2 11/7/08 10:42:52 AM 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 1

2009 University Catalog Volume 08–09, No. 2 January 2009

Undergraduate and Graduate Programs School of Undergraduate Studies School of Business and Technology School of Education School of Human Services Harold Abel School of Psychology

225 South Sixth Street Ninth Floor Minneapolis, Minnesota 55402 t o l l -f r e e 1.888.CAPELLA (227.3552) f a x 612.977.5060 www.capella.edu

Table of Contents

Welcome to Capella University ...... 5 Rights and Responsibilities ...... 57 4.02.01 Learner Disability Accommodations About Capella University ...... 6 Mission Statement ...... 6 4.02.02 Learner Code of Conduct Educational Philosophy ...... 6 4.02.03 Learner Grievance University History ...... 6 4.02.04 Discrimination, Harassment, and Assault Affirmative Action ...... 6 4.02.05 Drugs and Alcohol Ownership of University ...... 6 4.02.06 Consensual Relationships Institutional Accreditation ...... 6 4.02.07 Nondiscrimination Tuition and Fees ...... 61 General Overview ...... 7 4.03.01 Tuition and Fees Academic Freedom ...... 7 4.03.02 Tuition Refunds Degree Options ...... 7 Tuition and Fees Course Formats ...... 7 4.03.03 Reduced Tuition for Advanced Doctoral Learners Academic Residencies ...... 7 Academic Services ...... 68 Capella’s Commitment to Learner Success ...... 7 4.04.01 Interlibrary Loan Learner Services ...... 7 4.04.02 Licensure Computer Requirements ...... 10 Financial Aid ...... 70 University Policies ...... 11 Satisfactory Academic Progress Policy for Financial Aid . . . . . 70 Policy ...... 12 Scholarships ...... 70 1.01.08 Course Numbering Veterans’ Educational Benefits ...... 70 Admission ...... 12 Refund Procedure for Financial Aid Recipients ...... 70 2.01.01 Admission Information Access, Doctoral Recognition, Admission Components Graduation, and Commencement ...... 71 Admission Requirements Access to Learning Resources ...... 71 2.01.02 Maximum Time to Degree Completion Contact Information for Learners ...... 71 University and Course Enrollment ...... 17 External Requests ...... 71 2.02.01 Academic Year Completion of Advanced Graduate Study (CAGS) ...... 71 2.02.02 Course Enrollment Graduation Requirements and Commencement ...... 71 Academic Calendar Transcripts ...... 72 2.02.03 Multiple Program Enrollments Transferability of Capella University Credits ...... 72 2.02.04 Single Course Enrollment 2.02.05 Directed Study Enrollment Capella University School of Undergraduate Studies ...... 73 2.02.06 Continuous Enrollment for Advanced Doctoral Learners 2.02.07 Changing Program, Specialization, Certificate School of Undergraduate Studies ...... 75 2.02.08 Leave of Absence About the School of Undergraduate Studies ...... 76 2.02.10 Separation from the University School Mission Statement ...... 76 Academic Standards ...... 27 Undergraduate Degree Programs ...... 76 3.01.01 Academic Honesty Bachelor of Science (BS) in Business 3.01.03 Academic Honors Bachelor of Science (BS) in Information Technology 3.01.04 Academic Standing Bachelor of Science (BS) in Public Safety 3.01.05 Financial Aid Satisfactory Academic Progress General Education Requirements for the BS Degree ...... 76 3.01.06 Comprehensive Examination Requirements 3.01.07 Dissertation Requirements School of Undergraduate Studies Degree Programs and Specializations ...... 78 3.01.08 Academic Degree Requirements Bachelor of Science (BS) Research ...... 40 in Business Specializations ...... 78 3.03.01 Human Research Protections Accounting 3.03.02 Publication of Dissertations Business Administration 3.03.03 Use of Confidential Information Finance 3.03.05 Conflict of Interest in Research Human Resource Management Assessment, Credits, and Grading ...... 41 Management and Leadership 3.04.01 Academic Readiness Marketing 3.04.02 Credit for Prior Learning Project Management 3.04.03 Transfer of Credit Retail Management 3.04.04 Application of Capella University Credits Toward Certificate and Degree Programs Bachelor of Science (BS) 3.04.05 Attendance at Residencies in Information Technology Specializations ...... 81 Residency Requirements General Information Technology 3.04.07 Grading Health Informatics Grade Values Summary Information Assurance and Security 3.04.08 Incomplete Grades Network Technology 3.04.09 Appealing a Grade Project Management Records and Documents ...... 54 Software Architecture 4.01.01 FERPA and Learner Directory Information Bachelor of Science (BS) 4.01.03 Retaining Learner Work Products and Grading Records in Public Safety Specializations ...... 84 4.01.06 Official Learner Name of Record Criminal Justice Emergency Management Homeland Security Security Management 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 3

Table of Contents

Undergraduate Course Descriptions ...... 87 Certificates ...... 118 General Education Courses ...... 87 Human Resource Management Lower-Division Courses ...... 88 Information Assurance and Security Business Courses ...... 89 Leadership Information Technology Courses ...... 92 Project Management table of contents Public Safety Courses ...... 96 School of Education ...... 119 Capella University Graduate Schools ...... 101 About the School of Education ...... 120 School Mission Statement ...... 120 School of Business and Technology ...... 103 Degree Programs ...... 120 About the School of Business and Technology ...... 104 Doctor of Philosophy (PhD) in Education School Mission Statement ...... 104 Education Specialist (EdS) Degree Programs ...... 104 Master of Science (MS) in Education Doctor of Philosophy (PhD) in Organization and Management Certificate Programs ...... 120 Doctor of Philosophy (PhD) in Information Technology Professional Licensure and Certification ...... 120 Master of Science (MS) in Organization and Management School of Education Degree Programs and Specializations . . . .121 Master of Science (MS) in Human Resource Management Doctor of Philosophy (PhD) Master of Science (MS) in Organizational Development in Education Specializations ...... 121 Master of Science (MS) in Information Technology Curriculum and Instruction Master of Business Administration (MBA) K–12 Studies in Education Certificate Programs ...... 105 Leadership in Educational Administration School of Business and Technology Special Education Leadership Degree Programs and Specializations ...... 106 Instructional Design for Online Learning Doctor of Philosophy (PhD) Leadership for Higher Education in Organization and Management Specializations ...... 106 Nursing Education General Organization and Management Postsecondary and Adult Education Human Resource Management Professional Studies in Education Information Technology Management Training and Performance Improvement Leadership Education Specialist (EdS) Specializations ...... 126 Management Education Curriculum and Instruction Project Management Leadership in Educational Administration Doctor of Philosophy (PhD) Master of Science (MS) in Information Technology Specializations ...... 108 in Education Specializations ...... 127 General Information Technology Curriculum and Instruction Information Assurance and Security Early Childhood Education Information Technology Education K–12 Studies in Education Project Management Leadership in Educational Administration Master of Science (MS) Reading and Literacy in Organization and Management Specializations ...... 110 Enrollment Management General Organization and Management Instructional Design for Online Learning Leadership Leadership for Higher Education Master of Science (MS) Postsecondary and Adult Education in Human Resource Management Specializations ...... 111 Professional Studies in Education General Human Resource Management Training and Performance Improvement Human Capital Management Certificates ...... 132 Industrial and Labor Relations Post-Master’s Certificate in College Teaching Legal Studies Post-Master’s Certificate in Enrollment Management Master of Science (MS) in Organizational Development Specialization ...... 112 School of Human Services ...... 133 General Organizational Development About the School of Human Services ...... 134 Master of Science (MS) School Mission Statement ...... 134 in Information Technology Specializations ...... 112 Degree Programs ...... 134 General Information Technology Doctor of Philosophy (PhD) in Counselor Education and Supervision Business Analysis Doctor of Philosophy (PhD) in Human Services Enterprise Software Architecture Doctor of Philosophy (PhD) in Public Safety Health Information Management Master of Science (MS) in Human Services Information Assurance and Security Master of Science (MS) in Public Health Network Architecture Master of Science (MS) in Public Safety Project Management Certificate Programs ...... 135 Master of Business Administration (MBA) Specializations . . . . . 115 Professional Licensure and Certification ...... 135 General Business Administration Accounting School of Human Services Degree Programs and Specializations ...... 136 Finance Doctor of Philosophy (PhD) Health Care Management in Counselor Education and Supervision Specialization . . . . . 136 Human Resource Management General Counselor Education and Supervision Information Technology Management Marketing Project Management 4 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Table of Contents

Practicum/Internship Experience ...... 136 Master of Science (MS) Doctor of Philosophy (PhD) in Psychology Specializations ...... 152 in Human Services Specializations ...... 136 Child and Adolescent Development General Human Services Educational Psychology Counseling Studies Evaluation, Research, and Measurement Health Care Administration General Psychology Management of Nonprofit Agencies Industrial/Organizational Psychology Social and Community Services Leadership Coaching Psychology Doctor of Philosophy (PhD) Organizational Leader Development in Public Safety Specializations ...... 138 Sport Psychology Public Safety Leadership Clinical Psychology Criminal Justice Counseling Psychology Emergency Management School Psychology Master of Science (MS) Certificate ...... 156 in Human Services Specializations ...... 140 Specialist Certificate in School Psychology General Human Services Academic Residencies ...... 157 Counseling Studies PhD and MS Residential Colloquia Gerontology PsyD Clinical Psychology Year-in-Residence Health Care Administration School Psychology Year-in-Residence for MS and Management of Nonprofit Agencies Specialist Certificate Learners in School Psychology Social and Community Services Clinical Training ...... 159 Marital, Couple, and Family Counseling/Therapy Introduction to Clinical Training Mental Health Counseling Overview of Practicum School Counseling Overview of Internship Clinical Experience ...... 144 Clinical Training Requirements Master of Science (MS) Graduate Course Descriptions ...... 160 in Public Health Specializations ...... 144 School of Business and Technology ...... 160 Health Management and Policy Master’s Human Resource Management Courses Social and Behavioral Sciences Master of Science (MS) MBA Courses in Public Safety Specializations ...... 145 Master’s and Doctoral Organization and Management Courses Graduate Writing Courses Public Safety Leadership Master’s Organizational Development Courses Criminal Justice Master’s and Doctoral Information Technology Courses Emergency Management Certificates ...... 146 Colloquia and Residencies School of Education ...... 177 Addictions Counseling Courses Criminal Justice Graduate Writing Courses Diversity Studies Colloquia and Residencies Health Care Administration School of Human Services ...... 189 Management of Nonprofit Agencies Doctoral Counselor Education and Supervision Courses Marriage and Family Services Master’s and Doctoral Human Services Courses Professional Counseling Graduate Writing Courses Social and Community Services Master’s and Doctoral Public Safety Courses Harold Abel School of Psychology ...... 147 Master’s Public Health Courses About the Harold Abel School of Psychology ...... 148 Colloquia and Residencies School Mission Statement ...... 148 Harold Abel School of Psychology ...... 206 Degree Programs ...... 148 Graduate Writing Course Doctor of Psychology (PsyD) Courses Doctor of Philosophy (PhD) in Psychology Colloquia and Residencies Master of Science (MS) in Psychology Clinical Psychology Year-in-Residence Certificate Programs ...... 149 School Psychology Year-in-Residence Professional Licensure and Certification ...... 149 Governance ...... 220 Harold Abel School of Psychology Administration ...... 220 Degree Programs and Specializations ...... 150 Board of Directors ...... 220 Doctor of Psychology (PsyD) Specialization ...... 150 School Directories ...... 220 Clinical Psychology School of Undergraduate Studies Doctor of Philosophy (PhD) School of Business and Technology in Psychology Specializations ...... 150 School of Education Educational Psychology School of Human Services General Psychology Harold Abel School of Psychology Industrial/Organizational Psychology Faculty ...... 223 School of Undergraduate Studies ...... 223 School of Business and Technology ...... 226 School of Education ...... 230 School of Human Services ...... 234 Harold Abel School of Psychology ...... 239 State Regulatory Information ...... 242 Right to Change Requirements ...... 242 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 5

A Message from the President Welcome to Capella University u n i v ersit y Capella University, an accredited online university, is committed to meeting the educational needs of working adults. Capella respects the multiple

commitments its learners meet and values the personal and professional capella

experience they bring to their courses. The university’s focus on helping to learners fulfill their potential is evident in their achievements and enthusiasm.

Our learners talk about the quality and energy of the learning experience welco m e at Capella. What they find in our courserooms is an active and engaging learning community that invites them to include their own knowledge and experience and to profit from the knowledge and experience of others.

Learners tell us that interaction with faculty and professional peers from around the world has increased the breadth and depth of their knowledge Christopher Cassirer, ScD, MPH and enhanced their critical thinking skills. Additionally, they discover Acting University President academic content that relates specifically to their own professions and professional goals and that has immediate application to their work.

At Capella University, we provide an array of online services to minimize time spent on the day-to-day details associated with higher education.

Our learners have convenient online access to enrollment, financial aid, and support from academic advisors, as well as a full range of academic library resources through Capella University Library.

We believe that Capella University delivers the quality and impact working adults expect from higher education.

Thanks for joining us.

Christopher Cassirer, ScD, MPH Acting University President 6 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

About Capella University

Mission Statement Learning Commission and became a member of the North The mission of Capella University is to extend access to Central Association of Colleges and Schools. high quality bachelor’s, master’s, doctoral, and certificate Capella University, initially named The Graduate School programs for adults who seek to maximize their personal of America (TGSA), offered master’s and doctoral degree and professional potential. This mission is fulfilled through programs in management, education, and human services. innovative programs that are responsive to the needs of Two years after accreditation, TGSA became Capella University adult learners and involve active, engaging, challenging, and and went on to establish the schools of Business, Education, relevant learning experiences offered in a variety of delivery Human Services, Psychology, and Technology. Today, Capella modes. University offers certificates and bachelor’s, master’s, and doctoral degrees across five schools. Educational Philosophy Capella University’s educational philosophy focuses on In 2001, Dr. Michael Offerman, formerly a leader within the developing scholar-practitioners through learning that University of Wisconsin system, became president of Capella incorporates both theoretical knowledge and relevant University. During Dr. Offerman’s tenure, Capella has made experience. Learners synthesize scholarship with practical learner success the strategic initiative for the university by application appropriate to their level—as reflective- emphasizing academic program quality, academic advising, practitioners at the baccalaureate level, as practitioner- and learner support services. A major milestone achieved scholars at the master’s level, and as scholar-practitioners at during his presidency occurred in 2003, when The Higher the doctoral level. Capella University faculty are themselves Learning Commission of the North Central Association scholar-practitioners or as appropriate, practitioner-scholars. granted Capella permission to offer a full four-year bachelor’s They guide and facilitate learner development through program. dissemination of knowledge and the formation of learning The undergraduate learning experience was enhanced by communities. They promote active learning, and they model a reorganization of schools in 2004 to form the School of what it means to be scholar-practitioners and life-long learners. Undergraduate Studies and the School of Business and Capella’s philosophy also emphasizes collaboration: learners Technology in addition to the existing schools of Education, with their peers and learners with faculty. Learners and Human Services, and the Harold Abel School of Psychology. faculty reflect together on their experiences, build and apply knowledge, participate in communities of learning, and make Affirmative Action theoretical and practical contributions in their fields. Capella University is an affirmative action employer.

University History Ownership of University In 1992, Stephen Shank, former CEO of Tonka Corporation, Capella University is wholly owned by Capella Education provided the vision, leadership, and a portion of the Company, a Minnesota corporation. initial funding for the incorporation of a distance-learning institution. Mr. Shank observed that adults were underserved Institutional Accreditation by traditional universities for several reasons. Most significantly, attending classes is difficult or impossible for working adults due to employment and family obligations, and traditional curriculum often does not correspond with the professional goals of mature adults. He envisioned a barrier-free university that people could attend from remote locations—such as their own homes—at their convenience. Capella University In 1993, Dr. Harold Abel, an experienced leader in higher 225 South Sixth Street education and a former president of three universities, joined Ninth Floor Mr. Shank to serve as founding president and academic Minneapolis, MN 55402 leader of Capella. Dr. Abel assembled a premier faculty, 1.888.CAPELLA (227.3552) built graduate curricula, and guided the university toward www.capella.edu academic accreditation. In 1997, during the presidency of Dr. Bruce Francis, Capella achieved accreditation by The Higher 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 7

General Overview o v er iew Academic Freedom • The University Orientation Seminar provides all new Capella University is committed to freedom of expression learners with the knowledge, skills, and advice they need and inquiry and strives to promote an atmosphere in which to be successful in Capella’s online learning environment. ge n eral rigorous academic dialogue is maintained, while respect for Learners navigate Capella’s online courseroom, take a collegiality, civility, and diversity is embraced. virtual tour of university support services, and engage in an online discussion with an orientation facilitator and other Degree Options new learners. Capella University offers graduate certificates, the Bachelor • Learners begin with an outstanding first course that sets the of Science (BS), Master of Science (MS), Master of Business stage for the rest of their program. Administration (MBA), Education Specialist (EdS), Doctor of Philosophy (PhD), and Doctor of Psychology (PsyD). Learner Services For day-to-day needs, Capella’s learner support services are Course Formats available online through iGuide, via email, and through toll- Courses are offered online and in directed study formats. free calls within the United States. Courses designated as directed study are available to • iGuide—iGuide allows learners to access Capella’s services doctoral learners in the schools of Business and Technology, in one convenient place. Learners can enroll in courses, Education, and Human Services. Directed study courses, apply for financial assistance, view an unofficial transcript, in which learners work one-to-one with a faculty tutor, are and access a variety of other convenient resources, including offered quarterly. Additional details and requirements related the Learner Handbook and University Catalog. iGuide can to these course formats can be found in the University Policies be found at www.capella.edu. For questions or concerns section of this catalog and on iGuide. regarding enrollment, courses, access, financial aid, billing, or technical problems that are not answered on iGuide, Academic Residencies learner support associates are available to assist learners at All doctoral programs, clinically focused master’s programs, 1.888.CAPELLA (227.3552), option 2, or LearnerSupport@ and some post-master’s certificate programs require learners capella.edu. to attend academic residencies (colloquia, the year-in- • Advisors—Academic advisors help learners make a successful residence, or pre-practicum) offered in various locations. transition into their program and serve as an ongoing Academic residencies provide opportunities for learners to source of support throughout their education. Advisors become familiar with Capella University resources, develop or communicate with learners on an ongoing basis, providing affirm academic skill sets, acquire clinical skill competencies, academic and personal strategies and support, clarifying learn research methodologies, and prepare for the university procedures, tracking and discussing academic comprehensive examination and dissertation processes. progress, and providing information about any changes that Through these face-to-face experiences, learners extend may affect learners. A list of advisors by school and degree participation in Capella’s learning community by networking, program can be found on iGuide at Learner Services, focusing on academic success strategies, interacting with peers Advising Center. and faculty, and developing academic competencies that • Academic Records—The Registrar’s Office maintains support program completion. Capella believes that the sense confidential, accurate academic records of learners as they of community developed during residency experiences will progress through their program. Learners may request endure throughout the program and become an essential part official transcripts and view and print their unofficial of a successful learner experience. Additional details regarding transcripts any time on iGuide at Self-Service, Academic residency content and requirements can be found on iGuide. Records. Capella’s Commitment to Learner Success Learners must submit a written request for release of their academic record to a third party. Unless otherwise specified, Capella University is committed to helping learners academic record information released to a third-party succeed. To that end, the university has developed a unique requestor includes only the official transcript, admission combination of course work and support services intended to applications, admission decisions, the final disposition of any facilitate a strong start for learners. New learners can expect disciplinary actions, and changes to enrollment status. the following support: 8 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

General Overview, continued

• Academic Success Center—The Academic Success Center trends, accessing job postings, and viewing sample job supports Capella’s mission of maximizing the personal and search documents. For more information about these professional potential of its learners by offering engaging resources and services, visit the Career Center on iGuide at opportunities through a variety of delivery modes. The Learner Services, Career Center, and use the “Ask a Career Academic Success Center provides learners with several Counselor” email feature to connect with a counselor. helpful academic resources, including math, computer, • Disability Services—Capella University recognizes its and general study skills modules; free academic tutoring; obligations to accommodate the needs of learners with personal success strategies for motivation, time management, disabilities under the ADA Amendments Act of 2008, and effective online learning; and additional academic the Americans with Disabilities Act (ADA) of 1990, and skills resources on topics such as research strategies and the Rehabilitation Act of 1973. Capella is committed academic honesty. Learners can access the Academic Success to providing reasonable accommodations to qualified Center any time on iGuide at Academics, Academic Support learners with disabilities in university programs and Resources, Academic Success Center. activities. For more information, visit Disability Services • Alumni Association—Alumni benefit from networking on iGuide at Learner Services, Disability Services, or email opportunities, professional and career services, alumni [email protected]. grants, selected use of library resources, alumni newsletters • Enrollment Services—Capella University’s Enrollment and other communications, and other opportunities to Services team assists prospective learners from the point stay involved as a graduate of Capella University. Further of initial inquiry through the application, admission, and information on the Capella University Alumni Association enrollment phases. Call 1.888.CAPELLA (227.3552), option can be found on iGuide. 3 for assistance. • Bookstore—Textbooks and software may be purchased • Faculty Mentors—Doctoral learners work with faculty through the bookstore, accessible on iGuide at Academics, mentors who assist them in the development and Bookstore. completion of their comprehensive examination and • Armed Forces and Veterans Support—Armed Forces and dissertation. Mentor biographies for doctoral learners can Veterans Support services are available to Capella learners be found on iGuide at Academics, School Bios, Mentor who are affiliated with the armed forces. Armed Forces Biographies. and Veterans Support team members assist learners who • Financial Aid—Financial aid counselors help learners are experiencing an interruption in their program due to explore the options available for financing their education. military obligations with military leave of absence requests Capella’s online financial aid resources provide learners and answer questions about active-duty military and veterans with information about federal loans, federal undergraduate benefits, including tuition assistance, GoArmyEd, vocational grants, veteran’s benefits, special aid programs, and rehabilitation, the Montgomery GI Bill, and military employer tuition reimbursement. For more information, scholarships. For additional information about the resources including the Guide to Federal Financial Aid, see and support available to servicemembers, veterans, and their Self-Service, Finances on iGuide; call Learner Support at families, see iGuide or email Armed Forces and Veterans 1.888.CAPELLA (227.3552), option 2; or email Support at [email protected]. [email protected]. • Career Center—Career Center services are designed to • Learner Accounts—The Learner Accounts team is help learners successfully navigate the career planning and responsible for ensuring accurate, timely billing of learner development process as they pursue and complete their accounts for tuition and fees, employer reimbursement, and degree. Although the Career Center does not guarantee financial aid disbursements. For questions about statements employment upon degree completion or provide placement or billing, call Learner Support at 1.888.CAPELLA services, it provides career counseling, job search advising, (227.3552), option 2, or email [email protected]. and career management support to all learners and alumni. • Library—Capella provides a full range of academic library Career Center staff interacts with learners via email and resources and services in an online environment. The telephone to assist with career-related activities such as Capella University Library Web site, accessible on iGuide, resume, CV, and cover letter development; interview provides access to thousands of full-text articles, citations, preparation; effective job search strategy; and career abstracts, technical reports, and electronic books (e-books). advancement efforts. Career Center resources are helpful Learners may also request books, copies of articles, and to learners in gathering occupational information and 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 9

General Overview, continued o v er iew other resources from university libraries nationwide. In addition, Capella reference librarians are available to assist

learners and faculty with research questions, help learners ge n eral use library databases effectively, and teach learners to successfully navigate the library Web site. Learners may contact a reference librarian by calling 1.888.375.8221 or emailing [email protected]. Also see Capella’s Interlibrary Loan policy in the University Policies section of the catalog or on iGuide. • New Learner Experience Team—Capella University’s New Learner Experience team provides support to new learners in adjusting to the Capella learning community and their degree program through the facilitation of the University Orientation Seminar. To contact the New Learner Experience team, call Learner Support at 1.888.CAPELLA (227.3552), option 2. • Office of Research and Scholarship—Capella University’s Office of Research and Scholarship supports the Capella community to ensure all research conducted under its purview meets the highest ethical standards and scientific quality. Researchers can access information about research ethics and the Institutional Review Board (IRB) functions and processes on iGuide at Academics, Academic Support Services, Research and Scholarship Center. The Web site also includes publication opportunities, funding resources, and scholarship information about programs such as the Fulbright Program and fellowships offered by the Smithsonian Institution. The Office of Research and Scholarship also offers an IRB blog, “In the Know” (http:// blogs.capella.edu/theirb/). Email the Research and Scholarship Center at [email protected]. • Writing Program—To help learners improve their written communication skills, Capella offers a variety of writing resources, including writing courses, online tutoring, and writing guidelines and references. The Writing Program also offers face-to-face writing instruction at colloquia in writing- focused sessions and one-to-one consultations with writing faculty in the Mobile Writing Center. The Writing Program can be found on iGuide at Academics, Academic Support Services, Writing Program. 10 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Computer Requirements

R eview these requirements carefully; computer hardware, software, and an Internet connection are the primary means of participating in courses and thus are significant contributors to academic success. Capella provides learners with the opportunity to purchase Microsoft® Office, Visio®, and Project® at a significant discount (see Software Discounts in the Bookstore for exact pricing). These requirements are subject to change. The most current requirements are published on iGuide and are reflected in the Computer Check-Up tool, also available on iGuide. Internet connection: Capella University’s technical support staff strongly recommends a broadband (cable modem or DSL) Internet connection. Though not required, subscribing to a broadband connection may be the most important investment learners can make to improve their online learning experience.

All Learners Minimum Recommended Internet Connection*** 56KB modem Broadband (cable or DSL) Email Capabilities Email client Microsoft® Outlook® or Outlook Express Unique email address 5+ MB of email storage (not shared by others in a family or company) HTML email capabilities Hardware* 20GB of hard disk space 30GB of hard disk space

Software* Macintosh®: MS Office 98 or higher Macintosh: MS Office 2004 PC: MS Office 2000 or higher PC: MS Office 2003 Anti-virus software Symantec Norton AntiVirus Software Plug-ins** Windows Media Player 9® Windows Media Player 10® (free downloads) Adobe Acrobat® Reader 8 Adobe Acrobat® Reader 9 Flash Player 8 Flash Player 9 Java 1.5.0 Java 1.6.0_03 Peripherals Video card and monitor Video card and monitor display display capable of capable of 1024x768 pixel resolution 1024x768 pixel resolution Speakers Sound card * Specific courses or programs may have additional requirements. Pop-up blockers will impede the ability to use Capella’s online resources. ** Capella University provides Computer Check-Up, a learner tool for verifying and correcting browser settings, including plug-ins. *** Courses requiring the use of a webcam or headset will require a broadband connection with a minimum speed of 256kbps upload and 512kbps download.

PC+ Minimum Recommended Processor 1GHz 2GHz Operating System Windows® 2000 Pro Windows® XP SP2 Pro Windows XP Home/Pro Windows® Vista Home RAM 256MB 512MB Browser** Microsoft Internet Explorer 6.0 Microsoft Internet Explorer 7.0 (only 1 needed) Firefox 1.5 Firefox 2.0 Netscape 7.2 Netscape 7.2 (Netscape 8 is unsupported) Macintosh* Minimum Recommended Processor G3 800MHz G4 1.25GHz Operating System OS X (10.3) OS X (10.5) RAM 256MB 512MB Browser** Firefox 1.0 Firefox 2.0 (only 1 needed) Safari 1.3 Safari 3.0

* Capella recommends that new learners use or purchase a computer with the recommended standards listed above at the beginning of their program and review these technical standards on a regular basis. ** While other browsers and platforms may perform adequately, Capella cannot provide technical support for browsers other than those listed above. Browsers listed first are Capella’s first choice for best performance.

Information technology courses and some MBA courses also require: • Windows XP Pro, Vista Business, or Vista Home Premium for IIS functionality • 30GB of free hard disk space • Macintosh users will need Virtual PC and Windows XP Pro or later • 1GB or greater of RAM highly recommended • Backup storage device

Adobe Acrobat is a registered trademark of Adobe Systems Incorporated in the United States and/or other countries. Macintosh and Safari are trademarks of Apple Computer, Inc. Microsoft, PowerPoint, Project, Outlook, Visio, Internet Explorer, and Windows are registered trademarks of Microsoft Corporation in the United States and/or other countries. Symantec Norton AntiVirus software is a registered trademark of Symantec Corporation. Firefox is a registered trademark of Mozilla Corporation. Netscape is a registered trademark of AOL Corporation. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 11

University Policies policies

Capella University policies apply to all Capella learners. Since some policies may be updated after publication, learners, faculty, and staff should refer to iGuide for current policies and procedures. Learners are responsible for understanding and following the most current version of all Capella University policies. u n i v ersit y

Policy Assessment, Credits, and Grading 1.01.08 Course Numbering 3.04.01 Academic Readiness 3.04.02 Credit for Prior Learning Admission 3.04.03 Transfer of Credit 2.01.01 Admission 3.04.04 Application of Capella University Credits 2.01.02 Maximum Time to Degree Completion toward Certificate and Degree Programs University and Course Enrollment 3.04.05 Attendance at Residencies 2.02.01 Academic Year 3.04.07 Grading 2.02.02 Course Enrollment 3.04.08 incomplete Grades 2.02.03 Multiple Program Enrollments 3.04.09 Appealing a Grade 2.02.04 single Course Enrollment Records and Documents 2.02.05 Directed Study Enrollment 4.01.01 FERPA and Learner Directory Information 2.02.06 Continuous Enrollment for Advanced 4.01.03 retaining Learner Work Products and Doctoral Learners Grading Records 2.02.07 Changing Program, Specialization, Certificate 4.01.06 Official Learner Name of Record 2.02.08 Leave of Absence 2.02.10 separation from the University Rights and Responsibilities 4.02.01 Learner Disability Accommodations Academic Standards 4.02.02 Learner Code of Conduct 3.01.01 Academic Honesty 4.02.03 Learner Grievance 3.01.03 Academic Honors 4.02.04 Discrimination, Harassment, and Assault 3.01.04 Academic Standing 4.02.05 Drugs and Alcohol 3.01.05 Financial Aid Satisfactory Academic Progress 4.02.06 Consensual Relationships 3.01.06 Comprehensive Examination Requirements 4.02.07 Nondiscrimination 3.01.07 Dissertation Requirements 3.01.08 Academic Degree Requirements Tuition and Fees 4.03.01 tuition and Fees Research 4.03.02 tuition Refunds 3.03.01 Human Research Protections 4.03.03 reduced Tuition for Advanced 3.03.02 Publication of Dissertations Doctoral Learners 3.03.03 Use of Confidential Information Academic Services 3.03.05 Conflict of Interest in Research 4.04.01 interlibrary Loan 4.04.02 Licensure 12 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

University Policies, continued

P olicy International Applicants International applicants must have attended an internationally 1.01.08 Course Numbering recognized institution. All applicants are expected to read, Each Capella University course will be identified by a unique speak, write, and understand the English language fluently. number consisting of three sections: a subject area up to four Those whose language of instruction is not English are digits in length, a designator code if applicable, and a four- required to take one of the following tests: the Test of English digit catalog number. These numbers are established and as a Foreign Language (TOEFL), Michigan English Language maintained by the Registrar’s Office and reflect the general Assessment Battery (MELAB), or International English subject area of the course, a specific designator code, if Language Testing System (IELTS). The only exception to applicable, and a catalog number reflecting the level of the this requirement is reserved for learners who have earned course. The catalog number reflects the following information: a postsecondary degree from a U.S.-accredited university. The minimum acceptable TOEFL score established by the Catalog Number university for admission into all programs is 550 for the paper- Each catalog number represents a unique education based test, 213 for the computer-based test with a score of 4.0 experience and is an indicator of the level of learning or higher on the Test of Written English (TWE), or a score (learning outcomes) for that course, as follows: of 79 for those completing the Internet-based examination. • Numbers beginning with 1 and 2 represent lower-level The minimum acceptable MELAB score established by the undergraduate courses. university for admission into all programs is 80, and the • Numbers beginning with 3 and 4 represent upper-level minimum acceptable score for the IELTS is 6.5. undergraduate courses. Equal Opportunity and Nondiscrimination • Numbers beginning with 5 and 6 represent master’s-level Capella University prohibits discriminatory practices and graduate courses. pledges to seek out and minimize all forms of discrimination • Numbers beginning with 7 and 8 represent doctoral-level in all of its activities and programs. The university supports graduate courses. federal and state legislation prohibiting discrimination against any person based on race, color, creed, religion, sex, national • Numbers beginning with 9 represent comprehensive and origin, age, marital status, disability, sexual orientation, dissertation courses. or status with regard to public assistance. Further, it is the Admission university’s policy to assure equal opportunity to all persons with disabilities, disabled veterans, and veterans of the Vietnam 2.01.01 Admission era. The university complies with Title IX of the Education Capella University was founded with a commitment to extend Amendments of 1972, Titles VI and VII of the Civil Rights Act access to high-quality higher education and is dedicated to of 1964 and regulations, Section 504 of the Rehabilitation Act the success of its learners. As a part of the admission process, of 1973, and the Americans with Disabilities Act of 1990. the university seeks to assess an applicant’s potential to PROCEDURES succeed in its online environment. Applicants must meet I. Application Materials the program-specific admission requirements outlined in the accompanying table to be offered admission to Capella A. Applicants must complete the admission application University. Although particular emphasis is placed on the and submit an official transcript for the highest degree applicant’s academic history, non-academic factors may also conferred, as well as any post-degree course work. be considered when evaluating an application for admission. B. An evaluation of work history and achievements as Therefore, additional information and/or application demonstrated by a resume, statement of purpose materials may be requested and considered on an individual and—when required by the program—letters of basis. Exceptions to admission requirements for graduate recommendation, and/or other relevant material may programs may be granted by a designated assistant registrar also be considered for applicants who do not meet upon recommendation of the school dean. There are no minimum admission standards. exceptions to admission requirements for undergraduate degree programs and the Doctor of Psychology program. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 13

University Policies, continued

C. Truth in Information III. Evaluation Process if unexplained discrepancies appear between The submitted information is reviewed by the Registrar’s

statements or documents provided to Capella Office using a specific set of guidelines. Clinical programs university policies University as a part of admission materials and may also require faculty interviews of applicants. The information otherwise obtained, applicants may be review of all application material produces one of the rejected for admission, admission may be revoked, or following recommendations: learners may be administratively withdrawn. A. Courses meet established transfer equivalency II. Additional Admission Requirements requirements developed by the appropriate school for The following degree programs and specializations admission into the desired program; the institution require additional admission requirements due to awarding the highest degree to the applicant is accreditation, licensing, and other determining factors. appropriately accredited; and, if applicable, the grade point average (GPA) criteria are met. The application A. Applicants to the School of Human Services’ PhD in is referred to the Registrar’s Office for admission. Counselor Education and Supervision degree program are required to have a 3.25 minimum cumulative grade B. The application meets all criteria except for business point average (GPA) from a master’s degree granting rules. The application is referred to the school for a institution. decision. If the school approves the application, it is referred to the Registrar’s Office for admission. B. Applicants to the School of Human Services’ MS Mental Health Counseling; Marital, Couple, and C. Conditional Admission Family Counseling/Therapy; and School Counseling 1. Applicants who have not submitted all official specializations are required to have a 2.7 minimum transcripts and any other required documents may cumulative GPA from a bachelor’s degree granting be granted conditional admission and matriculate institution. into their program.

C. Applicants to the Harold Abel School of Psychology’s Continued on page 15 MS School Psychology specialization are required to have a 2.7 minimum cumulative GPA from a bachelor’s degree granting institution.

Admission Components

Institution Experience Teaching Transcript from Interview English

School e-AdmissionsComponents Acknowledgement Official Previous LettersRecommendation of AcknowledgementUnderstandingCurriculum and of Form thePre-Assessment CertificationTeaching of CertificationLicensed of Faculty InternationalProofE ofquivalency Application Agreement Form Applicants: Form Form

Undergraduate 3 3 3 * 3 Studies

Business and Technology 3 3 3 3

Education PhD and EdS, PhD, EdS, and MS, Curriculum Leadership in MS, Leadership and Instruction; MS, Educational in Educational Early Childhood 3 3 3 3 Administration; Administration; Education; MS, 3 PhD, Special PhD, Special K–12 Studies in Education Education Education; MS, Leadership Leadership Reading and Literacy specializations specializations specializations

Human PhD, General Services 3 3 3 Counselor 3 3 Education, Supervision specialization

Harold Abel PsyD Clinical PsyD, Clinical School of Psychology; Psychology; Psychology MS in School MS, School 3 3 3 Psychology 3 Psychology 3 specializations specializations

* Applicants are required to submit official transcripts for every institution where they have earned and/or attempted college/university credits. All transcripts must be received by Capella prior to the admission decision for the bachelor’s degree program. Any discrepancies or inaccuracies regarding previous course work may result in denied or revoked admission or administrative withdrawal. 14 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

University Policies, continued

A dmission Requirements Minimum Cumulative Minimum Level of Grade Point Average Capella Degree Education Completed (on a 4.0 scale) Additional Requirements

BS High school diploma or equivalent. None Applicants must be at least 24 years old. (This age requirement may be waived for military applicants, veterans, and applicants with 90 or more quarter credits of prior college/university course work). Applicants are required to provide official transcripts for every institution where they have earned or attempted college/university credits. These must all be reviewed by Capella prior to the admission decision for the bachelor’s degree program. Any discrepancies or inaccuracies regarding previous course work may result in denied or revoked admission or administrative withdrawal.

Post-Bachelor’s Bachelor’s degree from an institution 2.30 cumulative GPA from a Certificate accredited by a U.S. Department of bachelor’s degree granting Education-recognized accrediting agency institution. OR an internationally recognized institution.

MS Bachelor’s degree from an institution * 2.30 cumulative GPA from a Applicants to the School of Education’s MS Leadership accredited by a U.S. Department of bachelor’s degree granting in Educational Administration specialization must have Education-recognized accrediting agency institution. three years of licensed teaching experience. OR an internationally recognized institution.

MBA Bachelor’s degree from an institution 2.30 cumulative GPA from a accredited by a U.S. Department of bachelor’s degree granting Education-recognized accrediting agency institution. OR an internationally recognized institution.

Post-Master’s Master’s degree from an institution accredited 3.00 cumulative GPA from Applicants to the Harold Abel School of Psychology’s Certificate by a U.S. Department of a master’s degree granting Specialist Certificate in School Psychology must have Education-recognized accrediting agency institution. a master’s degree with a specialization in School OR an internationally recognized institution. Psychology from Capella University.

EdS Master’s degree from an institution accredited 3.00 cumulative GPA from Applicants to the School of Education’s EdS Leadership by a U.S. Department of a master’s degree granting in Educational Administration specialization must have Education-recognized accrediting agency institution. three years of licensed teaching experience. OR an internationally recognized institution.

PhD Master’s degree from an institution accredited 3.00 cumulative GPA from Applicants to the School of Education’s PhD Leadership by a U.S. Department of a master’s degree granting in Educational Administration and Special Education Education-recognized accrediting agency institution. Leadership specializations must have three years of OR or an internationally recognized institution. licensed teaching experience. Applicants to the School of Education’s PhD Nursing Education specialization must have a current license as a registered nurse and a master’s degree in nursing. Applicants to the PhD in Counselor Education and Supervision degree program must have completed a CACREP-accredited or CACREP curriculum equivalent master’s degree program. Applicants will also be assessed on professionalism and academic fit to the program as determined by the school.

PsyD Master’s degree from an institution accredited 3.00 cumulative GPA from Applicants to the Harold Abel School of Psychology’s by a U.S. Department of a master’s degree granting PsyD Clinical Psychology specialization must have Education-recognized accrediting agency institution or a combined a master’s degree in psychology or a related field. OR an internationally recognized institution. score of 1,000 on the GRE Applicants will also be assessed on professionalism General Exam. and academic fit to the program as determined by the school.

* Selected degree programs have higher GPA and/or additional admission requirements. Refer to procedures section II of this policy for more information. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 15

University Policies, continued

2.01.01 Admission, continued policies

2. Conditional admission is available to graduate Virgin Islands. Capella University is not able to offer visas or school applicants, with the exception of the PhD other types of work permits; therefore, obtaining any necessary in Counselor Education and Supervision degree authorization is the sole responsibility of the learner. u n i v ersit y program in the School of Human Services and V. Readmission the PsyD program in the Harold Abel School of Psychology. Learners who do not enroll in courses for four consecutive quarters must apply for readmission and be 3. Conditional admission is not available to applicants readmitted prior to re-enrolling. Readmitted learners to the School of Undergraduate Studies. must meet the program requirements effective in the 4. Learners granted conditional admission have catalog current at the time of readmission. until the end of the first full quarter following their program start date to submit all required 2.01.02 Maximum Time to Degree Completion documentation and are allowed to enroll in their Capella University requires learners to complete all degree or second quarter only upon acceptance of their certificate program requirements within specific time limits admission offer. in order to be eligible to graduate. Learners who do not 5. Failure to complete the application, submit all complete their degree or certificate program requirements official transcripts and other required documents, within required time limits which are based upon their degree or failure to meet admission criteria will result in or certificate level will be administratively withdrawn from the learner being administratively withdrawn from the university. These time limits are the outside dates for the university. completion and do not supercede the obligation to maintain D. The application does not meet admission criteria. satisfactory academic progress throughout the learner’s Admission is denied. program of study. Time limits for each degree or certificate IV. Supervised Internships or Practica are outlined in this policy. To ensure availability, appropriate supervision, and an Time limits for Capella University degree or certificate equivalent experience, clinical internships or practica in the programs are as follows: following specializations must be completed in the United Degrees and Maximum Time from Program States, Canada, Guam, Puerto Rico, or the Virgin Islands. Certificate Level Start Date to Completion Bachelor’s Degree 8 years A. School of Education Master’s Degree* 4 years 1. Leadership in Educational Administration (PhD, Graduate Certificate** 3 years EdS, and MS) Education Specialist Degree 4 years 2. K–12 Studies in Education (PhD and MS) Doctoral Degree 7 years 3. Curriculum and Instruction (PhD, EdS, and MS) * Learners enrolled in the Master of Science in Public Health with a specialization in Health Management and Policy or Social and Behavioral 4. reading and Literacy (MS) Sciences have a maximum of five years to complete their degree program. B. School of Human Services * Learners enrolled in the Master of Science in Human Services with a specialization in Marital, Couple, and Family Counseling/Therapy; Mental 1. General Counselor Education and Supervision (PhD) Health Counseling; or School Counseling have a maximum of six years to 2. Marital, Couple, and Family Counseling/Therapy (MS) complete their degree program. ** Learners enrolled in the specialist certificate program in the Harold Abel 3. Mental Health Counseling (MS) School of Psychology have a maximum of four years to complete their 4. school Counseling (MS) certificate program.

C. Harold Abel School of Psychology PROCEDURES 1. Clinical Psychology (PsyD and MS) I. Federal Financial Aid Impact 2. Counseling Psychology (MS) this is a university policy separate from financial aid 3. school Psychology (specialist certificate) policies. Therefore, the listed time limits may not align Note: All individuals admitted to the above specializations must with financial aid eligibility requirements. For further be eligible to work within the United States, Canada, Guam, information, see the financial aid policies posted on Puerto Rico, or the Virgin Islands at the time of the internship or iGuide. practicum and must agree that this experience will be completed within the United States, Canada, Guam, Puerto Rico, or the 16 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

University Policies, continued

II. Failure to Meet Maximum Time To Completion 4. the faculty chair reviews the proposed DEA and A. Learners will be notified via email one quarter prior rationale and determines if they meet the criteria to the last date of eligibility for maximum time to for approval. If approved, the decision and related completion that they will be administratively withdrawn rationale is forwarded to the Registrar’s Office from the university unless they have a signed Degree for validation. The school may also forward any Extension Agreement (DEA), granting them an related documentation it may have required to the exception that extends their maximum time deadline. Registrar’s Office. B. Learners will be notified via email that they have been C. Extension Approvals administratively withdrawn from Capella effective as of 1. if the request for an extension is approved, the last date of their maximum time to completion.. the learner’s DEA is processed and filed in the III. Extensions learner’s record. A. Extension Criteria 2. the learner’s academic advisor will forward a copy of the approved DEA to the learner. Extensions requested due to program changes or extenuating circumstances may be approved by the 3. if the request is not approved, the learner is faculty chair of the school and are validated by the notified that he or she will be administratively Registrar’s Office. Extensions are generally limited to withdrawn from Capella when the maximum time between two and four quarters, unless the learner’s to completion deadline has expired. circumstance warrants a longer period, as approved by 4. the decision of the dean or designee is final. the dean or designee. D. Failure to Meet DEA Terms 1. Program changes Learners who cannot complete their degree or Learners who apply for a change of degree, certificate program requirements within the time specialization, or certificate may request an frame of their DEA will be administratively withdrawn, extension based on their individual academic with no option to appeal. circumstance. IV. Readmission and Maximum Time to Completion 2. Extenuating circumstance A. Readmission Eligibility a. A leave of absence may qualify as an extenuating 1. Learners who have discontinued from Capella or circumstance. have been administratively withdrawn after four b. time spent during a military leave of absence consecutive quarters of inactivity may apply for does not count toward the maximum time for readmission at any time. completion of the program. 2. Learners who have been administratively withdrawn B. Extension Application Process from Capella as a result of not completing their degree or certificate within the maximum time Learners may apply for an extension by contacting limits may apply for readmission after four full their academic advisor to discuss their status. quarters. 1. Learners consult with their academic advisors B. Readmission Application Process to identify their remaining degree or certificate program requirements and proposed new time Learners who apply for readmission to Capella must frame for completion, as well as discuss any be able to demonstrate their ability to meet their potential financial aid impact. degree or certificate program requirements within the extended time frames described in this policy. 2. Learners complete the Degree Extension Agreement (DEA) that reflects the completion date based on the proposed extension. 3. Learners and their academic advisors sign the DEA and forward it to the school designees for review, along with appropriate academic rationale. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 17

University Policies, continued policies

University and Course enrollment documents in order to enroll in practica, internships, or special topics courses. 2.02.01 Academic Year b. Prior to enrolling in special topics or directed u n i v ersit y Capella University operates on a July 1 through June 30 study courses in the schools of Business and calendar. Four quarters of course offerings are scheduled each Technology or Human Services, learners must year. have a course learning plan (CLP) approved by See Academic Calendar on pages 18–19. the appropriate school’s faculty leadership. c. If approved, the school will issue the learner 2.02.02 Course Enrollment a permission number for the course, and the Learners’ university enrollment status is based on course learner may proceed with enrollment. enrollment. Upon course enrollment, learners agree to pay d. The learner will use the permission number to tuition and fees to Capella University as stated in university enroll in the course through iGuide’s Student policy 4.03.01 Tuition and Fees. Learners may not enroll Center. in more than three concurrent courses. Doctoral learners B. Upon course enrollment, learners agree to pay tuition enrolled in comprehensive examination and dissertation and fees to Capella University as stated in university courses may only enroll in courses in the comprehensive policy 4.03.01 Tuition and Fees. examination and dissertation course sequence. Learners C. Learners should refer to the current academic are allowed one opportunity to repeat a course they have calendar available on iGuide for course enrollment completed and for which they have been assigned a grade. dates and deadlines. Learners who wish to cancel their course enrollment must II. Concurrent Course Enrollment for Comprehensive adhere to the deadlines outlined in the academic calendar. A Examination and Dissertation Learners learner may drop a course during the first 12 calendar days of A. Doctoral learners enrolled in comprehensive the course without academic penalty. A learner may withdraw examination and dissertation courses may only be from a course on or after the 13th calendar day of the course enrolled in courses in the comprehensive examination through the last day to withdraw from a course, as defined in and dissertation course sequence. this policy. B. With the exception of internship or practicum course PROCEDURES enrollment, doctoral learners enrolled in courses I. Enrollment outside of the comprehensive examination and A. Learners enroll in courses using iGuide’s online course dissertation course sequence will be dropped from enrollment process. Some courses require a more their other courses by school administrative staff. specific enrollment process, as follows: Learners will be informed of the administrative course drop via email. 1. Pre-registration C. Doctoral learners may request an exception from their a. Learners work with their advisor to create a school allowing them to take a course outside of the degree plan. During this process, learners may comprehensive examination and dissertation course request pre-registration. sequence. b. Advisors create a case that will be automatically III. Course Load processed when enrollment for the quarter has begun. A. Learners may not enroll in more than three concurrent courses. c. Once learners have enrolled in their courses, they will receive an auto-email confirming their B. Colloquium/residency enrollment will not be counted enrollment has been completed. toward a learner’s course load. 2. Permission-based IV. Repeating Courses a. Enrollment in certain courses (e.g., practica, A. Learners are allowed one opportunity to repeat a internships, and special topics courses) requires course they have completed for which they have been the consent of the appropriate school. Learners assigned a grade. must complete the required application Continued on page 20 18 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

University Policies, continued

Academic Calendar - 10 weeK (excludes MBA program)

winter Quarter 2009 spring Quarter 2009 Academic Deadlines January February mid-Feb march April may mid-May June Course Enrollment Begins 10-09-08 10-09-08 10-09-08 10-09-08 01-08-09 01-08-09 01-08-09 01-08-09 Quarterly and Monthly Start 01-05-09 02-09-09 03-09-09 04-06-09 05-04-09 06-08-09 Courses Begin Quarterly and Monthly Start 01-07-09 02-11-09 03-11-09 04-08-09 05-06-09 06-10-09 Enrollment Ends Last Day to Drop Course 01-16-09 02-20-09 03-20-09 04-17-09 05-15-09 06-19-09 Without “W” Midquarter Courses Begin 02-09-09 05-11-09 Midquarter Course 02-11-09 05-13-09 Enrollment Ends Last Day to Drop Midquarter 02-20-09 05-22-09 Course Without “W” Last Day to Drop Course 50th calendar day for 10-week courses With “W” 25th calendar day for 5-week courses End of Quarter 03-13-09 04-17-09 03-13-09 05-15-09 06-12-09 07-10-09 06-12-09 08-14-09

Financial Deadlines Last Day to Drop Quarter and Monthly Start Courses 01-09-09 02-13-09 03-13-09 04-10-09 05-08-09 06-12-09 With 100% Refund Last Day to Drop Quarter and Monthly Start Courses 01-16-09 02-20-09 03-20-09 04-17-09 05-15-09 06-19-09 With 75% Refund Last Day to Drop Midquarter 02-13-09 05-15-09 Course with 100% Refund Last Day to Drop Midquarter 02-20-09 05-22-09 Course with 75% Refund

MBA Academic Calendar - 12 weeK

winter Quarter 2009 spring Quarter 2009 Academic Deadlines January M mid-Feb April M mid-May Course Enrollment Begins 10-09-08 10-09-08 01-08-09 01-08-09 Quarterly and Monthly Start 01-05-09 02-16-09 04-06-09 05-18-09 Courses Begin Quarterly and Monthly Start 01-07-09 02-18-09 04-08-09 05-20-09 Enrollment Ends Last Day to Drop Course 01-16-09 02-27-09 04-17-09 05-29-09 Without “W” Last Day to Drop Course 02-03-09 03-17-09 05-05-09 06-16-09 With “W” End of Quarter 02-13-09 03-27-09 05-15-09 06-26-09

Financial Deadlines Last Day to Drop Quarter and Monthly Start Courses 01-09-09 02-20-09 04-10-09 05-22-09 With 100% Refund Last Day to Drop Quarter and Monthly Start Courses 01-16-09 02-27-09 04-17-09 05-29-09 With 75% Refund

2009 Holiday Schedule Capella will observe the following holiday schedule in 2009. The office switchboard will be closed on the following dates: New Year’s Day Thursday, January 1, 2009 Thanksgiving Day Thursday, November 26, 2009 Martin Luther King Day Monday, January 19, 2009 Day after Thanksgiving Friday, November 27, 2009 Memorial Day Monday, May 25, 2009 Christmas Eve Day Thursday, December 24, 2009 Independence Day (observed) Friday, July 3, 2009 Christmas Day Friday, December 25, 2009 Labor Day Monday, September 7, 2009 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 19

University Policies, continued

Academic Calendar - 10 weeK (excludes MBA program)

summer Quarter 2009 fall Quarter 2009 university policies Academic Deadlines July August mid-Aug September october November mid-Nov December Course Enrollment Begins 04-09-09 04-09-09 04-09-09 04-09-09 07-16-09 07-16-09 07-16-09 07-16-09 Quarterly and Monthly Start 07-13-09 08-03-09 09-09-09 10-05-09 11-09-09 12-07-09 Courses Begin Quarterly and Monthly Start 07-15-09 08-05-09 09-11-09 10-07-09 11-11-09 12-09-09 Enrollment Ends Last Day to Drop Course 07-24-09 08-14-09 09-20-09 10-16-09 11-20-09 12-18-09 Without “W” Midquarter Courses Begin 08-17-09 11-09-09 Midquarter Course 08-19-09 11-11-09 Enrollment Ends Last Day to Drop Midquarter 08-28-09 11-20-09 Course Without “W” Last Day to Drop Course 50th calendar day for 10-week courses With “W” 25th calendar day for 5-week courses End of Quarter 09-18-09 10-09-09 09-18-09 11-17-09 12-11-09 01-15-10 12-11-09 02-12-10

Financial Deadlines Last Day to Drop Quarter and Monthly Start Courses 07-17-09 08-07-09 09-13-09 10-09-09 11-13-09 12-11-09 With 100% Refund Last Day to Drop Quarter and Monthly Start Courses 07-24-09 08-14-09 09-20-09 10-16-09 11-20-09 12-18-09 With 75% Refund Last Day to Drop Midquarter 08-21-09 11-13-09 Course with 100% Refund Last Day to Drop Midquarter 08-28-09 11-20-09 Course with 75% Refund

MBA Academic Calendar - 12 weeK

summer Quarter 2009 fall Quarter 2009 Academic Deadlines July M mid-Aug september October M mid-Nov Course Enrollment Begins 04-09-09 04-09-09 04-09-09 07-16-09 07-16-09

Quarterly and Monthly Start 07-06-09 08-17-09 09-09-09 10-05-09 11-16-09 Courses Begin Quarterly and Monthly Start 07-08-09 08-19-09 09-11-09 10-07-09 11-18-09 Enrollment Ends Last Day to Drop Course 07-17-09 08-28-09 09-20-09 10-16-09 11-27-09 Without “W” Last Day to Drop Course 08-04-09 09-15-09 10-08-09 11-03-09 12-15-09 With “W” End of Quarter 08-14-09 09-25-09 10-20-09 11-13-09 12-25-09

Financial Deadlines Last Day to Drop Quarter and Monthly Start Courses 07-10-09 08-21-09 09-13-09 10-09-09 11-20-09 With 100% Refund Last Day to Drop Quarter and Monthly Start Courses 07-17-09 08-28-09 09-20-09 10-16-09 11-27-09 With 75% Refund 20 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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2.02.02 Course Enrollment, continued

B. Courses from which learners withdraw and receive a 3. Doctoral learners enrolled in comprehensive Withdrawal (“W”) grade on their transcript are not examination and dissertation courses are certified considered completed courses; therefore, the single as full time. repeat restriction does not apply. B. Undergraduate Learners C. In exceptional circumstances, learners who wish 1. Undergraduate learners enrolled in 12 or more to repeat a course more than once may request an credits of Capella courses each quarter are exception to this policy. Learners must obtain written considered to be enrolled on a full-time basis. approval for the exception from the school dean or 2. Undergraduate learners enrolled in six or more designee prior to course enrollment. but fewer than 12 credits of Capella courses each D. While federal financial aid may be used to cover the quarter are considered to be enrolled on a half- cost of the first repeat of a course, learners approved time basis. to repeat a course more than once may not use federal VI. Late Course Enrollment financial aid to cover the cost of the additional course repeats. A. Learners must request and receive permission from the appropriate school to enroll in a course between E. When a course is repeated, the grade considered for the end of open course enrollment and the eighth credit and grade point average (GPA) calculations will calendar day of the course. be the highest grade earned. B Late Course Enrollment Process 1. Each attempt at the course appears on the transcript, and all attempts are used to evaluate the 1. Learners may request permission to enroll in a learner’s completion percentage for evaluation of course between the end of open course enrollment financial aid satisfactory academic progress. and the eighth calendar day of the course by contacting their advisor. 2. Only one course attempt is included in the GPA calculation. 2. the request is reviewed by the Registrar’s Office and the school in which the learner requests the F. For a course to be considered a repeat of a previous late course enrollment. course, the learner must complete the same course, as defined by the title and course number. If a new 3. if approved, Capella enrolls the learner in course has been designated by the school as the the course, and the learner receives a course original course’s equivalent, it will be considered an enrollment confirmation via email. identical course for purposes of this policy. If a course VII. Course Drop or Withdrawal is retired, it will no longer be possible to repeat the Course Drop Course Withdrawal Unable to Withdraw course. Period Period (Late Withdrawal) 3-week 0 – 12 13 – 15 16 days – G. The school may approve course substitutions in course session calendar days calendar days end of session lieu of repeating a course to fulfill graduation 5-week 0 – 12 13 – 25 26 days – requirements for the content area, but the credit and course session calendar days calendar days end of session GPA calculations for both courses are included in the 6-week 0 – 12 13 – 30 31 days – cumulative statistics. course session calendar days calendar days end of session H. Special topics courses may not be repeated. 10-week 0 – 12 13 – 50 51 days – course session calendar days calendar days end of session V. Enrollment Status Based on Course Enrollment A. Learners canceling, dropping, or withdrawing from A. Graduate Learners their course(s) are encouraged to refer to university 1. Graduate learners enrolled in six or more credits of policy 4.03.02 Tuition Refunds to determine the Capella courses each quarter are considered to be financial implications of their actions. enrolled on a full-time basis. B. Advanced Doctoral Learners 2. Graduate learners enrolled in three or more but Advanced doctoral learners should refer to university fewer than six credits of Capella courses each policies 3.01.06 Comprehensive Examination Requirements quarter are considered to be enrolled on a half- and 3.01.07 Dissertation Requirements for details time basis. pertaining to their programs. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 21

University Policies, continued

C. Course Drop B. Learners are encouraged to discuss the situation with 1. Learners are responsible for executing course their instructor to determine, given the circumstances of the need for late course withdrawal, if a course drops and must conduct them either online university policies through iGuide’s Student Center or via telephone withdrawal or an Incomplete (“I”) grade request best by contacting Learner Support. suits the situation. In instances when “I” grades are requested and approved, learners have no longer than 2. A learner may drop a course during the first 12 the last day of the 10-week course of the next academic calendar days of the course without academic quarter (or sooner, if so noted by the instructor) penalty. A course drop during this time does not to complete their course work in compliance with appear on the learner’s transcript and does not university policy 3.04.08 Incomplete Grades. affect grade point average (GPA). C. If it is determined that the learner needs to withdraw 3. Learners should refer to university policy 4.03.02 from the course, the learner should contact his or Tuition Refunds to determine the financial her advisor, who will initiate the request. Learners implications of a course drop. who receive federal financial aid should discuss D. Course Withdrawal the potential financial implications of a late course 1. A course withdrawal may be requested on the 13th withdrawal with a financial aid counselor. calendar day of the course through the official last D. Extenuating circumstances may include but are day to withdraw from a course. not limited to the death of a family member, job- 2. the following consequences apply to a learner who required relocation, or severe physical injury or illness. withdraws from a course from the 13th calendar Documentation of the circumstance must be provided day of the course through the last day to withdraw: by parties other than the learner; for example, a death a. the learner receives a grade of “W” for the certificate, a letter from the learner’s supervisor, or a course. letter from the learner’s physician must accompany the request. b. the grade of “W” appears on the learner’s transcript. E. In order to be considered for a late course withdrawal accommodation, learners must be able to demonstrate c. the grade of “W” does not affect GPA, but course ongoing participation in the course(s) in question credits are included in attempted credits when up to the time of their documented extenuating monitoring financial aid satisfactory academic circumstance. The case is determined based on the progress, as described in university policy 3.01.05 documentation/evidence supplied by the learner. Financial Aid Satisfactory Academic Progress. F. the school’s designee will review and approve or 3. Once the course has been in session past the deny the request. The decision and rationale will be official last day to withdraw from a course, this forwarded to the Registrar’s Office for validation. option is no longer available to learners. Should unforeseen extenuating circumstances arise after G. Advising contacts learners to notify them of the denial the deadline to withdraw from a course has passed, decision. The Registrar’s Office emails learners to learners may refer section VIII of this policy for notify them of the approval decision, copying their recourse. instructors and advisors. VIII. Late Course Withdrawal H. Military learners called to active duty should refer to university policy 2.02.08 Leave of Absence. A. If unforeseen extenuating circumstances require learners to withdraw from their course(s) following the I. University policy 4.03.02 Tuition Refunds remains official last day to withdraw, learners may petition for in effect and does not provide any financial a late course withdrawal to receive a Withdrawal (“W”) accommodation for late course withdrawals. grade on their academic record for the course(s) by J. No grades can be changed to a “W” for any previous providing proper documentation of the circumstance. terms. Such requests must be submitted prior to the end IX. Appealing a Denied Late Course Withdrawal of the course. If the extenuating circumstance does A. To request an appeal of a late course withdrawal denial not allow the learner to submit the request by the decision, learners must contact their advisor and deadline, third-party documentation demonstrating provide their rationale. this fact must be provided. 22 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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B. The learner’s advisor forwards the appeal request to the school’s faculty chair. Doctoral learners may elect to utilize the appropriate school, where it is referred to the directed study format courses for no more than 25 percent dean. of all course work in their required degree completion plan C. The dean will review the appeal request and issue a (DCP). decision no later than 14 calendar days following its referral. 2.02.06 Continuous Enrollment for Advanced Doctoral Learners D. The decision of the dean is final. All doctoral learners are expected to remain continuously E. The decision and rationale will be forwarded to the enrolled once they begin the comprehensive examination Registrar’s Office for validation. and dissertation phases of their program, enrolling every F. Advising contacts learners to notify them of the appeal quarter for the appropriate course in accordance with the denial decision. The Registrar’s Office emails learners comprehensive examination and dissertation course sequence. to notify them of the appeal approval decision, copying However, learners are allowed one quarter of inactivity their instructors and advisors. during this final phase of their program. Doctoral learners in the comprehensive examination and dissertation phase of 2.02.03 Multiple Program Enrollments their program who do not enroll (either for a credit-bearing Learners may not be enrolled in more than one Capella comprehensive or dissertation course or for a quarter of degree program concurrently. Within a degree program, inactivity) during any given quarter will be administratively learners may not pursue more than one specialization withdrawn from the university. Administratively withdrawn concurrently. learners who wish to return to the university must reapply to Certificates may be completed at the same time that learners the program and must meet the admission criteria in effect are enrolled in a degree program. at the time of reapplication. Learners who are readmitted after administrative withdrawal must fulfill the program 2.02.04 Single Course Enrollment requirements in effect at the time of their readmission. A learner may enroll in up to three courses for which they 2.02.07 Changing Program, Specialization, Certificate meet the requirements without being admitted to a degree or certificate program at Capella University. These courses Learners may apply to change their degree, specialization, or (no more than three) may be applied toward an established certificate program at Capella at any point in their program degree or certificate program if the learner is later admitted to studies pursuant to the procedures established to support this a program. policy. If accepted, the change becomes effective at the start of the next academic quarter. Learners must adhere to the PROCEDURES degree requirements as listed in Capella’s University Catalog I. Decisions regarding the application of credit are based on in effect at the time of the change. Learners may not enroll relevance to the program and are made by the school. in more than one Capella degree program or specialization II. Exceptions to this policy will be made at the discretion of concurrently. the school deans. All decisions rendered by the deans are PROCEDURES final. I. Change in Degree Program 2.02.05 Directed Study Enrollment A. Change in Degree Program Requirements Capella University offers learners an opportunity to complete a 1. Prior to initiating a degree program change, limited number of courses in a one-on-one independent study learners are encouraged to consult with their format. This format is primarily available to assist learners in advisor to discuss options and considerations for meeting their degree requirements in those circumstances in the change. which Capella’s existing offerings do not meet the learners’ 2. Learners may not pursue more than one Capella needs. Learners who enroll in a directed study course must degree program concurrently. complete a course learning plan (CLP) with a designated 3. if accepted, learners begin the new degree faculty member, articulating course topic, competencies, and program at the start of the next academic quarter. outcomes in accordance with the requirements stated in the course guide. Directed study enrollments must be approved by 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 23

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B. Current Course Enrollment III. Change in Certificate Program Learners will remain enrolled in their current A. Change in Certificate Program Requirements

course(s) unless they initiate a course drop or 1. Prior to initiating a certificate program change, university policies withdrawal. The course withdrawal process is governed learners are encouraged to consult with their by university policy 2.02.02 Course Enrollment. advisor to discuss options and considerations for C. Admission Process the change. 1. For all degree program changes, learners must 2. Learners may change certificate programs within apply for admission to the new school and/or their current school or in a different school. program using the Degree or Certificate Program 3. if accepted, learners begin the new certificate Change Request Form on iGuide. program at the start of the next academic quarter. 2. Application fees are waived for degree program B. Current Course Enrollment change applications. Learners will remain enrolled in their current 3. Learners who are approved for admission to new course(s) unless they initiate a course drop or schools and/or programs must meet the program withdrawal. The course withdrawal process is governed requirements in effect at the time they are by university policy 2.02.02 Course Enrollment. admitted to the new school and/or program. C. Admission Process II. Change in Specialization 1. For all certificate program changes, learners must A. Change in Specialization Requirements apply for admission to the new program using the 1. Prior to initiating a specialization change, learners Degree or Certificate Program Change Request are encouraged to consult with their advisor to Form on iGuide. discuss options and considerations for the change. 2. Application fees are waived for certificate program 2. Learners may not pursue more than one change applications. specialization concurrently. 3. Learners who are approved for admission to new 3. if accepted, learners begin the new specialization at certificate programs must meet the program the start of the next academic quarter. requirements in effect at the time they are B. Current Course Enrollment admitted to the new certificate program. Learners will remain enrolled in their current 2.02.08 Leave of Absence course(s) unless they initiate a course drop or Capella learners may request a planned leave of absence from withdrawal. The course withdrawal process is governed their academic program when medical conditions, military by university policy 2.02.02 Course Enrollment. deployments, or national emergencies prevent their active C. Admission Process enrollment and engagement in their course(s). 1. For all specialization changes, learners must apply Under extreme circumstances, a leave of absence from an for admission to the new specialization and/or educational program may be granted for reasons other than program using the Change of Specialization medical conditions, military deployments, or a national Request Form on iGuide. emergency. Learners with loan obligations are advised to 2. Learners who are approved for a change in contact their lender(s) to discuss their circumstances and loan specialization must meet the program requirements repayment status during their leave of absence. in effect at the time they are admitted to the new specialization. 3. A change in specialization requires a new course and credit evaluation (CCE). When necessary, learners receive new advisor and/or mentor assignments. Learners are responsible for documenting new degree completion plans (DCP). 24 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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P ROCEDURES 2. Medical leave of absence requests must be I. General Terms for all Categories of Leave of Absence submitted by the close of course enrollment for the quarter in which the learner is requesting the A. Access to Services leave. The start and end dates of the request must During a leave of absence, learners have access coincide with the start and end of the quarter. to Learner Support services (including advising). 3. Learners may not request a medical leave of However, access to academic services (such as absence for more than a total of 180 calendar days academic support, the Capella University Library, or in any 12-month period. mentoring support) is not permitted. C. Granting of Approval B. Academic Standing and Financial Aid Satisfactory Academic Progress Medical leave of absence requests will be reviewed by the Registrar’s Office. If approved and applicable, the Learners on academic probation per university policy learner will be dropped from any course(s) and/or 3.01.04 Academic Standing or on federal financial aid residency(ies) in which the learner is enrolled during probation per university policy 3.01.05 Financial Aid the period of the leave of absence. Satisfactory Academic Progress at the time of their leave of absence will remain at the same status upon restarting D. Incompletes a course(s) at the conclusion of the leave. Learners who have been issued Incomplete (“I”) C. Catalog grades prior to requesting a medical leave of absence must contact their course instructor(s) prior to the Learners granted a leave of absence who restart a start of the leave. When deemed appropriate by the course(s) at the conclusion of the leave will remain faculty, Capella will accommodate an incomplete under the same catalog that applied at the time the grade extension for learners granted a medical leave leave of absence was granted. of absence. Documentation for the incomplete grade D. Last Day of Attendance extension must be completed and submitted prior to if learners do not re-enroll in a course(s) at the the start of the leave. If an incomplete grade extension conclusion of their leave, the last day of the quarter is not requested and granted, the “I” grade will be in which the learner was enrolled in a course(s) is converted to either a Failing (“F”) or Not Satisfactory designated as the last date of attendance. (“NS”) grade (depending on the learner’s grading II. Medical Leave of Absence option) after the end of the following academic quarter. A. Criteria E. Return from Medical Leave of Absence 1. Learners may request a planned medical leave of Learners returning from a medical leave of absence absence for circumstances protected under the may resume courses only at the beginning of a quarter. Family Medical Leave Act (FMLA). III. Military Leave of Absence 2. Learners must be enrolled in a course(s) when A. Criteria requesting a medical leave of absence. 1. Members of the United States military, including 3. A medical leave of absence status is not granted reserve forces, may be eligible for a military leave retroactively. of absence. This policy follows the guidelines B. Request for Medical Leave of Absence established in the HEROES Act of 2003 in determining appropriate accommodations for 1. Learners may request a medical leave of absence by military servicemembers who are responding completing and submitting the Leave of Absence to a war, national emergency, or other military Request Form on iGuide. Learners must also operation. In accordance with the HEROES submit documentation from a medical provider Act, Capella University provides the following with their request. The documentation must accommodations to learners who experience a include a statement from the doctor certifying disruption in their program due to active military the need for the leave. The request will not be service: considered until documentation from a medical provider is submitted. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 25

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a. Learners granted a military leave of absence will C. Reinstatement be offered the option of withdrawing (resulting 1. Armed Forces and Veterans Support will track in a grade of “W”) from their course(s) or learners’ anticipated date of return and will contact u n i v ersit y requesting an Incomplete (“I”) grade for any learners to reintegrate them into their program. course(s) in which they were enrolled when 2. Upon return, learners are responsible for granted the leave. Learners who withdraw from completing and submitting the Returning from a their course(s) as a result of active military duty Military Leave of Absence form on iGuide. will be offered the option of a tuition credit or appropriate refund for the course(s) they were 3. Armed Forces and Veterans Support will then unable to complete. Learners who request an “I” work with the learner to determine next steps in grade must get approval from the instructor(s) reintegrating the learner to Capella. of their course(s) and be able to complete the 4. Learners returning from a military leave of absence required assignments independently, outside of may resume courses only at the beginning of a the courseroom. Learners who request an “I” quarter. grade are not issued a tuition credit. IV. National Emergency Leave of Absence b. Learners on a military leave of absence are not A. Criteria required to meet financial obligations to Capella 1. the Department of Education directs schools to while on approved leave. provide educational and financial accommodations c. time spent during a military leave of absence to learners affected by national emergencies, both does not count toward the maximum time for at the time of the event and upon re-enrollment. completion of the program. Capella University provides the following d. Faculty will be flexible and offer accommodations to learners who experience accommodations to academic deadlines for a disruption in their program due to national learners on a military leave of absence. emergency: e. Capella will provide flexibility and a. Learners granted a national emergency leave accommodations to administrative deadlines for of absence will be offered the option of learners on a military leave of absence. withdrawing (resulting in a grade of “W”) from 2. Learners are encouraged to coordinate this process their course(s) or requesting an Incomplete through Armed Forces and Veterans Support. (“I”) grade for any course(s) in which they were enrolled when granted the leave. Learners who B. Request for Military Leave of Absence withdraw from their course(s) as a result of a 1. Learners may request a military leave of absence national emergency will be offered the option by completing and submitting the Military Leave of a tuition credit or appropriate refund for of Absence Request form on iGuide. Learners will the course(s) they were unable to complete. need to indicate the date they are affected and Learners who request an “I” grade must the anticipated date of return. Learners must also get approval from the instructor(s) of their fax one the following pieces of documentation course(s) and be able to complete the required to Armed Forces and Veterans Support at their assignments independently, outside of the earliest possible convenience: courseroom. Learners who request an “I” grade a. Deployment orders, including dates affected. are not issued a tuition credit. b. An official letter from a commanding officer, b. Learners on a national emergency leave of including dates affected. absence are not required to meet financial 2. Upon receipt of the request form for a military obligations to Capella while on approved leave. leave of absence, Armed Forces and Veterans c. time spent during a national emergency leave Support will send learners an email indicating of absence does not count toward the maximum the approval or denial of their request. If the time for completion of the program. request is approved, Capella University will report d. Faculty will be flexible and offer the learner’s leave status to the National Student accommodations to academic deadlines for Clearinghouse. learners on a national emergency leave of absence. 26 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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2. Capella will provide flexibility and accommodations conditions for separation are contained in each relevant to administrative deadlines for learners on a policy, as referenced in the procedure section of this policy. national emergency leave of absence. Learners who are administratively withdrawn or suspended B. Request for National Emergency Leave of Absence may be eligible for readmission to Capella when stated Learners may request a national emergency leave of conditions have been met. absence by contacting Learner Support. Learners must Learners who are suspended may be eligible for re-enrollment indicate the date on which they are affected and the when stated conditions have been met. anticipated date of return. In extreme circumstances, learners can be placed on a national emergency Learners who are dismissed are not eligible for readmission. leave of absence in advance of contact with a Learner All actions are taken as a result of a final decision, as more Support representative or course instructor(s). specifically addressed in each policy. Learners are encouraged to contact Capella University as soon as possible. DEFINITIONS C. Reinstatement Administrative Withdrawal 1. Learner Support will track the learners’ anticipated Administrative withdrawal is a temporary separation of a date of return and will contact learners to learner from the university. The learner may be eligible to reintegrate them into their program. On an annual return to enrolled status when stated conditions are met. basis, Capella will contact learners on national Dismissal emergency leave of absence to discuss their plans Dismissal is a permanent separation of a learner from the for the future. university. 2. Upon return, learners are responsible for Suspension completing and submitting the Return From Suspension is a temporary status during which a learner is National Emergency form on iGuide. denied access to the courseroom and is prohibited from 3. Learner Support staff will work with the learner to engaging in university activities until the specified conditions address incomplete course(s), if applicable, and have been met. determine next steps in reintegrating the learner to Capella. Learners cannot enroll in a new course(s) PROCEDURES without first contacting their instructor(s) to discuss Relationship to Other Policies a course completion plan for or withdrawal from The specific procedures and conditions for administrative any “I”-designated course(s). Learners withdrawing withdrawal, suspension, or dismissal are contained in the due to a national emergency will be subject to the following policies: refund policy at the time of the disaster. A. Administrative Withdrawal 4. Learners returning from a national emergency 2.01.01 Admission leave of absence may resume courses only at the 2.01.02 Maximum Time to Degree Completion beginning of a quarter. 2.02.06 Continuous Enrollment for Advanced Doctoral V. Other Circumstances Learners Capella learners requesting an interruption in their 3.04.01 Academic Readiness educational program for circumstances other than medical conditions, active military duty, or national 4.02.02 Learner Code of Conduct emergency should follow the procedural criteria outlined 4.02.04 Discrimination, Harassment, and Assault for learners requesting a medical leave of absence. 4.02.05 Drugs and Alcohol 2.02.10 Separation from the University 4.03.01 Tuition and Fees Learners may be separated from the university through 4.03.02 Tuition Refunds administrative withdrawal, suspension, or dismissal. B. suspension Separations may result from violations of university policy 3.01.04 Academic Standing or for administrative reasons. The specific procedures and 4.02.02 Learner Code of Conduct 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 27

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C. Dismissal Dean’s Designee 3.01.01 Academic Honesty A dean’s designee is an individual designated by the dean to act in his or her behalf. The designee must be in a leadership 3.01.04 Academic Standing u n i v ersit y position equivalent to or above a faculty chair, (e.g., associate 3.01.05 Financial Aid Satisfactory Academic Progress or assistant dean). 3.01.06 Comprehensive Examination Requirements Plagiarism 3.01.07 Dissertation Requirements Plagiarism is presenting someone else’s ideas or work as 4.02.02 Learner Code of Conduct your own. Plagiarism includes not only copying verbatim, 4.02.03 Learner Grievance but also rephrasing the ideas of another without properly acknowledging the source. Learners must take great care, 4.02.04 Discrimination, Harassment, and Assault whether in a draft or in a final version of a paper or project, 4.02.05 Drugs and Alcohol to distinguish their own ideas and language from information acquired from outside sources. Sources include published Academic Standards primary and secondary materials, electronic media, and 3.01.01 Academic Honesty information and opinions gained through other people. Learners are expected to be the sole authors of their work. Proper Form for References and Citations Use of another’s ideas must be accompanied by proper The Publication Manual of the American Psychological citation and reference. In addition, a learner may not submit Association (APA) is helpful in assessing what must be the same or similar work for credit in more than one course. referenced and how work must be cited. In order to avoid Capella extends the concept of academic integrity to include any instances that may be construed as plagiarism, the learner issues of copyright and trademark violation. Learners must should consult this guide to identify the proper citation assume that collaboration in the completion of written format. assignments is prohibited unless explicitly permitted by the instructor. Learners must acknowledge any collaboration and 3.01.03 Academic Honors its extent in all submitted course work. Learners at the bachelor’s level may be eligible to graduate Capella faculty, learners, and university staff all share the with honors based on minimum grade point average (GPA) responsibility to promptly report any suspected violation of and other academic requirements established in this policy academic honesty. and procedures. The disciplinary consequences of plagiarism and other forms GPA Requirements of academic dishonesty may include but are not limited Graduation with Honors—Cum Laude: to one or more of the following: non-acceptance of work 3.500–3.7499 submitted (an opportunity to resubmit work may be given at Graduation with High Honors—Magna Cum Laude: the discretion of the faculty member or instructor), a failing 3.7500–3.8499 grade on the assignment, a failing grade in the course, written Graduation with Highest Honors—Summa Cum Laude: reprimands, suspension, and dismissal from the university. 3.8500 or higher DEFINITIONS PROCEDURES Academic Honesty I. Academic Requirements Academic honesty provides protection for intellectual property by giving proper credit for the academic work of other A. No credit-bearing course may be taken under the scholars and practitioners. Capella considers any submission of Satisfactory/Not Satisfactory (“S”/“NS”) option. work not created by the learner to be a violation of this policy. B. No Incomplete (“I”) grades may be considered. This includes but is not limited to submission of work in the C. No grade may be lower than a “C.” name of another learner; intentional misuse of quantitative D. No course may be repeated. data; and failure to give proper credit of borrowed material by use of citation in any submitted courseroom assignments, II. Academic Honors Calculation whether in the form of a formal research paper, courseroom Honors will be determined at the time of graduation and posting, PowerPoint presentation, or any other method used will only include academic work completed at Capella. to meet course requirements. 28 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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III. Academic Honors Notation III. Measuring Academic Standing This distinction will be noted on the learner’s official A. Learners must meet the minimum grade point average transcript and diploma. (GPA) requirement for their career. B. Capella University measures academic standing at the 3.01.04 Academic Standing end of each academic quarter. Capella University requires that all learners maintain good C. Academic standing will be first measured after the first academic standing. Academic standing is determined by full quarter of activity. academic performance and is measured by the cumulative Examples: grade point average (GPA). In order to maintain good academic standing, learners must meet the minimum GPA Learners who initially enroll in courses during a requirement within their career. monthly start will be measured at the end of quarter two based on activity from their initial start date Requirements through the end of quarter two. Undergraduate learners are required to maintain a GPA of 2.0 Learners who enroll in courses at the beginning of a or better. quarter will be measured at the end of quarter one Graduate learners are required to maintain a GPA of 3.0 or based on activity from their initial start date through better. the end of quarter one. Doctoral learners engaged in the comprehensive examination D. Learners who fail to meet the minimum GPA and dissertation phases of their program must meet additional requirement for their career will be placed on requirements described in this policy and procedure. probation, suspension, or dismissal status. E. Learners’ academic standing may be measured only A learner’s cumulative GPA is calculated separately for each following quarters in which they are enrolled in one career. or more credit-bearing courses. Learners’ academic Failure to maintain good academic standing may result in standing will not change following a quarter of probation, suspension, or dismissal. Learners may appeal academic inactivity. pursuant to the procedures contained in this policy. F. Learners’ current status remains on the their official PROCEDURES record until there is academic activity for evaluation. I. Grade Point Average (GPA) Requirements G. Learners return to Capella at the same academic status A. Undergraduate learners are required to maintain a as when they departed. cumulative GPA of 2.0 or better. H. Notification of Academic Status B. Graduate learners are required to maintain a Learners receive an email notification from the cumulative GPA of 3.0 or better. Registrar’s Office when they have been placed on II. Factors Impacting Academic Standing probation, suspension, or dismissal. However, it is the learner’s responsibility to know these standards, and A. Grades failure to receive the notification does not nullify the No Grade (“NG”), Withdrawal (“W”), Incomplete academic status. (“I”), In Progress (“IP), Satisfactory (“S”), and Not I. Learners in the comprehensive examination and Satisfactory (“NS”) grades are included in the course dissertation phases of their program will also be completion ratio but do not impact the learner’s grade evaluated based on criteria as described in sections VII point average (GPA). and VIII. B. Repeated Courses When a course is repeated, the grade considered for the credit and GPA calculations will be the higher of the two grades earned. Each attempt will be used in evaluating course completion rates. Refer to university policies 2.01.02 Maximum Time to Degree Completion, 2.02.02 Course Enrollment, 3.01.05 Financial Aid Satisfactory Academic Progress, 3.04.07 Grading, and 3.04.08 Incomplete Grades for more information. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 29

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IV. Probation 3. Learners must include an explanation of the A. Criteria/Notification extenuating circumstances surrounding their suspension and the impact they had on their 1. Learners are placed on probation when they do not u n i v ersit y academic progress. The case is determined based on meet the cumulative grade point average (GPA) the documentation/evidence supplied by learner. requirement for their career. 4. Learners must indicate their plan for academic 2. Learners receive an email notification from the success. Registrar’s Office when they have been placed on probation. 5. Learners have 30 calendar days from the date of being sent notice of their suspension to submit 3. Probation status cannot be appealed. their appeal. B. Reinstatement to Good Academic Standing 6. the Academic Standing Appeals Committee, 1. Learners placed on probation will be removed from composed of high-level university faculty and staff, probation when their GPA meets the requirement reviews the appeal and makes a determination. for their career. a. the committee will review the appeal and 2. Learners receive an email notification from the all supporting documentation to make a Registrar’s Office stating they have been removed determination and notify the learner via email. from probation. b. the committee’s decision is final. V. Suspension c. Application for Re-Enrollment or Readmission A. Criteria/Notification after Suspension 1. Learners are placed on suspension after being on C. Application for Re-Enrollment after Suspension probation for four consecutive academic quarters. 1. Learners who complete suspension may apply for 2. Learners suspended from the university are re-enrollment. ineligible to enroll in any Capella course (including 2. Learners who seek re-enrollment within one non-credit courses, residencies, colloquia, etc.) for calendar year from the initial date of their two consecutive academic quarters. suspension may do so under the same university 3. Learners receive an email notification from the catalog they were following at the time of Registrar’s Office when they have been placed on suspension. suspension. 3. Learners who seek readmission after more than 4. Learners on suspension are denied access to the one calendar year from the initial date of their Capella University Library and courseroom unless suspension must meet the program requirements completing an incomplete from a prior quarter. effective in the university catalog current at the 5. Learners who earn a cumulative grade point time of readmission. average (GPA) above the stated requirement for 4. As a condition of re-enrollment or readmission, their program as a result of the completion of an learners are placed on an academic contract incomplete or an approved grade change may seek outlining their performance requirements until re-enrollment without completing the two-quarter they return to good academic standing. suspension. 5. Learners must work with their academic advisor to B. Appeal of Suspension complete their academic contract. 1. Learners may only appeal the length of their 6. Once the contract is written, the advisor submits it suspension with a minimum suspension of one to the school for the dean or designee’s approval. quarter. a. if the dean or designee does not approve the 2. Learners must complete and submit the Academic contract, it is returned to the learner and the Standing Suspension Appeal Form located on advisor to be completed again in alignment with iGuide. the suggestions of the school. 30 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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b. Once the contract is approved, the school VII. Comprehensive Examination Learners submits the contract to the Registrar’s Office for A. Criteria placement in the learner’s record. 1. Learners are considered to be in good academic c. the Registrar’s Office monitors the learner’s standing when they enter the comprehensive GPA quarterly. examination phase of their program. d. the school monitors the progress of the 2. Academic standing for learners in the contract quarterly. comprehensive examination phase of their program D. Academic Status upon Return from Suspension is measured by the timely and successful completion Learners are removed from probation and considered of the comprehensive examination courses. in good academic standing when their cumulative GPA 3. Learners are considered out of compliance meets the requirement for their career. when they fail to successfully complete the VI. Dismissal comprehensive examination courses, as described in university policy 3.01.06 Comprehensive A. Criteria/Notification Examination Requirements. Learners are dismissed from the university when they 4. Learners are notified by their courseroom mentor fail to meet the terms of their academic contract. when they fail to meet the minimum requirements. Learners dismissed from the university are ineligible to enroll in any Capella course (including non-credit B. Extensions courses, residencies, colloquia, etc.) and are ineligible it is expected that learners making good academic for readmission to any Capella program at any time in progress will require no more than one additional the future. quarter to complete their comprehensive examination B. Appeal of Dismissal course requirements. 1. Learners may appeal their dismissal status within C. Dismissal seven calendar days of when the notification was Learners who fail to meet the minimum requirements sent. will be dismissed from the university pursuant to 2. Learners must complete and submit the Academic section VI of this policy. Standards Dismissal Appeal Form located on VIII. Dissertation Learners iGuide. A. Criteria 3. Learners must include an explanation of the 1. Learners are considered to be in good academic extenuating circumstances surrounding their standing when they enter the dissertation phase of dismissal and the impact the circumstances had on their program. their academic progress. The case is determined 2. Academic standing for learners in the dissertation by the documentation/evidence supplied by the phase of their program is measured by the timely learner. and successful completion of each of the required 4. Learners must indicate their plan for academic milestones, as described in university policy 3.01.07 success. Dissertation Requirements. 5. the Academic Standing Appeals Committee, 3. Learners are considered out of compliance when composed of high-level university faculty and staff, they fail to successfully complete the dissertation reviews the appeal and makes a determination. requirements. a. the committee has 10 calendar days from 4. Learners are notified by their mentor when they the receipt of the appeal and all supporting fail to meet the minimum requirements. documentation to make a determination and B. Extensions notify the learner via email. in exceptional circumstances, learners may request b. the committee’s decision is final. extensions pursuant to university policy 3.01.07 Dissertation Requirements. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 31

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C. Dismissal PROCEDURES Learners who fail to meet minimum requirements will I. Factors Impacting Financial Aid Satisfactory Academic

be dismissed from the university pursuant to section VI Progress (FASAP) u n i v ersit y of this policy. A. Grades IX. Recording Academic Standing No Grade (“NG”), Withdrawal (“W”), Incomplete Probation, suspension, and dismissal are official statuses. (“I”), In Progress (“IP”), Satisfactory (“S”), and Not Suspension and dismissal are noted on the learner’s Satisfactory (“NS”) grades are included in the course official academic transcript. completion ratio but do not impact the learner’s grade point average (GPA). 3.01.05 Financial Aid Satisfactory Academic Progress B. Repeated Courses Federal regulations require that all learners who are issued When a course is repeated, the grade considered for federal financial aid must maintain satisfactory academic the credit and GPA calculations will be the higher of progress. Learners must meet minimum requirements as the two grades earned. Each attempt will be used in described in the program/certificate requirements section evaluating course completion rates. Refer to university of this policy and related procedures in order to qualify for policies 2.02.02 Course Enrollment, 3.04.07 Grading, and federal financial aid. Learners may only use federal financial 3.04.08 Incomplete Grades for more information. aid for a maximum number of credits attempted for their degree level. Failure to maintain satisfactory academic progress II. Measuring Satisfactory Academic Progress may result in probation from or ineligibility for financial aid. for Financial Aid Learners may appeal financial aid ineligibility pursuant to the satisfactory academic progress is measured for all procedures contained in this policy. federal financial aid learners. In addition to common measurements, there are individual measurements Undergraduate Program Requirements for learners enrolled in undergraduate programs and Undergraduate learners are required to maintain a cumulative graduate programs, as described in sections II.B and II.C. grade point average (GPA) of 2.0 or better and complete a minimum of two out of every three attempted credits A. Common Measurements for All Learners (completion ratio of 67 percent of cumulative attempted 1. A learner’s academic progress may be measured credits). only following quarters during which the learner is enrolled for one or more courses. A learner’s Additionally, undergraduate learners will not be eligible for financial aid eligibility will not change following a federal financial aid for any attempted credits that exceed 150 quarter of academic inactivity. percent of the undergraduate degree requirements described in their catalog. 2. A learner’s current status remains on record until there is academic activity for evaluation. Graduate Program Requirements 3. Learners whose total number of attempted credits Graduate learners are required to maintain a cumulative grade exceeds the limit for their degree or certificate point average (GPA) of 3.0 or better and complete a minimum program will be denied access to federal financial of one out of every two total attempted credits (completion aid for all future terms. This is evaluated quarterly. ratio of 50 percent of cumulative attempted credits). 4. Grade point average (GPA) and course completion Additionally, graduate learners will not be eligible for federal ratio are the required standards. The specific GPA financial aid for any attempted credits that exceed 200 percent and ratio standards are described in sections II.B of the graduate degree requirements described in their and II.C. catalog. 5. the initial evaluation will begin after the first full Doctoral learners engaged in the comprehensive examination quarter of activity. and dissertation phases of their program must meet additional Examples: requirements described in the procedures section of this Learners who initially enroll during a monthly start policy. will be measured at the end of quarter two based on activity from their initial start date through the end of quarter two. 32 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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Learners who enroll at the beginning of a quarter b. Course completion ratio will be measured at the end of quarter one based Undergraduate learners must complete a on activity from their initial start date through the minimum of two out of every three attempted end of quarter one. credits (completion ratio of 67 percent of 6. All requirements are thereafter evaluated for each cumulative attempted credits). quarter there is academic activity. 2. Maximum attempted credits 7. transfer credits Undergraduate learners are not eligible for federal a. transfer credits applied toward a learner’s financial aid for any attempted credits that exceed degree program reduce the number of credits 150 percent of the undergraduate degree level required for the completion of that degree requirements. program. a. Example: If the number of earned credits b. the number of transfer credits impacts the required to meet degree level requirements learner’s maximum limit of earned credits (after applied transfer credits) is 110, the required, as follows: maximum number of attempted credits allowed i. Example: BS requires 180 earned credits; the is 165 (110 x 150 percent). learner transfers in 70 credits, resulting in b. Learners will be notified by the Financial Aid 110 credits remaining. Office when they are within 18 to 24 credits of exceeding the 150 percent rule. ii. in the above example, the degree program requirements are based on the number of c. Learners will become immediately ineligible for earned credits remaining for a learner to federal financial aid once they have exceeded complete his or her degree program; in this the 150 percent rule. case, 110 earned credits. C. Graduate Programs iii. the number of earned credits remaining Graduate learners are evaluated on two distinct is the basis for the maximum attempted requirements. Learners must be in compliance with credits calculation, as defined in sections both to maintain satisfactory academic progress. In II.B.2 and II.C.2. addition, doctoral learners engaged in comprehensive examination and dissertation phases of their program 8. Notification of academic status must meet additional requirements. Learners will receive an email notification from the 1. satisfactory academic progress requirements Financial Aid Office when they have been placed a. Minimum GPA on federal financial aid probation or become ineligible for financial aid. However, it is the i. Learners must maintain a cumulative GPA learner’s responsibility to know these requirements, of 3.0 or better. and failure to receive the notification will not ii. the cumulative GPA is calculated nullify the financial aid status. specifically for all graduate activity. B. Undergraduate Programs b. Course completion ratio Undergraduate learners are evaluated for satisfactory i. Learners must complete a minimum of academic progress on two distinct requirements. one out of every two attempted credits Learners must be in compliance with both to maintain (completion ratio of 50 percent of satisfactory academic progress. These requirements are cumulative attempted credits). described as follows: 1. satisfactory academic progress requirements ii. the completion ratio is calculated specifically for all graduate activity. a. Minimum GPA i. Undergraduate learners must maintain a 2. Maximum attempted credits cumulative GPA of 2.0 or better. Learners are not eligible for federal financial aid for any attempted credits that exceed 200 percent ii. the cumulative GPA is calculated of the graduate degree level requirements. specifically for all undergraduate activity. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 33

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a. Example: If the number of earned credits b. Learners will receive an email notification from required to meet degree level requirements the Financial Aid Office when they have been (after applied transfer credits) is 110, the placed on federal financial aid probation. u n i v ersit y maximum number of attempted credits allowed 2. removal of financial aid satisfactory academic is 220 (110 x 200 percent). progress (FASAP) probationary status b. Learners will be notified by the Financial Aid a. Learners will be removed from federal financial Office when they are within 16 to 20 credits of aid probation upon meeting the minimum exceeding the 200 percent rule. requirements described in section II. c. Learners will become immediately ineligible for b. Learners will receive an email notification of this federal financial aid once they have exceeded change in status from the Financial Aid Office. the 200 percent rule. B. Ineligibility for Federal Financial Aid 3. Advanced doctoral learners 1. Criteria/Notification Doctoral learners engaged in comprehensive a. Learners will no longer be eligible for federal examination and dissertation phases of their financial aid when they fail to maintain the program must meet additional requirements related minimum requirements described in section II to timely completion of their comprehensive of this policy following two consecutive quarters. examination and dissertation work as noted in university policy 3.01.04 Academic Standing. b. Learners will receive an email notification of this change in status from the Financial Aid Office. D. Comprehensive Examination Learners 2. Appeal of ineligibility for federal financial aid 1. Learners who enter the comprehensive examination phase of their program are considered a. Learners may only appeal the time period for in compliance with this policy. which they are ineligible for federal financial aid. 2. Financial aid satisfactory academic progress (FASAP) for learners in the comprehensive b. Learners must complete the Financial Aid examination phase of their program is measured Satisfactory Academic Progress Appeal Form by the successful completion of the requirements located on iGuide. within the prescribed deadlines described in c. Learners must include an explanation of the university policy 3.01.04 Academic Standing. extenuating circumstances surrounding their E. Dissertation Learners ineligibility and the impact they had on their academic progress. The case will be determined 1. Learners who enter the dissertation phase of their on the documentation/evidence supplied by program are considered in compliance with this learner. policy. d. Learners must indicate how they will work to 2. FASAP for learners in the dissertation phase improve their academic progress. of their program is measured by the successful completion of the dissertation courses described in e. Learners have seven calendar days from the date university policy 3.01.04 Academic Standing. the notification of their ineligibility was sent to submit their appeal. Learners who do not meet III. Failure to Maintain Satisfactory Academic Progress this deadline will be unable to appeal until after This section applies only to learners in undergraduate their next full quarter of activity. and graduate programs. Advanced doctoral learners in f. the Financial Aid Satisfactory Academic the comprehensive examination and dissertation phases Progress Appeals Committee will review the of their program are referred to section IV. appeal and make a determination. A. Federal Financial Aid Probation i. the appeals committee has 10 calendar 1. Criteria/Notification days from the receipt of the appeal and a. Learners will be placed on federal financial all supporting documentation to make a aid probation when they fail to maintain the determination and notify the learner via minimum requirements described in section II. email. ii. the committee’s decision is final. 34 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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g. Appeal results 3.01.06 Comprehensive Examination Requirements i. Learners whose appeals are approved will Capella University requires that all doctoral learners be placed on federal financial aid probation successfully complete the comprehensive examination course and will remain eligible for federal financial to advance to the dissertation. Learners are expected to aid for the current quarter. At the end of maintain good academic standing as defined in university the quarter, learners will be reviewed for policy 3.01.04 Academic Standing. Failure to successfully financial aid satisfactory academic progress complete the comprehensive examination course in the stated and will be held to the standards outlined in time frame will result in a failing grade of Not Satisfactory this policy. (“NS”). An “NS” grade indicates failure to maintain good academic standing and will result in dismissal from the ii. Learners whose appeals are denied will be university. ineligible for federal financial aid (Stafford and Grad PLUS loans and/or Pell, SMART, DEFINITIONS and TEACH Grants) until they are able Completion of the Comprehensive Examination to meet the minimum FASAP standards. A comprehensive examination course is complete when all Learners whose appeals are denied must pay its requirements have been reported as complete by the any outstanding tuition charges within seven courseroom/faculty mentor. calendar days of being sent notification. Learners who do not pay any outstanding Extenuating Circumstances tuition charges will be withdrawn from all Extenuating circumstances refer to situations beyond the courses in which they are currently enrolled, learner’s control that make it difficult or impossible to and charges for the quarter will be reversed. complete the required comprehensive course requirements on time. Generally, extenuating circumstances include those 3. removal of FASAP ineligibility described in university policy 2.02.08 Leave of Absence, but they a. Learners will be removed from federal financial may also include the death of a family member, severe physical aid ineligibility and reinstated to satisfactory injury, or illness. Documentation of the circumstance must academic progress upon meeting all the be provided by parties other than the learner; for example, a minimum requirements described in section death certificate, or a letter from the learner’s physician. II and after they have completed a quarter of Initial Comprehensive Examination Attempt activity while not receiving federal financial aid. This term refers to a learner’s first enrollment in the b. Learners will receive an email notification of this comprehensive examination course, and includes the change in status from the Financial Aid Office. initial submission of responses to the three comprehensive IV. Failure to Maintain Financial Aid Satisfactory Academic examination questions and rewritten responses (if applicable). Progress (FASAP)—Comprehensive Examination and Initial Comprehensive Examination Submission Dissertation Phase Learners Only This term refers to the learner’s first submission of responses Comprehensive Examination and Dissertation Phases to the three comprehensive examination questions for grading A. Criteria by a mentor and readers. Learners will be considered out of compliance with Retake FASAP when they fail to maintain good academic Learners who receive a Not Satisfactory (“NS”) grade on standing as defined in sections II.D and II.E., and their initial comprehensive examination attempt have one will be dismissed pursuant to university policy 3.01.04 opportunity to retake the examination, including the rewrite, Academic Standing. per the requirements stated in the procedures section of this B. Procedures policy. the procedures for maintaining compliance are Rewrite described in university policy 3.01.04 Academic Standing. Learners who receive a “no-pass” decision for their initial comprehensive examination submission are granted the opportunity to rewrite and resubmit their responses within the allotted time frame stated in the procedures section of this policy. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 35

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PROCEDURES b. A course withdrawal is reflected as a grade of I. Eligibility “W” on the learner’s transcript, pursuant to university policy 2.02.02 Course Enrollment. Learners must successfully meet the following criteria u n i v ersit y to be eligible for enrollment in the comprehensive 2. A grade of “W” is considered a period of inactivity, examination course: pursuant to university policy 2.02.06 Continuous Enrollment for Advanced Doctoral Learners. A. Completion of all course work with a cumulative grade V. Comprehensive Examination Completion Requirements point average (GPA) of 3.0 or higher. This section outlines the requirements for completing the B. Completion of necessary practica, if applicable. comprehensive examination. Refer to the latest version C. Completion of all residencies (for learners enrolled of the Comprehensive Examination Manual, located on since 2005). iGuide, for further information. II. Continuous Enrollment A. Time to Complete Once learners enroll in their comprehensive examination 1. Learners may start the comprehensive examination course and complete the first 12 days, or after they receive at any time prior to the last week of the course. their comprehensive examination questions, whichever comes first, they must remain continuously enrolled until 2. Learners who require more than one quarter to the conclusion of the dissertation phase, pursuant to complete the comprehensive examination course university policy 2.02.06 Continuous Enrollment for Advanced may enroll in one additional quarter. Doctoral Learners. B. Receipt of Questions III. Grades Learners receive the comprehensive examination questions electronically from their courseroom/faculty A grade of Satisfactory/Not Satisfactory (“S”/“NS”) will be mentor. issued pursuant to university policy 3.04.07 Grading. C. Writing and Submitting Responses IV. Drop/Withdrawal 1. Beginning from the time the three comprehensive Learners who wish to drop or withdraw from their examination questions are sent via email, learners comprehensive examination course once they have have 28 calendar days to complete their responses. enrolled must make the request by contacting their advisor, 2. requesting an extension due to extenuating who will work with them to determine their options. circumstances A. Drops a. Learners may request an extension by providing 1. Learners may choose to drop their comprehensive evidence of extenuating circumstances that examination course within the first 12 days of the prevented their timely completion of the quarter, or until they receive their comprehensive comprehensive examination questions. All examination questions, whichever comes first. extension requests must be approved by the 2. A dropped course will not count toward a quarter learner’s school dean or designee. Courseroom/ of inactivity, pursuant to university policy 2.02.06 faculty mentors are not authorized to approve Continuous Enrollment for Advanced Doctoral Learners. extensions to the comprehensive examination. Extension requests must be received at least one B. Withdrawals business day prior to the examination deadline. 1. Under extenuating circumstances, learners may b. the maximum extension granted is not to choose to withdraw from their comprehensive exceed 14 calendar days, unless otherwise examination course after the first 12 days of the approved by the dean or designee. quarter or after they receive their comprehensive examination questions, and prior to the last official 3. Failure to meet initial submission deadline day to withdraw, or prior to the due date of their Learners who do not submit their initial first comprehensive examination submission, comprehensive examination responses by the whichever comes first. deadline will automatically enter the 14-calendar a. Learners who wish to withdraw within this time day rewrite period. Learners who enter the rewrite frame must do so by contacting their advisor. period have up to 14 calendar days to submit their 36 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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responses. Learners who enter the rewrite period a. Learners may request an extension by providing by failing to submit their initial responses by the evidence of extenuating circumstances that deadline forfeit the opportunity for a rewrite. prevented timely completion and submission 4. Failure to meet the rewrite submission deadline of their comprehensive examination responses. All extension requests must be approved by the a. Learners who fail to submit rewritten responses learner’s school dean or designee. Courseroom/ to comprehensive examination questions for faculty mentors are not authorized to approve which they did not receive a passing grade on extensions to the comprehensive examination. the initial submission by the deadline will be Extension requests must be received at least one considered to have failed the comprehensive business day prior to the examination deadline. examination. b. the maximum extension granted is not to b. Learners who fail the comprehensive exceed seven calendar days, unless otherwise examination will receive a Not Satisfactory approved by the dean or designee. (“NS”) grade. B. Rewrite Deferrals Due to Extenuating Circumstances VI. Comprehensive Examination Results 1. Learners who are unable to complete the rewrite A. Learners will be notified of their comprehensive within the 14-calendar day time frame due to examination results within 14 calendar days of extenuating circumstances may request a deferral submitting their responses. by completing and submitting a Rewrite Deferral B. To pass the comprehensive examination, two or more Petition Form located on iGuide. Learners readers must issue a “pass” decision on each of the requesting a rewrite deferral must do so within learner’s responses. seven calendar days of being notified of the C. Learners do not pass the comprehensive examination “no-pass” decision. Learners must obtain final when two or more readers issue a “no pass” decision approval from their school’s dean or designee. on one or more responses. 2. Learners who receive approval for a deferred D. Learners who do not pass their initial comprehensive rewrite period must begin their rewrite period examination attempt automatically enter the rewrite within 42 calendar days of being notified of the period, pursuant to section VII. “no-pass” decision. The beginning date of the E. Learners who do not pass the initial comprehensive deferred rewrite period will be stated on the examination submission may choose the option of not approval notice. rewriting and resubmitting “no pass” answers, receiving 3. if the requested deferred rewrite period extends a Not Satisfactory (“NS”) grade, and completing a into the subsequent quarter, learners will receive retake of the examination pursuant to section VIII. an In Progress (“IP”) grade for the comprehensive VII. Rewrite Process examination and must enroll in a comprehensive examination extension course for the next quarter. A. Rewrites 4. Learners completing rewrites during a deferred 1. Learners who receive a “no-pass” on their initial rewrite period will receive a new comprehensive comprehensive examination submission will be examination question for each question they did granted a rewrite period of 14 calendar days, not pass. beginning immediately upon being notified of the “no-pass” decision. 5. the courseroom/faculty mentor has seven calendar days from the beginning date of the 2. Learners must submit rewritten responses to all deferred rewrite period to write and submit new comprehensive examination questions for which comprehensive examination questions. they received a Not Satisfactory (“NS”) grade by 11:59 p.m. Central Time no later than 14 calendar 6. Learners have nine calendar days per question days from the date of being notified of the from the receipt of the new questions to complete “no-pass” decision. and submit rewrites to their courseroom/faculty mentor no later than 11:59 p.m. Central Time on 3. requesting an extension due to extenuating the examination deadline. circumstances 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 37

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VIII. Comprehensive Examination Retake C. Learners who complete a retake of the examination Failure to Pass the Initial Comprehensive Examination and receive a grade of “NS,” and whose appeal of the “NS” grade is denied, will be dismissed from the Attempt u n i v ersit y university. A. Learners who fail the initial comprehensive examination attempt will receive a Not Satisfactory XI. Appeal of Dismissal (“NS”) grade. Learners who are dismissed from the university may B. Learners who fail the initial comprehensive appeal their dismissal pursuant to university policy 3.01.04 examination attempt will have one opportunity to Academic Standing. retake the examination. Learners may initiate this process by completing the request form located on 3.01.07 Dissertation Requirements iGuide. The following conditions will apply: Capella University requires that all doctoral learners 1. Learners agree to a Learning Agreement approved successfully complete the dissertation phase of their program by the school. in order to graduate. The dissertation phase is considered complete when learners successfully meet all of the designated 2. Learners have at least one quarter to complete the milestones within the time frames established by the university Learning Agreement. and pursuant to university policy 2.02.06 Continuous Enrollment 3. By following the terms of their Learning for Advanced Doctoral Learners. Learners in the dissertation Agreements, learners will be considered in phase are expected to maintain good academic standing as compliance with university policy 2.02.06 defined in university policy 3.01.04 Academic Standing. Failure Continuous Enrollment for Advanced Doctoral Learners. to successfully complete the dissertation phase in the stated 4. Learners must retake the comprehensive time frame will result in a failing grade of Not Satisfactory examination during the quarter immediately (“NS”). An “NS” grade indicates failure to maintain good following the completion of the Learning academic standing and will result in dismissal from the Agreement. university. 5. Learners retake the examination under the DEFINITIONS same conditions as learners who are taking the Dissertation Milestones examination for the first time. The same policies Dissertation milestones are sequenced steps in the successful and procedures apply. production of a doctoral research project at Capella C. Learners who fail the comprehensive examination University. Completion of all of the milestones indicates the retake will be dismissed from the university. completion of the dissertation requirements and is verified by IX. Final Comprehensive Examination Conference Call submission of the appropriate milestone completion form by A. Learners who successfully complete the comprehensive the mentor. The milestones include: examination may progress to a final conference call as 1. Dissertation committee approved by the school determined by the school. 2. Learner completes the Collaborative Institutional Training B. Learners who do not pass the comprehensive Initiative (CITI) Program, including both basic training examination may participate in a final conference call and special modules as required by the dissertation topic for additional feedback as determined by the school. 3. Proposal approved by mentor X. Appeal of Not Satisfactory (“NS”) Grade (Capricious 4. Proposal approved by dissertation committee Grading or Error) 5. Proposal approved by school (if appropriate) A. Learners may appeal an “NS” grade earned as a result of their academic performance on either the initial 6. institutional Review Board (IRB) application approved by comprehensive examination attempt or the retake, university IRB pursuant to university policy 3.04.09 Appealing a Grade. 7. Proposal conference call completed B. Learners whose appeal of an “NS” grade for the initial 8. Chapter Four draft approved by mentor comprehensive examination attempt is denied may 9. Chapter Five and full dissertation approved by mentor retake the examination as described in section VIII. 10. Dissertation approved by dissertation committee 38 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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11. Dissertation approved by school (if appropriate) PROCEDURES 12. Formatting edits completed I. Continuous Enrollment 13. Dissertation conference call completed Learners enrolled in their dissertation phase must 14. Final manuscript approved by mentor remain continuously enrolled until the conclusion of the dissertation phase, pursuant to university policy 2.02.06 15. Manuscript submitted for publication Continuous Enrollment for Advanced Doctoral Learners. 16. Final dean approval II. Grades Dissertation Phase The dissertation phase of all doctoral programs begins only A grade of Required (“R”) will be issued for learners after learners have successfully completed their comprehensive who have met the dissertation milestone requirements, examination (see university policy 3.01.06 Comprehensive pursuant to university policy 3.04.07 Grading. Examination Requirements). In the dissertation phase, successful III. Drop/Withdrawal progress is marked by the completion of dissertation Learners who wish to drop or withdraw from their milestones, which are sequenced steps in the production of a dissertation course once they have enrolled must make successful research project at Capella University. Completion the request by contacting their advisor, who will work with of all milestones within the approved time frames indicates them to determine their best option. successful completion of the requirements of the dissertation phase. Learners must be enrolled in the dissertation phase A. Drops of their doctoral program for a minimum of four quarters 1. Learners may choose to drop their dissertation to earn the 20 required dissertation credits. Learners who course within the first 12 calendar days of the need additional quarters to complete the dissertation phase quarter. may continue to be enrolled as long as they maintain good 2. A dropped course will count toward a quarter of academic standing and don’t exceed the maximum time to inactivity, pursuant to university policy 2.02.06 complete (see university policies 2.01.02 Maximum Time to Continuous Enrollment for Advanced Doctoral Learners. Degree Completion and 3.01.04 Academic Standing). B. Withdrawals Established Time Frames 1. Under extenuating circumstances, learners may The university has established reasonable time periods for the choose to withdraw from their dissertation course completion of each of the dissertation milestones. These time after the first 12 calendar days of the quarter and frames reflect the average amount of time Capella learners up to the last official day to withdraw. require to complete these tasks. Learners who are unable to complete a milestone within the established time frame should a. Learners who withdraw within this time frame follow the procedures in sections V.A., V.B., or V.C. must do so by contacting their advisor. b. A course withdrawal is reflected as a grade of Extenuating Circumstances “W” on the learner’s transcript, pursuant to Extenuating circumstances refer to situations beyond the university policy 2.02.02 Course Enrollment. learner’s control that make it difficult or impossible to complete a required dissertation milestone on time. Generally, 2. A grade of “W” is considered a period of inactivity, extenuating circumstances include those described in pursuant to university policy 2.02.06 Continuous university policy 2.02.08 Leave of Absence, but they may also Enrollment for Advanced Doctoral Learners. include the death of a family member or severe physical 3. Learners who withdraw from a dissertation course injury or illness. Documentation of the circumstance must must enroll in the dissertation course from which be provided by parties other than the learner; for example, a they withdrew the following quarter unless their death certificate or a letter from the learner’s physician. school has approved an additional quarter of inactivity, pursuant to university policy 2.02.06 Continuous Enrollment for Advanced Doctoral Learners. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 39

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IV. Dissertation Phase Completion Requirements b. Learners will receive notification of the dean or A. Learners in the dissertation phase of their program designee’s decision within seven calendar days.

must successfully complete each of the dissertation c. if the dean or designee denies the initial u n i v ersit y milestone requirements listed in the table in the milestone extension and the learner is dismissed Dissertation Manual located on iGuide. from the university, the learner may appeal the B. Learners will be considered noncompliant with dismissal decision by following the procedures university policy 3.01.04 Academic Standing should described in section V.D. they fail to meet the minimum dissertation milestone B. Request for Additional Milestone Extension requirements described in section IV.A. 1. Learners may request an additional milestone C. Learners will be notified by their mentor should they extension from the school’s dean or designee up fail to meet the minimum dissertation milestone to five calendar days prior to the deadline. Their requirements. request must indicate the reason for the delay, a V. Request for Milestone Extension rationale for granting the additional extension, and a plan of action to achieve good academic A. Request for Initial Milestone Extension standing. The learner’s mentor must also submit a 1. Learners may request an initial milestone extension recommendation to the school’s dean or designee, directly from their mentor up to five calendar days expressing his or her perspective on the request. prior to the due date. Their request must indicate 2. Learners will receive notification of the dean or the reason for the delay, a rationale for granting designee’s decision within seven calendar days. the extension, and a plan of action to achieve good academic standing. 3. Each dissertation milestone requirement will be treated separately for the purposes of this section. 2. the mentor may grant the extension based on the Any extension given for one milestone will not agreed-upon plan. affect any other milestone deadline. 3. Each dissertation milestone requirement will be 4. Between the time the learner is notified of the treated separately for the purposes of this section. second failure to complete a dissertation milestone Any extension given for one milestone will not requirement and the time the learner receives the affect any other milestone deadline. extension decision, the learner will remain in good 4. Between the time the learner is notified of failure academic standing. to complete a dissertation milestone requirement 5. if the dean or designee denies the additional and the time the learner receives the extension milestone extension, the learner will be considered decision, the learner will remain in good academic noncompliant with university policy 3.01.04 standing. Academic Standing and will be ineligible for 5. if the mentor denies the initial milestone financial aid (if applicable) and dismissed from the extension, the learner will be considered university. noncompliant with university policy 3.01.04 6. Learners may appeal the dismissal decision by Academic Standing and will be ineligible for following the procedures described in section V.D. financial aid (if applicable) and dismissed from the university. 7. For those learners who have received an approved extension and continue to make progress toward 6. Learners may appeal the initial milestone extension completing their milestone, the dean or dean’s denial decision. designee may approve an additional extension a. Learners must submit a request to the school’s pursuant to the procedures outlined in section dean or designee indicating the reason for the V.B.2 through V.B.6. delay, a rationale for granting the extension, C. Dismissal and a plan of action to achieve good academic standing. The learner’s mentor must also submit 1. Learners will be dismissed from the university his or her rationale for appealing the extension upon failure to meet the dissertation milestone denial decision to the school’s dean or designee. requirements, as described in section V. 40 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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2. should they be dismissed from the university, quarter credits, a formal residential experience, and a learners will receive a notification of the change in minimum GPA of 3.0. status from the Registrar’s Office. • Post-master’s certificate requirements: Post-master’s certificates 3. Learners may appeal the dismissal decision. require a minimum of 16 quarter credits, an internship, and D. Appeal of Dismissal a minimum GPA of 3.0. Learners must appeal the dismissal decision pursuant • Master’s degree requirements: Degrees at the master’s level to university policy 3.01.04 Academic Standing. require a minimum of 48 quarter credits, a final master’s project, and a minimum GPA of 3.0. 3.01.08 Academic Degree Requirements Requirements must be explicitly described, defined, and • Graduate certificate requirements: Certificates at the post- published at each degree level and for each specialization. baccalaureate level require a minimum of 16 quarter credits These requirements serve as the standard for degree program of graduate study and a minimum GPA of 3.0. development and learners’ degree completion. Schools • Baccalaureate degree requirements: Degrees at the bachelor’s develop all degree programs and specializations to align with level require a minimum of 180 quarter credits, including 45 published degree requirements, and Capella learners must general education credits and a capstone course, and require satisfactorily fulfill all degree requirements as described in a minimum GPA of 2.0. General education requirements will order to be awarded the degree for which they are enrolled. fulfill the standards of the Minnesota Transfer Curriculum and All degree requirements must also comply with all other include study in four categories: communication, humanities, university policies. natural science and mathematics, and social science. Approval of Degree Requirements Exceptions and Substitutions of Degree Requirements The Capella University Board of Directors reviews and Capella University learners are expected to complete all degree approves the requirements in the following categories, program requirements. However, in some circumstances, as appropriate, for each academic degree level upon a learner may request to waive a requirement or substitute recommendation of the Academic Leadership Team (ALT): an alternate Capella course in place of a required course. If • Minimum credit totals for the degree level. approved, the exception or substitution of a requirement does not affect the total number of credits required by a learner’s • Residential colloquia and other residency requirements. degree program. Requirement exceptions and substitutions are • Capstone courses, comprehensive examinations, dissertation, only valid for the degree program, specialization, and catalog and other final project requirements. for which they are approved. • Grade point average (GPA) requirements. Research Degree and certificate programs may also include any additional credit or content requirements that are consistent 3.03.01 Human Research Protections with the academic standards of the field of study for that degree All learners conducting research under the program level, advancements emergent in the academic discipline, and if requirements at Capella University, including all doctoral applicable, the standards of professional accreditation bodies as learners conducting dissertation research and all employees well as prevailing professional standards. or agents performing research pursuant to institutionally designated authority or responsibility of Capella, are required Upon the recommendation of the ALT, the Capella University to obtain Institutional Review Board (IRB) approval prior Board of Directors has established the following requirements to beginning research-related interactions with human for each degree level: participants/subjects and/or their records. Research • Doctoral degree requirements: Degrees at the doctoral level, conducted outside the purview of Capella as described above is including the PsyD and PhD, require a minimum of not governed by the Capella University IRB. 120 quarter credits, a formal residential experience, the Capella University’s IRB is responsible for assessing all comprehensive examination, dissertation, and a minimum research proposals involving human participants/subjects GPA of 3.0. and/or their records and protecting them from the risk of • Specialist degree requirements: The Education Specialist degree, physical, psychological, social, economic, or legal harm. In the at the specialist degree level, requires a minimum of 48 review and conduct of research involving human participants/ 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 41

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subjects, Capella’s IRB is guided by the ethical principles A. Apply for patent protection for any patentable inventions set forth in the Belmont Report (i.e., respect for persons, and advise the faculty member to whom information is beneficence, and justice). In addition, Capella University disclosed of the patent application and the scope thereof. university policies requires that all research conducted under its auspices be B. Obtain a release for any information that could be performed in accordance with Title 45 Code of Federal considered proprietary by any third party, and submit this Regulations, Part 46 (45 CFR 46). release to the staff or faculty member or committee prior to the time of the disclosure. 3.03.02 Publication of Dissertations Capella University requires all doctoral learners to publish 3.03.05 Conflict of Interest in Research a dissertation written in partial fulfillment of their doctoral All learners conducting research under the program degree. requirements at Capella University, including all doctoral learners conducting dissertation research, and all employees In relation to learner dissertations, Capella University has or agents performing research pursuant to institutionally perpetual, royalty-free rights to the following: copying and designated authority or responsibility of Capella are required distributing dissertations as part of Capella University’s normal to ensure that academic, financial, or other personal interests dissertation review process; placing copies of dissertations do not compromise the objectivity with which their research is on Capella University’s Web site or archiving them with designed, conducted, and reported. Institutional Review Board the Capella-approved Web site; making the dissertations (IRB) committee members will not participate in the review of available to accrediting bodies, regulators, and other external research protocols with which they have a conflict of interest groups who ask to review the dissertations for purposes of in accordance with Title 45 Code of Federal Regulations, Part Capella’s business operations status; and performing any other 46 (45 CFR 46), with the exception of providing information action with respect to dissertations that is required by law, requested by the IRB. accreditation, or regulation. Further, Capella University has the right to publish dissertations, subject to learners’ advance Capella University’s IRB has established procedures to ensure approval; that approval must not be unreasonably withheld that researchers’ or IRB committee members’ conflicts of or delayed. The use of publication embargoes or restrictions interest do not impede the rights and welfare of human is not permitted under this policy. Capella University strongly research participants/subjects. encourages learners to include a copyright notice on their dissertations and to register their dissertations with the United Assessment, Credits, and Grading States Copyright Office. 3.04.01 Academic Readiness 3.03.03 Use of Confidential Information To participate in Capella University programs, all learners Capella University faculty members or staff will not must display academic readiness by successfully completing accept information from learners under an obligation of Capella’s first course. In addition, undergraduate learners confidentiality, except as described in this policy’s procedures. must demonstrate fundamental writing skills and logical Information that could be subject to confidentiality reasoning competence as described in the procedures requirements includes but is not limited to information contained within this policy. Learners who do not successfully obtained from an employer, unpatented inventions, and demonstrate academic readiness may not continue their information obtained pursuant to a nondisclosure agreement. academic program and will be administratively withdrawn Information that is subject to an obligation of confidentiality from the university. Such learners are ineligible to re-enroll in and may not be used in any part of Capella University’s any program at the university for one calendar year from the learning process includes but is not limited to Web postings, date of the administrative withdrawal. materials prepared for a course, dissertation work, and comprehensive examinations. 3.04.02 Credit for Prior Learning As a competency-based institution, Capella allows learners PROCEDURES to document their prior learning through Prior Learning Disclosure of Confidential Information Assessment (PLA). Capella University awards credit for Faculty members and staff do not have authority to modify this learning that has been achieved outside of the university policy. Therefore, Capella recommends that learners complete classroom through the following three assessment processes: the following steps prior to disclosing any information to nationally recognized examination programs such as CLEP faculty members: 42 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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and DANTES; American Council on Education (ACE)- PROCEDURES recommended credits for military training, corporate I. Prior Learning Assessment (PLA) at the Graduate Level training, and business-related certifications; and PLA through A. Eligibility documentation of learning. Through PLA, learners use assessment means that are appropriate to the learning content Capella currently grants credit for prior learning for to demonstrate that they have mastered the competencies a limited number of graduate courses. In order to of one or more specific Capella courses. If mastery of the document prior learning through the PLA process, a competencies is successfully demonstrated, learners are learner must: granted credit for the Capella course(s) as described in this 1. Be enrolled in a degree program throughout the policy and its related procedures. PLA process. DEFINITIONS 2. Verify with his or her advisor that he or she has not exceeded the credit allocation specified in section Academically Approved I.B. Academically approved indicates approval by an appropriate combination of The Higher Learning Commission, regional 3. Verify with his or her advisor that the courses being accreditors, and Capella University. petitioned apply to the courses outlined in his or her degree completion plan (DCP). Competencies B. Credit Allocation Competencies are the defined outcomes of the learning experience as determined for each course in Capella 1. the total number of credits awarded through the University’s academic programs. Learners must demonstrate transfer and PLA processes cannot exceed the these abilities to successfully complete a course. equivalent of five graduate courses. 2. the maximum number of credits that can be Lower-Division Courses awarded through the transfer and PLA processes Lower-division courses are undergraduate courses at the 1000 for the master’s degree in Organization and and 2000 levels. Management and the master’s degree in Prior Learning Assessment (PLA) Information Technology is 20. Prior Learning Assessment is any academically approved 3. the maximum number of credits that can be means of evaluating and measuring (assessing) knowledge that awarded through the transfer and PLA processes in is accomplished prior to beginning a Capella degree program. the MBA program is 15. Some prior learning is assessed by other institutions and C. Capella PLA accepted by Capella. This type of PLA includes transfer 1. Learners must demonstrate they have mastered credit from other regionally accredited institutions, ACE- the competencies of one or more specific recommended credit, and national examinations such as Capella courses. If mastery of the specific course CLEP and DANTES. competencies is successfully demonstrated, learners If prior learning has not been assessed through an external are granted credit for the Capella course(s). process but includes learning accomplishments that are the 2. Learners must prepare separate documentation for same as what learners accomplish through a Capella course in each course for which they are seeking credit. their degree program, then this prior learning can be assessed 3. Capella PLA assessment fees are non-refundable. through Capella’s own PLA process. Fees per credit are located in the tuition and fees Prior Learning Documentation schedule. Prior learning documentation is information provided by the II. Prior Learning Assessment (PLA) at the Undergraduate learner verifying his or her claims of competency. It is used to Level perform a valid assessment of learning. A. Eligibility Upper-Division Courses Capella currently grants credit for prior learning for a Upper-division courses are undergraduate courses at the 3000 wide selection of undergraduate courses. In order to and 4000 levels. document prior learning through the PLA process, a learner must: 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 43

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1. Be enrolled in a degree program throughout the c. College-Level Examination Program (CLEP) PLA process. exams: Credit is awarded for the successful completion of CLEP exams as outlined by ACE 2. Verify with his or her advisor that he or she has not u n i v ersit y exceeded the credit allocation specified in section recommendations. When applicable, these II.B. credits are counted toward the completion of general education requirements. 3. Verify with his or her advisor that the courses being petitioned apply to the courses outlined in his or d. Defense Activity for Non-Traditional Education her degree completion plan (DCP). Support (DANTES) exams: Credit is awarded for successful completion of DANTES exams B. Credit Allocation as outlined by ACE recommendations. When 1. the total number of credits awarded through applicable, these credits are counted toward the the transfer process, national examinations, ACE- completion of general education requirements. recommended credits, and PLA cannot exceed 75 2. ACE-recommended credits percent of the total degree credit requirements. a. Capella grants credit for learning obtained 2. At least 25 percent of the total degree credit through military training, college-level course requirements must be earned through the work, corporate training programs, and completion of upper-division Capella courses. business-related certifications that have been 3. A maximum of 45 nationally recognized reviewed and recommended for credit by the examination credits may be applied toward a ACE. Capella bachelor’s degree. b. the maximum credit recommended by ACE 4. Undergraduate credit earned through documented is awarded for all ACE-reviewed training and PLA credits cannot exceed 50 percent (48 credits) course work. of upper-division requirements and cannot exceed D. Capella PLA 50 percent (90 credits) of the total credits for the undergraduate degree. 1. Learners must demonstrate they have mastered the competencies of one or more specific 5. internal Capella PLA credits may not be used to Capella courses. If mastery of the specific course fulfill the 45-credit general education requirement. competencies is successfully demonstrated, learners C. External Learning Assessments are granted credit for the Capella course(s). 1. Nationally recognized examination programs 2. Learners must prepare separate documentation for (bachelor’s degree only) each course for which they are seeking credit. a. Advanced Placement (AP) exams: Scores of 3 3. Capella PLA fees are non-refundable. Fees per or higher on AP exams are awarded six quarter credit are located in the tuition and fees schedule. credits. When applicable, these credits are Residents of Washington may receive credit for prior learning counted toward the completion of general by these means only in the bachelor’s and MBA programs. education requirements and lower-division electives. 3.04.03 Transfer of Credit b. international Baccalaureate (IB) exams: All transcripts received from regionally accredited or Learners who have earned an IB diploma with internationally recognized institutions are reviewed as part of composite scores of 30 or higher are awarded the admission process. Capella University may accept transfer 12 quarter credits for each higher-level exam credit from some non-regionally accredited institutions or and three quarter credits for each standard- programs with alternate national, professional, or specialized level exam. Learners who participated in an IB accreditation recognized by the U.S. Secretary of Education, program but did not receive an IB diploma, or the Council for Higher Education Accreditation (CHEA), received a composite score lower than 30, are or the Council on Postsecondary Accreditation (COPA)/ awarded 12 quarter credits for each higher-level Commission on Recognition of Postsecondary Accreditation exam on which they scored 5 or higher. When (CORPA). applicable, these credits are counted toward the completion of general education requirements. 44 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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T ransfer credit from a non-regionally accredited institution or 2. Applicants to Capella with an Associate of Arts program is reviewed on a case-by-case basis. (AA) degree granted since 1994 from a regionally accredited Minnesota Transfer Curriculum The university reserves the right to limit the number of institution will have fulfilled the 45-credit general courses transferred toward specific degree requirements. education requirement. PROCEDURES 3. Learners must complete a minimum of 50 I. Criteria percent of their upper-division courses at Capella A. To be considered for transfer credit, course work must University. have been completed at an academic institution or B. Graduate Credit program accredited prior to the learner’s withdrawal 1. schools of Business and Technology, Education, from the institution. Transfer credit will be considered and Human Services if an institution or program had provisional a. Applicants with previous graduate course accreditation at the time the learner withdrew from work from institutions meeting Capella’s the institution. qualifications for transfer credit may only B. Developmental, vocational, or remedial course work be awarded transfer credit for course work will not be accepted for transfer credit. completed with a grade of “B” (or equivalent) or C. Credits from prior learning assessment issued by better. other universities, such as petition for credit courses, b. Applicants may transfer up to a maximum of 12 portfolio assessments, or credit by examination, will quarter credits toward a master’s degree or MBA not be accepted for transfer credit. and a maximum of 48 quarter credits toward a D. Courses taken at other institutions will not be accepted PhD. for transfer credit to Capella certificate programs. c. Applicants to the PhD in Counselor Education E. Only courses that meet the Council for Accreditation and Supervision degree program transfer 60 of Counseling and Related Educational Programs quarter credits toward a PhD. (CACREP) Standards will be accepted for transfer d. EdS program applicants with previous post- to the PhD in Counselor Education and Supervision master’s course work from institutions meeting degree program. Capella’s qualifications may transfer up to 12 F. in order to maintain currency and quality within quarter credits toward an EdS degree. Capella University academic programs, courses 2. Harold Abel School of Psychology that were completed 10 years prior to the date of a. Applicants with previous graduate course work application will not be accepted for transfer credit to from institutions meeting Capella’s qualifications the Harold Abel School of Psychology. for transfer credit may only be awarded transfer II. International Transfer Credits credit for course work completed with a grade of International transfer credits will be reviewed by a third- “B” (or equivalent) or better. party evaluator to assess their equivalency to U.S. courses b. Applicants may transfer a maximum of 15 or degrees. Both an official transcript (or equivalent) quarter credits toward a master’s degree or and a diploma (if a degree has been awarded) must be PsyD, and up to a maximum of 50 quarter submitted to complete the evaluation process. credits toward a PhD. III. Maximum Transfer Credit C. Exceptions A. Undergraduate Credit transfer credit articulation or alliance agreements 1. Applicants with previous undergraduate course approved by the chief academic officer may allow work from institutions meeting Capella’s exceptions to maximum transfer credit guidelines. qualifications for transfer credit may only be awarded transfer credit for course work completed with a grade of “C” (or equivalent) or better. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 45

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IV. Transfer Credit Evaluation 2. All other transfer evaluation policies and practices A. The process for evaluating transfer credit may support remain in effect. Courses that meet specific specialization course requirements and carry a a new application for admission to a Capella program u n i v ersit y for a current learner considering a program change. grade of “C” or better will be recognized, but Regardless, the process is managed by the Registrar’s developmental, vocational, or remedial course work Office, and the transcript is evaluated against the will not be recognized and will not transfer into criteria of this policy. Capella. B. During the admission process, Enrollment Services 3. Learners with fewer than the minimum number of collects the necessary documents related to an credits cited above will have their courses evaluated applicant’s academic history, including official and on a course-by-course basis and therefore may not unofficial transcripts, and international applicant satisfy all general education requirements. diplomas. The enrollment counselor forwards V. Appeal of Transfer Credit Evaluation the application and supporting documents to the A. Learners and applicants have the right to appeal their Registrar’s Office for credit evaluation. transfer credit evaluation to the Registrar’s Office. C. Registrar’s Office staff reviews the learner or applicant’s 1. to appeal the results of a course and credit transcript and evaluates it against the criteria of evaluation (CCE) by the Registrar’s Office, the program and this policy. The review results are a learner or applicant must submit a formal transferred to a course and credit evaluation (CCE), request to the Registrar’s Office by emailing which is emailed to the learner or applicant and the [email protected]. enrollment counselor. The CCE contains a summary of 2. Within seven calendar days of receiving the appeal the courses accepted toward the learner’s program and request, a designated staff member from the the transfer credit awarded for those courses. Registrar’s Office will acknowledge receipt of the 1. if an unofficial transcript was reviewed as part request and inform the learner or applicant that of the evaluation process, the resulting CCE the appeal process has been initiated. is considered unofficial until the learner or 3. the designated Registrar’s Office staff member applicant submits an official transcript and another receives and reviews all records of prior evaluations. evaluation is conducted. An official CCE will eventually replace the previous unofficial CCE. 4. Following the appeal review, the designated Registrar’s Office staff member renders a decision 2. in most cases, a current Capella learner changing and reports it to the learner or applicant. his or her degree program will receive a new advisor who specializes in the learner’s new 5. the duration of the appeal process is determined program. The advisor will assist the learner in by the complexities of the case, but will not exceed completing a new program plan. Learners should 90 calendar days. refer to university policy 2.02.07 Changing Program, B. All decisions rendered by the Registrar’s Office are Specialization, Certificate. final. D. Undergraduate Learners: Associate of Arts (AA) 3.04.04 Application of Capella University Credits Toward Evaluation Certificate and Degree Programs 1. Capella University will recognize learners with an Course credits previously earned at Capella University are AA degree granted since 1994 from a regionally evaluated for applicability to a new certificate, specialization, accredited Minnesota Transfer Curriculum or degree during the admission process. If appropriate to the institution, with a minimum of 45 quarter credits new program, learners may be allowed to apply previously and a cumulative grade point average (GPA) of earned credits toward a new certificate, specialization, or 2.0 or higher, as fulfilling their general education degree, pursuant to the procedures established to support this requirements. policy. 46 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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P ROCEDURES have completed a Capella doctoral degree may not apply I. Applying credits earned at Capella as a non-degree learner any of the course credits earned for that degree toward a second degree or specialization, even if they meet the Learners may apply course credits from no more than requirements for the second degree or specialization. three Capella courses taken as a non-degree learner to a certificate or degree. 3.04.05 Attendance at Residencies II. Applying credits earned at Capella as a certificate learner Capella University requires full attendance at and completion Course credits earned toward a Capella certificate may of academic residential experiences for learners enrolled in be applied to a subsequent degree provided that the programs that require residencies, consistent with applicable courses fulfill the requirements for the degree. However, accreditation, licensure, and regulatory requirements. learners who have completed a certificate may not apply Learners must attend each required residency in its entirety course credits earned toward that certificate to a second in order to be considered to have successfully completed certificate, even if they meet the requirements for the their degree requirements and be eligible for graduation. second certificate. Residency requirements must be completed prior to enrolling in the final integrative project course (master’s learners) or III. Applying credits earned at Capella as a bachelor’s learner comprehensive examination course (doctoral learners). The Bachelor’s degree learners changing their specialization execution of this policy will be carried out under the authority may apply previously earned Capella undergraduate of the deans or their designees. course credits to their new undergraduate specialization provided that the courses fulfill the requirements for PROCEDURES the new specialization. However, learners who have I. Residency Requirements by Program—Number of completed a Capella bachelor’s degree may not apply Residential Experiences Required any of the course credits earned for that degree toward See Residency Requirements table on page 47. a second bachelor’s degree, even if they meet the II. Residency Completion Requirements requirements for the second bachelor’s degree. A. Master’s Learners IV. Applying credits earned at Capella as a master’s learner Master’s learners with a program start date of July 1, Master’s degree learners changing their specialization 2005, or later are required to complete all of their may apply previously earned Capella graduate course residency requirements prior to enrolling in the final credits to their new specialization provided that the integrative project course(s) in their master’s program. courses fulfill the requirements for the new specialization. In unusual circumstances, an exception to enroll may However, learners who have completed a Capella master’s be granted by the chief academic officer upon the degree may not apply any of the course credits earned recommendation of the dean of the school. for that degree toward a second master’s degree, even if B. Doctoral Learners they meet requirements for the second master’s degree. Course credits earned toward a Capella master’s degree Doctoral learners with a program start date of July may be applied to a subsequent doctoral degree provided 1, 2005, or later are required to complete all of that the courses fulfill the doctoral degree requirements. their residency requirements prior to entering the comprehensive examination and dissertation phases V. Applying credits earned at Capella as an EdS learner of their doctoral program. In unusual circumstances, Course credits earned toward a Capella EdS degree may an exception to enroll may be granted by the chief be applied toward a certificate or subsequent doctoral academic officer upon the recommendation of the degree provided that the courses fulfill the certificate or dean of the school. doctoral degree requirements. III. Enrollment VI. Applying credits earned at Capella as a doctoral learner Learners may not enroll in an academic residency before Doctoral degree learners changing their specialization they have matriculated into a program. Learners should or degree may apply previously earned Capella graduate enroll in their residencies according to the following course credits to their new specialization or degree guidelines: provided that the courses fulfill the requirements for the new specialization or degree. However, learners who 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 47

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A. PhD Learners B. PsyD and PhD Counseling Psychology learners who 1. PhD Colloquium, Track I should be taken during matriculated before January 2004:

the first year of enrollment (or before completing Learners are eligible to begin the year-in-residence u n i v ersit y 56 credits of earned and transferred course work). after completing 30 credits and prior to enrolling Learners are strongly encouraged to complete in the comprehensive examination and dissertation this six-day colloquium during the first quarter of courses. enrollment. C. PsyD Clinical Psychology learners who matriculated 2. PhD Colloquium, Track II should be taken during April 2006 and after: the second year (as learners are completing 57–72 Learners must complete a minimum of 15 quarter credits), while learners are immersed in their core credits at Capella University prior to beginning the course work. year-in-residence. 3. PhD Colloquium, Track III should be taken during the third year (as learners are completing 73–96 credits).

Residency Requirements Year-in-Residence Program and School 6-day colloquium 6-day residency 2-week extended seminar 3-day weekend-in-residence PhD programs, all schools 3

PsyD and PhD learners enrolled before January 2004* Harold Abel School of Psychology 2 10 (Clinical and Counseling Psychology specializations only) EdS School of Education 2 MS** Harold Abel School of Psychology 1 5 (School Psychology specialization only) MS Harold Abel School of Psychology 3 (Clinical and Counseling Psychology specializations only) MS School of Human Services 2 (Mental Health Counseling; Marital, Couple, and Family Counseling/Therapy; and School Counseling specializations only)

Post-Master’s Certificate School of Education 1 Graduate Certificate*** Harold Abel School of Psychology 1 3 (Specialist Certificate in School Psychology only)

* PsyD and PhD Clinical and Counseling Psychology learners enrolled before January 2004 are required to complete the full year-in-residence sequence, which includes full-time enrollment in course work and no less than 500 hours of contact over a period not to exceed 13 months. The year-in-residence requires attendance at residency activities with faculty and other learners, beginning with an opening weekend and a two-week extended seminar. Following the initial seminar, learners attend nine additional weekends-in-residence (approximately one per month), followed by a second two-week extended seminar. ** Harold Abel School of Psychology master’s learners in the School Psychology specialization are required to complete part I of the year-in-residence. This includes an opening weekend, a two-week extended seminar, and four weekends-in-residence.

*** Harold Abel School of Psychology Specialist Certificate in School Psychology learners are required to complete part II of the year-in-residence. This includes the last three weekends-in-residence and the final two-week extended seminar. Most School Psychology learners will complete both the master’s degree and the Specialist Certificate in School Psychology. 48 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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D. EdS Learners IV. Attendance 1. track I should be taken during the first year of A. Requirements enrollment. Learners are strongly encouraged to Learners are required to attend the entire residency in complete this six-day colloquium during the first order to be considered to have successfully completed quarter of enrollment. the residency. 2. track II should be taken while learners are 1. Learners are expected to be signed in at the immersed in their course work. start time published in their residency program E. Master’s learners in the Harold Abel School of schedule. Psychology’s School Psychology specialization: 2. Learners are expected to participate throughout the year-in-residence part I, which includes the the course of the residency until the end time opening weekend, the first extended seminar and published in their residency program schedule. four weekends-in-residence, is required. Once they 3. Learners must sign out before leaving the have matriculated, learners may enroll in the year-in- residency. residence part I, which typically begins in June. Thus, B. Exceptions learners will typically have completed some course work before their residency. 1. Criteria F. Harold Abel School of Psychology Specialist Certificate in emergency situations, learners may be allowed to in School Psychology Learners: arrive late to or depart early from a residency. the year-in-residence part II, which includes three a. Emergency situations are defined as unforeseen weekends-in-residence followed by an extended circumstances beyond a learner’s control. seminar, is required. Once they have matriculated, b Failure to make appropriate travel arrangements learners may enroll in the year-in-residence part II, does not constitute an emergency situation. which typically begins in April. Thus, learners will 2. requesting an exception typically have completed some course work before a. Requests for an exception must be submitted to their residency. the school’s dean or designee as soon as possible G. School of Education Post-Master’s Certificate Learners: and no later than the last scheduled day of the One six-day residency is required and should be residency. Such requests will be reviewed on a completed within the first two quarters of enrollment. case-by-case basis. H. Master’s learners in the Harold Abel School of b. to request an exception, learners must Psychology’s Clinical Psychology or Counseling complete and submit a Residency Attendance Psychology specializations: Exception Form to the appropriate school’s 1. three residential colloquia, Tracks I, II, and III, are dean or designee. required. c. Forms are available on iGuide and at the 2. Learners are strongly encouraged to attend Track I residency registration desk. during the first two quarters of enrollment. d. If the exception is approved, learners will 3. Master’s learners must have completed all three receive notice from a school designee of the tracks before enrolling in their final master’s assignment, the deadline for submission, and projects. where the assignment should be submitted. I. Master’s learners in the School of Human Services’ 3. residency absence and make-up work Mental Health Counseling; Marital, Couple, and a. To receive credit for the residency, make-up Family Counseling/Therapy; or School Counseling work must be completed. specializations: b. Make-up work will be determined by the school Two clinical laboratories, which include two six-day and assigned by a school designee. Assignments residencies and online course work, are required. will be constructed in such a way that the learner Learners must have completed or be progressing in all will complete any residency competencies he or prerequisite course work before enrolling. she missed during his or her absence. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 49

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c. Make-up assignments are due within 30 calendar 3.04.07 Grading days of being sent to the learner, unless Grades are awarded for all courses taken at Capella University. specified by the school designee. As a competency-based educational institution, Capella university policies V. Tuition and Fees University expects the grade to reflect the degree to which A. Tuition is charged separately for each colloquium, the learner has demonstrated the specific competencies extended seminar, and weekend-in-residence (see taught and assessed within a course. Matters that affect the iGuide for the current fee schedule). In addition, demonstration of the course competencies can be factored learners are responsible for the cost of their travel, into the grade only to the extent that they inhibit or interfere accommodations, food, and other expenses associated with the demonstration of the published competencies. with residencies. PROCEDURES B. Learners canceling their residency enrollment may I. Letter grades are the default grading option for most be charged a cancellation fee or the full tuition of courses. When stated in Capella’s University Catalog, the residency, depending on when the cancellation learners may choose to be graded on a Satisfactory/Not is made. Learners who need to cancel a residency Satisfactory (“S”/“NS”) grading scale. Learners who elect enrollment must fill out the Colloquium/Residency that option must request it within 12 calendar days from Cancellation Request form on iGuide. See the the course start. Once the 12th calendar day deadline Residencies section of iGuide for details on enrollment has passed, or once an “S”/“NS” grading option has and cancellation fees. been approved and processed, the decision is final and VI. Educational Accommodations for Learners with cannot be changed. Grading scales for each course are Disabilities predetermined by the school’s administration. A. Capella University is dedicated to providing • A grade of “A” is earned for course work that accommodations and services to qualified learners with demonstrates mastery of the published competencies in disabilities so that they may achieve their full academic a manner that exceeds course expectations as defined potential. The type of accommodation provided is in the course syllabus or course learning plan. A grade dependent on a learner’s disability and limitations. of “A” earns four (4) quality points toward the learner’s Learners with disabilities who require academic GPA. accommodations should contact the disabilities • A grade of “B” is earned for course work that coordinator at [email protected]. demonstrates mastery of the published competencies in a B. Disability Accommodations Fees manner that meets course expectations as defined in the Learners are not charged additional fees for course syllabus or course learning plan. A grade of “B” disability accommodations. However, the university earns three (3) quality points toward the learner’s GPA. reserves the right to use external service agencies to • A grade of “C” is earned for course work that provide the necessary accommodations. Examples of demonstrates mastery of the published competencies in accommodations include but are not limited to sign a manner that minimally meets course expectations as language interpreters, mobility services, and real-time defined in the course syllabus or course learning plan. captionists. A grade of “C” earns two (2) quality points toward the C. Disability Accommodation Cancellation Fee learner’s GPA. A learner who is unable to attend an event for which • A grade of “D” is earned for undergraduate course accommodations have been contracted must cancel work that demonstrates mastery of the published these accommodations at least seven calendar days competencies in a manner that marginally meets course prior to start of the event. Learners canceling less than expectations as defined in the course syllabus or course seven calendar days prior to the event will be required learning plan. A grade of “D” earns one (1) quality to pay all cancellation fees incurred by the university in point toward the learner’s GPA. A grade of “D” is for arranging for the service. undergraduate courses only and may not be awarded for graduate course work.

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• A grade of “F” is earned for course work that does not must be completed by the end of the following quarter or demonstrate mastery of the published competencies or does earlier, if so directed by the instructor. A grade of “IS” does not meet course expectations as described in the course not earn quality points and is not included in the learner’s syllabus or course learning plan. It is also used for learners GPA. It counts toward attempted credits but not earned who had been assigned a grade of “I” but did not meet all credits. When the learner satisfactorily completes the final of the course requirements by the end of the following necessary course work by the stated deadline, the learner will quarter. Learners who do not participate in their course(s) receive a final grade of “S.” If the final course work is not will receive a grade of “F.” A grade of “F” earns zero (0) completed by the stated deadline, the learner will receive a quality points and affects the learner’s GPA. It counts final grade of “NS.” A grade of “IS” may also be granted in toward attempted credits but not earned credits. cases of military leave of absence and national emergency leave of absence. • A grade of “I” (Incomplete) may be granted by the instructor. Final work must be completed by the end • A grade of “IP” (In Progress) is assigned for select courses of the following quarter or earlier, if so directed by the in which a learner is currently enrolled and actively instructor. A grade of “I” does not earn quality points participating. A grade of “IP” does not earn quality points and is not included in the learner’s GPA. It counts and is not included in the learner’s GPA. It does not count toward attempted credits but not earned credits. When toward attempted credits or earned credits. When a learner the learner completes the final necessary course work completes, or fails to complete, all course requirements, prior to the stated deadline, the learner will receive the the learner will receive a final grade of “S,” “NS,” or the appropriate grade and will earn the corresponding quality appropriate letter grade. points. If the final course work is not completed prior to • A grade of “R” (Required) indicates that a course is required. the stated deadline, the learner will receive a failing grade A grade of “R” does not earn quality points and is not for the course. A grade of “I” may also be granted in cases included in the learner’s GPA. It counts toward attempted of military leave of absence and national emergency leave credits and earned credits. of absence. • A Grade of “NG” (No Grade) is assigned for select • A grade of “S” (Satisfactory) is earned for course work internship and practicum courses for all continuing course that demonstrates mastery of the published competencies enrollments (subsequent to the initial course enrollment) or in a manner that meets course expectations as defined to course enrollments the Registrar’s Office has determined in the course syllabus or course learning plan for those that, due to university curricular changes, “NG” is the courses in which the learner has received approval appropriate final grade. A grade of “NG” does not earn to be graded on the “S”/“NS” scale. A grade of “S” is quality points and is not included in the learner’s GPA. It equivalent to a letter grade of “B” or better. It does not does not count toward attempted credits or earned credits earn quality points and is not included in the learner’s and does not affect the total credits on the transcript. GPA. It counts toward attempted credits and earned credits. • A grade of “W” (Withdrawal) is assigned when a learner drops a course prior to the final date learners may drop • A grade of “NS” (Not Satisfactory) is earned for course courses without academic consequences as defined in work that does not demonstrate mastery of the published university policy 2.02.02 Course Enrollment. A grade of “W” competencies or does not meet course expectations as does not earn quality points and is not included in the defined in the course syllabus or course learning plan for learner’s GPA. It counts toward attempted credits but not those courses in which the learner has received approval to earned credits. be graded on the “S”/“NS” scale. It is also used for learners who have received a grade of “IS” but did not meet all of the • A grade of “PC” (Petition for Credit) is assigned when a course requirements by the end of the following quarter. learner earns credit for learning and competencies gained A grade of “NS” does not earn quality points and is not from previous work or educational experience. A grade of included in the learner’s GPA. It counts toward attempted “PC” does not earn quality points and is not included in the credits but not earned credits. learner’s GPA. It does not count toward attempted credits and only affects the total credits on the transcript. • A grade of “IS” (Incomplete—“S”/“NS” scale) may be granted for those courses in which the learner has received approval to be graded on the “S”/“NS” scale. Final work 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 51

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• A grade of “T” (Transfer) is assigned for courses that are Grade Values Summary taken at another institution and are accepted for credit at Capella University. A grade of “T” does not earn quality Quality Attempted earned total defaults Grade points credits credits credits GPA to university policies points and is not included in the learner’s GPA. It does not count toward attempted credits or earned credits and only A 4 Y Y Y Y affects the total credits on the transcript. B 3 Y Y Y Y C 2 Y Y Y Y • A grade of “NR” (No Grade Report Received) is assigned D 1 Y Y Y Y for courses for which Capella University has not received a F 0 Y N N Y grade report from the course instructor. A grade of “NR” I Y N N N F does not earn quality points and is not included in the learner’s GPA. It counts toward attempted credits but not S Y Y Y N earned credits. NS Y N N N Retired Grades: The grades “NC” (No Credit) and “NP” (Non- IS Y N N N NS Participation) were assigned to courses prior to April 1, 2003. “NC” and “NP” grades do not earn quality points and are not included in IP N N N N F/NS the learner’s GPA. They count toward attempted credits but not earned R Y Y Y N credits. The grade “VR” was assigned to residency courses for which NG N N N N learners met attendance requirements prior to October 1, 2006. A “VR” grade does not earn quality points and is not included in the learner’s W Y N N N GPA. It does not count toward attempted credits or earned credits. The grades “HM” and “HD” were assigned to courses prior to PC N N Y N January 1, 2008. “HM” and “HD” grades do not earn quality T N N Y N points and are not included in the learner’s GPA. They do not NR Y N N N count toward attempted credits or earned credits. II. Grade Values Summary 3.04.08 Incomplete Grades See Grade Values Summary table. In the event that a learner is unable to complete the course requirements by the published course end date due to III. Requesting Satisfactory/Not Satisfactory (“S”/“NS”) unavoidable and unforeseen circumstances, the learner Grading must request an Incomplete (“I”) grade from the instructor. A. In order to be graded on the “S”/“NS” scale for a The instructor may choose to grant a grade of “I” only course in which such grading is permitted, learners if the learner can complete the remaining assignments must request that option by selecting “Edit a Course” independently (i.e., have only assignments and not discussions in the Student Center on iGuide. to complete). A grade of “I” is not awarded quality points B. The “S”/“NS” grading scale must be requested before and is not included in a learner’s grade point average (GPA). the 12th calendar day of the course. After the 12th Incompletes are included as attempted credits but not as calendar day has passed, the grading scale cannot be earned credits. modified. When a learner completes the final paper or project prior IV. Final Grade Submission to the stated deadline, the “I” grade will be changed to A. Grades are submitted by the faculty within nine the appropriate grade (“A,” “B,” etc., or “S”) and will earn calendar days after the final day of the course. the corresponding quality points. If the course work is not B. Grades are scheduled for posting to iGuide 10 completed by the stated deadline, the learner will be awarded calendar days after the final day of the course. a final Failing (“F”) or Not Satisfactory (“NS”) grade. C. Learners access their grades through the Student I. Requesting an Incomplete (“I”) Grade Center on iGuide. Learners must request an “I” grade no later than the last D. Inquiries about grades that have not been posted to day of the course by contacting the instructor. iGuide within the 10 calendar day time frame should be directed to the course instructor. 52 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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II. Incomplete Grade Request Process 3.04.09 Appealing a Grade A. Incomplete Grade Request Learners at Capella University may appeal a grade that they To request an Incomplete (“I”) grade, the learner believe has been assigned as a result of instructor error or must complete and submit an Incomplete Grade capriciousness. Learners may appeal within 30 calendar days of Request Form to his or her instructor. The Incomplete receiving a grade. Grade Request Form is located in the Student Center DEFINITIONS on iGuide. Capricious Grading 1. The Web form generates an email that notifies the Capricious grading is defined as: instructor of the request. • The assignment of a grade to a particular learner on some 2. The request will contain a list of work products the basis other than performance in the course. learner must complete and submit to his or her instructor by a proposed deadline. • The assignment of a grade to a particular learner by more 3. The instructor will accept, reject, or revise the exacting or demanding standards than those applied to terms of the request, including the deadline, other learners in that course. through email. • The assignment of a grade that is a substantial departure 4. If the request is accepted, the instructor will assign from the faculty member’s established criteria as stated in the learner a grade of “I.” the course syllabus. B. Deadlines Instructor Error 1. If the request is not received by the last day of the An instructor error refers to any mathematical, data entry, or course, the learner will be graded based on the other error made by the instructor that results in the incorrect work that he or she submitted up through the last reporting of a learner’s grade. day of the course. PROCEDURES 2. The deadline for completing any remaining course I. Informal Appeal Process—Stage 1 work is not to exceed the end of the following academic quarter. Initiation of Informal Appeal 3. No extensions for completing any remaining course A. If a learner believes that a grade has been assigned work after the end of the following academic capriciously or erroneously, the learner must first quarter will be granted. confer with the faculty member. The aim of such a conference is to reach a mutual understanding about III. Completion of Work the grade, the process by which it was assigned, and to When the remaining course work is completed by the correct errors, if any, in the grade. deadline established in the Incomplete Grade Request B. Learners should refer to university policy 3.04.07 Form, the instructor will submit the learner’s final grade Grading for specific grading procedures. by completing a Faculty Grade Change Request Form. C. If the problem cannot be resolved, the learner may IV. Failure to Complete Work appeal via the formal appeal process described in A. If the remaining course work is not completed section II. and submitted by the deadline established in the II. Formal Appeal Process—Stage 2 Incomplete Grade Request Form, the instructor will submit a Faculty Grade Change Request Form to the This level of appeal occurs within the school that Registrar’s Office issuing a grade for the work the administers the course. learner submitted up until the deadline. A. The learner may appeal the faculty member’s decision B. If a Faculty Grade Change Request Form is not by completing the Grade Appeal Request Form located completed and submitted, the Incomplete (“I”) grade on iGuide no later than 30 calendar days following will be converted to either a Failing (“F”) or Not the posting of the course grade. Failure to receive Satisfactory (“NS”) grade, depending on the learner’s notification of the grade report does not alter the grading option after the end of the following academic amount of time that the learner has to appeal. quarter. Note: This procedure is completed through the Blank/ Incomplete Grade Conversion process. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 53

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B. The learner must include a request for review of the J. Duration of Process grade and provide evidence that the grade is either the duration of the stage 2 formal appeal process incorrect or capricious as defined in this policy. is dependent on the timing and complexities of the u n i v ersit y C. The learner must provide a comprehensive statement individual circumstance. Learners will be notified of that fully describes and documents all evidence that the status of their formal appeal within 30 calendar supports his or her claim. days of submitting their Grade Appeal Request Form. D. Upon receiving the learner’s appeal, a school designee K. Right to Appeal will notify the learner and faculty member that the 1. Both the learner and the faculty member have the appeal will be referred to the school’s Academic right to appeal the ASC decision. Standards Committee (ASC). 2. the request to appeal the decision must be made E. The school designee will collect all information to in writing and submitted to the dean/designee of be considered by the ASC for the learner’s appeal. the school within 10 calendar days of the decision The school designee will request the faculty member being sent to the learner. involved in the appeal to submit a written response to III. Formal Appeal Process—Stage 3 the learner’s appeal. if either party chooses to appeal the decision of the F. the ASC will convene once the written materials committee, he or she must submit a formal request to the are received. The school designee convening the dean or designee. The party may submit this appeal via committee must provide all committee members with mail or email. The appeal process involves the following the following information: steps: 1. the faculty member(s) against whom the appeal is A. The dean or designee will acknowledge receipt of the directed. request and inform all involved parties that a stage 3 2. A brief narrative of the circumstances, including formal appeal process has been initiated. the dates, times, and places giving rise to the B. The dean receives and reviews all evidence and records appeal. of prior evaluations and decisions with the parties by 3. Any efforts to resolve the situation that may have the Academic Standards Committee (ASC). already taken place. C. Following review, the dean or designee will render 4. the corrective action the learner is seeking. a decision regarding the appeal. This decision will G. The ASC will review the written materials and provide (1) uphold the findings of the ASC, (2) reverse the adequate opportunity to hear from all individuals findings of the ASC, or (3) direct the ASC to provide involved in the incident. The ASC will have the additional information. The dean or designee will responsibility to investigate all evidence supporting render a decision and report it to all involved parties and/or refuting the validity of the grade appeal and and the ASC. any implications that may arise from the incident. D. Duration of Process H. Upon completing an evaluation of the evidence, the duration of the stage 3 formal appeal process the committee will issue a decision based on the is dependent on the timing and complexities of the information provided. individual circumstance. Learners will be notified of I. Communication of Decision the status of their appeal within 30 calendar days of 1. the committee’s decision will be reported to submitting their appeal in writing via mail or email. the learner and other appropriate individuals as E. The decision of the dean or designee is final. necessary. F. A final report of the incident and all related materials 2. A record of the committee’s decision and the will become part of university record and upon notification to the learner and faculty member(s) request, will be made available to all Capella boards will become part of the learner’s official academic and any appropriate regulatory bodies. record. G. Copies of the final decision will become part of the learner’s official academic record. 54 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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R ecords and Documents B. Education records do not include the following documents: 4.01.01 FERPA and Learner Directory Information 1. records and notes of instructional, supervisory, Capella University complies with the provisions of the 1974 administrative, and certain educational personnel Family Educational Rights and Privacy Act (FERPA), which that are the sole possession of their originator regulates the confidentiality of data in learner education records and are not accessible or revealed to any other and the terms for its disclosure. A copy of the act is on file in individual except a substitute performing the duties the Registrar’s Office. The university registrar is the official of the individual who originated the records and/ responsible for ensuring compliance with the act and creating or notes. relevant policies and procedures regarding the release of learner 2. records related to individuals employed by the education records and related information under the act. institution that are made and maintained in DEFINITIONS the normal course of business, that are related Annual Notification of Rights to individuals exclusively in their capacity as The Registrar’s Office will submit the required annual employees, and that are not used for any other notification for learners to the communications department purpose. for distribution during the summer quarter. 3. records relating to a learner that are (1) originated or maintained by a physician, psychiatrist, Education Records psychologist, or paraprofessional acting in his Section 99.3 of FERPA defines education records as “(1) or her professional capacity or assisting in a directly related to a student; and (2) maintained by an paraprofessional capacity, (2) used solely in educational agency or institution or by a party acting for the connection with providing treatment to the agency or institution.” learner, and (3) not disclosed to anyone other Withholding Consent for Disclosure than individuals providing such treatment. These Learners who want to withhold consent for the disclosure of records must be available to a physician or other their directory information must complete and submit the appropriate professional of the learner’s choice. Withholding Disclosure of Directory Information form on “Treatment” in this context does not include iGuide. Registrar’s Office staff will identify the records of these remedial educational activities or activities that learners, and their directory information will not be released. are part of the program of instruction at the institution. PROCEDURES 4. institutional records that contain only information I. Education Records related to previous learners (e.g., information A. At Capella University, education records include the gathered on the accomplishments of alumni). following documents, whether in electronic or any II. Notification of Rights under The Family Educational other format: Rights and Privacy Act (FERPA) 1. Documents collected or created during the A. The Family Educational Rights and Privacy Act application process, including but not limited to (FERPA) provides learners certain rights with respect the university application, professional history, and to their education records. The rights include: transcripts. 1. The right to inspect and review the learner’s education 2. Documents collected or created during the course records within 45 days of the university receiving a request of an academic program, including but not limited for access. Learners must submit a written request to transcripts, test scores, grades, university advising to the registrar identifying the record(s) they records, financial aid information, academic wish to review. The Registrar’s Office will make dishonesty records, learner conduct files, and records arrangements for access and notify the learner of of educational services provided to the learner. procedures for records access and inspection. 3. Official correspondence to or from a learner 2. The right to request the amendment of the learner’s pertaining to his or her academic progress, education records where the learner believes information advising, financial status, learning disability records, is inaccurate or misleading. Learners may ask the physical disability records, academic dishonesty university to amend a record they believe is records, and disciplinary and learner conduct records. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 55

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inaccurate or misleading. To do so, learners must III. Right to Withhold Copies of Official Documents submit a written request to the Registrar’s Office the university reserves the right to deny copies of official clearly identifying the part of the record they want transcripts or other records (not including records u n i v ersit y changed, specifying why the record is inaccurate required to be made available under FERPA) if the or misleading. If the university decides not to learner has past-due financial obligations to the university amend the record as requested by the learner, the or if there is an unresolved disciplinary or academic university will notify the learner of the decision and dishonesty action against the learner. advise the learner of his or her right to a hearing IV. Disclosure of Learner Information regarding the request for amendment. Additional information regarding the hearing procedures A. Information contained in a learner’s education record will be provided to the learner when he or she is that generally would not be considered harmful or an notified of the right to a hearing. invasion of privacy if disclosed to outside organizations is considered directory information. Directory 3. The right to consent to disclosure of personally identifiable information may be released without prior learner information contained in education records is permitted consent upon request by any individual or agency. under specific circumstances. FERPA allows disclosure without consent to school officials with legitimate At Capella University, directory information is defined educational interests. A school official is a person as the following: employed by the university in an administrative, 1. Learner name supervisory, academic or research, or support staff 2. state or country of residence position (including law enforcement personnel 3. Email address and health staff); a person or company with whom the university has contracted (such as an attorney, 4. school affiliation auditor, or collection agent); a person serving on 5. Program (BS, MS, MBA, EdS, PhD, PsyD, or the Capella University Board of Directors; or a certificate,) learner serving on an official committee, such as 6. Major field of study (specialization or a disciplinary or grievance committee, or assisting concentration) another school official in performing his or her 7. Class level (freshman, sophomore, junior, senior, tasks. A school official has a legitimate educational graduate, or year in program) interest if an education record must be reviewed in order to fulfill his or her professional responsibility. 8. Enrollment status (full-time or part-time) Upon request, the university may disclose 9. Certificates or degrees received, and dates education records without consent to officials of conferred another school in which a learner seeks or intends 10. Dates of attendance to enroll. 11. Photographs (individual photographs posted by 4. The right to file a complaint with the U.S. Department learners in the courseroom or group photographs of Education alleging failures by the university to comply taken at public events; this does not include with the requirements of FERPA. The name and photographs to be used for marketing materials) address of the office that administers FERPA is: 12. Anticipated graduation date Family Policy Compliance Office B. FERPA provides learners the right to withhold U.S. Department of Education disclosure of their directory information. Learners are 400 Maryland Ave., SW encouraged to carefully consider the ramifications of Washington, DC 20202-4605 withholding directory information. Without subsequent Phone: 202.260.3887 written consent from the learner, withholding the Fax: 202.260.9001 disclosure of directory information will prohibit the Learners receive notification of their rights under university from publishing the learner’s name in FERPA each July. commencement programs, completing employer verifications, and complying with other common requests for directory information. 56 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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C. FERPA generally requires prior written consent from validate, or administer learner aid programs, to the learner before an educational agency or institution administer predictive tests, or to improve education may disclose personally identifiable information from only if the following two conditions are met: education records to a third party. However, the law a. Capella University receives confirmation that the contains exceptions to this general rule. Exceptions study will be conducted in a manner that does that permit the release of personally identifiable not permit personal identification of learners or information without the learner’s prior written consent parents by anyone other than a representative of are as follows: the organization conducting the study; and 1. Ex parte order—permits educational agencies and b. information that could result in personal institutions to disclose personally identifiable identification of learners or parents will be information from the learner’s education records, destroyed when it is no longer needed for the without the consent of the learner, to the Attorney study or the purposes for which the study was General of the United States or designee in conducted. connection with the investigation or prosecution of terrorist crimes. 4.01.03 Retaining Learner Work Products and Grading 2. Lawfully issued subpoena and court order—allows Records educational agencies and institutions to disclose Capella University requires faculty and learners to retain education records to the entity or persons learner work products and grading records according to this designated in a federal grand jury subpoena or policy and its related definitions and procedures. law enforcement subpoena without notifying the Faculty members are required to retain all grading records learner. With all other subpoenas, a reasonable and learner correspondence related to a learner’s final course effort will be made to contact the learner prior to grade for one calendar year from the end of the quarter the release of information. during which the course was offered. Final work products are 3. Health or safety emergency—permits non-consensual returned to the learner at the end of the quarter during which disclosure of education records or personally the learner completed a course. Faculty members retain copies identifiable information in response to a situation of all such work products for one quarter. Faculty members that presents imminent danger to a learner or do not permanently retain copies of learner work products, other members of the community, or to avert or nor does the university provide learners with archived course diffuse serious threats to the safety or health of a materials. Faculty members who take an unplanned leave of learner or another individual. absence during the quarter or who leave the university are 4. Directory information—allows a school to disclose responsible for forwarding all grading records and active directory information as defined in this policy correspondence with learners to the appropriate program’s from its education records without prior consent faculty chair. from a learner only after giving notice to learners In the courseroom, each learner has access to a personal of the institution’s directory information policy file area called My Files. Learners are responsible for and allowing learners the opportunity to deny maintaining the files in their My Files folder. Learners may disclosure of their directory information. not maintain more than 20 megabytes (MB) of files in the 5. Disclosure to the Immigration and Naturalization Service My Files area. The university reserves the right to restrict the (INS)—permits educational institutions to release amount of data learners may upload if they have more than personally identifiable information of learners who 20MB stored in the My Files area. Files with a Last Modified have signed Form I-20 for the purpose of allowing date older than the beginning of the previous quarter are the INS to determine a learner’s nonimmigrant automatically removed from the My Files folder. Learners status. Form I-20 contains a consent provision are also responsible for removing files created prior to the allowing the disclosure of information to the INS. beginning of the previous quarter from their My Files folder. 6. Disclosure to federal, state, local, or independent The File Manager function in the courseroom displays the Last organizations engaged in studies for or on behalf of Modified date. Capella University—allows disclosure of personally identifiable information in order to develop, 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 57

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PROCEDURES 1. social Security card Learner Responsibilities 2. Passport

A. Learners are strongly advised to retain all course-related 3. Official court documentation of name change u n i v ersit y work and faculty correspondence pertaining to final 4. Driver’s license course grades in their own electronic files. B. Once documentation has been received via fax or mail, B. My Files Storage the Registrar’s Office will process the name change 1. in the courseroom, each learner has access to a and send a confirmation email to the learner. personal file area called My Files. My Files is a C. Capella University will not honor requests to use any temporary storage area. Any time files are uploaded to name other than the learner’s legal name of record on the courseroom, a copy of the uploaded file is placed any university document. in My Files. Learners may also create and edit text and HTML files, upload and download files, create Rights and Responsibilities directories, and move files into this space. Files added to My Files—automatically or by the learner—are 4.02.01 Learner Disability Accommodations stored as part of the courseroom and are not identified Capella University is committed to extending educational by course. access to adult learners and is dedicated to providing 2. Learners are responsible for maintaining the files in accommodations and services to qualified learners with their My Files folder. Learners may not maintain more disabilities so that they may achieve their full academic than 20 megabytes (MB) of files in the My Files area. potential. Capella University recognizes and fulfills its The university reserves the right to restrict the amount reasonable accommodations obligations under the Americans of data learners may upload if they have more than with Disabilities Act of 1990 (ADA), the Rehabilitation Act 20MB stored in the My Files area. of 1973, and similar state laws. The type of accommodation 3. Files with a Last Modified date older than the provided is dependent on a learner’s disability and beginning of the previous quarter are automatically limitations. Learners are not charged additional fees for removed from the My Files folder. Learners are also disability accommodations. The university reserves the right responsible for removing files created prior to the to utilize external service agencies to provide the necessary beginning of the previous quarter from their My Files accommodations. folder. The File Manager function in the courseroom Section 504 of the Rehabilitation Act of 1973 requires that all displays the Last Modified date. services, benefits, and programs provided by the university be 4. Only learners enrolled in online courses may access accessible to any learner with a documented disability. The the courseroom and My Files folder. law is a guide that cannot and does not address all possible situations. It is essential for all parties to understand that 4.01.06 Official Learner Name of Record there may be a variety of accommodations and that there may Capella University requires consistent use of the learner’s be differences regarding which services are appropriate in a legal name, which is the name associated with the learner’s given situation. Section 504 requires the university to publish government-issued identification (most often, the Social a grievance procedure whereby disputes may be addressed in Security card). The learner’s legal name will be the name used an impartial and efficient manner. The appeal procedures in learner records; on transcripts, diplomas, and certificates; are used only in situations for which appropriate physician and in official university documentation. documentation is submitted to Disability Services and one or PROCEDURES both of the following circumstances apply: I. Initial Documentation of Learner Name 1. Accommodations requested were denied, or Applicants to Capella University provide Capella with 2. Alternative accommodations, if any, were not considered their legal name of record at the time of admission sufficient by the learner. application. II. Changing Learner Name in Learner Record A. Changing a learner’s name in Capella University’s systems and on the learner’s transcripts and diploma requires official documentation. Examples of acceptable documentation include: 58 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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P ROCEDURES 4.02.02 Learner Code of Conduct I. Requesting Disability Accommodations Learners are responsible for conducting themselves in a A. To request a disability accommodation, learners must: manner guided by respect, collegiality, and honesty. Learner conduct that infringes on the quality of the educational 1. Complete and submit the Accommodations for experience is not acceptable; this policy describes the types Learners with Disabilities form found on the of conduct that are unacceptable. Guidelines for academic Disability Services page of iGuide. dishonesty and harassment are addressed in separate university 2. Provide required documentation of the disability policies. For further details, see university policies 3.01.01 from an appropriate professional, such as a Academic Honesty and 4.02.04 Discrimination, Harassment, and medical doctor, psychologist, or psychiatrist. Assault. Documentation must be current (within the last three years), on professional letterhead, and Prohibited learner conduct includes but is not limited to contain the following information: illegal activities, theft, disrespect, interfering with university activities, and dishonesty, as described in the definitions a. Diagnosis of disability section of this policy. b. the effect the disability’s impairments have on a learner’s learning/major life activities Learners engaging in prohibited conduct will be subject to disciplinary action, including but not limited to course failure, c. recommendations for academic adjustments probation, suspension, or dismissal. Such sanctions may lead that would enable the learner to compensate for to additional academic and financial consequences. Learners those limitations with respect to the educational who are unable to complete a course as a result of disciplinary program. All documentation must be submitted sanctions such as suspension or dismissal are not eligible for to: tuition refunds. Capella University ATTN: Disability Services DEFINITIONS 225 South Sixth Street Dishonesty Ninth Floor Learners may not intentionally provide false information or Minneapolis, MN 55402 forge, alter, or falsify university documents. Learners may B. Documentation and accommodation requests must be not misrepresent their academic record or status (which received at least 21 calendar days prior to the start of includes publicly referring to oneself as a “doctor” prior to the a course, residency, or event to allow adequate time to conferral of an earned doctoral degree). Learners may not process the request. Late requests will be considered, present the academic work of others as their own. but there is a risk the request cannot be reasonably Dismissal evaluated or implemented before the course, Dismissal is the permanent separation of a learner from the residency, or event begins. university. Dismissal is a permanent status that prohibits a C. Upon receipt of all documentation, a disability services learner from re-enrolling in the university at any future time. specialist will contact the learner to determine the Disrespect appropriate accommodations. Learners may not harass, threaten, or embarrass others. II. Canceling a Disability Accommodation Learners may not post, transmit, promote, or distribute Learners who are unable to attend a residency or any content that is racially, religiously, or ethnically offensive other event for which the university has contracted a or harmful, abusive, vulgar, sexually explicit, or otherwise disability accommodation on their behalf must cancel potentially offensive. Learners must refrain from behavior these accommodations at least seven calendar days that may be perceived as inappropriate, offensive, or unfair prior to the start of the event. Learners canceling and must treat all other learners, university faculty, staff, and accommodations less than seven calendar days prior to administrators with respect at all times. the event may be required to pay all cancellation fees Interfering with University Activities incurred by the university in arranging for the service. To Actions that interfere with, obstruct, or disrupt university cancel a disability accommodation, learners must submit courses, functions, and activities are prohibited. Inappropriate, a written cancellation notification to the disability services offensive, or irrelevant course postings are prohibited. specialist at [email protected]. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 59

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Members of the Capella University Community For Arkansas Learners—Schools of Undergraduate Studies Members of the Capella University Community include and Business and Technology all Capella University and Capella Education Company If a complaint cannot be resolved after exhausting the u n i v ersit y employees, contracted faculty and temporary staff, visiting institution’s learner grievance procedure, the learner scholars, learners, and Capella University alumni. may file a complaint with the Arkansas Higher Education Coordinating Board; 114 E. Capitol; Little Rock, AR 72201- Summary Suspension 3918; 501.371.2065. Summary suspension is the immediate suspension of a learner in cases involving egregious violation of the learner code of For Florida Learners conduct. Suspension is a temporary status during which a If a complaint cannot be resolved after exhausting the learner is denied access to the courseroom and is prohibited institution’s learner grievance procedure, the learner may file from engaging in university activities. a complaint with the Florida Commission for Independent Education; 325 W. Gaines St.; Suite 1414; Tallahassee, FL Theft 32301; 850.245.3200. Learners must contact the commission Learners may not post, transmit, promote, or distribute for further details. content that violates copyright or other protected intellectual property rights. Unauthorized use of university property For Georgia Learners is prohibited. Theft or abuse of computer resources is If a complaint cannot be resolved after exhausting the prohibited. institution’s learner grievance procedure, the learner may file a complaint with the Georgia Nonpublic Postsecondary 4.02.03 Learner Grievance Education Commission; 2082 E. Exchange Place; Suite 220; Capella University supports the right of faculty, staff, and Tucker, GA 30084-4113; 770.414.3235. Learners must contact learners to a review of decisions made or actions taken that the commission for further details. they consider unfair or an impediment to working and/or For Ohio Learners—Schools of Undergraduate Studies; learning at the university. master’s programs in the schools of Business and Capella University does not discriminate in its educational or Technology (including MBA), Education, and Human employment programs, policies, practices, or procedures on Services; and the Harold Abel School of Psychology the basis of race, religion, gender, sexual orientation, color, If a complaint cannot be resolved after exhausting the creed, age, ethnic or national origin, disability, or veteran institution’s learner grievance procedure, the learner may file status. In addition, harassment related to any of these areas is a complaint with the Ohio Board of Regents; 30 E. Broad St.; prohibited. Learners’ claims of harassment or discrimination 36th Floor; Columbus, OH 43215-3414; 614.466.6000. are appropriate grounds for initiating a grievance. For Ohio Certificate Learners Capella University will not subject learners to unfair or If a complaint cannot be resolved after exhausting the retaliatory action as a result of initiating a grievance. If institution’s learner grievance procedure, the learner may file informal grievance procedures such as making a good faith a complaint with the Ohio State Board of Career Colleges and effort to resolve the grievance with the individual(s) involved Schools; 35 E. Gay St.; Suite 403; Columbus, OH 43215-3138; are not satisfactory, the learner may initiate formal grievance 614.466.2752; registration no. 04-03-1709T. Learners must procedures by contacting Learner Support at LearnerSupport@ contact the state board for further details. capella.edu or 1.888.CAPELLA (227.3552), option 2. For South Carolina Learners For Arizona Learners If a complaint cannot be resolved after exhausting the If a complaint cannot be resolved after exhausting the institution’s learner grievance procedure, the learner may file institution’s learner grievance procedure, the learner may a complaint with the South Carolina Commission on Higher file a complaint with the Arizona State Board for Private Education; 1333 Main St.; Suite 200; Columbia, SC 29201; Postsecondary Education; 1400 W. Washington St.; Room 260; 803.737.2260. Phoenix, AZ 85007; 602.542.5709; http://azppse.state.az.us. For Wisconsin Learners Learners must contact the state board for further details. If a complaint cannot be resolved after exhausting the institution’s learner grievance procedure, the learner may file a complaint with the Wisconsin Educational Approval Board; 30 W. Mifflin St.; Ninth Floor; Madison, WI 53707-8896; 608.266.1354. 60 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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4.02.04 Discrimination, Harassment, and Assault • Unequal academic or employment performance standards, Capella University prohibits the discrimination, harassment, discipline, or work regulations because of sex. and assault of any members of the university community • Deliberate or careless use of offensive or demeaning and any retaliatory behavior related to harassment reports. language that has a sexual connotation. This policy applies to all interactions that involve learners. Interactions that do not involve learners are covered under • Deliberate or careless dissemination of materials such the “Sexual and other Unlawful Harassment” policy located on as cartoons, articles, pictures, or graffiti that have sexual Stella and in the Employee Handbook. content, which are not necessary for the employment or academic environment, and which are offensive to learners DEFINITIONS or employees. Assault Assault is the commission of an act with the intent to cause 4.02.05 Drugs and Alcohol fear of immediate bodily harm or death, or the intentional Capella University is committed to providing an environment infliction or attempt to inflict bodily harm upon another. free of alcohol and other drugs, including prescription Discrimination medication and substances causing impaired performance. Discrimination is the segregation or separation of individuals The unlawful possession, use, or distribution of drugs and based on race, gender, age, ethnicity, religion, national origin, alcohol on property owned, leased, or rented by Capella disability, sexual orientation, marital status, or status with University, or as part of any of the activities of the university, is regard to public assistance, as more precisely defined under strictly prohibited. Use of alcohol at Capella events other than the Minnesota Human Rights Act and Title VII of the Civil those where alcohol is offered, is discouraged. Any impairment Rights Act. caused by drugs or alcohol that prevents the completion of event activities or interferes with the enjoyment of others Harassment will result in dismissal from the event. Prohibited conduct is Harassment encompasses any unwanted behavior that results subject to the sanctions and rights contained in this policy and in a hostile environment. other related policies and procedures. Sexual Harassment PROCEDURES Sexual harassment is unwelcome sexual advances, requests for I. Reporting a Violation sexual favors, and other verbal or physical conduct of a sexual nature including but not limited to the following: To report a violation, contact a university administrative or events staff member. • Submission to such conduct is made either explicitly II. Sanctions or implicitly a term or a condition of an individual’s employment or education. A. Prohibited conduct will result in sanctions pursuant to university policy 4.02.02 Learner Code of Conduct. • Submission to or rejection of such conduct by an individual B. Learners may be required to complete an evaluation as is used as a basis for employment or educational decisions a condition of continued enrollment. The cost of this affecting such individual. evaluation, as well as any necessary treatment costs, will • The conduct interferes with an individual’s work or be the responsibility of the learner. academic performance or creates an intimidating, hostile, or III. Reporting offensive working or academic environment. Learners who violate the law will be reported to the • Unwelcome, unnecessary, or coerced touching, kissing, appropriate law enforcement officials. grabbing, hugging, cornering, or other physical contact that is of a sexual nature or is sexually motivated. 4.02.06 Consensual Relationships Capella University seeks to maintain a professional educational • Unwanted sexual compliments or comments. environment. Actions of faculty members, staff, and • Demand for sexual favors accompanied by implied or overt academic administrators that are unprofessional or appear threats concerning employment, grades, compensation, to be unprofessional are inconsistent with the university’s tangible benefits, or recommendations. educational mission. It is essential that those in a position of authority or power not abuse, nor appear to abuse, the authority or power with which they are entrusted. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 61

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Faculty, staff, and administrators may not engage in consensual B. Flat Rate relationships with learners whenever an individual has a 1. Learners in post-master’s certificate and EdS professional “position of authority” or “power differential” programs in the School of Education pay tuition u n i v ersit y with respect to the learner in such matters as teaching a quarterly on a flat rate, not on a per-course basis. course, facilitating a residential colloquium, or in otherwise 2. Learners in PhD programs in the schools of evaluating, supervising, mentoring, or advising a learner as Business and Technology, Education, and Human part of academic activities. Services pay tuition quarterly on a flat rate, not on A violation of this policy will result in disciplinary action. a per-course basis. New doctoral learners entering programs after the beginning of a quarter pay 4.02.07 Nondiscrimination 100 percent tuition for that quarter and receive a Capella University does not discriminate on the basis of prorated tuition charge for the following quarter if race, gender, age, ethnicity, religious beliefs, national origin, they enroll in a course. disability, sexual orientation, marital status, status with regard C. Residency to public assistance, or in its admission, enrollment, or 1. residency tuition and fees employment policies or practices. a. Learners pay tuition for each residency they attend. Tuition and Fees b. Learners are responsible for food, travel, and See Tuition and Fees table on pages 64–65. lodging expenses for all residencies.

4.03.01 Tuition and Fees 2. residency cancellation fee Capella University’s executive leadership is authorized to Learners canceling their residency enrollment may establish a tuition and fee structure for all university programs be charged a cancellation fee or may be ineligible and activities. Tuition and fees are listed in the tuition and for a tuition refund, depending on when the fees schedule published in Capella’s University Catalog and on cancellation is made. See university policy 3.04.05 the university Web site. Learners are responsible for payment Attendance at Residencies for full details on residency of their tuition and fees according to the schedule and this requirements, tuition, and cancellation fees. policy and its related procedures. D. Payment of Tuition and Fees PROCEDURES 1. American Express, Discover, MasterCard, Visa, wire transfer, and paper check payments are accepted.* I. Tuition Structure 2. Payment is due prior to the start of the quarter A. Per-Course or prior to the start of the course or residency for 1. Learners in bachelor’s, MBA, master’s, and those courses or residencies beginning mid-quarter. certificate programs (excluding post-master’s II. Other Fees certificate) in all schools pay tuition on a per- course basis. A. Application Fees 2. Learners in PhD and PsyD programs in the Harold 1. Applicants must complete the online payment Abel School of Psychology pay tuition on a per- section of the application. course basis. 2. A credit card or U.S. bank account (e-check) payment is required with the online application. 3. the amount of the application fee is automatically determined based on the information provided.

*Accepted Payment Methods

Credit Card Check Domestic Wire Payment International Wire Payment Visa, MasterCard, Discover, Check payments may be sent to Direct wire payments within the United Direct wire payments from outside the United and American Express are the address below. Please include States using the information below. Include States using the information below. Include accepted. To pay via credit learner ID on the check. learner name and ID. learner name and ID. The originating bank card, contact Learner Support may deduct a fee from the submitted payment Capella University Wells Fargo Bank NA at 1.888.CAPELLA (227.3552), amount. NW 5408 PO Box 1450 Sixth and Marquette, option 2. Minneapolis, MN 55485-5408 Minneapolis, MN 55479 Wells Fargo Bank NA Transit Number: 121000248 Swift Code: WFBIUS6S Account Name: Capella University Account Name: Capella University Account Number: 1810665687 Account Number: 1810665687 62 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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4. refer to the tuition and fees schedule on the 2. this policy does not affect learners receiving Capella University Web site for domestic and veterans or vocational rehabilitation assistance, international application fees. active armed forces learners, or learners whose 5. All application fees are non-refundable. employers arrange to receive an invoice directly from Capella. B. Official Transcript Fee B. Direct Bill 1. Capella University does not charge for official transcripts. However, excessive requests for official 1. Direct bill invoicing must be completed prior to transcripts will be reviewed and may be subject to a the start of the course and is only an option when fee. no specific grade is required by the employer as a condition of reimbursement. 2. the university also reserves the right to withhold the official transcripts of learners who are not in 2. Direct bill invoices are due upon receipt. good financial standing with the institution. 3. the learner will be responsible for paying any C. Prior Learning Assessment Petition Process Fee amount remaining from refusal or inability of employer to pay. 1. the petition for credit process requires learners seeking credit for prior learning to pay an C. Employer, Military, or Educational Institution evaluation fee for each petition. Affiliation Discount 2. refer to the tuition and fees schedule on the 1. Learners may be eligible for an affiliation tuition Capella University Web site for the petition for discount due to an arrangement between Capella credit for prior learning evaluation fee. University and their employer or a military or educational institution. Tuition discounts do not 3. Petition for credit fees are nonrefundable, apply to residency tuition. regardless of petition outcome. 2. Affiliation discounts are contingent on an ongoing D. Graduation Fee agreement between Capella University and the All degree applicants must pay a non-refundable employer or military or educational institution. graduation fee to cover the costs associated with the 3. it is the eligible learner’s responsibility to request final degree audit, the printing of diplomas, academic the applicable discount. regalia, and other commencement expenses. The learner’s graduation fee and all other fees must be 4. Capella University will not retroactively apply a paid in full prior to receiving a diploma or official discount. transcripts. 5. Capella University reserves the right to validate the E. Non-Sufficient Fund (NSF) affiliation status of all learners offered a tuition discount prior to and after applying the discount. 1. if a check or e-check is returned to Capella due to non-sufficient funds, closed accounts, or any other 6. Learners must maintain the applicable affiliation in reason, an NSF fee will be charged to the learner’s order to continue to receive the discount. Learners account. may be subject to yearly verification of their affiliation. 2. A fee will be charged for each check returned. 7. if a learner qualifies for more than one affiliation F. Learner ID Card Replacement Fee discount, the most favorable discount to the learner Learners will be charged a fee for replacement learner applies. ID cards. 8. if the learner provides evidence of the affiliation III. Reimbursement and Discounts status after the requested time frame, the discount A. Employer Reimbursement will be applied to future quarters only. 1. Learners receiving employer tuition assistance must arrange for payment to Capella prior to the start of their course(s). 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 63

University Policies, continued policies

IV. Special Business Office Hold (SBOH) B. Flat Rate A. All learners with an outstanding balance may be placed PhD programs in the schools of Business and

on SBOH. Technology, Education, and Human Services; School u n i v ersit y B. While on SBOH, learners are not granted access to of Education EdS and post-master’s certificate university activities or academic personnel or services, programs: including advisors, mentors, courses, or the library. For learners in these programs, tuition is charged C. Access to the courseroom may be regained upon quarterly on a flat rate, not on a per course basis. resolution of the account balance within the time lines Learners who completely withdraw from Capella communicated to affected learners. University or drop all of their courses will have their tuition refunded in accordance with the refund D. Learners who do not pay their outstanding account schedules outlined in section II of this policy. balance while on SBOH may be administratively withdrawn from the university. Note: No tuition refund is given if a learner remains enrolled in one or more courses. E. Learners who are administratively withdrawn for SBOH will be sent to a third party collection agency and C. Fees reported to the credit bureaus. Capella University does not provide refunds for books, V. Collection Agency/Credit Reporting supplies, or other listed fees. Any learner who refuses or is unable to pay an II. Tuition Refund Schedule outstanding past-due balance may have their account A. The following schedule applies to learners residing in forwarded to a collection agency and/or reported to a locations other than Florida, Georgia, South Carolina, credit bureau. or Wisconsin: Withdrawal or Drop Date Tuition 4.03.02 Tuition Refunds From the Class Start Date Refund Capella University’s executive leadership is authorized to Through fifth calendar day 100% establish the tuition and fees refund structure and schedule 6 – 12 calendar days 75% for all university programs and activities as established in this Remainder of the term No refund policy and its related procedures and schedules. Individual B. Florida Residents Refund Policy states may require a separate tuition refund schedule. 1. the refund policy applicable to Florida learners is PROCEDURES the Capella University institutional refund policy or I. Tuition Structure and Fees the following minimum refund policy as stipulated A. Per-Course by Florida law, whichever is more favorable to the learner. If a Florida applicant requests a refund 1. Bachelor’s, MBA, master’s, and certificate programs within three business days after making a payment (excluding post-master’s certificate) in all schools: to Capella University, the applicant will receive a Learners in bachelor’s, MBA, master’s, and full refund, provided that the class start date has certificate programs pay tuition on a per-course not passed. basis. Learners who completely withdraw from 2. Florida learners who withdraw or are Capella University or drop one or more courses administratively withdrawn after the start date will have their tuition refunded as specified in of a course but before 50 percent of the course the refund schedules outlined in section II of this term has passed are entitled to a pro rata refund policy. as follows. (All percentages are based on the total 2. PhD and PsyD programs in the Harold Abel School number of calendar days in the course.) of Psychology: % of Total Tuition Doctoral learners in these programs pay tuition Calendar Days Refund on a per-course basis. Learners who completely 1 day – 5% 95% withdraw from Capella University or drop one or 6% – 10% 90% more courses will have their tuition refunded in 11% – 25% 75% accordance with the refund schedules outlined in 26% – 50% 50% section II of this policy. 51% + No refund Continued on page 66 64 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

University Policies, continued

T uition and Fees The following charges apply as of this catalog’s effective date, January 5, 2009, and are subject to change. For current pricing, visit the Capella University Web site at www.capella.edu. See applicable schools’ degree programs.

undergraduate business AND HUMAN All Programs studies TECHNOLOGY EDUCATION SERVICES PSYCHOLOGY Application Fee (non-refundable) $75 $75 $75 $75 $75 International Application Fee—includes international transcript evaluation (non-refundable) $175 $175 $175 $175 $175 Student ID Replacement Fee $15 $15 $15 $15 $15

Bachelor of Science (BS) Program Capella Prior Learning Assessment Per Credit (non-refundable) $75 Tuition Per 6-Credit Course $1,860 Tuition Per 4-Credit Course $1,240 Tuition Per 3-Credit Course $930 BS Graduation Fee $250

Master of Science (MS) Program Capella Prior Learning Assessment Per Credit (non-refundable) $125 Tuition Per 6-Credit Course $2,430 Tuition Per 5-Credit Course $1,885 Tuition Per 4-Credit Course $2,120 $1,620 $1,640 $1,508 Tuition Per 3-Credit Course $1,215 $1,131 Tuition Per 2-Credit Course $1,060 $810 $820 $754 Tuition Per 1-Credit Course $405 $377 Residential Colloquium Per Week* $1,460 $1,460 School of Psychology Year-in-Residence—Per Weekend-in-Residence* $208 School of Psychology Year-in-Residence—Per Extended Seminar* $2,790 MS Graduation Fee $350 $350 $350 $350

Master of Business Administration (MBA) Program Capella Prior Learning Assessment Per Credit (non-refundable) $125 Tuition Per 3-Credit Course $1,875 MBA Graduation Fee $350

EDUCATION SPECIALIST (EdS) PROGRAM Quarterly Tuition $4,335 Residential Colloquium Per Week* $1,460 EdS Graduation Fee $450 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 65

University Policies, continued policies

Tuition and Fees, continued u n i v ersit y

undergraduate business and human All Programs STUDIES TECHnology EDUCATIOn SERvICES PSychology

DOCTOR OF PHILOSOPHY (PHD) Program Quarterly Tuition $4,335 $4,335 $4,335 Quarterly Tuition for Comprehensive Examination and Dissertation Courses $3,690 $3,690 $3,690 Reduced Tuition for Advanced Doctoral Learners $960 $960 $960 Tuition Per 5-Credit Course $2,230 Tuition Per 3-Credit Course $1,338 Tuition Per 2-Credit Course $892 Tuition Per 1-Credit Course $446 Residential Colloquium Per Week* $1,460 $1,460 $1,460 $1,460 PhD Graduation Fee $450 $450 $450 $450

DOCTOR OF Psychology (PsyD) Program Tuition Per 5-Credit Course $2,230 Tuition Per 3-Credit Course $1,338 Tuition Per 2-Credit Course $892 Tuition Per 1-Credit Course $446 Year-in-Residence—Per Weekend-in-Residence* $208 Year-in-Residence—Per Extended Seminars* $2,790 PsyD Graduation Fee $450

Certificate Program Tuition Per Course $2,120 $1,640 $1,885 Tuition Per Quarter, Post-Master’s Certificate $4,335 Residential Colloquium Per Week (Track I)* $1,460 School of Psychology Certificate Practicum 3-Credit Course $1,131 School of Psychology Certificate Practicum 2-Credit Course $754 School of Psychology Year-in-Residence—Per Weekend-in-Residence* $208 School of Psychology Year-in-Residence—Per Extended Seminar* $2,790

* See policy 3.04.05 Attendance at Residencies in the University Policies section of the catalog. Also see the Residential Colloquia page on iGuide. 66 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

University Policies, continued

4.03.02 Tuition Refunds, continued

As part of this policy, Capella University may retain by the learner, unless the learner immediately an administrative fee of no more than $150. This contacts Capella requesting an earlier withdrawal fee may be assessed in addition to the percentage date and provides acceptable verification that no of tuition, which may be retained by the institution academic interaction occurred after the requested as provided above. date. Capella University issues the appropriate 3. Florida learners should notify Capella if they wish refund in full to the learner within a maximum to withdraw from a program or drop a course. of 30 calendar days of receiving the notification. Refunds are calculated using the date provided by All or a portion of the refund will be used to pay the learner, unless the learner immediately contacts grants, loans, scholarships, or other financial aid in Capella requesting an earlier withdrawal date and adherence with federal and state laws. provides acceptable verification that no academic D. South Carolina Residents Refund Policy interaction occurred after the requested date. 1. south Carolina regulations require Capella Capella University will issue the appropriate refund University to apply a separate refund policy to in full to the learner within a maximum of 30 South Carolina learners. Refund credits will be days of receiving the notification. All or a portion processed in two steps. Each may be reflected on of the refund will be used to pay grants, loans, separate days and/or separate monthly statements. scholarships, or other financial aid in adherence Capella’s refund will be recorded first, and South with federal and state laws. Carolina’s refund (if applicable) will be recorded C. Georgia Residents Refund Policy as a second line item. All refunds will be applied 1. the refund policy applicable to Georgia learners is within 40 calendar days of the withdrawal date. the Capella University institutional refund policy or 2. south Carolina learners will receive a full refund the following minimum refund policy as stipulated of all tuition money paid if they withdraw from by Georgia law, whichever is more favorable to the a course within a three-business-day cancellation learner. If a Georgia applicant requests a refund period from the course start date. within three business days after making a payment 3. south Carolina learners who withdraw or are to Capella University, the applicant will receive a administratively withdrawn after the start date full refund, provided that the class start date has of a course but before 60 percent of the course not passed. term has passed are entitled to a pro rata refund 2. Georgia learners who withdraw or are as follows. (All percentages are based on the total administratively withdrawn after the start date number of calendar days in the course.) of a course but before 50 percent of the course % of Total Tuition term has passed are entitled to a pro rata refund Calendar Days Refund as follows. (All percentages are based on the total 4th day – 9% 90% number of calendar days in the course.) 10% – 19% 80% % of Total Tuition 20% – 29% 70% Calendar Days Refund 30% – 39% 60% 1 day – 5% 95% 40% – 49% 50% 6% – 10% 90% 50% – 59% 40% 11% – 25% 75% 60% + No refund 26% – 50% 50% As part of the percentage breakdown, Capella may 51% + No refund retain a one-time administrative fee of no more As part of this policy, Capella University may than $100. Learners will receive the tuition credit retain an administrative fee of no more than $150. within 40 calendar days of the withdrawal date. This administrative cost may be in addition to the 4. Learners pay tuition for each residency they attend. percentage of tuition, which may be retained by the Learners are responsible for their food, travel, institution as provided above. and lodging expenses for all residencies. Federal 3. Georgia learners should notify Capella if they wish financial aid may not cover these costs, so it is to withdraw from a program or drop a course. the learner’s responsibility to budget for these Refunds are calculated using the date provided expenses. Payment is due prior to the start of each residency. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 67

University Policies, continued policies

E. Wisconsin Residents Refund Policy 4.03.03 Reduced Tuition for Advanced Doctoral Learners 1. Wisconsin regulations require Capella University Doctoral learners in the schools of Business and Technology,

to apply a separate refund policy to Wisconsin Education, and Human Services who have completed and u n i v ersit y learners. Refund credits will be processed in two paid for at least four full years (16 complete quarters) of active steps. Each may be reflected on separate day and/ enrollment in their doctoral program and have completed or separate monthly statements. Capella’s refund all residency requirements and degree course work (except will be recorded first, and Wisconsin’s refund (if the comprehensive examination and the dissertation) may applicable) will be recorded as a second line item. be charged a reduced tuition rate for a maximum of 12 All refunds will be applied within 40 calendar days additional quarters of enrollment in lieu of regular tuition of the withdrawal date. (see current Tuition and Fees table for tuition rates). 2. Wisconsin learners will receive a full refund of all Learners qualify for this reduced tuition rate only during tuition money paid if they withdraw from a course terms in which they enroll in comprehensive examination or within a three-business-day cancellation period dissertation courses. Those learners meeting all the criteria from the course start date. outlined in this policy will receive the reduced tuition rate. 3. Wisconsin learners who withdraw or are Tuition is assessed and paid on a quarterly basis. administratively withdrawn after the start date PROCEDURES of a course but before 60 percent of the course term has passed are entitled to a pro rata refund I. Criteria as follows. (All percentages are based on the total A. Doctoral learners in the schools of Business and number of calendar days in the course.) Technology, Education, and Human Services who % of Total Tuition have completed and paid for at least four full years Calendar Days Refund (16 complete quarters) of active enrollment in their 4th day – 9% 90% doctoral program and have completed all residency 10% – 19% 80% requirements and degree course work (except the 20% – 29% 70% comprehensive examination and the dissertation) may 30% – 39% 60% qualify for a reduced tuition rate. 40% – 49% 50% B. Quarters in which a current doctoral learner was 50% – 59% 40% enrolled in Capella as a certificate or master’s learner, 60% + No refund and time off taken for administrative, medical, military, As part of the percentage breakdown, Capella may or family leave does not count toward the minimum retain a one-time administrative fee of no more active enrollment period. than $100. Learners will receive the tuition credit II. Discount Application within 40 days of withdrawal date. Learners must notify the institution of their intention to withdraw registrar’s Office staff will monitor the status of all from courses either by phone or in writing. The doctoral learners to determine their eligibility for the effective date of the withdrawals will be the date reduced tuition rate. the institutions receive the proper notification. A. Once a learner becomes eligible for the reduced All or a portion of the refund will be used to pay tuition rate, the rate will be applied to the learner’s grants, loans, scholarships, or other financial aid in account and the learner will be notified. adherence with federal and state law. B. Learners do not need to take any action to receive the reduced tuition rate for advanced doctoral learners. 68 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

University Policies, continued

A cademic Services III. Overdue Books A. The Capella University Library (CUL) reserves the 4.04.01 Interlibrary Loan right to limit or refuse interlibrary loan service to Capella University Library (CUL) utilizes printed materials borrowers who repeatedly lose or return items late. from other libraries for use by current Capella University B. Overdue notices are courtesy notices only. Failure learners, faculty, and staff, at their request. Borrowers are to receive overdue notices will not be accepted as limited to 25 interlibrary items per quarter. The loan period is grounds to cancel fines. Books that are not returned or determined by the lending library. CUL will notify borrowers renewed by the date due will be assessed a fine at the of due dates. Books must be returned promptly according rates listed below. to specified due dates to avoid penalties. Charges incurred because of overdue or lost items will be charged to learners’ C. If a book is returned at any time between seven and university accounts. Interlibrary loans are administered 30 days past the due date, accumulated charges will be through this policy’s procedures. applied. All charges are irreversible. D. All interlibrary loan users will be subject to the PROCEDURES following penalties for overdue and lost interlibrary I. Loan Period loan materials: the loan period is determined by the lending library. 1. seven calendar days overdue: Capella University does not control the loan period. Fine of $1/day applied from due date. Books must be returned promptly according to specified due dates. 2. thirty calendar days overdue: II. Restrictions a. the material is considered lost. A. The following items are not available through b. in addition to the accumulated fine, a $30 interlibrary loan: processing fee will be assessed on the 30th calendar day. 1. required textbooks c. Future interlibrary loan requests will not be 2. Dissertations processed until the book is returned or payment 3. Materials available in Capella University Library is received. (CUL) resources d. replacement charges as determined by the 4. reference books lending library will also be assessed. 5. Entire issues or several articles from the same e. Charges will be applied to the learner’s account. journal E. Overdue books returned after billing will have the 6. Non-academic related items (such as books on a book replacement fee removed from account upon best-seller list or books on hobbies) receipt of the book and processing of return by CUL. 7. Media: videos, films, CDs IV. Book Recalls B. Borrowers are limited to 25 interlibrary loan items A. On occasion, a lending library will recall a book from of standard cost per quarter. If the cost to CUL for a Capella in order to sufficiently meet demand for request exceeds $60, borrowers will be asked if they materials. If a book is recalled, it must be returned want to continue with the request at a charge of two immediately even if the original loan period has not requests toward their 25-item limit. yet expired. C. Interlibrary loan book requests submitted by learners B. If a book is returned at any time between seven and 30 outside of the continental United States and Canada days past the recall notice, appropriate charges will be can be fulfilled electronically only. Requests to Canada applied. All charges are irreversible. are handled on a case-by-case basis. CUL can provide C. The following penalties will be applied for recalled a table of contents of the book for review, and specific items that are not returned promptly: chapters may be requested in lieu of sending the book. 1. seven calendar days following recall notice: D. Post office boxes will not be accepted as a deliverable address for book requests. Learners must provide a Fine of $1/day applied from due date. current street address for all interlibrary loan book requests. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 69

University Policies, continued policies

2. thirty calendar days following recall notice: a. the book is considered lost.

b. in addition to the accumulated fine, a $30 u n i v ersit y processing fee will be assessed on the 30th calendar day. c. Future interlibrary loan requests will not be processed until the book is returned or payment is received. d. replacement charges as determined by the lending library will be assessed. e. Charges will be applied to the learner’s account. D. Recalled books returned after billing will have book replacement fees removed from account.

4.04.02 Licensure Capella University offers academic programs leading toward advanced degrees in a number of fields for which professional practice requires licensure or certification by state, local, or professional boards. Capella University makes no representation, warranty, or guarantee that successful completion of the course of study will result in the learner obtaining the necessary licensure or certification. Learners may not enroll in a Capella University degree program for which licensure or certification may ultimately be required without signing a statement of agreement acknowledging that compliance with state or professional licensure and certification requirements is the learner’s sole responsibility. As with all programs involving endorsement, licensure, or certification, individual states have varying requirements. Capella University cannot guarantee that licensure, endorsement, or certification will be granted. For this reason, it is important that learners interested in these programs contact the appropriate authorities in their state. 70 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Financial Aid

Capella University offers assistance to learners who would like The date of course completion is determined by the last day of to secure educational funding to help finance their academic the quarter. program. Learners can find out more about financial aid by Doctoral learners must complete a minimum of six quarter calling 1.888.CAPELLA (227.3552), option 2, or on iGuide at credits per quarter to qualify for full-time benefits. Doctoral Self-Service, Finances. learners enrolled in the Harold Abel School of Psychology Satisfactory Academic Progress Policy for Financial Aid must complete a minimum of 10 quarter credits per quarter Federal and state laws require learners to make satisfactory to qualify for full-time benefits. The date of course completion academic progress during their period of enrollment to is determined by the last day of the quarter. Doctoral learners remain eligible for financial aid. In compliance with federal who are in the comprehensive examination and dissertation and state regulations, Capella University has established phases of their program will be certified as full time. policies for all learners regarding satisfactory academic In order to receive veterans’ education benefits, all post- progress, academic probation, academic progress review, and high school transcripts must be submitted to the Registrar’s the appeals process. Office prior to enrollment. Learners who fail to satisfy the These policies are described in detail in the University Policies requirements for veterans’ educational benefits are personally section on iGuide. responsible for tuition payments. Scholarships Payment is based upon pursuit as defined by the VA. This means Capella offers many scholarship options, including two that Capella University will certify the day the course begins internal scholarships—the Robert C. Ford Human Services and the day the course ends as the period during which Scholarship and the Scott Sathers Memorial Scholarship. learners are pursuing education. The eligibility of benefits is Learners are also encouraged to apply for external based upon the number of days between the start and end of scholarships that are offered specifically to Capella learners. the course(s). These scholarships vary and are updated regularly on iGuide. Additional information for veterans can be found on the Free scholarship search engines are also available on iGuide. Capella University Web site under the U.S. Armed Forces tab Veterans’ Educational Benefits and on iGuide. Capella University is approved by the Minnesota State Capella reserves the right to change these requirements if Approving Agency for veterans’ educational benefits. Eligible there are changes in the structure of a particular program. learners may apply for benefits by calling the Veterans Administration (VA) Office for assistance at 1.888.442.4551. Refund Procedure for Financial Aid Recipients The original application should be mailed or faxed to the Learners receiving financial aid should contact the Financial Armed Forces and Veterans Support Office. Aid Office before canceling course enrollment and requesting a refund. They may be required to pay back all or part of the To receive full-time veterans’ educational benefits, learners financial aid award prior to receiving any refund from Capella must meet the following criteria based upon their program of University. study. Financial aid recipients who completely withdraw from their Bachelor’s learners must complete a minimum of 12 quarter program or drop all of their courses prior to the 60 percent credits per quarter. The date of course completion is point of a term are subject to the Federal Return of Title determined by the last day of the quarter. Those who do not IV Funds policy regulations for any federal aid not earned. complete at least 12 credits per quarter will not be entitled to Details of actual refund calculations are available upon request receive full-time benefits for that quarter. from the Financial Aid Office. Financial aid funds will be Master’s learners must complete a minimum of six quarter returned to the appropriate agency in the following order: credits per quarter. • Unsubsidized Federal Stafford Loans MBA learners must complete a minimum of six quarter credits • Subsidized Federal Stafford Loans per quarter. Those who do not complete the required credits per quarter will not be entitled to receive full-time benefits for The amount of the refund is in direct correlation to the that quarter. learner’s approved withdrawal date as determined by the Registrar’s Office. If learners withdraw from Capella and have Graduate certificate learners must complete a minimum of six received financial aid, specific procedures will be followed, quarter credits per quarter to qualify for full-time benefits. which can be found on iGuide in the Tuition Refunds policy. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 71

Information Access, Doctoral Recognition, Graduation, and Commencement

Access to Learning Resources Completion of Advanced Graduate Study (CAGS) recog n itio n,

Capella University recognizes the need to provide limited Recognizing Doctoral Learner Achievement co mm e n ce m t access to the online courseroom, the Capella University Capella University’s Completion of Advanced Graduate Study

Library, iGuide, and other Capella University learning (CAGS) recognizes a learner’s achievement of a significant a n d resources to persons other than Capella learners, alumni, doctoral milestone: successful completion of all requirements doctoral faculty, and staff, as described below. necessary to begin comprehensive examination courses. The Completion of Advanced Graduate Study recognition marks Courseroom Access a specific level of doctoral achievement; it is not an academic access ,

For regulatory, accreditation, and other business purposes, graduatio n, degree or credential. the courseroom may be accessed and observed by persons other than Capella learners, faculty, and staff. Access to the Eligibility courseroom will be authorized by the chief academic officer To be eligible for Completion of Advanced Graduate Study

only after the review of such a request and the determination (CAGS) recognition, a learner must currently be admitted to a i n for m atio that access is necessary and appropriate, does not infringe on doctoral program in any of Capella University’s four graduate the activities of learners and faculty, and does not threaten schools and enrolled in doctoral course work. Eligible learners the academic integrity of the courseroom. Although the must have completed all core, specialization, and elective courseroom is not open to public access upon demand, it is courses and all other program requirements, including not a private nor confidential domain; neither learners nor colloquia, residencies, and field work, with a minimum faculty should assume privacy within the courseroom. cumulative grade point average of 3.0 on a 4.0 scale. Library and iGuide Access Applying For regulatory, accreditation, and other business purposes, Doctoral learners at Capella University may apply for access to the Capella University Library, iGuide, and other Completion of Advanced Graduate Study (CAGS) recognition Capella learning resources may be granted to persons other once they have met all eligibility requirements and any time than Capella learners, alumni, faculty, and staff. Access to thereafter prior to graduation but may not receive more these resources will be authorized by the chief academic than one CAGS recognition. Any learners who are currently officer only after the review of such a request and the enrolled and active in courses at Capella University and who determination that access is necessary and appropriate and have completed all requirements for CAGS recognition should does not threaten the integrity of the university. see iGuide for contact information and CAGS application material or call Learner Support at 1.888.CAPELLA Contact Information for Learners (227.3552), option 2. Learners are responsible for keeping their contact information Graduation Requirements and Commencement accurate and current. Learner information may be updated Graduation requirements include all academic requirements at any time on iGuide or via Learner Support. The primary as stated in the University Catalog. Learners in undergraduate form of official communication from Capella University is degree programs must have a minimum cumulative GPA of through email. Learners are required to maintain active email 2.0 in their degree program. Learners in graduate degree addresses. To ensure receipt of important communications, programs must have a minimum cumulative GPA of 3.0 in learners should make sure that spam filters are set to receive their degree program. Also, in order to graduate, doctoral email from Capella University. learners must successfully complete their dissertation. External Requests Successful completion requires learners to remain continuously enrolled until they complete all dissertation The university maintains a record of external requests for milestones. See university policies 2.02.06 Continuous learners’ education records, except for directory information, Enrollment for Advanced Doctoral Learners and 3.01.07 Dissertation and of the disposition of the requests. The university may Requirements for more information. disclose education records to authorized agencies and appropriate institutions as specified in the FERPA policy found on iGuide. 72 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Information Access, Doctoral Recognition, Graduation, and Commencement, continued

Graduation Application Undergraduate, master’s, education specialist, or certificate learners enrolled in their final quarter of courses or PhD learners who have seven or fewer remaining dissertation milestones to complete are eligible to apply for graduation. Learners must complete and submit the Graduation Application, available on iGuide at Self-Service. A graduation audit is completed at the time learners apply for graduation. There are three types of degree status that learners will go through when applying for graduation. • Applied —the learner has completed and submitted the Graduation Application available on iGuide. • Approved —the learner is currently completing or is enrolled in his or her last academic requirements or has seven or fewer remaining dissertation milestones to complete. • Awarded —the learner has finished all of his or her academic requirements. If learners have completed all academic requirements for graduation, the degree or certificate will be conferred on the last day of the month in which all academic requirements were met. If the Graduation Application is submitted after learners have met all academic requirements, the degree or certificate will be conferred on the last day of the month in which the Graduation Application was received. The conferral date will appear on official transcripts and diplomas. Commencement Commencement is the ceremony that celebrates the awarding of a degree. Participation in the commencement ceremony is optional for those who are eligible. Certificate recipients are not eligible to participate in the commencement ceremony. Learners who plan to participate must complete the Graduation Application and Commencement RSVP, and order academic regalia to wear during the ceremony. For more information on graduation and commencement, see the Graduation and Commencement page on iGuide. Transcripts Learners may request transcripts on iGuide or by calling Learner Support at 1.888.CAPELLA (227.3552), option 2. Capella University reserves the right to withhold the official transcripts of learners who are not in good financial standing with the institution. Transferability of Capella University Credits The transferability of Capella credits to another institution is solely at the discretion of that institution.

School of Undergraduate Studies

1.888.CAPELLA • Volume 08–09, No. 2 Capella University 75

School of Undergraduate Studies studies

From the Dean I am pleased to extend you a warm welcome to the School of Undergraduate Studies at Capella University. The School of Undergraduate Studies is dedicated to the development of our learners’ knowledge, u n dergraduate skills, and values, offering programs that have an immediate and long- of term impact on learners’ lives and careers as they demonstrate increased leadership, scholarship, and service. Our curricula help learners expand

their experience in the global community through interactive technology, school broad-based discussions, and a recognition of the importance and impact of diversity and culture. School of Undergraduate Studies programs are designed around industry standards and key professional organizations so that our learners are prepared to meet today’s challenges of a rapidly changing work environment in business, technology, and public safety. Feranda B. Williamson, EdD Dean The Bachelor of Science degree programs in the School of Undergraduate Studies are designed for working adult learners who want to develop relevant skills in a variety of areas in the fields of business, information technology, and public safety. Capella’s Bachelor of Science in Business degree program integrates the mastery of business fundamentals with practical application related to current issues in its Accounting, Business Administration, Finance, Human Resource Management, Management and Leadership, Marketing, Project Management, and Retail Management specializations. Learners in the Bachelor of Science in Information Technology degree program benefit from a relevant curriculum that addresses essential IT competencies through its Health Informatics, Information Assurance and Security, Project Management, Network Technology, and Software Architecture specializations. Capella’s Bachelor of Science in Public Safety degree program prepares learners to assess and address complex public safety issues through Criminal Justice, Emergency Management, Homeland Security, and Security Management specializations.

Our experienced faculty provide a high-quality learning experience for our learners and are committed to sharing their knowledge and passion for their subject areas. School of Undergraduate Studies faculty are scholar- practitioners who are active in the business, information technology, and public safety fields. They link theory, research, and practice in order to deliver a superior learning experience for our learners.

The faculty and staff of the School of Undergraduate Studies are committed to assisting you on your journey toward achieving your personal and professional goals, and they join me in welcoming you.

Feranda B. Williamson, EdD Dean 76 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

About the School of Undergraduate Studies

School Mission Statement develop a fundamental understanding Management. Successful graduates of The mission of the School of of software, hardware, networks, this program are prepared to pursue Undergraduate Studies is to create databases, human-computer interaction, careers in the field of public safety competency-based, online degree project management, and security and such as border patrol agent, central programs that serve a collaborative gain knowledge of both theory and intelligence analyst/officer, detective, law community of learners. Capella practice that are required of today’s enforcement officer, intelligence analyst, University provides an invigorating and IT professional. Building on all of public safety director, U.S. marshal, challenging educational experience these concepts and skills, learners then juvenile detention officer, emergency for adult working professionals and specialize in fields that prepare them response specialist, anti-terrorism task is dedicated to the development of for specific IT careers. Learners may force coordinator, corporate security learners’ knowledge, values, and pursue a specialization in General manager, and mediation specialist. skills. The programs in the School Information Technology, Health of Undergraduate Studies have an Informatics, Information Assurance and General Education Requirements for the BS Degree immediate and long-term impact on Security, Network Technology, Project learners’ lives and careers as they Management, or Software Architecture. General education courses develop the knowledge, skills, and abilities demonstrate increased leadership, Bachelor of Science (BS) in Public Safety foundational to a baccalaureate scholarship, and service. The Bachelor of Science in Public Safety program and to more advanced study. degree program provides undergraduate Undergraduate Degree Programs Capella University’s general education learners with knowledge of the processes curriculum works in concert with the Bachelor of Science (BS) in Business and procedures involved in public safety. course work in a learner’s field of study The Bachelor of Science in Business Learners may pursue a specialization in to develop reflective-practitioners at the degree program integrates the mastery Criminal Justice, Homeland Security, bachelor’s level. Reflective-practitioners of business fundamentals with practical Emergency Management, or Security application in a rich, interactive learning environment that enhances learners’ School of Undergradute Studies Degree Programs personal and organizational effectiveness in their chosen field of study. The and specializations curriculum provides an integrated business Program Degree approach to complex organizational Accounting BS systems, preparing learners to work in Business Administration BS collaboration with diverse work groups Finance BS and functional areas. Learners may Human Resource Management BS pursue a specialization in Accounting, Management and Leadership BS Business Administration, Finance, Human Marketing BS Resource Management, Management Project Management BS and Leadership, Marketing, Project Retail Management BS Management, or Retail Management. Information Technology Program Degree Bachelor of Science (BS) in Information Technology General Information Technology BS The Bachelor of Science in Information Health Informatics BS Technology degree program integrates Information Assurance and Security BS technology skill development with the Network Technology BS business enterprise knowledge needed Project Management BS in today’s rapidly changing, global Software Architecture BS workplace. The curriculum focuses Public Safety Program Degree on key elements of the IT lifecycle, including requirements analysis, Criminal Justice BS architecture, software construction, and Emergency Management BS support and maintenance. Learners Homeland Security BS Security Management BS 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 77

About the School of Undergraduate Studies, continued

learn to use analytical and relational sciences phenomena and an General Education Requirements, skills to improve their professional appreciation of the role scientific continued practices through action, reflection, and inquiry plays in addressing the Natural Science and Mathematics adaptation. critical issues facing today’s world. (6 quarter credits required) They develop an understanding of BIO1000 Human Biology At Capella University, the general mathematical and logical reasoning BIO1050 Biology and Society education program is structured around (3 quarter credits) and the ability to use mathematics the development of knowledge and skills BIO2000 Environmental Health and logic to address problems in their within four major categories. CHM1000 Chemistry for Changing Times

personal and professional lives. CHM1050 Chemistry and the Environment school of undergraduate studies 1. Communication: Capella learners (3 quarter credits) 4. Social Science: Capella learners develop the communication skills PHY1000 Introduction to Astronomy develop an understanding of the MAT1050 College Algebra necessary to effectively use the English scientific methods used to study MAT1051 Pre-Calculus language to communicate both human behavior and interaction MAT2001+ Statistical Reasoning verbally and in written form. They MAT2050‡ Statistical Literacy (3 quarter credits) and acquire knowledge of the develop the thinking skills necessary MAT2051*† Discrete Mathematics (MAT1050) predominant social science theories. to critically evaluate information, + MAT2001 required for Accounting, Finance, integrate differing points of view, and Marketing, and Project Management (Business) specializations. establish a reasoned course of action General Education Requirements, ‡ MAT2050 required for Criminal Justice, for effectively solving problems. These Emergency Management, Homeland critical thinking skills are reinforced Choose 45 quarter credits with a minimum of Security, and Security Management 6 quarter credits from each category. throughout the program and through specializations. Communication (6 quarter credits required) reading, writing, speaking, and * MAT2051 required for Information ENG1000+ English Composition Assurance Security, Network Technology, listening. ENG2000 Research Writing and Software Architecture specializations. SPC1000 Public Speaking (3 quarter credits) 2. Humanities: Capella learners develop † MAT2051 strongly recommended for SPC2000 Intercultural Communication an understanding of the arts and General Information Technology and Project SPC2050 Visual Design in Communications Management (Information Technology) humanities as an expression of human (3 quarter credits) specializations. culture, and through the critical + Strongly recommended for learners who have not satisfied the communications Social Science (6 quarter credits required) analysis of works of art, literature, and requirement. ECO1050 Microeconomics philosophy, they develop the ability to Humanities (6 quarter credits required) ECO1051 Macroeconomics form their own aesthetic judgments. ART2000 Art History Survey HIS1000 Immigrants in the American City (3 quarter credits) Through reflection on their own HUM1000 Introduction to the Humanities PSYC1000 Introduction to Psychology values and positions, as well as those of HUM1050 World Religions (3 quarter credits) POL1000 The Politics of American LIT2001 Introduction to Literature: Short others, they learn what it means to be Government Stories (3 quarter credits) POL2000 Globalization a socially responsible citizen in today’s LIT2100 Women’s Literature world and develop the ability to (3 quarter credits) SOC1000 Introduction to Human Society appropriately exercise that citizenship. PHI1000 Introduction to Philosophy SOC2000 Cultural Diversity PHI2000 Ethics Choose 21 quarter credits of additional 3. Natural Science and Mathematics: PHI2050 Human Nature and Ethics undergraduate courses from general education Capella learners develop an (3 quarter credits) courses above. PHI2100 Logic understanding of the scientific Lower-Division Courses methods used to study the natural Lower-division courses may not be used to fulfill general education requirements. BUS1000 Introduction to Business GENERAL EDUCATION REQUIREMENTS FOR THE BS DEGREE (3 quarter credits) IT1000 Introduction to Information General education credit requirements Technology (3 quarter credits) General education categories 45 total quarter credits IT2210 Introduction to Web Systems and Communication 6 quarter credits Technologies Humanities 6 quarter credits IT2230 Introduction to Database Systems (3 quarter credits) Natural science and mathematics 6 quarter credits IT2240 Introduction to Programming Social science 6 quarter credits (3 quarter credits) Additional general education IT2250 Introduction to Network courses from any category 21 quarter credits Technology (3 quarter credits) All courses are 6 quarter credits except as noted. Residents of Arkansas must complete Arkansas general education requirements. Courses listed in parentheses denote prerequisite(s). 78 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Undergraduate Studies Degree Programs and Specializations

Bachelor of Science (BS) in Elective courses - 39 quarter credits BUS4033 Brand Identity and Marketing Choose 39 quarter credits of additional Communications (BUS3030) Business Specializations undergraduate courses. BUS4034 Marketing Strategy (BUS3030) Capstone course - 6 quarter credits BUS4035 Marketing Across Borders (BUS3030) BUS4036 Marketing Research (BUS3020, BUS3030) Accounting To be taken during the learner’s final quarter: BUS4993 Business Capstone Project BUS4043 Compensation and Benefits Management Accounting professionals design, examine, and (BUS3040) manage accurate financial recording and reporting Total 180 quarter credits BUS4044 Legal Issues in Human Resource procedures for financial and business transactions. Management (BUS3040) Undergraduate learners in the Accounting BUS4045 Recruiting, Retention, and Development specialization acquire and apply various methods Business Administration (BUS3040) of ethically maintaining accurate and up-to-date BUS4046 Employee and Labor Relations (BUS3040) Undergraduate learners in the Business records. The specialization provides learners with BUS4047 Employee Training and Development Administration specialization develop the an understanding of a wide array of accounting- (BUS3040) business, interpersonal, and professional thinking related services, including budget analysis, BUS4048 International Human Resource skills to impact organizational effectiveness Management Issues (BUS3040) financial and investment planning, and financial across all functional levels of organizations statement and internal control auditing. These BUS4060 Financial Accounting Principles in manufacturing, service, professional, and (BUS3060) skills prepare graduates for a profession in government arenas. Learners select elective BUS4061 Managerial Accounting Principles financial, managerial, or government accounting. courses based on their individual professional (BUS4060) In addition to accounting expertise, learners in needs. BUS4062 Intermediate Financial Accounting Topics this specialization demonstrate the interpersonal and Trends (BUS4060) General Education Requirements and communication skills required to present BUS4063 Advanced Financial Accounting Topics information to both internal and external clients, Choose 45 quarter credits with a minimum of and Trends (BUS4062) influencing organizational effectiveness at all 6 quarter credits from each category; see General Education Requirements. BUS4064 Cost Accounting for Planning and levels of their organization. This specialization is Control (BUS4061) not designed to prepare learners for a CPA exam. Residents of Arkansas must complete Arkansas BUS4065 Income Tax Concepts and Strategies general education requirements. General Education Requirements (BUS4062) BUS4066 Contemporary Auditing: An Ethical Choose 45 quarter credits with a minimum of Additional Program Requirements Perspective (BUS4063) 6 quarter credits from each category; see General Core courses - 42 quarter credits Education Requirements. BUS4070 Foundations in Finance (BUS3060) BUS3004 Developing a Business Perspective BUS4071 Financial Markets and Institutions MAT2001 Statistical Reasoning required for BUS3010 Fundamentals of Management and (BUS4070) Leadership Accounting specialization. BUS4072 Analysis for Financial Management BUS3020 Fundamentals of E-Business Residents of Arkansas must complete Arkansas (BUS4070) general education requirements. BUS3030 Fundamentals of Marketing and Sales BUS4073 Investments and Portfolio Management BUS3040 Fundamentals of Human Resource (BUS4070) Additional Program Requirements Management BUS4074 Entrepreneurial Finance (BUS4070) Core courses - 42 quarter credits BUS3050 Fundamentals of Organizational BUS4075 Public and Nonprofit Finance (BUS4070) Communication BUS3004 Developing a Business Perspective BUS4076 Issues in International Finance (BUS4070) BUS3060 Fundamentals of Finance and Accounting BUS3010 Fundamentals of Management and BUS4077 Risk Management Strategies (BUS4070) Leadership Specialization courses - 48 quarter credits BUS4078 Financial Institution Management BUS3020 Fundamentals of E-Business Required course: (BUS4070) BUS3030 Fundamentals of Marketing and Sales BUS4801 Ethics and Enterprise BUS4079 Real Estate Finance (BUS4070) BUS3040 Fundamentals of Human Resource BUS4080 Fundamentals of Retail Management Management Choose 42 quarter credits from the following courses: (BUS3010, BUS3020, BUS3030) BUS3050 Fundamentals of Organizational BUS4011 Virtual Team Collaboration (BUS3010) BUS4081 Brand Building and Channel Communication BUS4012 Leadership in Organizations (BUS3010) Development (BUS4080) BUS3060 Fundamentals of Finance and Accounting BUS4013 Organizational Structure, Learning, and BUS4082 Marketing, Merchandising, and Performance (BUS3010) Advertising (BUS4080) Specialization courses - 48 quarter credits BUS4014 Operations Management for Competitive BUS4083 Retailing Analytical Tools and Techniques BUS4060 Financial Accounting Principles Advantage (BUS3010) (BUS4080) (BUS3060) BUS4015 Strategic Planning and Implementation BUS4084 Pricing Management (BUS4080) BUS4061 Managerial Accounting Principles (BUS3010) (BUS4060) BUS4085 Management and Operational Issues BUS4016 Global Business Relationships (BUS3010) in Retail (BUS4080) BUS4062 Intermediate Financial Accounting Topics and Trends (BUS4060) BUS4022 E-Business Sourcing, Marketing, and BUS4090 Introduction to Project Management Sales (BUS3020) (BUS3010, BUS3050) BUS4063 Advanced Financial Accounting Topics and Trends (BUS4062) BUS4024 Customer Behavior (BUS3020, BUS3030) BUS4091 Project Management I (BUS4090) BUS4064 Cost Accounting for Planning and BUS4025 Sales and Sales Management BUS4092 Project Management II (BUS4091) Control (BUS4061) (BUS3020, BUS3030) BUS4093 Contracts and Procurement (BUS4092) BUS4065 Income Tax Concepts and Strategies BUS4026 Services Marketing (BUS3020, BUS3030) BUS4094 Managing Project Risk (BUS4092) (BUS4062) BUS4027 Public Relations (BUS3020, BUS3030) BUS4095 Motivating Project Teams (BUS4092) BUS4066 Contemporary Auditing: An Ethical BUS4031 Marketing, Sales, and Channel BUS4802 Change Management Perspective (BUS4063) Management (BUS3030) BUS4070 Foundations in Finance (BUS3060) All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisite(s). 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 79

School of Undergraduate Studies Degree Programs and Specializations, continued studies BS in Business Specializations, continued Elective courses - 39 quarter credits In addition, choose 18 quarter credits from the Specialization courses - 48 quarter credits Choose 39 quarter credits of additional following courses: BUS4043 Compensation and Benefits Management undergraduate courses. BUS4074 Entrepreneurial Finance (BUS4070) (BUS3040) Capstone course - 6 quarter credits BUS4075 Public and Nonprofit Finance (BUS4070) BUS4044 Legal Issues in Human Resource Management (BUS3040) To be taken during the learner’s final quarter: BUS4076 Issues in International Finance (BUS4070) BUS4077 Risk Management Strategies (BUS4070) BUS4045 Recruiting, Retention, and Development BUS4993 Business Capstone Project u n dergraduate (BUS3040) BUS4078 Financial Institution Management Total 180 quarter credits (BUS4070) BUS4046 Employee and Labor Relations (BUS3040) of BUS4079 Real Estate Finance (BUS4070) BUS4047 Employee Training and Development (BUS3040) Elective courses - 39 quarter credits BUS4048 International Human Resource

Finance school Choose 39 quarter credits of additional Management Issues (BUS3040) Finance professionals help organizations find and undergraduate courses. BUS4801 Ethics and Enterprise manage the resources needed to grow, make Capstone course - 6 quarter credits BUS4802 Change Management investments and acquisitions, plan for the future, To be taken during the learner’s final quarter: Elective courses - 39 quarter credits and manage existing assets. Undergraduate BUS4993 Business Capstone Project learners in the Finance specialization build Choose 39 quarter credits of additional the finance knowledge and skills needed to Total 180 quarter credits undergraduate courses. advance in the financial services industry or as Capstone course - 6 quarter credits a finance professional within a public or private To be taken during the learner’s final quarter: organization. In addition to finance expertise, Human Resource Management BUS4993 Business Capstone Project learners demonstrate the management, The human resource professional wears many Total 180 quarter credits interpersonal, and professional thinking skills hats, and his or her specific duties depend needed to impact effectiveness across all levels of upon the nature and size of the organization. their organization. Learners select elective courses Typical responsibilities may include staffing the based on their individual professional needs. Management and Leadership organization, training and developing employees General Education Requirements at all levels, maintaining a fair and equitable Management involves coordinating, Choose 45 quarter credits with a minimum of compensation system, developing personnel implementing, promoting, supervising, 6 quarter credits from each category; see General polices and procedures, and developing and directing the activities of individuals, Education Requirements. strategies to meet the HR needs for the organizations, and businesses. The focus of the Management and Leadership specialization is MAT2001 Statistical Reasoning required for organization’s future. Undergraduate learners in Finance specialization. the Human Resource Management specialization to develop individuals who have the skills and develop the human resource management, competencies necessary to successfully lead Residents of Arkansas must complete Arkansas people and manage organizations in a dynamic, general education requirements. interpersonal, and professional thinking skills needed to manage talent, develop intellectual global environment. Undergraduate learners in Additional Program Requirements capital, work in networked relationships, deal with this specialization demonstrate the management, Core courses - 42 quarter credits continuous change, and impact organizational interpersonal, and professional thinking skills BUS3004 Developing a Business Perspective effectiveness as HR leaders and managers at all needed to impact organizational effectiveness as leaders and managers at all levels of their BUS3010 Fundamentals of Management and levels of their organizations. Leadership organizations. General Education Requirements BUS3020 Fundamentals of E-Business General Education Requirements Choose 45 quarter credits with a minimum of BUS3030 Fundamentals of Marketing and Sales 6 quarter credits from each category; see General Choose 45 quarter credits with a minimum of BUS3040 Fundamentals of Human Resource Education Requirements. 6 quarter credits from each category; see General Management Education Requirements. BUS3050 Fundamentals of Organizational Residents of Arkansas must complete Arkansas general education requirements. Residents of Arkansas must complete Arkansas Communication general education requirements. BUS3060 Fundamentals of Finance and Accounting Additional Program Requirements Additional Program Requirements Core courses - 42 quarter credits Specialization courses - 48 quarter credits Core courses - 42 quarter credits BUS3004 Developing a Business Perspective BUS4070 Foundations in Finance (BUS3060) BUS3004 Developing a Business Perspective BUS4071 Financial Markets and Institutions BUS3010 Fundamentals of Management and Leadership BUS3010 Fundamentals of Management and (BUS4070) Leadership BUS3020 Fundamentals of E-Business BUS4072 Analysis for Financial Management BUS3020 Fundamentals of E-Business (BUS4070) BUS3030 Fundamentals of Marketing and Sales BUS3030 Fundamentals of Marketing and Sales BUS4073 Investments and Portfolio Management BUS3040 Fundamentals of Human Resource (BUS4070) Management BUS3040 Fundamentals of Human Resource Management BUS4801 Ethics and Enterprise BUS3050 Fundamentals of Organizational Communication BUS3050 Fundamentals of Organizational Communication BUS3060 Fundamentals of Finance and Accounting BUS3060 Fundamentals of Finance and Accounting

All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisite(s). 80 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Undergraduate Studies Degree Programs and Specializations, continued

BS in Business Specializations, continued Specialization courses - 48 quarter credits Specialization courses - 48 quarter credits Project Management BUS4011 Virtual Team Collaboration (BUS3010) BUS4022 E-Business Sourcing, Marketing, and The Project Management specialization provides Sales (BUS3020) BUS4012 Leadership in Organizations (BUS3010) undergraduate learners with a foundational BUS4031 Marketing, Sales, and Channel BUS4013 Organizational Structure, Learning, and education in the processes, procedures, tools, and Performance (BUS3010) Management (BUS3030) techniques of coordinating and managing projects BUS4014 Operations Management for Competitive BUS4033 Brand Identity and Marketing in an organizational setting. The curriculum Advantage (BUS3010) Communications (BUS3030) focuses on the basics of project management, BUS4015 Strategic Planning and Implementation BUS4036 Marketing Research (BUS3020, BUS3030) (BUS3010) BUS4801 Ethics and Enterprise resource allocation, risk assessment, and BUS4016 Global Business Relationships (BUS3010) BUS4802 Change Management teamwork. Learners examine the role of project manager as a change agent—working with others BUS4801 Ethics and Enterprise In addition, choose 12 quarter credits from the to create value for an organization. Successful BUS4802 Change Management following courses: graduates of this specialization are prepared to Elective courses - 39 quarter credits BUS4024 Customer Behavior (BUS3020, BUS3030) pursue careers as project coordinators, project Choose 39 quarter credits of additional BUS4025 Sales and Sales Management managers, business analysts, and program undergraduate courses. (BUS3020, BUS3030) managers. BUS4026 Services Marketing (BUS3020, BUS3030) Capstone course - 6 quarter credits General Education Requirements BUS4027 Public Relations (BUS3020, BUS3030) To be taken during the learner’s final quarter: Choose 45 quarter credits with a minimum of BUS4034 Marketing Strategy (BUS3030) BUS4993 Business Capstone Project 6 quarter credits from each category; see General BUS4035 Marketing Across Borders (BUS3030) Education Requirements. Total 180 quarter credits Elective courses - 39 quarter credits MAT2001 Statistical Reasoning required for Choose 39 quarter credits of additional Project Management specialization. undergraduate courses. Marketing Residents of Arkansas must complete Arkansas Capstone course - 6 quarter credits general education requirements. Marketing professionals must be prepared for To be taken during the learner’s final quarter: a diverse set of challenges, from understanding BUS4993 Business Capstone Project Additional Program Requirements the needs of the customer to managing sales Core courses - 42 quarter credits Total 180 quarter credits and distribution operations. Because of its broad BUS3004 Developing a Business Perspective scope, marketing can also serve as a foundation BUS3010 Fundamentals of Management and from which to build a successful career in product Leadership development or general business management. BUS3020 Fundamentals of E-Business Undergraduate learners in this specialization may BUS3030 Fundamentals of Marketing and Sales choose to focus on the fundamentals of sales BUS3040 Fundamentals of Human Resource and marketing or broaden their study to include Management a stronger emphasis on the marketing aspects BUS3050 Fundamentals of Organizational of e-business. E-business has changed the way Communication companies operate, going beyond e-commerce into BUS3060 Fundamentals of Finance and Accounting ways that organizations relate to the whole chain of enterprise, from raw materials to satisfied customers. Specialization courses - 48 quarter credits In addition to marketing expertise, learners BUS4090 Introduction to Project Management demonstrate the management, interpersonal, (BUS3010, BUS3050) and professional thinking skills needed to impact BUS4091 Project Management I (BUS4090) organizational effectiveness at all levels of their organizations. BUS4092 Project Management II (BUS4091) BUS4093 Contracts and Procurement (BUS4092) General Education Requirements BUS4094 Managing Project Risk (BUS4092) Choose 45 quarter credits with a minimum of BUS4095 Motivating Project Teams 6 quarter credits from each category; see General (BUS4092) Education Requirements. BUS4801 Ethics and Enterprise BUS4802 Change Management MAT2001 Statistical Reasoning required for Marketing specialization. Elective courses - 39 quarter credits Choose 39 quarter credits of additional Residents of Arkansas must complete Arkansas undergraduate courses. general education requirements. Capstone course - 6 quarter credits Additional Program Requirements To be taken during the learner’s final quarter: Core courses - 42 quarter credits BUS4993 Business Capstone Project BUS3004 Developing a Business Perspective BUS3010 Fundamentals of Management and Total 180 quarter credits Leadership BUS3020 Fundamentals of E-Business BUS3030 Fundamentals of Marketing and Sales BUS3040 Fundamentals of Human Resource Management BUS3050 Fundamentals of Organizational Communication BUS3060 Fundamentals of Finance and Accounting All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisite(s). 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 81

School of Undergraduate Studies Degree Programs and Specializations, continued studies BS in Business Specializations, continued Retail Management Bachelor of Science (BS) in IT4050 Vector Graphics Animation (IT3300 or equivalent experience upon school The Retail Management specialization provides Information Technology approval) undergraduate learners with knowledge of the Specializations IT4051 Web Graphics Production (IT3300 or history and fundamentals of managing in a retail equivalent experience upon school environment. Specialization topics include retail General Information Technology approval) management and store operations, competitive IT4052 Image Processing (IT3300 or equivalent u n dergraduate In the General Information Technology experience upon school approval)

analysis and planning, communication and of teamwork, leadership, diversity and globalization, specialization, undergraduate learners explore IT4063 Project Integration and Scope and the legal and ethical considerations of a range of information technology topics. This Management (IT3120) managing a retail operation. This specialization specialization consists of a set of core courses that IT4064 Project Communications (IT3120) prepares learners to pursue careers in the field cover the fundamental IT domains of networking, IT4065 Project Human Resources Management school of retail management, including store operations database, Web development, systems analysis (IT3120) supervisor or manager, inventory analyst, buyer and design, and project management. Learners IT4067 Project Quality Assurance (IT3120) analyst, inventory analyst, store associate, demand have an opportunity to select a variety of more IT4068 Project Procurement Management planning analyst, and department lead. advanced IT courses that allow them to develop (IT3120) deeper and broader knowledge and skills in IT IT4070 Cyber Defense and Countermeasures General Education Requirements topics including Web development, networking, (IT3350, IT4803) Choose 45 quarter credits with a minimum of project management, and graphics and IT4071 Cyber Attacks and Ethical Hacking 6 quarter credits from each category; see General (IT3350, IT4803) Education Requirements. multimedia. IT4072 Operating Systems Security General Education Requirements Residents of Arkansas must complete Arkansas (IT3350, IT4803) general education requirements. Choose 45 quarter credits with a minimum of IT4073 Organizational Security (IT3350, IT4803) 6 quarter credits from each category; see General IT4074 Applications Security (IT3350, IT4803) Additional Program Requirements Education Requirements. IT4075 Computer Forensics (IT3350, IT4803) Core courses - 42 quarter credits MAT2051 Discrete Mathematics (MAT1050) IT4076 Security Management and Policies BUS3004 Developing a Business Perspective strongly recommended for General (IT3350, IT4803) BUS3010 Fundamentals of Management and Information Technology specialization. IT4140 Introduction to Internetworking (IT3350) Leadership Residents of Arkansas must complete Arkansas IT4141 Advanced Internetworking (IT4140) BUS3020 Fundamentals of E-Business general education requirements. IT4610 Anatomical and Medical Terminology BUS3030 Fundamentals of Marketing and Sales IT4620 Managing Data in Multiple System BUS3040 Fundamentals of Human Resource Additional Program Requirements Environments (IT4610 or equivalent Management Core courses - 48 quarter credits knowledge upon school approval) BUS3050 Fundamentals of Organizational IT3006 Communication Strategies for the IT4630 Statistical Analysis for Health Care Communication Information Technology Professional (IT4610 or equivalent knowledge upon BUS3060 Fundamentals of Finance and Accounting IT3120 Fundamentals of Project Management school approval) IT3160 Ethical and Human Side of Information IT4640 Electronic Health Records/Clinical Specialization courses - 48 quarter credits Technology Systems (IT4610 or equivalent knowledge BUS4080 Fundamentals of Retail Management IT3200 Enterprise Architecture upon school approval) (BUS3010, BUS3020, BUS3030) IT3300 Human-Computer Interaction (IT3200) IT4650 Decision Support/Quality Management BUS4081 Brand Building and Channel (IT4610 or equivalent knowledge upon IT3310 Hardware and Operating Systems Development (BUS4080) school approval) Architecture (IT3200) BUS4082 Marketing, Merchandising, and IT4660 Information Security and Privacy in IT3340 Fundamentals of Software Architecture Advertising (BUS4080) Health Care (IT4610 or equivalent (IT3200) BUS4083 Retailing Analytical Tools and Techniques knowledge upon school approval) IT3350 Network and Security Architecture (BUS4080) IT4670 Health Care Organization and (IT3200) BUS4084 Pricing Management (BUS4080) Management (IT4610 or equivalent BUS4085 Management and Operational Issues in Specialization courses - 42 quarter credits knowledge upon school approval) Retail (BUS4080) Choose 42 quarter credits from the following IT4710 Software Requirements Architecture BUS4801 Ethics and Enterprise courses: (IT3340 or equivalent knowledge upon school approval) BUS4802 Change Management IT4030 Project Estimation and Budgeting (IT3120 or equivalent experience upon IT4715 Applications Architecture (IT3340 or Elective courses - 39 quarter credits school approval) equivalent knowledge upon school approval) Choose 39 quarter credits of additional IT4031 Risk Management in Information System undergraduate courses. Development (IT3120 or equivalent IT4720 Software Construction I: Design and experience upon school approval) Modeling (IT4710 and IT4715, or equivalent Capstone course - 6 quarter credits knowledge upon school approval) IT4040 Network Administration (IT3350 or To be taken during the learner’s final quarter: IT4725 Software Construction II: Database BUS4993 Business Capstone Project equivalent experience upon school approval) Development (IT4720 or equivalent knowledge upon school approval) Total 180 quarter credits IT4041 Advanced Network Administration (IT4040 or equivalent experience upon IT4730 Software Construction III: Web Application school approval) Development (IT4725 or equivalent knowledge upon school approval) IT4045 Network Analysis and Design (IT4041) IT4735 Software Construction IV: Advanced Web Application Development (IT4730 or equivalent knowledge upon school approval)

All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisite(s). 82 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Undergraduate Studies Degree Programs and Specializations, continued

BS in Information Technology Specializations, continued IT4740 Software Construction III: Java (IT4725 General Education Requirements Information Assurance and Security or equivalent knowledge upon school Choose 45 quarter credits with a minimum of Information assurance and security professionals approval) 6 quarter credits from each category; see General IT4745 Software Construction IV: Advanced Java Education Requirements. design, install, configure, manage, and (IT4740 or equivalent knowledge upon troubleshoot an organization’s security policies, school approval) Residents of Arkansas must complete Arkansas processes, network, hardware, and software IT4750 Software Construction III: Mobile general education requirements. infrastructure. They apply tools and technologies Application Development (IT4725 or Additional Program Requirements to ensure that the organization is secure. The equivalent knowledge upon school Information Assurance and Security specialization approval) Core courses - 48 quarter credits IT3006 Communication Strategies for the allows undergraduate learners to acquire and IT4755 Software Construction IV: Advanced apply various processes, tools, technologies, and Mobile Application Development (IT4750 Information Technology Professional or equivalent knowledge upon school IT3120 Fundamentals of Project Management methods of securing an enterprise, including approval) IT3160 Ethical and Human Side of Information security policies, social engineering, access IT4770 Support and Maintenance of Software Technology control, authentication, perimeter security, Systems (IT4735 or IT4745 or IT4755 IT3200 Enterprise Architecture disaster recovery and business continuity, risk or equivalent knowledge upon school IT3300 Human-Computer Interaction (IT3200) management, incident response, viruses, malware, approval) IT3310 Hardware and Operating Systems spam, encryption, and other infrastructure IT4801 Information Systems Analysis and Design Architecture (IT3200) security techniques. In addition to information IT4802 System Assurance Quality and Testing IT3340 Fundamentals of Software Architecture assurance and security expertise, learners in IT4803 System Assurance Security (IT3350) (IT3200) this specialization demonstrate the business, IT4810 Web Design (IT3300 or equivalent IT3350 Network and Security Architecture interpersonal, and communication skills required experience upon school approval) (IT3200) to influence internal decision making and overall IT4813 Operating Systems organizational effectiveness. Specialization courses - 42 quarter credits IT4815 Introduction to Telecommunications IT4610 Anatomical and Medical Terminology General Education Requirements Elective courses - 39 quarter credits IT4620 Managing Data in Multiple System Choose 45 quarter credits with a minimum of Choose 39 quarter credits of additional Environments (IT4610 or equivalent 6 quarter credits from each category; see General undergraduate courses. The School of knowledge upon school approval) Education Requirements. Undergraduate Studies recommends that IT4630 Statistical Analysis for Health Care MAT2051 Discrete Mathematics (MAT1050) 18 of these quarter credits be earned through (IT4610 or equivalent knowledge upon required for Information Assurance and undergraduate Information Technology courses. school approval) Security specialization. Capstone course - 6 quarter credits IT4640 Electronic Health Records/Clinical Systems (IT4610 or equivalent knowledge Residents of Arkansas must complete Arkansas To be taken during the learner’s final quarter: upon school approval) general education requirements. IT4990 Integrated Action Learning Project IT4650 Decision Support/Quality Management Additional Program Requirements Total 180 quarter credits (IT4610 or equivalent knowledge upon school approval) Core courses - 48 quarter credits IT4660 Information Security and Privacy in IT3006 Communication Strategies for the Information Technology Professional Health Care (IT4610 or equivalent Health Informatics knowledge upon school approval) IT3120 Fundamentals of Project Management Health informatics professionals design, IT4670 Health Care Organization and IT3160 Ethical and Human Side of Information implement, test, deploy, and maintain Management (IT4610 or equivalent Technology clinical applications and networks in health knowledge upon school approval) IT3200 Enterprise Architecture IT3300 Human-Computer Interaction (IT3200) care environments. The Health Informatics Elective courses - 39 quarter credits IT3310 Hardware and Operating Systems specialization allows undergraduate learners Choose 39 quarter credits of additional Architecture (IT3200) to acquire and apply various processes, tools, undergraduate courses. The School of technologies, and methods used to support Undergraduate Studies recommends that IT3340 Fundamentals of Software Architecture (IT3200) clinicians who gather, store, and manipulate 18 of these quarter credits be earned through IT3350 Network and Security Architecture (IT3200) clinical data. Specialization topics include undergraduate Information Technology courses. anatomical and medical terminology, electronic Capstone course - 6 quarter credits Specialization courses - 48 quarter credits medical records and other clinical data systems, To be taken during the learner’s final quarter: IT4803 System Assurance Security (IT3350) data management, statistical analysis, and IT4990 Integrated Action Learning Project IT4070 Cyber Defense and Countermeasures information security. Learners evaluate methods (IT3350, IT4803) Total 180 quarter credits of designing clinical data systems to support IT4071 Cyber Attacks and Ethical Hacking data extraction and manipulation by clinical (IT3350, IT4803) researchers and examine the organizational and IT4072 Operating Systems Security market-based issues of the health care industry. (IT3350, IT4803) Upon successful completion of this specialization, IT4073 Organizational Security (IT3350, IT4803) learners have gained the skills necessary to be IT4074 Applications Security (IT3350, IT4803) successful in health care information technology IT4075 Computer Forensics (IT3350, IT4803) and informatics environments. The Health IT4076 Security Management and Policies Informatics specialization prepares learners for (IT350, IT4803) possible careers as clinical systems architects, software developers, data architects, database administrators, and network administrators in health care settings. All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisite(s). 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 83

School of Undergraduate Studies Degree Programs and Specializations, continued

BS in Information Technology studies Specializations, continued

Elective courses - 33 quarter credits Specialization courses - 42 quarter credits Additional Program Requirements Choose 33 quarter credits of additional Choose 42 quarter credits from the following Core courses - 48 quarter credits undergraduate courses. The School of courses: IT3006 Communication Strategies for the Undergraduate Studies recommends that IT4040 Network Administration (IT3350 or Information Technology Professional 18 of these quarter credits be earned through equivalent experience upon school IT3120 Fundamentals of Project Management undergraduate Information Technology courses. approval) IT3160 Ethical and Human Side of Information u n dergraduate Capstone course - 6 quarter credits IT4041 Advanced Network Administration Technology

(IT4040 or equivalent experience upon of To be taken during the learner’s final quarter: IT3200 Enterprise Architecture school approval) IT4990 Integrated Action Learning Project IT3300 Human-Computer Interaction (IT3200) IT4045 Network Analysis and Design (IT4041) IT3310 Hardware and Operating Systems Total 180 quarter credits IT4140 Introduction to Internetworking (IT3350) Architecture (IT3200) IT4141 Advanced Internetworking (IT4140) school IT3340 Fundamentals of Software Architecture IT4803 System Assurance Security (IT3350) (IT3200) Network Technology IT4813 Operating Systems IT3350 Network and Security Architecture IT4815 Introduction to Telecommunications (IT3200) Network technology professionals analyze, design, implement, test, deploy, administer, and maintain Elective courses - 39 quarter credits Specialization courses - 42 quarter credits an organization’s custom network architecture. Choose 39 quarter credits of additional IT4030 Project Estimation and Budgeting The Network Technology specialization allows undergraduate courses. The School of (IT3120 or equivalent experience upon undergraduate learners to acquire and apply Undergraduate Studies recommends that school approval) various processes, tools, technologies, and 18 of these quarter credits be earned through IT4031 Risk Management in Information System undergraduate Information Technology courses. methods used to build and administer networks. Development (IT3120 or equivalent Learners study proposal development, network Capstone course - 6 quarter credits experience upon school approval) requirements analysis, the architectural elements To be taken during the learner’s final quarter: IT4063 Project Integration and Scope Management (IT3120) of networks, network construction, network IT4990 Integrated Action Learning Project IT4064 Project Communications (IT3120) administration, and support and maintenance. Total 180 quarter credits Upon successful completion of this specialization, IT4065 Project Human Resources Management (IT3120) learners have gained information technology- IT4067 Project Quality Assurance (IT3120) related organizational, communications, and IT4068 Project Procurement Management decision-making skills. The Network Technology Project Management (IT3120) specialization prepares learners for possible The Project Management specialization focuses careers as network engineers, network architects, on developing the skills required to effectively Elective courses - 39 quarter credits network administrators, system administrators, lead and manage a complex information Choose 39 quarter credits of additional and support specialists. technology project, including IT, business, and undergraduate courses. The School of Undergraduate Studies recommends that General Education Requirements human interaction skills. Undergraduate learners 18 of these quarter credits be earned through Choose 45 quarter credits with a minimum of are introduced to a variety of topics, including undergraduate Information Technology courses. 6 quarter credits from each category; see General assessing product requirements; establishing Capstone course - 6 quarter credits Education Requirements. configuration management; understanding the To be taken during the learner’s final quarter: MAT2051 Discrete Mathematics (MAT1050) impact of evolving legal and regulatory issues IT4990 Integrated Action Learning Project required for Network Technology on a project; understanding team dynamics; specialization. and using tools for project planning, estimation, Total 180 quarter credits budgeting, and risk management. Learners Residents of Arkansas must complete Arkansas general education requirements. ultimately integrate IT fundamentals, professional practice, and specialization course work in an Additional Program Requirements integrated action learning project. Core courses - 48 quarter credits General Education Requirements IT3006 Communication Strategies for the Choose 45 quarter credits with a minimum of Information Technology Professional 6 quarter credits from each category; see General IT3120 Fundamentals of Project Management Education Requirements. IT3160 Ethical and Human Side of Information Technology MAT2051 Discrete Mathematics (MAT1050) strongly recommended for Project IT3200 Enterprise Architecture Management specialization. IT3300 Human-Computer Interaction (IT3200) IT3310 Hardware and Operating Systems Residents of Arkansas must complete Arkansas Architecture (IT3200) general education requirements. IT3340 Fundamentals of Software Architecture (IT3200) IT3350 Network and Security Architecture (IT3200)

All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisite(s). 84 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Undergraduate Studies Degree Programs and Specializations, continued

BS in Information Technology Specializations, continued S oftware Architecture In addition, choose one of the following groups: Bachelor of Science (BS) in For a focus in Web development: Software architecture professionals analyze, Public Safety Specializations design, implement, test, deploy, and maintain IT4730 Software Construction III: Web Application Development (IT4725 or an organization’s custom software architecture, equivalent knowledge upon school Criminal Justice which includes Web, traditional, and mobile approval) The Criminal Justice specialization provides applications. The Software Architecture IT4735 Software Construction IV: Advanced specialization allows undergraduate learners Web Application Development (IT4730 undergraduate learners with knowledge of the to acquire and apply various processes, or equivalent knowledge upon school processes and procedures related to the criminal tools, technologies, and methods used to approval) justice profession. Learners examine the criminal justice system and the relationships among create software. Learners study proposal For a focus in traditional development: development; software requirements analysis; private, local, state, and federal law enforcement IT4740 Software Construction III: Java (IT4725 organizations. Learners also analyze crime the architectural elements of software, database, or equivalent knowledge upon school and applications; software construction; and approval) investigation techniques and law enforcement principles. Upon successful completion of this support and maintenance. Upon successful IT4745 Software Construction IV: Advanced Java completion of this specialization, learners (IT4740 or equivalent knowledge upon specialization, learners are prepared for entry- have gained information technology-related school approval) level public safety careers such as U.S. Postal organizational, communications, and decision- Service Inspectors and U.S. marshals; agents For a focus in mobile development: making skills. The Software Architecture of the Drug Enforcement Administration; IT4750 Software Construction III: Mobile Internal Revenue Service; Bureau of Alcohol, specialization prepares learners for possible Application Development (IT4725 or Tobacco, and Firearms; United States Customs careers as software engineers, software architects, equivalent knowledge upon school software developers, data architects, database approval) Service; Immigration and Naturalization Service; administrators, and applications architects. IT4755 Software Construction IV: Advanced Department of the Treasury; Bureau of Engraving Mobile Application Development and Printing; and other local and state law General Education Requirements (IT4750 or equivalent knowledge upon enforcement agencies. Choose 45 quarter credits with a minimum of school approval) 6 quarter credits from each category; see General General Education Requirements Education Requirements. Elective courses - 39 quarter credits Choose 45 quarter credits with a minimum of Choose 39 quarter credits of additional 6 quarter credits from each category; see General MAT2051 Discrete Mathematics (MAT1050) Education Requirements. required for Software Architecture undergraduate courses. The School of specialization. Undergraduate Studies recommends that MAT2050 Statistical Literacy required for 18 of these quarter credits be earned through Criminal Justice specialization. Residents of Arkansas must complete Arkansas undergraduate Information Technology courses. general education requirements. Residents of Arkansas must complete Arkansas Capstone course - 6 quarter credits general education requirements. Additional Program Requirements To be taken during the learner’s final quarter: Core courses - 48 quarter credits IT4990 Integrated Action Learning Project Additional Program Requirements Core courses - 48 quarter credits IT3006 Communication Strategies for the Total 180 quarter credits Information Technology Professional PS3004 Communication Strategies for the IT3120 Fundamentals of Project Management Public Safety Professional IT3160 Ethical and Human Side of Information PS3100 Introduction to Criminal Justice Technology (4 quarter credits) IT3200 Enterprise Architecture PS3200 Introduction to Emergency Management (4 quarter credits) IT3300 Human-Computer Interaction (IT3200) PS3300 Principles of Security Management IT3310 Hardware and Operating Systems (4 quarter credits) Architecture (IT3200) PS3400 Introduction to Homeland Security IT3340 Fundamentals of Software Architecture (4 quarter credits) (IT3200) PS3500 Applied Public Safety Theory IT3350 Network and Security Architecture (4 quarter credits) (IT3200) PS3600 Principles of Public Safety Investigation Specialization courses - 42 quarter credits (4 quarter credits) IT4710 Software Requirements Architecture PS3700 Justice, Crime, and Ethics (IT3340 or equivalent knowledge upon (4 quarter credits) school approval) PS3800 Applied Public Safety Research Methods IT4715 Applications Architecture (IT3340 or (4 quarter credits) equivalent knowledge upon school PS3900 History of Violence in the U.S. Society approval) (4 quarter credits) IT4720 Software Construction I: Design and PS3950 Introductory Public Safety Statistical Modeling (IT4710 and IT4715, or Research (MAT2050, PS3800) equivalent knowledge upon school approval) IT4725 Software Construction II: Database Development (IT4720 or equivalent knowledge upon school approval) IT4770 Support and Maintenance of Software Systems (IT4735 or IT4745 or IT4755 or equivalent knowledge upon school approval) All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisite(s). 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 85

School of Undergraduate Studies Degree Programs and Specializations, continued

BS in Public Safety studies Specializations, continued Specialization courses - 44 quarter credits Additional Program Requirements Homeland Security PS4105 White Collar and Organized Crime Core courses - 48 quarter credits Undergraduate learners in the Homeland Security Investigations (4 quarter credits) (PS3100) PS3004 Communication Strategies for the specialization examine the fundamentals of PS4110 Corrections, Probation, and Parole Public Safety Professional the homeland security profession and acquire (4 quarter credits) (PS3100) PS3100 Introduction to Criminal Justice PS4115 Juvenile Justice Practice (4 quarter credits) knowledge and skills needed to manage public security in conjunction with federal resources. u n dergraduate (4 quarter credits) (PS3100) PS3200 Introduction to Emergency Management

PS4120 Police-Community Relations (4 quarter credits) Specialization topics include world conflict and of (4 quarter credits) (PS3100) PS3300 Principles of Security Management the geopolitical roots of terrorism, terroristic PS4125 Policing in the U.S. Society (4 quarter credits) threat analysis, domestic and international (4 quarter credits) (PS3100) PS3400 Introduction to Homeland Security terrorism, and the role of diplomacy and PS4135 Race, Crime, and Criminal Justice (4 quarter credits) intelligence in homeland security. Successful school (4 quarter credits) (PS3100) PS3500 Applied Public Safety Theory graduates of this specialization are prepared PS4140 Criminal Law and the Legal Process (4 quarter credits) to pursue careers as Immigration and Customs (4 quarter credits) (PS3100) PS3600 Principles of Public Safety Investigation Enforcement officers, Federal Emergency PS4145 Criminal Law (4 quarter credits) (PS3100) (4 quarter credits) Management Agency (FEMA) program specialists, PS4150 History of Drug Control PS3700 Justice, Crime, and Ethics Department of Homeland Security policy analysts (4 quarter credits) (PS3100) (4 quarter credits) or criminal investigators, or U.S. Department of PS4155 Police Administration PS3800 Applied Public Safety Research Methods Transportation security screening analysts. (4 quarter credits) (PS3100) (4 quarter credits) PS4160 Criminal Procedure and Evidence PS3900 History of Violence in the U.S. Society General Education Requirements (4 quarter credits) (PS3100) (4 quarter credits) Choose 45 quarter credits with a minimum of PS3950 Introductory Public Safety Statistical 6 quarter credits from each category; see General Elective courses - 37 quarter credits Research (MAT2050, PS3800) Education Requirements. Choose 37 quarter credits of additional MAT2050 Statistical Literacy required for undergraduate courses. Specialization courses - 44 quarter credits Homeland Security specialization. Capstone course - 6 quarter credits PS4210 Principles of Emergency Management (4 quarter credits) (PS3200) Residents of Arkansas must complete Arkansas To be taken during the learner’s final quarter: PS4220 Emergency Planning (4 quarter credits) general education requirements. PS4990 Public Safety Senior Capstone Project PS4225 Emergency Management and Homeland Additional Program Requirements Security (4 quarter credits) Total 180 quarter credits Core courses - 48 quarter credits PS4230 Leadership in Emergency Management PS3004 Communication Strategies for the (4 quarter credits) Public Safety Professional PS4240 Technology in Emergency Management PS3100 Introduction to Criminal Justice Emergency Management (4 quarter credits) (4 quarter credits) The Emergency Management specialization PS4250 Decision Management in Critical PS3200 Introduction to Emergency Management Incidents (4 quarter credits) focuses on providing undergraduate learners (4 quarter credits) PS4260 Hazard Identification and Vulnerability with the knowledge and skills needed for PS3300 Principles of Security Management (4 quarter credits) effective emergency and disaster management. (4 quarter credits) PS4265 Hazard Mitigation and Preparedness Specialization topics include emergency PS3400 Introduction to Homeland Security (4 quarter credits) (PS4260) preparedness and planning, disaster response (4 quarter credits) PS4270 Disaster Response Operations and and recovery, hazard mitigation, and public PS3500 Applied Public Safety Theory Management (4 quarter credits) safety. Upon successful completion of this (4 quarter credits) PS4280 Disaster Recovery specialization, learners are prepared to pursue PS3600 Principles of Public Safety Investigation (4 quarter credits) (PS4270) careers in emergency management, emergency (4 quarter credits) PS4290 Social Dimensions of Disaster PS3700 Justice, Crime, and Ethics services coordination, response and recovery (4 quarter credits) team management, hazard mitigation, emergency (4 quarter credits) preparedness, and risk assessment. Elective courses - 37 quarter credits PS3800 Applied Public Safety Research Methods Choose 37 quarter credits of additional (4 quarter credits) General Education Requirements undergraduate courses. PS3900 History of Violence in the U.S. Society Choose 45 quarter credits with a minimum of (4 quarter credits) Capstone course - 6 quarter credits 6 quarter credits from each category; see General PS3950 Introductory Public Safety Statistical Education Requirements. To be taken during the learner’s final quarter: Research (MAT2050, PS3800) MAT2050 Statistical Literacy required for PS4990 Public Safety Senior Capstone Project Emergency Management specialization. Total 180 quarter credits Residents of Arkansas must complete Arkansas general education requirements.

All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisite(s). 86 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Undergraduate Studies Degree Programs and Specializations, continued

BS in Public Safety Specializations, continued Specialization courses - 44 quarter credits Security Management Specialization courses - 44 quarter credits PS4310 Homeland Security in the 21st Century PS4410 Introduction to Security Management Undergraduate learners in the Security (4 quarter credits) (PS3400) (4 quarter credits) (PS3300) Management specialization examine the PS4320 Homeland Security and Multijurisdictional PS4420 Ethics in Security Management Coordination (4 quarter credits) fundamentals of the security management (4 quarter credits) PS4325 Homeland Security and Emergency profession and acquire the knowledge and skills PS4430 Leadership in Security Management Management (4 quarter credits) needed to manage public and private security (4 quarter credits) PS4330 Leadership in Homeland Security organizations. Specialization topics include PS4440 Technology and Systems in Security (4 quarter credits) information security management, security Management (4 quarter credits) PS4340 Technology and Homeland Security technology, commercial and retail security, and PS4445 Emerging Practices in Security (4 quarter credits) leadership and ethics. Successful graduates of Management (4 quarter credits) (PS4440) PS4350 Government, Media, and Civil Liberties this specialization are prepared to pursue careers PS4450 Information Security in Security (4 quarter credits) in executive protection, loss prevention, private Management (4 quarter credits) (PS4440) PS4360 Domestic and International Terrorism patrol management, and physical and information PS4460 Operational Security (4 quarter credits) (4 quarter credits) security management for public or private PS4465 Commercial and Retail Security PS4365 World Conflict organizations. (4 quarter credits) (PS4460) (4 quarter credits) (PS4360) PS4468 Executive Protection General Education Requirements PS4370 Diplomatic Approaches to National (4 quarter credits) (PS4460) Choose 45 quarter credits with a minimum of Security (4 quarter credits) PS4470 Laws and Legal Procedures in Security 6 quarter credits from each category; see General PS4380 Intelligence Role in Homeland Security Management (4 quarter credits) Education Requirements. (4 quarter credits) PS4480 Security Management in a Global PS4390 Multijurisdictional Approaches to MAT2050 Statistical Literacy required for Security Business Environment (4 quarter credits) Investigations (4 quarter credits) Management specialization. Elective courses - 37 quarter credits Elective courses - 37 quarter credits Residents of Arkansas must complete Arkansas Choose 37 quarter credits of additional Choose 37 quarter credits of additional general education requirements. undergraduate courses. undergraduate courses. Additional Program Requirements Capstone course - 6 quarter credits Capstone course - 6 quarter credits Core courses - 48 quarter credits To be taken during the learner’s final quarter: To be taken during the learner’s final quarter: PS3004 Communication Strategies for the PS4990 Public Safety Senior Capstone Project PS4990 Public Safety Senior Capstone Project Public Safety Professional PS3100 Introduction to Criminal Justice Total 180 quarter credits Total 180 quarter credits (4 quarter credits) PS3200 Introduction to Emergency Management (4 quarter credits) PS3300 Principles of Security Management (4 quarter credits) PS3400 Introduction to Homeland Security (4 quarter credits) PS3500 Applied Public Safety Theory (4 quarter credits) PS3600 Principles of Public Safety Investigation (4 quarter credits) PS3700 Justice, Crime, and Ethics (4 quarter credits) PS3800 Applied Public Safety Research Methods (4 quarter credits) PS3900 History of Violence in the U.S. Society (4 quarter credits) PS3950 Introductory Public Safety Statistical Research (MAT2050, PS3800)

All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisite(s). 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 87

Undergraduate Course Descriptions in Numerical Order by Program Prefix

The following course list is correct as of the date PHI2050 - Human Nature and Ethics (3 quarter Humanities descriptio n s this catalog was prepared. These descriptions credits). This course introduces learners to some indicate the general content and topics typically ART2000 - Art History Survey (6 quarter credits). of the principal Western conceptions of human covered in the course. Capella University retains This course provides a survey of art of the Western nature and how these conceptions give rise to and the right to withdraw, modify, or add courses to world from prehistoric to modern times. Activities affect ethical issues. Specific course topics include course the existing list without prior notice. include exploring museums or galleries, analyzing the human aspiration to improve human nature, art and buildings, and examining art in everyday life. the scientific view and approach to human nature, HUM1000 - Introduction to the Humanities the relation between bodies and minds (souls), how General Education Courses (6 quarter credits). This course provides learners we change over the course of our lives and yet still Communication with a broad-based introduction to the humanities remain “ourselves,” and the character and dignity including topics within the various arts, philosophy, of human beings. Interdisciplinary readings range ENG1000 - English Composition (6 quarter credits). and religion. The course emphasizes developing from the ancient Greeks to the twenty-first century. This course is an introduction to expository writing u n dergraduate an understanding of the uniqueness as well as PHI2100 - Logic (6 quarter credits). In this and includes learning research techniques and the interrelatedness of these fields, how they course, learners study the relationship between writing in a variety of forms. Particular attention significantly shape the cultures in which they are language and logic and practice sound deductive is given to increasing learners’ effectiveness found, and how they reflect their culture’s values and inductive reasoning. Learners develop in organizing and developing topics, thinking and vision of the human condition. the skills used to draw sound conclusions from critically, and revising for clarity of purpose, HUM1050 - World Religions (3 quarter credits). available evidence and construct and present readability, and style. This course introduces learners to the religious reasonable cases to support them. Learners also ENG2000 - Research Writing (6 quarter credits). wisdom and traditions of both East and West distinguish fact from judgment and identify formal This course helps learners become more familiar including Hinduism, Buddhism, Confucianism, and informal fallacies of language and thought, and comfortable with writing that depends on Taoism, Judaism, Christianity, and Islam. becoming more adept at recognizing poor source material. Since most writing in professional LIT2001 - Introduction to Literature: Short reasoning they encounter in their personal and or academic contexts calls for evaluating or Stories (3 quarter credits). Learners examine professional lives. interpreting information provided by others, this depictions of the relationship between the course’s main goal is to give learners portable and individual and society in short stories. The course adaptable skills that help them critically assess Natural Science and Mathematics introduces basic literary terms and concepts and sources and incorporate them appropriately into the application of critical thinking skills; learners BIO1000 - Human Biology (6 quarter credits). professional or academic writing. continue to develop their academic writing skills. This course provides an introduction to basic SPC1000 - Public Speaking (3 quarter credits). biological principles with a human perspective. LIT2100 - Women’s Literature (3 quarter credits). The focus of this course is on preparing and Areas addressed include the molecular and cellular In this course, learners use women’s literature to organizing a speech, developing good delivery basis of life, genetics, organ systems, and human explore the range of women’s thought and voice skills, and overcoming speech anxieties. Learners impact on the environment. concerning gender differences in communication. prepare, practice, and deliver a series of short Learners also examine women’s roles, gender BIO1050 - Biology and Society (3 quarter speeches demonstrating different styles and issues, and feminine identity and experience as credits). This course builds an awareness of strategies of public speaking. well as evaluate women’s historical influence and environmental issues that shape our world. SPC2000 - Intercultural Communication significance. Learners explore human roles in the environment, (6 quarter credits). Learners in this course explore consider the causes for environmental stresses PHI1000 - Introduction to Philosophy (6 quarter cultural differences and their implications for and degradation, and study initiatives currently credits). Learners analyze the main problems communication including differences in values, underway to deal with these issues. of philosophical inquiry beginning with an norms, social interaction, and code systems. introduction to the nature of philosophy and a BIO2000 - Environmental Health (6 quarter SPC2050 - Visual Design in Communications logic module that includes basic logic concepts, credits). In this course, learners use a (3 quarter credits). This course introduces learners syllogistic reasoning, Venn diagrams, deductive multidisciplinary approach to identify the to the use of visual design in communication. reasoning, inductive reasoning, and informal environmental factors impacting individual and Learners apply fundamental concepts of graphic fallacies. Learners also explore topics in philosophy community health. Learners examine the effects of design and the principles of visual design through such as religion, knowledge and perspectives various physical, biological, and chemical agents the use of online exercises, discussions, critiques, on truth, rationality and cognitive relativism, on the body and identify strategies to minimize and texts. Learners also explore methods of philosophy of mind issues including monism/ the negative effects. Learners also explore ways analyzing visual images and their influence on dualism, personal identity and immortality, to protect and promote health and positively communication. freedom of the will and determinism, theoretic influence the quality of the environment. and applied ethics, and the meaning of human CHM1000 - Chemistry for Changing Times existence. (6 quarter credits). This course provides a broad PHI2000 - Ethics (6 quarter credits). In this course, introduction to basic chemistry and basic risk learners explore major philosophical approaches analysis. These concepts are applied to ecological, to evaluating moral actions and apply them to environmental, health, nuclear, and medical contemporary issues. Learners reflect on their own concerns with an emphasis on understanding the moral beliefs and the ways in which these beliefs impact of chemistry in society. There is no lab influence and inform their moral judgments and associated with the course. behavior. 88 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Undergraduate Course Descriptions, continued

CHM1050 - Chemistry and the Environment and techniques of proof, graphs, and algorithms. change and the conflicts they generate concerning (3 quarter credits). This course introduces Other topics include networks (graphs), international environmental, national sovereignty, learners to the major environmental issues of the fundamentals of counting and discrete probability, human rights, and citizenship issues. planet. Learners examine the scientific data for and matrices. This course prepares learners for PSYC1000 - Introduction to Psychology and against the existence of global warming and further study in business, especially marketing (6 quarter credits). This course provides an the greenhouse effect. Learners also explore the and information technology. Prerequisite(s): introduction to the basic principles of psychology chemistry of environmental pollutants and examine MAT1050. and the scientific methods that psychologists the effects these issues have on the quality of PHY1000 - Introduction to Astronomy (6 quarter employ. A variety of topics, including the water, food, and air. Learners assess their own credits). This course provides an introductory brain, learning and memory, personality, social impact on the environment, examine the role of survey of astronomy. Topics include the evolution influence, child and lifespan development, and personal responsibility in the current environmental of scientific thought in astronomy from ancient psychopathology are addressed. Applying crisis, and develop an action plan to minimize Greece to modern times, cosmology, and the psychology concepts to everyday situations is further environmental damage. formation and evolution of planetary systems, emphasized. MAT1050 - College Algebra (6 quarter credits). stars, and galaxies. This course is intended for non- SOC1000 - Introduction to Human Society This course introduces learners to the study science majors and its assignments and projects (6 quarter credits). In this course, learners explore of mathematical functions including linear, involve the use of high school algebra. everyday life through the lens of sociological exponential, logarithmic, and other functions that theory and concepts to gain knowledge of the include algebraic, graphic, and numeric properties. Social Science ways in which individuals and society understand The course emphasizes applying these concepts their collective social realities. As they examine to applications in the social and natural sciences, ECO1050 - Microeconomics (6 quarter credits). cultural ideologies, learners are introduced to ways business, and everyday life. This economics course focuses on the optimizing to examine their personal perspectives on social MAT1051 - Pre-Calculus (6 quarter credits). behavior of individual consumers and firms and the issues objectively. coordination of these individual decisions through Pre-calculus extends the formal study of SOC2000 - Cultural Diversity (6 quarter credits). markets. It includes the evaluation of market elementary functions introduced in algebra. In In this course, learners study cultural diversity outcomes in terms of efficiency and fairness. Topics this course, learners use technology, modeling, from a sociological perspective and gain an include the theory of the consumer, the theory of and problem-solving skills to study and apply understanding of the ways in which the structure the firm, market structures and market failure, and trigonometric and circular functions, identities, and of society effects micro-level experience. Learners the role of government. Application to real-world inverses, polar coordinates, complex numbers, and examine the differences between majority and events provides examples of microeconomics vectors in two and three dimensions. The course minority groups and racial and ethnic groups principles. focuses on problem solving by applying multiple and evaluate theories that explain the cultural tools: algebraic, graphic, and numeric. Quadratic ECO1051 - Introduction to Macroeconomics foundations of prejudice and discrimination. relations are represented in polar, rectangular, and (6 quarter credits). This course provides Learners explore the role of power in creating and parametric forms. Each of these topics provides an introduction to the major topics of supporting these differences at the structural level. a bridge to further study in calculus and other macroeconomics: national income analysis, Learners assess the relationship between race, fields including economics, business, physics, unemployment and price stability, the business gender, and economics by examining historical chemistry, biology, computer science, and natural cycle, monetary and fiscal policy, and international and current events experienced by various minority and social sciences. Prior college algebra course trade. Applications to real-world events are used groups in American society. work or completion of MAT1050 is strongly to provide examples of principles of elementary recommended prior to enrollment in this course. economic theory. Lower-Division Courses MAT2001 - Statistical Reasoning (6 quarter HIS1000 - Immigrants in the American City credits). This course covers the basic concepts of (3 quarter credits). This course covers the BUS1000 - Introduction to Business (3 quarter elementary statistics including descriptive statistics, historical experiences of immigrants moving to credits). This course covers a wide range of methods of counting, probability distributions, and living in American cities and how these factors business topics, including basic business functions, approximations, estimation, and hypothesis affect immigrants living in American cities today. organizational methods, and basic business testing. While the computation of statistics (with Topics include immigration history, responses of techniques and processes. Learners examine key software) is important, more emphasis is placed immigrants to conditions they faced, and urban functions that help a business operate successfully on the application and interpretation of statistical policies and their effects on immigrants. and develop an understanding of how business are results. POL1000 - The Politics of American Government organized. This course cannot be used to satisfy MAT2050 - Statistical Literacy (3 quarter credits). (6 quarter credits). This course covers the general education requirements, but it can be This course emphasizes the learner as a consumer fundamental workings of the American political used to satisfy lower division elective credit and producer of commonly used statistics. system, particularly how the constitutional structure requirements. Course topics include visual data displays, shapes American politics and how institutions and IT1000 - Introduction to Information Technology descriptive statistics, statistical measurement, and processes connect individuals to the larger political (3 quarter credits). This course introduces learners interpretation, evaluation, and communication of system. to the concepts and theoretical operations of statistical information in real-world situations and POL2000 - Globalization (6 quarter credits). information technology. Topics include hardware news stories. Learners in this course examine how expanding and software used in typical organizational and MAT2051 - Discrete Mathematics (6 quarter international economics and politics have personal settings, the history and impact of credits). Topics for this course include number produced various benefits within individual technology on society, and careers available for logic and set theory, functions and sequences, countries and among groups of nation-states. IT professionals. This course cannot be used to relations equivalence, partial order, digraphs, Learners also evaluate the forces guiding free satisfy general education requirements, but it recurrence relations, counting techniques, logic market competition and rapid technological can be used to satisfy lower division elective requirements. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 89

Undergraduate Course Descriptions, continued

IT2210 - Introduction to Web Systems and professional-caliber communications. In this practices in relationships internal and external to descriptio n s Technologies (6 quarter credits). This course course, learners expand their business skills, the enterprise; and realize how they contribute to emphasizes fundamental Web design skills. participate in building a learning community, and successful organizational performance. Through Learners receive hands-on experience with tap into the talents and resources of their peers in participation in a case study, learners examine the a Web authoring tool used in contemporary the courseroom. Topics covered in course activities ways organizational communication factors are course Web development. Learners evaluate and include written communications, research, interrelated and function in an enterprise. design Web pages using Web accessibility and teamwork, critical thinking, problem solving, ethics, BUS3060 - Fundamentals of Finance and usability principles and gain the skills needed and project creation. Learners must take BUS3004 Accounting (6 quarter credits). This course to communicate more effectively with their in their first quarter. BUS3004 cannot be fulfilled enables learners to gain knowledge of the projects’ end users. This course cannot be used by transfer or petition. fundamentals of finance and accounting, to to satisfy general education requirements, but BUS3010 - Fundamentals of Management and understand and create the standard financial it can be used to satisfy lower division elective Leadership (6 quarter credits). This course is statements of a simple enterprise, and to u n dergraduate requirements. an introduction to management and leadership. evaluate the financial condition of this simple IT2230 - Introduction to Database Systems Learners explore the relationship between enterprise from the different perspectives of (3 quarter credits). This course provides an organizational management and leadership within various financial institutions using typical financial introduction to the fundamental concepts a changing business climate. The course focuses ratios and metrics. Learners practice reading and of databases and database management on the individual’s role in aligning management understanding annual reports of more complex systems (DBMS). Learners examine vocabulary, practices with leadership-driven mission, vision, publicly traded enterprises to interpret explanatory component requirements, sorting and querying, and goals. footnotes and to relate financial statements to the and maintenance of simple databases using the BUS3020 - Fundamentals of E-Business (6 quarter business performance of the enterprise. fundamentals of database manipulation. Structured credits). This course presents fundamentals of BUS4011 - Virtual Team Collaboration Query Language (SQL) and MS Access are included e-business, acquisition of hands-on experience (6 quarter credits). Learners examine practical in course content. This course cannot be used with e-business technology, evaluation of primary communication and collaboration skills for effective to satisfy general education requirements, but management considerations in the development participation in and leadership of teams in a it can be used to satisfy lower division elective process of commercial e-business systems, and virtual networked context. Learners also examine requirements. assessment of the implications of an e-business various forms of collaborative leadership and IT2240 - Introduction to Programming (3 quarter initiative. Learners also study the development of participate in collaborative leadership experiences credits). This course provides an introduction to an e-business technological and management plan within a virtual networked organizational setting. the fundamental concepts, design, and logic of for an enterprise. Prerequisite(s): BUS3010. information technology programming languages. BUS3030 - Fundamentals of Marketing and Sales BUS4012 - Leadership in Organizations Learners examine the criteria used to plan, code, (6 quarter credits). In this course, learners examine (6 quarter credits). In this course, learners employ, test, and produce information technology the fundamentals of marketing and sales: market examine the art and science of leadership in the programming processes. This course cannot be research and planning, product differentiation networked enterprise at different organizational used to satisfy general education requirements, and positioning, marketing communications, levels and from different perspectives. Learners but it can be used to satisfy lower division differences between consumer and business study personal characteristics of effective leaders elective requirements. markets, and relational marketing and sales including coaching skills, personal integrity, IT2250 - Introduction to Network Technology strategy. Learners prepare a marketing and sales trustworthiness, courage and generosity, and (3 quarter credits). This course provides an plan, and a corresponding marketing and sales an ability to encourage others to participate in introduction to the basic concepts of network strategy for a simple product offering. leadership. Prerequisite(s): BUS3010. technology. Topics include the OSI model, BUS3040 - Fundamentals of Human Resource BUS4013 - Organizational Structure, Learning, LANs, MANs, WANs, network devices, and Management (6 quarter credits). This course and Performance (6 quarter credits). Learners network wiring standards. Learners apply helps learners develop an understanding of the study types of organizational structures and security architecture, construct network designs, fundamentals of human resource management, their influence on organizational intelligence, build network operating systems, and gain an explore the human capital perspective of learning ability, and the practical performance understanding of how networks function to employees as the principal economic asset of the of an enterprise. Special attention is given to support organizations. This course cannot be used enterprise, examine human capital development, the adaptive and responsive organization and to satisfy general education requirements, but and study how the HRM function is evolving in its relationship to enterprise stakeholders and it can be used to satisfy lower division elective different types of organizations. The implications environment. The course includes a collaborative requirements. for human resource professionals are underscored case study that illustrates the interrelatedness in each of these functions. Learners are assigned of organizational structure, learning, and Business Courses a case study in which they work to identify and performance. Prerequisite(s): BUS3010. understand the evolving talents, motivations, BUS4014 - Operations Management for BUS3004 - Developing a Business Perspective and needs of employees of different generations, Competitive Advantage (6 quarter credits). This (6 quarter credits). Success in today’s global backgrounds, and personalities. course is a survey of the operations management. business world requires effective communication BUS3050 - Fundamentals of Organizational The course covers topics ranging from the strategic strategies and the ability to articulately share Communication (6 quarter credits). This course issues of designing products and services and ideas in writing. In this course, learners build helps learners develop an understanding of the making major capacity and location decisions to and enhance the skills necessary for success in fundamentals of organizational communication; operating processes and control systems. Case the workplace and in their bachelor’s degree explore the interrelationship of organizational studies help demonstrate important concepts and program. Through interactive activities, learners communication, symbols, culture, and decision-making tools. Prerequisite(s): BUS3010. develop their business perspective while preparing performance; learn effective communication 90 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Undergraduate Course Descriptions, continued

BUS4015 - Strategic Planning and BUS4026 - Services Marketing (6 quarter BUS4035 - Marketing Across Borders (6 quarter Implementation (6 quarter credits). Learners credits). In this course, learners examine the role of credits). This course presents an accurate picture develop an understanding of strategic planning services in the current business world and identify of events in the global marketplace without and implementation by participating in case studies different types of services marketed by modern overemphasizing current issues and includes and simulations of various business planning enterprises. Learners compare marketing services discussion of the negative side of global business processes and by examining the unpredictable with marketing products, study the classic product- especially relevant to recent world events. Course dimension of strategic business planning. oriented marketing mix (product, place, price, and topics progress from marketing an existing product Successfully integrating unplanned developments promotion) in the context of marketing services, outside the domestic market and developing a new into an existing strategy and implementing them and consider current trends in services marketing, product for specific local markets to broader issues are addressed as an important part of real-world such as outsourcing. Prerequisite(s): BUS3020, in marketing and managing topics from a global strategy. Prerequisite(s): BUS3010. BUS3030. managerial perspective. Legal, regulatory, political, BUS4016 - Global Business Relationships BUS4027 - Public Relations (6 quarter credits). and cultural issues are discussed as appropriate (6 quarter credits). In this course, learners develop In this course, learners analyze the similarities and throughout the course. Prerequisite(s): BUS3030. a broad understanding of international business differences between public relations and marketing BUS4036 - Marketing Research (6 quarter by participating in selected case studies that are and differentiate between a target audience credits). In this course, learners evaluate marketing complemented by theory and an international and a target market. Learners examine the research and examine the tools and techniques business research framework. Multiple dimensions interactions of public relations and its associated used to conduct real-world marketing research of international business are addressed including stakeholders, including current and new customers; applicable to a wide range of business situations. cultural; business structure; finance and trade; shareholders; the media; financial and industry Learners analyze a potential market, conduct technology and communications; and political, analysts; and other parts of the enterprise, such marketing research using both primary and economic, and legal dimensions. Prerequisite(s): as senior management and marketing, finance, secondary data, and interpret the results. Learners BUS3010. and human resources departments. Learners also analyze the application of marketing research BUS4022 - E-Business Sourcing, Marketing, and also examine the function of public relations in results to managerial decision making and identify Sales (6 quarter credits). Through participation in non-corporate environments. Prerequisite(s): prominent marketing research trends, such as the a case study, learners examine the integrated and BUS3020, BUS3030. increased use of the Internet and other forms of interrelated factors involved in e-business sourcing, BUS4031 - Marketing, Sales, and Channel technology. Prerequisite(s): BUS3020, BUS3030. marketing, and sales for a new e-business initiative Management (6 quarter credits). In this course, BUS4043 - Compensation and Benefits and create a new e-business enterprise model. learners develop an understanding of marketing, Management (6 quarter credits). In this course, Other topics include supply chain and logistics sales, and channel management as an integrated learners focus on configuring the basic elements enabled by e-business, marketing operations and interrelated process. A case study that of a total compensation and benefits plan for an and strategy, and sales cycle and management. illustrates the mutual interdependencies of organization, from research to implementation. Learners prepare an e-business sourcing, marketing, sales, and channel management Learners analyze the regulations governing the marketing, and sales plan for an enterprise. required for success in a new product launch helps administration of compensation and benefits Prerequisite(s): BUS3020. learners explore both the strategic and operational programs and the ways different compensation BUS4024 - Customer Behavior (6 quarter credits). aspects of marketing, sales, and channel functions. models effect the economic conditions of an Learners in this course gain an understanding of Learners prepare and present a plan for marketing, organization. Prerequisite(s): BUS3040. how customers acquire, consume, and dispose of sales, and channel management. Prerequisite(s): BUS4044 - Legal Issues in Human Resource products and services. Learners analyze the buyer BUS3030. Management (6 quarter credits). In this course, behavior of individual consumers, businesses, BUS4033 - Brand Identity and Marketing learners identify the scope and purpose of the legal and governments and evaluate the influence Communications (6 quarter credits). framework of an enterprise. Learners examine the demographics, popular culture, and subcultures Learners explore multiple forms of marketing effects of legal issues on an organization’s human have on buyer behavior. Learners also assess the communications media and messages in this resource management function. Learners also managerial application of consumer behavior course, including the hidden power of word- study strategies for managing legal issues and concepts, including current issues associated of-mouth marketing and the expanding media identify ways to implement them. Prerequisite(s): with ethics, law, and regulation. Prerequisite(s): of the Internet. The communication-saturated BUS3040. BUS3020, BUS3030. nature of the marketplace is explored for its BUS4045 - Recruiting, Retention, and BUS4025 - Sales and Sales Management practical significance in focusing brand identity Development (6 quarter credits). This course (6 quarter credits). The focus of this course is on and selecting marketing communications. presents current practices of acquiring, retaining, sales and sales management as professional areas Prerequisite(s): BUS3030. and developing talent in the workplace. Learners distinct from marketing. Learners examine the BUS4034 - Marketing Strategy (6 quarter explore the ways organizations can effectively sales process, the role of sales in lead generation credits). This course introduces and illustrates employ talent and the requisite benefits. and qualification, and effective approaches to major concepts and strategies that help learners Prerequisite(s): BUS3040. managing sales professionals. Learners also connect concepts to real-world marketing strategy BUS4046 - Employee and Labor Relations analyze methods of creating long-term customer situations and problems. Learners analyze the (6 quarter credits). Learners in this course explore relationships, including those related to after-sales kinds of marketing information available, learn the dynamics of creating a balance between support and repeat business. Prerequisite(s): about the tools and procedures used to gather employer goals and employee rights, such BUS3020, BUS3030. and evaluate this information, and develop an as maintaining legal compliance and positive understanding of the growing role of the Internet employee morale. Learners analyze factors that in market opportunities. Other topics include effect the relationships between employees and advances in information technology and the role organizations. Learners also examine policies that these advances play in affecting environmental, influence ethical and legal requirements and study competitive, and customer information. organizational procedures that drive employee Prerequisite(s): BUS3030. and labor relations effectiveness. Prerequisite(s): BUS3040. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 91

Undergraduate Course Descriptions, continued

BUS4047 - Employee Training and Development BUS4065 - Income Tax Concepts and Strategies BUS4075 - Public and Nonprofit Finance descriptio n s (6 quarter credits). In this course, learners (6 quarter credits). In this course, learners study (6 quarter credits). This course presents an examine strategies of building effective training fundamental concepts of individual, partnership, overview of nonprofit corporate finance practices, solutions that support an organization’s human and corporate income taxation and tax-related techniques, and concepts. Learners examine resource management goals. Learners identify transactions. Learners examine events that affect public finance principles at local and governmental course business strategies that lead to measurable tax decisions, apply tax guidelines, and analyze tax levels and apply financial information to and meaningful performance results and gain a forms. Prerequisite(s): BUS4062. business decisions of nonprofit organizations. deeper understanding of learning organizations. BUS4066 - Contemporary Auditing: An Ethical Prerequisite(s): BUS4070. Prerequisite(s): BUS3040. Perspective (6 quarter credits). This course BUS4076 - Issues in International Finance BUS4048 - International Human Resource presents the nature and economic purpose of (6 quarter credits). In this course, learners Management Issues (6 quarter credits). This auditing by emphasizing the philosophy and examine business strategy and the fundamentals

course presents global issues in human resource current environment of the auditing profession. of international finance management. Learners u n dergraduate management. Learners evaluate the factors that Learners study the stages and issues involved explore the global financial environments in drive HRM policies, practices, and structures in planning and conducting a financial audit on which multinational firms operate and apply and analyze the ethical challenges of managing various transaction cycles. Learners also examine corporate financial principles in a global context. a diverse workforce. Learners also examine the code of professional ethics as defined by the Prerequisite(s): BUS4070. the effectiveness of various communication American Institute Certified Public Accountants BUS4077 - Risk Management Strategies strategies used in multinational organizations. (AICPA) and its influence on the auditing process. (6 quarter credits). In this course, learners Prerequisite(s): BUS3040. Prerequisite(s): BUS4063. study financial risk management and examine BUS4060 - Financial Accounting Principles BUS4070 - Foundations in Finance (6 quarter various risk management strategies applicable (6 quarter credits). Learners in this course credits). In this course, learners evaluate the to both personal and business environments. examine financial accounting principles and the principles of financial decision making. Learners Learners identify, analyze, and manage risk using ways accounting information is used to assess an examine the ways global economic conditions insurance and alternative tools and techniques. organization’s financial performance. Learners affect financial theory and decision-making Prerequisite(s): BUS4070. study the relationship between business events and processes. Learners also apply financial tools BUS4078 - Financial Institution Management accounting systems and analyze an organization’s to evaluate finance principles. Prerequisite(s): (6 quarter credits). The focus of this course financial structure.Prerequisite(s): BUS3060. BUS3060. is managing risk and return in contemporary BUS4061 - Managerial Accounting Principles BUS4071 - Financial Markets and Institutions financial institutions. Learners examine the risks (6 quarter credits). In this course, learners focus (6 quarter credits). In this course, learners build faced by financial institutions and evaluate the on the role of accounting in the management a conceptual framework of financial markets methods through which these risks are managed. of an organization. Learners analyze accounting and examine their roles in the global financial Prerequisite(s): BUS4070. systems and financial statements and apply sound environment. Learners also evaluate the BUS4079 - Real Estate Finance (6 quarter budgeting and time value of money principles macroeconomic variables and monetary policies credits). Learners in this course develop an from a managerial perspective. Prerequisite(s): that affect financial markets and assess the role of understanding of real estate partnerships, BUS4060. the central bank and banking system in the financial secondary mortgage markets, fixed and adjustable BUS4062 - Intermediate Financial Accounting environment. Prerequisite(s): BUS4070. rate mortgages, and real estate construction and Topics and Trends (6 quarter credits). This course BUS4072 - Analysis for Financial Management land development. Learners apply principles of is an in-depth study of financial accounting theory (6 quarter credits). This course provides learners real estate finance and examine the underlying and practice using Generally Accepted Accounting with a framework for using financial statement data factors that affect property values. Prerequisite(s): Principles (GAAP) and Financial Accounting in various business analysis and valuation contexts. BUS4070. Standards Board (FASB) pronouncements. Learners Learners examine financial statements as the basis BUS4080 - Fundamentals of Retail Management study financial reporting and apply financial for a wide range of business analyses and analyze (6 quarter credits). This course provides learners statement conceptual frameworks to prepare the ways organizations use these statements with the necessary foundation to begin Retail financial statements.Prerequisite(s): BUS4060. to make business decisions. Prerequisite(s): Management specialization courses. Learners BUS4063 - Advanced Financial Accounting BUS4070. explore several aspects of the retail management Topics and Trends (6 quarter credits). Learners in BUS4073 - Investments and Portfolio environment, including operations, compliance this course analyze and apply advanced financial Management (6 quarter credits). In this course, issues, and planning. Course topics include a accounting concepts and consolidated financial learners study valuation principles and use them to wide range of retail management issues that are statement information. Learners also evaluate the evaluate various investment instruments. Learners addressed in greater detail in the remainder of the influence of global money markets and examine also apply financial theory to real world situations specialization courses. Prerequisite(s): BUS3010, partnership and corporate accounting issues and and develop a practical approach to investments. BUS3020, BUS3030. governmental entities. Prerequisite(s): BUS4062. Prerequisites(s): BUS4070. BUS4081 - Brand Building and Channel BUS4064 - Cost Accounting for Planning BUS4074 - Entrepreneurial Finance (6 quarter Development (6 quarter credits). This course and Control (6 quarter credits). This course credits). In this course, learners analyze small presents an in-depth investigation of brands. emphasizes the role of cost and managerial business financial concepts. Learners examine Learners gain understanding of ways that an accounting in the planning, control, and the personal financial concepts related to organization’s brand provides a broad definition performance evaluation of business, government, business and the entrepreneurial enterprise and of its purpose, uniqueness, and its package of and nonprofit organizations. Learners examine evaluate the components of a small business plan. products and services. Course topics include the theory and practice of business control and Prerequisite(s): BUS4070. merchandising, marketing, channel development, give particular attention to strategic aspects and establishing and delivering the brand promise. within business decision cycles. Prerequisite(s): Prerequisite(s): BUS4080. BUS4061. 92 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Undergraduate Course Descriptions, continued

BUS4082 - Marketing, Merchandising, and BUS4092 - Project Management II (6 quarter knowledge and skills required to lead, facilitate, Advertising (6 quarter credits). This course credits). This course focuses on the last two and support change management. Participation defines the marketing, promotion, merchandising, phases of project development and execution: in case studies is used to gain an understanding and advertising aspects of managing a retail controlling and closing a project. Learners become of the unfolding dynamics of planned and operation. Learners examine the responsibilities familiar with data collection techniques, apply unplanned change in organizations from the of retail managers, including creating awareness, risk management tools and techniques, describe multiple perspectives of various stakeholders. Trust organizing merchandise, and promoting their the process of inspection, record project results, building, fear containment, and broad participation products. This course provides a foundation for prepare closing documents, and set up procedures in the change process receive special attention. defining and reaching a client base using product for implementation after project completion. This BUS4899 - Special Topics in Business (6 quarter knowledge, market analyses, and strategic course also covers important project management credits). In this course, learners propose and planning design. Prerequisite(s): BUS4080. responsibilities, such as fostering diversity and conduct a study of a special topic in business. BUS4083 - Retailing Analytical Tools and ethics, developing interpersonal skills, and making Learners create an individual learning plan and Techniques (6 quarter credits). Learners in this continuous improvements. Prerequisite(s): complete course work in an area of study that course gain practical experience using financial BUS4091. complements past experience and learning analysis tools to calculate metrics and apply them BUS4093 - Contracts and Procurement objectives. Special permission is required for in the managerial decision-making process. Course (6 quarter credits). Learners in this course enrollment. topics include product, department, and operation study the significance of contracts and the BUS4993 - Business Capstone Project (6 quarter performance, inventory management, and procurement process in project management. credits). The capstone project is the culminating comparative analysis. Prerequisite(s): BUS4080. Learners analyze various types of contracts and experience of the bachelor’s program. It allows BUS4084 - Pricing Management (6 quarter develop an understanding of contract negotiation, each learner to demonstrate the technical and credits). This course covers fundamental concepts administration, closure, and enforcement. This applied business knowledge gained in their field as of establishing product pricing. Learners analyze course provides an explanation of the procurement well as the critical thinking, diverse perspectives, the various factors that determine a product’s price process, including defining requirements, and communication skills that will increase their point and learn how to set product prices. Course finalizing requisition and solicitation parameters, success. The capstone project demonstrates the topics include product knowledge, local and ethnic and establishing appropriate selection criteria. learner’s ability to identify ideas for a new product marketing, regional mix, target audience, and Prerequisite(s): BUS4092. or service, create a vision, and develop a strategic competitive pricing. Prerequisite(s): BUS4080. BUS4094 - Managing Project Risk (6 quarter plan that describes how the concept would be BUS4085 - Management and Operational credits). This course provides an overview of implemented. This course must be taken during Issues in Retail (6 quarter credits). In this course, proven risk management techniques that project the learner’s final quarter. Cannot be fulfilled by learners study retail management proficiencies managers and project leaders use to better transfer. including effective planning, organizing, leading, meet their project estimates. Learners develop the skills necessary to systematically manage and controlling. This course covers managerial Information Technology Courses responsibilities in a practical, applied setting, project risks using readings, online discussions, providing learners with an opportunity to combine practical exercises, and computer-based tools. IT3006 - Communication Strategies for the their personal and professional experiences Prerequisite(s): BUS4092. Information Technology Professional (6 quarter with course content in real-world scenarios. BUS4095 - Motivating Project Teams credits). Success in today’s high-tech information Prerequisite(s): BUS4080. (6 quarter credits). In this course, learners examine age requires effective communication strategies BUS4090 - Introduction to Project Management strategies for improving creativity, teamwork, and the ability to articulately share ideas in writing. (6 quarter credits). This course introduces and job satisfaction within a project team. In this course, learners build and enhance the learners to the project management field and its Learners examine the strengths and weaknesses skills necessary for success in the workplace and role within organizations. Learners examine the of organizational development in supporting in their bachelor’s degree program. Through responsibilities associated with managing and employee development and analyze case studies interactive activities, learners develop a business leading business and organizational projects. to gain knowledge of how to effectively motivate perspective of information technology while Learners also study examples of project successes project teams. Prerequisite(s): BUS4092. preparing professional-caliber communications. and failures and investigate the reasons for both. BUS4801 - Ethics and Enterprise (6 quarter In this course, learners expand their IT industry knowledge, participate in building a learning Prerequisite(s): BUS3010, BUS3050. credits). The focus of this course is on the community, and tap into the talents and resources BUS4091 - Project Management I (6 quarter economic, social, and environmental effects of business decisions and policies. Learners of their peers in the courseroom. Topics covered in credits). This course focuses on the first three course activities include written communications, phases of project development and execution: identify significant ethical issues affecting today’s multicultural business environment and evaluate research, teamwork, critical thinking, problem initiating, planning, and executing a project. solving, ethics, and project creation. Learners Learners gain the knowledge needed to gather, how businesses have responded to them through policy development. Learners examine examples must take IT3006 in their first quarter. Cannot be assess, and integrate budget resources, schedules, fulfilled by transfer or petition. and other related resources during the project and case studies of current business practices and planning process. This course helps learners analyze successful and unsuccessful strategies for IT3120 - Fundamentals of Project Management identify and negotiate with stakeholders, define establishing ethical standards and corporate social (6 quarter credits). This course emphasizes the appropriate team performance measures, identify responsibility. critical activities associated with managing and key cultural opportunities and constraints, and BUS4802 - Change Management (6 quarter leading information technology projects while prepare a cost and resource estimate of a project. credits). In this course, learners explore change maintaining the structure of a standardized enterprise architecture. Topics include vendor Prerequisite(s): BUS4090. management by understanding the dynamics of change and exploring ways to facilitate change. In management, configuration management, project addition, learners develop an understanding of the estimation, risk management, and management of 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 93

Undergraduate Course Descriptions, continued

cross-functional and multinational teams. Learners the requirements needed to build a network This course uses a business simulation to explore descriptio n s explore case studies of IT project successes and security architecture. Course topics include network design. Prerequisite(s): IT4041. and failures and are introduced to software requirements analysis, network architecture, IT4050 - Vector Graphics Animation (6 quarter management practices within the Software security architecture, network analysis, and systems credits). This course covers the basic functionality Engineering Institute’s Capability Maturity Model. methodology. Prerequisites(s): IT3200. of Web animation and interactivity. Learners course Learners also build and apply a project plan during IT4030 - Project Estimation and Budgeting become familiar with illustrating with Flash using this course. (6 quarter credits). This course focuses on animation techniques and special effects. This IT3160 - Ethical and Human Side of Information the critical aspects of planning an information course familiarizes learners with embedding Technology (6 quarter credits). This course technology project, including the project exported Flash movies into HTML documents introduces the inherent ethical issues in the costs, scheduling, time management, and for play in a browser. Prerequisite(s): IT3300 or information technology profession with regard effort necessary to assure an expected quality equivalent experience upon school approval. to cultural and human interaction in global and outcome. Learners develop the skills necessary to IT4051 - Web Graphics Production (6 quarter u n dergraduate domestic issues. Essays, case studies, research, and successfully estimate and budget projects using credits). This course covers creating, editing, and ethical codes are integral to the course. readings, online discussions, practical exercises, animating Web graphics using bitmap and vector IT3200 - Enterprise Architecture (6 quarter and computer-based tools. Prerequisite(s): IT3120 tools. Learners use export controls to optimize credits). Learners in this course study how core or equivalent experience upon school approval. images with advanced interactivity and export them business processes and information technology IT4031 - Risk Management in Information System into Macromedia Dreamweaver and other HTML infrastructure merge to form enterprise Development (6 quarter credits). This course editors. Learners gain knowledge of launching architecture. Learners conduct an organizational provides an overview of proven risk management and editing Fireworks graphics from inside requirements analysis as a first step in constructing techniques that information technology project Dreamweaver or Macromedia Flash. In addition, an enterprise architecture. Learners also examine managers and project leaders use to better meet learners use tools to help them efficiently manage the stages of enterprise architecture maturity their project estimates. Learners develop skills to graphic layers, behaviors, and colors and improve and develop core designs appropriate for each systematically manage project risks using readings, Web page loading. Prerequisite(s): IT3300 or corresponding maturity level. online discussions, practical exercises, and equivalent experience upon school approval. IT3300 - Human-Computer Interaction computer-based tools. Prerequisite(s): IT3120 or IT4052 - Image Processing (6 quarter credits). (6 quarter credits). Learners in this course analyze equivalent experience upon school approval. This course is for Web designers who wish to create the cognitive and affective dynamics of human- IT4040 - Network Administration (6 quarter and have optimum control over the images used in computer interaction. Learners also examine the credits). In this course, learners explore the latest a Web site. Learners use Photoshop, the industry- impact of user-centric guidelines on the design network operating system’s (NOS) concepts and standard program for image editing for Web site cycle of technological products and evaluate tools to administer a local area network (LAN). design, digital photography, collage, prepress the usability of device interfaces and computer Topics include planning, installing, configuring, production, and fine art. Learners develop their skill applications. Prerequisite(s): IT3200. optimizing, securing, printing, and troubleshooting in using traditional bitmap image editing features IT3310 - Hardware and Operating Systems networks. Upon successful completion of this combined with a new vector feature, which Architecture (6 quarter credits). Learners in this course, learners have an understanding of provides control when compositing photographic course study the fundamentals of hardware and network administration practices in a productive pixel-based images and crisp, resolution- operating systems architecture. Topics include environment and are prepared to take one of independent type. While the focus of this course is computer architecture, operating systems the industry certification exams. Prerequisite(s): image processing for the Web, learners are able to architecture, number systems, peripherals, file IT3350 or equivalent experience upon school use the same image for high DPI print media, such management, and programming tools. The approval. as brochures and catalogs. It is recommended that course also includes a review of current computer IT4041 - Advanced Network Administration learners have access to a scanner or digital camera. architectures and modern operating systems such (6 quarter credits). In this course, learners are Prerequisite(s): IT3300 or equivalent experience as Windows, Linux, and MacOS. Prerequisite(s): introduced to advanced networking concepts such upon school approval. IT3200. as directory services, authentication, advanced IT4063 - Project Integration and Scope IT3340 - Fundamentals of Software Architecture connectivity issues, traffic, advanced security Management (6 quarter credits). In this course, (6 quarter credits). This course provides an issues, remote access, remote management, learners apply project integration and scope introduction to the fundamentals of software and advanced multi-protocol concepts, and monitoring management principles to information technology database architecture. Topics include the role of network performance. This course provides projects. Course topics include project charter the software and data architect, requirements learners with a solid understanding of network development, project and product scope and tools used to create software architecture, administration and prepares them to take management, and scope planning, definition, and database management systems, and database one of two of the industry certification exams. verification processes. Prerequisite(s): IT3120. architecture. Learners define a software and data Prerequisite(s): IT4040 or equivalent experience IT4064 - Project Communications (6 quarter architecture appropriate for organizational needs upon school approval. credits). This course focuses on project and gain an understanding of the role of design in IT4045 - Network Analysis and Design (6 quarter communication in an information technology software and data architecture. Prerequisite(s): credits). This course focuses on the concepts, project management context. Topics include IT3200. best practices, and tools for analyzing and the timely and correct generation, compilation, IT3350 - Network and Security Architecture designing a network. Topics include analyzing, distribution, storage, and administration (6 quarter credits). This course provides an planning, designing, and securing networks. of IT project information. Learners study introduction to the fundamentals of network Upon completion of this course, learners have an communications preparation, information and security architecture. Learners gain an understanding of network design practices in a allocation, performance reporting, and the understanding of how networks function to support productive environment and are prepared to take organization of stakeholders’ IT project one or more of the industry’s certification exams. management procedures. Prerequisite(s): IT3120. 94 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Undergraduate Course Descriptions, continued

IT4065 - Project Human Resources Management IT4073 - Organizational Security (6 quarter Learners study the planning, methods, procedures, (6 quarter credits). Managing human resource credits). This course covers the people and process and tools necessary to prevent vulnerabilities to activities is an integral part of the project aspect of information assurance and security, networked systems and examine the procedures management field. This course introduces which is the most widely ignored part of the used to validate and restore network services concepts and practices related to project human information technology industry. Topics include following an incident. Learners also analyze the resources planning, developing, acquiring, and security life cycle, certification and accreditation, management, operation, and maintenance of managing. Through readings, assignments, case configuration management, employment practices, networked and managed systems as well as linked study analysis, and online discussion, learners gain and security awareness. The course covers best systems and peripherals. Prerequisite(s): IT4140. an understanding of how to effectively manage practices of policy development along with IT4610 - Anatomical and Medical Terminology human resources during a project. Prerequisite(s): industry-specific standards. Industry-specific laws (6 quarter credits). This course presents medical IT3120. and regulations such as Health Insurance Portability terminology and abbreviations used in various IT4067 - Project Quality Assurance (6 quarter and Accountability Act (HIPAA), Sarbanes-Oxley specialty areas within the health care field. Learners credits). This course focuses on project quality (SARBOX), and National Institute of Standards and study the roots, prefixes, and suffixes of common management in an information technology project Technology (NIST), are explored. Privacy issues in word configurations and practice correctly context. Learners study quality management computing, personnel, and physical security are pronouncing, spelling, and using medical terms processes, including quality planning, quality discussed along with biometrics. Prerequisite(s): and abbreviations in the appropriate contexts. IT3350, IT4803. assurance, and quality control. Learners also IT4620 - Managing Data in Multiple System monitor project results to evaluate compliance IT4074 - Applications Security (6 quarter credits). Environments (6 quarter credits). This course with quality standards and gain an understanding This course addresses securing applications, covers the operational and financial principles of the steps involved in planning, performing, and security vulnerabilities, services, and learning of managing health data from multiple source controlling the quality of a project. Prerequisite(s): secure coding techniques. The course covers all systems. Learners study various data integration IT3120. classes of applications including mobile, email, tools and techniques used to support a clinical IT4068 - Project Procurement Management databases, and Web applications. Prerequisite(s): viewing system, including data warehousing, (6 quarter credits). This course covers product IT3350, IT4803. batch processing, interface engines, and clinical and services purchasing and acquisition and the IT4075 - Computer Forensics (6 quarter credits). presentation viewers. Learners also examine contract administration processes required to Computer forensics is a discipline that supports network and database design and architecture oversee contracts and complete projects. Learners law enforcement and lawyers in investigating and their effects on source system development. examine case studies that provide knowledge white collar crime. Learners in this course Prerequisite(s): IT4610 or equivalent knowledge of project procurement and contracting issues explore computer forensic tools and techniques, upon school approval. from both consumer and vendor perspectives. investigations, incident response and handling, and IT4630 - Statistical Analysis for Health Care Learners also study the functions of the project legal issues. Prerequisite(s): IT3350, IT4803. (6 quarter credits). In this course, learners study procurement process, from making purchasing IT4076 - Security Management and Policies basic statistical strategies and tools used to analyze and contracting plans to selecting the appropriate (6 quarter credits). This course covers hands- and interpret health care data, including pattern sellers and administering and closing contracts. on security management practices through the recognition, data classification, and data mining, Prerequisite(s): IT3120. study of security policies and procedures, risk modeling and sampling. Learners also evaluate IT4070 - Cyber Defense and Countermeasures management, and business continuity planning. the resources that provide health care information (6 quarter credits). This course provides an Topics include security and business need trade- and support health informatics research. in-depth coverage of the design, implementation, offs, risk assessments, designing security policies Prerequisite(s): IT4610 or equivalent knowledge and troubleshooting of security infrastructure. and procedures and a business continuity plan, and upon school approval. Learners explore and apply the principles of enforcement of security policies and procedures. IT4640 - Electronic Health Records/Clinical cyber defense in-depth techniques utilizing Prerequisite(s): IT3350, IT4803. Systems (6 quarter credits). Learners in this course cryptography, encryption, Public Key Infrastructure IT4140 - Introduction to Internetworking study the history of health data management and (PKI), digital signatures, and perimeter security (6 quarter credits). This course focuses on the the role of the Electronic Health Record (EHR) in techniques. Prerequisite(s): IT3350, IT4803. design and integration of multi-protocol networks health care organizations. Learners identify the IT4071 - Cyber Attacks and Ethical Hacking (local area networks and wide area networks) to characteristics of the EHR and other clinical systems (6 quarter credits). This course covers ways that form an enterprise network. Learners study how and evaluate the standards being developed to computers and networks are attacked by hackers to design intranets/internets, virtual local area encourage EHR interoperability and data sharing. using techniques and common utilities. Learners networks (VLANs), and firewalls using different Prerequisite(s): IT4610 or equivalent knowledge explore security threats and ways that system internetworking devices and media, and gain upon school approval. vulnerabilities are exploited to attack systems. the skills needed to configure Cisco equipments. IT4650 - Decision Support/Quality Management Topics include Intrusion Detection Systems (IDS), Learners also examine the cost, compatibility, (6 quarter credits). This course focuses ethical hacking techniques, sniffers, protocols, expandability, security, and future requirements on decision-support practices and quality- social engineering, vulnerability analysis, and associated with designing enterprise networks. management techniques used to improve the penetration testing to ensure infrastructure Prerequisite(s): IT3350. quality of health care. Learners apply decision- security. Prerequisite(s): IT3350, IT4803. IT4141 - Advanced Internetworking (6 quarter modeling techniques that incorporate comparative IT4072 - Operating Systems Security (6 quarter credits). This course focuses on the architectural analysis, simulation, optimization, and decision credits). This course focuses on securing and methodologies used in the design and analysis and design quantitative and qualitative hardening both Windows and Linux operating development of computer networks, including support models. Learners also evaluate the impact systems, as well as techniques for maintaining the the physical structure of internal components of of Computerized Provider Order Entry (CPOE) confidentiality and integrity of systems. Topics network devices and their interactions in local area on the quality, safety, and efficiency of health include patch management, authentication, networks (LANs) and wide area networks (WANs). care data. Prerequisite(s): IT4610 or equivalent auditing and monitoring, and access control. knowledge upon school approval. Prerequisite(s): IT3350, IT4803. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 95

Undergraduate Course Descriptions, continued

IT4660 - Information Security and Privacy in IT4725 - Software Construction II: Database IT4750 - Software Construction III: Mobile descriptio n s Health Care (6 quarter credits). This course covers Development (6 quarter credits). This course Application Development (6 quarter credits). This the legal landscape of the health information focuses on data requirements and modeling, course focuses on object-oriented development industry, including the role of the Health database development, and Structured Query using an Integrated Development Environment

Information Portability and Accountability Act Language (SQL). Learners study database design (IDE) for mobile applications. Learners use dynamic course (HIPAA). Learners analyze security and privacy and implementation principles and apply SQL to scripting language, including coding, interface issues related to gathering and sharing health data create tables and queries. Learners also examine elements, algorithms and database access and examine the legal constraints of transmitting storage procedures and various uses of databases algorithms, and standard library packages and data outside the parameters of treatment, payment, in contemporary Web, traditional, and mobile classes to create object-oriented software solutions and health operations. Prerequisite(s): IT4610 or applications. Prerequisite(s): IT4720 or equivalent using a mobile interface and a database backend. equivalent knowledge upon school approval. knowledge upon school approval. Prerequisite(s): IT4725 or equivalent knowledge upon school approval. IT4670 - Health Care Organization and IT4730 - Software Construction III: Web u n dergraduate Management (6 quarter credits). This course Application Development (6 quarter credits). This IT4755 - Software Construction IV: Advanced provides an analysis of the impact of managed course focuses on developing Web applications Mobile Application Development (6 quarter health care and other market-based health care using an Integrated Development Environment credits). This course extends the topics covered delivery systems on health informatics. Learners (IDE). Learners apply object-oriented software in IT4750 by focusing on advanced object- examine organizational relationships, business design and programming tools, including dynamic oriented development using dynamic scripting associations, and market forces that affect the Internet scripting, standard library packages and language for mobile programming. Learners apply health care industry. Learners also analyze strategic classes, basic Web and AJAX interface elements, advanced features and libraries of a platform to planning processes and develop strategies that and dynamic scripting algorithms and database create advanced mobile-based applications, data support quality health care without compromising access algorithms. Learners create object-oriented structures, and a complete software solution using productivity or efficiency.Prerequisite(s): IT4610 software solutions using a Web 2.0 frontend and advanced mobile interfaces and database features. or equivalent knowledge upon school approval. a database backend. Prerequisite(s): IT4725 or Prerequisite(s): IT4750 or equivalent knowledge IT4710 - Software Requirements Architecture equivalent knowledge upon school approval. upon school approval. (6 quarter credits). This course provides an IT4735 - Software Construction IV: Advanced IT4770 - Support and Maintenance of Software introduction to software requirements architecture. Web Application Development (6 quarter Systems (6 quarter credits). This course Learners study the roles of stakeholders and credits). This course extends the topics covered in presents strategies for improving the quality examine the analysis and requirements phases of IT4720 by focusing on several advanced features of information systems. Learners examine the architecture development process. Learners of dynamic Internet programming. Learners common quality characteristics and apply also apply appropriate tools and techniques for apply advanced object-oriented development quality assurance concepts and configuration requirements gathering and modeling and practice and dynamic Internet programming principles management methodologies to develop effective defining an organizational software architecture to create advanced Web-based, interface-based testing processes. Learners also review system using those tools. Prerequisite(s): IT3340 or applications, data structures, and software requirements for testability, participate in equivalent knowledge upon school approval. solutions. Prerequisite(s): IT4730 or equivalent simulated design and code inspections, analyze IT4715 - Applications Architecture (6 quarter knowledge upon school approval. testing strategies, and explore ways to integrate credits). This course provides an introduction to IT4740 - Software Construction III: Java improvement processes in organizations or applications architecture. Course topics include (6 quarter credits). This course focuses on workplaces. Prerequisite(s): IT4735 or IT4745 or client-server architecture and Model-View- developing object-oriented applications using IT4755 or equivalent knowledge upon school Controller (MVC) paradigms, object-oriented a modern object-oriented language. Learners approval. design and programming, modeling, data create object-oriented software solutions using IT4801 - Information Systems Analysis and structures, programming constructs, algorithms, object-oriented code, standard library packages Design (6 quarter credits). This course covers and event-driven development processes. Learners and classes, object-oriented algorithms and the process of developing an information system study the role of applications architecture in database access algorithms, and a Graphical User from conception to implementation. Although software architecture and use the appropriate Interface (GUI) frontend and a database backend. the course focuses on the traditional system tools to define an organizational applications Prerequisite(s): IT4725 or equivalent knowledge development methods, alternative methods are architecture. Prerequisite(s): IT3340 or equivalent upon school approval. also described. These alternative methods include knowledge upon school approval. IT4745 - Software Construction IV: Advanced object-oriented, rapid application development, IT4720 - Software Construction I: Design and Java (6 quarter credits). This course extends the and joint applications development. A variety of Modeling (6 quarter credits). In this course, topics covered in IT4740 by focusing on advanced systems analysis and design tools are used as part learners study and apply object-oriented analysis object-oriented development using modern of the process. and design concepts using Unified Modeling object-oriented programming. Learners apply IT4802 - System Assurance Quality and Testing Language (UML) and a high-level, compiled advanced features and libraries of a platform, (6 quarter credits). This course covers proven programming language. Course topics include including Database Connectivity and Input/Output strategies for improving the quality of an information techniques for designing, modeling, constructing, programming to create advanced Graphical User system through quality assurance and testing testing, and debugging object-oriented software Interface (GUI)-based applications and a complete methods. Learners review system requirements for applications. Prerequisite(s): IT4710 and IT4715, software solution. Prerequisite(s): IT4740 or testability, participate in simulated design and code or equivalent knowledge upon school approval. equivalent knowledge upon school approval. inspections, explore testing strategies, and prepare test plans. Learners are introduced to a common list of quality characteristics and methods to obtain them. Process improvement strategies and models are also discussed. 96 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Undergraduate Course Descriptions, continued

IT4803 - System Assurance Security experience and learning objectives. Special PS3400 - Introduction to Homeland Security (6 quarter credits). This course is an introduction permission is required for enrollment. (4 quarter credits). This course provides an to information assurance and security. It is an IT4990 - Integrated Action Learning Project overview of the essential concepts of the emerging overview for network administrators who must (6 quarter credits). This course allows learners field of homeland security. Learners study a range implement security strategies to protect their to apply knowledge and skills from other courses of threats to U.S. security, including specialty organization from exposure to the Internet and as they develop a project that benefits an weapons, cyber attacks, and smuggling. Learners helps network designers incorporate security- organization, community, or industry. Learners also examine current issues related to large-scale conscious designs. The course presents strategies prepare a proposal that includes a project refugee flow and civil liberties, and evaluate to guard against hackers and forms of viruses, description, deliverables, completion dates, and homeland security domains, including strategy, describes firewalls and gateways, and helps associated learning. Upon approval from the fear management, and crisis communications. learners explore authentication and encryption instructor, learners execute the proposal, record This course helps learners build a foundational techniques. It also covers a list of the methods their progress weekly using a project tracking Web vernacular upon which to critically analyze most often used for attacking a network system site, and produce a final project report. homeland security. and how to defend against them. Upon successful PS3500 - Applied Public Safety Theory completion of this course, learners are prepared (4 quarter credits). This course introduces to take the exam for the Security+ certification. Public Safety Courses the major theoretical approaches to threats to Prerequisite(s): IT3350. PS3004 - Communication Strategies for the public safety from the eighteenth century and IT4810 - Web Design (6 quarter credits). This Public Safety Professional. (6 quarter credits). the Enlightenment period through the present. course is for learners who already know the basic In this course, learners build and enhance the skills Learners study the work of experts associated with techniques of creating a Web page and want to necessary for success in the public safety industry the historical, international body of criminology improve the aesthetics, design, and usability of and in their bachelor’s degree program. Learners knowledge. Learners explore a range of issues and a Web site. This course covers general design expand their public safety administration skills, apply public safety theory and research to analyze elements of page layout and typography as it participate in building a learning community, them, further developing their critical thinking and relates to Web pages. Learners are expected to and develop a public safety perspective while writing skills. be familiar with optimum file size for graphics, safe preparing professional communications. Course PS3600 - Principles of Public Safety Investigation colors, screen size resolution as it relates to page work includes written communications, research, (4 quarter credits). This course focuses on size, system platform differences, and browser teamwork, critical thinking, problem solving, ethics, analyzing breaches in physical, information, or differences. Prerequisite(s): IT3300 or equivalent and project development. Learners must take personnel security. Learners examine the principles experience upon school approval. PS3004 in their first quarter. PS3004 cannot be and procedures used for crime scene investigation IT4813 - Operating Systems (6 quarter credits). fulfilled by transfer or petition. and protection from security and law enforcement This course is an introduction to the fundamental PS3100 - Introduction to Criminal Justice perspectives. Learners also study methods of concepts in operating systems. Topics include main (4 quarter credits). In this course, learners collecting and preserving evidence; interviewing memory management, virtual memory, I/O and examine the characteristics of the U.S. criminal and interrogating complainants, witnesses, device drivers, secondary storage management, justice system and its evolution in response to the suspects, and victims; and employing scientific and file systems. The course includes practical continually changing forces that influence crime applications in criminal justice and private security examples using the Unix operating system, control. Learners gain an understanding of criminal investigations. including the study of process, file structures, and justice theory and its relation to criminality, the PS3700 - Justice, Crime, and Ethics (4 quarter inter-process communication. Learners explore criminal justice system, and the principles of the credits). Learners in this course analyze the how key concepts are implemented in Unix adjudication process. ethical dimension of law enforcement practice compared to other leading operating systems, PS3200 - Introduction to Emergency Management and acquire the critical knowledge and skills that including Windows and Linux. (4 quarter credits). This course provides an support ethical, on-the-job decision making. IT4815 - Introduction to Telecommunications introduction to the growing field of emergency Learners examine major ethical problems such (6 quarter credits). This course is an introduction management. Learners study various hazard as discrimination, corruption, deception, racial to basic concepts and structural components of the threats and examine strategies for determining profiling, and excessive force using material telephony and voice telecommunications industry. and reducing vulnerability. Learners also analyze drawn from commissions of inquiry, internal Learners explore a telecommunications platform disaster response and recovery behaviors and affairs investigations, published literature, human that includes switching, wiring, and networking, activities. Course topics include local, state, and rights documentation, and observed police- as well as facilities that provide and support federal emergency management organizations community relations. Learners explore the bases telecommunications. Voice-over IP, switching, and and the impact of various stakeholders, including for developing personal and professional ethics, wireless are examined. This course focuses on the non-governmental organizations, on the emergency guided by professional codes of practice and hardware aspect of the convergence of networking management process. human rights standards. and telecommunications along with the software PS3300 - Principles of Security Management PS3800 - Applied Public Safety Research that is required to make it work. In addition, the (4 quarter credits). In this course, learners Methods (4 quarter credits). In this course, course surveys the convergence of communications examine the private security industry from a learners are introduced to the principles of social technologies. business perspective. Course topics include research in the field of public safety. Learners use IT4899 - Special Topics in Information security department management and operations, the scientific method to collect data and analyze Technology (6 quarter credits). In this course, emergency and disaster management, the role research questions specific to crime prevention, learners propose and conduct a study of a special of security in risk management, and integrating emergency planning, information security, and topic in information technology. Learners create security with local law enforcement organizations hazard assessment. Learners also explore the ethics an individual learning plan and complete course and the role of security management in the of public safety research techniques and practical work in an area of study that complements past business environment. applications of research. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 97

Undergraduate Course Descriptions, continued

PS3900 - History of Violence in the U.S. Society enforcement agencies at the municipal, county, state, PS4210 - Principles of Emergency Management descriptio n s (4 quarter credits). In this course, learners review and federal levels. Learners analyze the relationships (4 quarter credits). This course introduces learners the history of violence in U.S. society, focusing between local police agencies and the various levels to concepts and problems associated with crisis on war, terrorism, hostility, and conquest. Course of government charged with law enforcement and emergency management. Learners examine content emphasizes the roles of local, state, responsibilities. Prerequisite(s): PS3100. emergencies, crises, and disasters, and explore course and federal public safety agencies in addressing PS4135 - Race, Crime, and Criminal Justice the need to develop crisis and contingency plans. violence issues in the post-9/11 era. (4 quarter credits). In this course, learners study Other course topics include the National Response PS3950 - Introductory Public Safety Statistical the history, evolution, and operation of the and National Contingency plans; organizing, Research (6 quarter credits). This course criminal justice system, with an emphasis on race. preparing, and managing a response organization introduces learners to basic statistical language Course topics include criminal justice ethics and in a turbulent environment; and effective crisis and procedures related to crime phenomena the implications of race on definitions of crime, incident decision making and communication. Prerequisite(s): PS3200. data. Learners practice basic skills such as reading criminological theory, and crime victimization. u n dergraduate and calculating formulas and analyze the effects Prerequisite(s): PS3100. PS4220 - Emergency Planning (4 quarter of measurement techniques, distribution shapes, PS4140 - Criminal Law and the Legal Process credits). This course presents the strategies and and other factors of the statistic-selection process. (4 quarter credits). In this course, learners explore skills required for successful emergency planning. Learners also examine two-variable relationships, criminal law as it relates to an encounter with the legal Learners study the components of an effective including correlation and prediction measures. system. Learners examine real-world legal disputes emergency plan and the principles and resources Prerequisite(s): MAT2050, PS3800. and analyze the legal principles used to resolve them that guide the planning process. Learners examine PS4105 - White Collar and Organized Crime to determine whether justice was served. Learners federal requirements governing emergency Investigations (4 quarter credits). This course also study the relevance and potential impact of legal management and emergency planning structures, focuses on the principles, parameters, and decisions. Prerequisite(s): PS3100. including Emergency Operations Centers (EOCs), the National Incident Management System procedures of white collar and organized PS4145 - Criminal Law (4 quarter credits). This crime investigations. Learners study methods (NIMS), the Incident Command System (ICS), and course introduces learners to criminal law. Course Mutual Aid Agreements. Learners also analyze the of collecting and documenting information as topics include the historical development of evidence and examine legal principles of criminal, effect of disasters on physical and psychological criminal law, the basic dimensions of criminality, the health. civil, and administrative legislation. Learners also relationships between social and legal definitions study best practice techniques for interviewing, of crime, and particular elements of major crimes PS4225 - Emergency Management and taking statements, and documenting informant, and criminal sanctions. Prerequisite(s): PS3100. Homeland Security (4 quarter credits). Learners suspect, and/or witness interview records. in this course assess the factors that influence PS4150 - History of Drug Control (4 quarter Prerequisite(s): PS3100. how emergency and homeland security leaders credits). This course focuses on the history of PS4110 - Corrections, Probation, and Parole respond to and manage an emergency situation. drug control. Learners study the origin and impact Learners examine the assessment and deployment (4 quarter credits). This course introduces learners of drug control, drug law enforcement, drug to the fields of penology and corrections. It covers of emergency management assets and identify regulation trends and developments, and the the differences between various law enforcement the origins and historical development of the evolution of drug treatment. Learners also analyze United States’ prison system and the processes agencies and the resources they use to respond to how drug treatment affects public safety at the critical incidents. associated with corrections, probation, and local, state, and federal levels. Prerequisite(s): parole. Learners analyze the impact of reform PS3100. PS4230 - Leadership in Emergency Management movements, the rise of centralized correctional (4 quarter credits). In this course, learners examine systems, and regional variations in the practice PS4155 - Police Administration (4 quarter and apply leadership theories and strategies of punishment. Learners also examine criminal credits). This course offers an overview of used in crisis environments. Learners study the behavior assessments that help determine contemporary police administration concepts. fundamentals of human resource management and offender placement and incarceration alternatives. Learners examine communication, decision making evaluate the tools needed to build effective teams. and leadership, and human resource management Prerequisite(s): PS3100. in modern-day law enforcement environments. PS4240 - Technology in Emergency Management PS4115 - Juvenile Justice Practice (4 quarter Learners also analyze individual and group (4 quarter credits). This course focuses on the role credits). In this course, learners examine the behavior and ethics within police organizations. of information technology in crisis and response philosophy of the juvenile justice system. Learners Prerequisite(s): PS3100. management. Learners examine disaster and examine the principles of juvenile law and current crisis information requirements and determine juvenile justice system practices and processes. PS4160 - Criminal Procedure and Evidence appropriate uses of technology during emergency Learners also analyze methods of dealing with (4 quarter credits). This course offers advanced situations. Learners also study the causes and analyses of the constitutional statutory foundations youthful offenders. Prerequisite(s): PS3100. effects of information breakdowns during of modern criminal procedures, focusing on emergency situations. PS4120 - Police-Community Relations the Fourth, Fifth, and Sixth Amendments. (4 quarter credits). Learners in this course study Learners examine laws related to search PS4250 - Decision Management in Critical the philosophies, responsibilities, and limitations of and seizure, interrogations and confessions, Incidents (4 quarter credits). Learners in this police forces. Learners analyze formal social control warrants, indictments and information, pretrial course develop the critical thinking and analytical processes in the U.S. and examine the effects of evidence suppression, and exclusionary rule skills needed to make effective decisions in critical police training, education, and career development applications. This course provides learners with an environments. Learners gain an understanding of on community relations. Prerequisite(s): PS3100. understanding of the formal rules for obtaining, the tactical, practical, and political decisions made PS4125 - Policing in the U.S. Society (4 quarter qualifying, and admitting evidence for criminal in the emergency management field, and analyze credits). This course provides a broad overview of investigation and prosecution. Prerequisite(s): potential responses to those decisions. the historical development, organizational structure, PS3100. responsibilities, and work performed in U.S. law 98 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Undergraduate Course Descriptions, continued

PS4260 - Hazard Identification andV ulnerability PS4325 - Homeland Security and Emergency freedoms. Learners study the art of diplomacy and (4 quarter credits). In this course, learners examine Management (4 quarter credits). This course examine other nations’ approaches to democracy the basic structure of hazard identification and presents the fundamentals of risk and asset and their relationships with the U.S. evaluate the methods used to make environmental analysis in the field of homeland security and PS4380 - Intelligence Role in Homeland Security and structural vulnerability assessments. Learners emergency management. Learners examine (4 quarter credits). Learners in this course also evaluate retrospective and predictive physical, operational, economic, legal, and asset evaluate threats to homeland security and identify approaches to properly identify and prepare for security risks and establish appropriate levels of intelligence-gathering methods used to address man-made and natural disasters. preparedness for an operational system. Learners them. Learners assess and properly allocate the PS4265 - Hazard Mitigation and Preparedness also study gap analysis measures and develop resources needed to maintain homeland security, (4 quarter credits). In this course, learners examine corrective action plans for both political and including the Incident Command System (ICS) various hazard mitigation strategies, tools, and Incident Command systems. model. techniques used to reduce vulnerability. Learners PS4330 - Leadership in Homeland Security PS4390 - Multijurisdictional Approaches to also explore the mitigation and preparedness (4 quarter credits). This course provides an Investigations (4 quarter credits). In this course, functions of emergency managers; the role of overview of homeland security leadership learners examine the intricacies of conducting politics in hazard mitigation policy at the local, strategies, including best practices for achieving successful multijurisdictional investigations. state, and federal levels; and the private sector’s leadership success. Learners study the Learners study crime scene evaluation and potential contributions to managing development organizational structure of the homeland security preservation practices, crime-specific investigation in hazardous areas. Prerequisite(s): PS4260. field and gain an understanding of leadership strategies, and the different investigation PS4270 - Disaster Response Operations and constraints and leadership autonomy. standards of various federal agencies. Management (4 quarter credits). This course PS4340 - Technology and Homeland Security PS4410 - Introduction to Security Management provides learners with an understanding of incident (4 quarter credits). In this course, learners study (4 quarter credits). In this course, learners management operations, from threat detection integrative technology systems and application examine the private security industry from a to post-incident analysis. Learners assess the techniques used in the homeland security field. business perspective. Topics include emergency challenges associated with responding effectively Learners examine technological resources and and disaster management, security department to terrorist situations and evaluate the effect of their applications in securing mission-critical data. management and operations, the role of security stress on incident management. Other course topics include data networking, in risk management, integration of security with PS4280 - Disaster Recovery (4 quarter credits). data mining, intelligence gathering, forecasting law enforcement organizations, and the role of In this course, learners analyze recovery strategies models, and planning for tabletop exercises using security management in the business industry. applied to disasters and evaluate the effectiveness conventional and virtual simulations. Prerequisite(s): PS3300. of recovery efforts. Learners also examine the PS4350 - Government, Media, and Civil Liberties PS4420 - Ethics in Security Management different ways in which various agencies work (4 quarter credits). Learners in this course evaluate (4 quarter credits). Learners in this course together as part of the longer-term recovery the effects laws such as the Antiterrorism and analyze the ethical codes of conduct required of process. Prerequisite(s): PS4270. Effective Death Penalty Act (AEDPA) and the USA security industry professionals and use them as PS4290 - Social Dimensions of Disaster (4 quarter PATRIOT Act have on individuals, organizations, a foundation for developing their own personal credits). Learners in this course identify how and governments. Learners evaluate information codes of conduct. Learners also examine events of crisis affect people. Learners develop an affecting individual civil liberties, constitutionally the importance of respecting diversity in the awareness of the effect of human influence and protected freedoms, and ethnic relations. Learners professional security management environment. behavior on disaster response and recovery. also examine the consequences of detainment, internment, interrogation, and torture. PS4430 - Leadership in Security Management PS4310 - Homeland Security in the 21st Century (4 quarter credits). In this course, learners (4 quarter credits). This course is an introduction PS4360 - Domestic and International Terrorism examine various leadership theories and to the responsibilities of the Department of (4 quarter credits). The focus of this course is on personnel management styles used in the security Homeland Security. Learners examine the roles the mission of protecting the United States from management field. Learners analyze the daily and jurisdictions of the 22 federal agencies within domestic or international threats. Learners identify operation of a security management organization the Department of Homeland Security and their and interpret social, cultural, and psychological and form personal leadership strategies to employ relationships with local, county, and state agencies. threats and stressors that can result in terrorist acts. in future operations. Learners also develop the Learners also identify the economic challenges Other course topics include terrorist organizations, skills needed to evaluate and retain employees associated with ensuring homeland security. political threats, and regional conflicts. and institute strategic problem-solving methods Prerequisite(s): PS3400. PS4365 - World Conflict (4 quarter credits). In this in a corporate setting. Learners also gain an PS4320 - Homeland Security and course, learners identify and evaluate the causes understanding of working under the constraints of Multijurisdictional Coordination (4 quarter of world conflict. Learners examine and interpret a corporate budget. credits). Learners in this course focus on nationally social, cultural, and psychological threats and PS4440 - Technology and Systems in Security recognized and accepted multijurisdictional stressors that can result in global fear and world Management (4 quarter credits). Learners in emergency operations systems. Learners examine conflict. Other course topics include the historical this course study access control, access deterrent the National Incident Management System evolution of terrorism; geopolitical threats; and systems, and biometric security measures. (NIMS) and the Incident Command System (ICS) past, current, and potential regional and world Learners gain the skills necessary to implement and as foundations for modeling and coordinating conflicts.Prerequisite(s): PS4360. evaluate the effectiveness of security management effective crisis command and communication PS4370 - Diplomatic Approaches to National technologies. Learners also analyze and perform management systems. Learners also evaluate Security (4 quarter credits). This course addresses technology cost analyses and explore the legal proper techniques for managing rumor control and the issues involved with maintaining national implications of using security management disseminating information during times of crisis. security while respecting citizens’ individual technologies. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 99

Undergraduate Course Descriptions, continued

PS4445 - Emerging Practices in Security PS4899 - Special Topics in Public Safety descriptio n s Management (4 quarter credits). This course (6 quarter credits). In this course, learners propose addresses the need for evaluating emerging and conduct a study of a special topic in public practices in the security management field. safety. Learners create an individual learning plan

Learners assess a venue’s security threats and and complete course work in an area of study course identify the technologies and practices available that complements past experience and learning to increase venue security. Learners also identify objectives. Special permission is required for new technologies and their applications to security enrollment. management. Prerequisite(s): PS4440. PS4990 - Public Safety Senior Capstone Project PS4450 - Information Security in Security (6 quarter credits). The capstone project is the Management (4 quarter credits). In this culmination of the bachelor’s degree program in

course, learners develop the skills needed to Public Safety. The capstone project demonstrates u n dergraduate analyze information security threats. Learners the technical and applied public safety knowledge evaluate information security threats, develop and the critical thinking and communication skills security plans, and assess technologies used to learners gain during their program. Learners address security threats. Learners also examine formulate ideas for a new public safety approach, communication systems security threats and create a vision, and develop a strategic plan that identify tools used to protect against these threats. describes how to implement their concept. This Prerequisite(s): PS4440. course must be taken during the learner’s final PS4460 - Operational Security (4 quarter credits). quarter. Cannot be fulfilled by transfer. In this course, learners develop the skills needed to evaluate threats and develop security procedures for public and private events. Learners survey, analyze, and target areas susceptible to security breach. Learners also assess infrastructure needs and develop and apply action plans for securing assets. PS4465 - Commercial and Retail Security (4 quarter credits). Learners in this course analyze risk and identify potential security threats to commercial and retail businesses. Learners develop site surveys, conduct physical inspections, and produce detailed reports assessing the risk of the site. Learners also employ multipart investigations to assess environmental design, loss prevention, and shrinkage. Prerequisite(s): PS4460. PS4468 - Executive Protection (4 quarter credits). In this course, learners evaluate various measures used to secure a protectee. Learners identify security threats, investigate mobile environment security concerns, assess security protocols, and develop and apply disaster recovery plans. Prerequisite(s): PS4460. PS4470 - Laws and Legal Procedures in Security Management (4 quarter credits). Learners in this course examine the legal constraints of security management. Learners assess legal guidelines associated with providing organizational; corporate and business; and executive, private, and dignitary protection, and identify laws that effect the implementation of security management operations. PS4480 - Security Management in a Global Business Environment (4 quarter credits). This course presents appropriate applications of security management procedures from a multinational security perspective. Learners research psychological and political global business concerns, and identify and apply ethical, culturally- sensitive business practices. Learners also examine causes of terrorism and kidnapping in the global business environment.

Graduate Schools

1.888.CAPELLA • Volume 08–09, No. 2 Capella University 103

School of Business and Technology

From the Dean tech n olog y

Welcome to the School of Business and Technology. We offer doctoral and a n d master’s degree programs that emphasize contemporary issues in business, management, and information technology and reflect the competitive and rapidly changing global enterprise environment. Within each degree

program, a range of specializations and profession-relevant curricula of b usi n ess provide you with opportunities to build knowledge and expand your skills.

Interacting with faculty is a key part of your learning experience at Capella. school Their academic credentials and passion for teaching, deep knowledge of their subject area, and relevant industry experience help you link theory and practice and apply in the workplace what you are learning in the courseroom. Whether you are at the beginning, middle, or peak of your

Kurt R. Linberg, PhD career, our faculty support your professional goals and development. Dean Doctor of Philosophy degrees in Organization and Management and in Information Technology are designed to develop scholar-practitioners who have the ability to make significant contributions in a variety of organizational, technological, and academic settings.

Master of Science degrees in Organization and Management, Human Resource Management, and Organizational Development provide solid academic and professional preparation for the workplace.

The Master of Business Administration degree offers high-impact curriculum focused on core business skills and professional effectiveness competencies that are essential for long-term results.

The Master of Science in Information Technology degree helps learners develop core IT leadership and business skills.

I am pleased to welcome you to Capella University’s School of Business and Technology. We are committed to providing a rich and rewarding learning experience and look forward to your academic success.

Kurt R. Linberg, PhD Dean 104 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

About the School of Business and Technology

School Mission Statement of interest and the doctoral skills needed functions in the 21st century workplace. Our mission is to educate adult learners for research, critical thinking, and The curriculum blends business and using highly relevant curriculum and professional communications. HRM competencies and emphasizes critical thinking, data analysis, and exceptional instruction to deliver Doctor of Philosophy (PhD) tangible results. Throughout the competency-based learning. Our in Information Technology program, learners engage in business and learners’ educational experiences provide The Doctor of Philosophy in Information HRM-related organizational contexts that immediate impact to their jobs as well Technology provides learners with help develop their ability to effectively as lay the foundation for addressing advanced information technology address real-world HRM challenges from challenges throughout their professional knowledge and skills, and assists them in a business perspective and translate careers. Our learners participate in developing solid research and scholarly strategic plans into workplace practices powerful, faculty-guided learning writing abilities. Doctoral learners may that deliver business results. Successful communities that support the sharing pursue a general program of study or completion of this degree program helps of experience and knowledge across specialize in Information Technology position learners for careers as strategic industries, professions, and geographies. Education, Information Assurance and business partners or HRM leaders. The School of Business and Technology Security, or Project Management. The Master’s learners may pursue Human is committed to continual integration of program culminates in a dissertation that Resource Management specializations in relevant theory with effective practice. In adds to the existing body of IT knowledge. General Human Resource Management, our own work and in the education of The PhD in Information Technology Industrial and Labor Relations, Legal our learners, we provide and develop the prepares learners to pursue careers in Studies, or Human Capital Management. necessary framework to drive meaningful organizations or in consulting and/or solutions to complex problems. Through teaching. Master of Science (MS) the development of business, research, in Organizational Development Master of Science (MS) and information technology knowledge, The Master of Science in Organizational in Organization and Management our learners are uniquely equipped to be Development is an interdisciplinary, The Master of Science in Organization exceptional problem-solvers who make practitioner-oriented degree program that and Management is intended for working a positive impact in their organizations emphasizes a consultative, process-oriented adults who wish to develop deep subject and society. approach to organizational engagement. matter knowledge in specific areas of The program exemplifies five areas of Degree Programs organizational practice. Learners may organizational development management pursue a specialization in General Doctor of Philosophy (PhD) based on current theory and best Organization and Management or in Organization and Management practices in the field. These organizational Leadership. This highly relevant and The PhD in Organization and development management areas include contemporary graduate degree program Management prepares scholar- organizational development/organizational challenges and prepares learners to practitioners for professional teaching behavior content, business, data and become effective professionals at middle or organizational roles in the fast- assessment, process consultation, and and upper levels of organizational paced, competitive, global enterprise intervention management. Throughout management in a variety of industry and system. Senior- and mid-level managers the program, learners gain knowledge military organizations. The goal of the and leaders study existing practices, and skills in organizational systems and program is to develop graduates who can investigate new management and dynamics, talent and change management, use appropriate theory to make responsible leadership techniques, translate theory data collection and measurement, and and effective business decisions and foster into practice, and engage in course work assessment and interventions. Upon inclusive work environments. that prepares them to use research and successful completion of the program, theory to make informed organizational Master of Science (MS) learners are prepared to pursue careers decisions. Learners may pursue a general in Human Resource Management as organization development managers, program of study or specialize in Human The Master of Science in Human human resource managers, organizational Resource Management, Information Resource Management degree program effectiveness managers, or organizational Technology Management, Leadership, provides learners with the knowledge and development specialists. Management Education, or Project skills needed to plan and execute a broad Management. Learners develop a deep range of human resource management subject matter expertise in specific areas 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 105

About the School of Business and Technology, continued

Master of Science (MS) are committed to learner success. Certificate Programs tech n olog y in Information Technology Learners receive broad exposure to The School of Business and Technology The Master of Science in Information core business disciplines in the general certificate programs provide business a n d Technology is designed to help working program of study and have the option to professionals with the opportunity to adults acquire the skills and knowledge increase the depth of their competency pursue new knowledge and skills through needed to advance their careers and in the Accounting, Finance, Health completion of a concentrated graduate- make significant contributions within Care Management, Human Resource level program of study. Learners may of b usi n ess their organizations. For the information Management, Information Technology pursue certificates in Human Resource technology professional who wants to lead Management, Marketing, or Project Management, Information Assurance in the design and deployment of secure Management specializations. and Security, Leadership, and Project school enterprise applications and network Management. technologies, the degree program includes specializations in Business School of business and technology degree programs Analysis, Enterprise Software Architecture, and SPECIALIZATIONS Health Information Management, Information Assurance and Security, Organization and Management Program Degrees and Certificates and Network Architecture. In addition, General Organization and Management PhD, MS the master’s specialization in Project Human Resource Management PhD Management offers learners a broad Information Technology Management PhD understanding of technology used in Leadership PhD, MS, Certificate enterprise-wide systems projects and the Management Education PhD methods and mastery of skills necessary Project Management PhD for disciplined project management Master of Business Administration Program Degrees and Certificates professionals. Learners in the general General Business Administration MBA and some specialized programs of study Accounting MBA can apply their course work to work- Finance MBA related systems challenges in a virtual Health Care Management MBA lab environment, helping to increase Human Resource Management MBA their credibility and effectiveness in Information Technology Management MBA their jobs. The program helps learners Marketing MBA acquire higher-level managerial skills Project Management MBA while familiarizing them with the newest applications being used by leading Human Resource Management Program1 Degrees and Certificates corporations. General Human Resource Management MS, Certificate Human Capital Management MS Master of Business Administration (MBA) Industrial and Labor Relations MS The Master of Business Administration is Legal Studies MS designed to meet the needs of working professionals seeking to advance their Organizational Development Program1 Degrees and Certificates careers in management and turn General Organizational Development MS experienced managers into effective leaders. The MBA focuses on practical Information Technology Program Degrees and Certificates content, relevant skills, and job-related General Information Technology PhD, MS behaviors critical for success in today’s Information Assurance and Security PhD, MS, Certficate competitive environment. Additionally, Information Technology Education PhD the learning experience blends a Project Management PhD, MS, Certificate supportive professional effectiveness Business Analysis2 MS process, individualized assessments, Enterprise Software Architecture2 MS and self-reflection with a challenging Health Information Management MS curriculum and a deep commitment to Network Architecture MS adult-centered learning. The experienced 1 Review of this program is pending in KY and SC. faculty who support the curriculum 2 Review of this specialization is pending in OH and SC. 106 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Business and Technology Degree Programs and Specializations

Doctor of Philosophy (PhD) in Upon completion of all required course work: Specialization courses: Organization and Management OM9919 * Doctoral Comprehensive Examination Choose five from the following courses: Specializations OM9920 * Dissertation Courseroom (non-credit) OM8201 Theories of Executive Human Resource OM9921 * Dissertation Research 1 (5 quarter credits) Management OM9922 * Dissertation Research 2 (5 quarter credits) OM8202 The Human Resource Executive as Strategic Partner Learners in the PhD in Organization and OM9923 * Dissertation Research 3 (5 quarter credits) Management program should carefully assess OM8203 Perspectives and Practices in Global OM9924 * Dissertation Research 4 (5 quarter credits) their ability to write and think critically and from Human Resource Management a scholarly perspective. OM7006 - Research and Thirteen Elective Courses 52 quarter credits OM8204 Legal Systems, Labor Relations, and Writing for Graduate Learners and OM7007 - Regulatory Practices Focused Research and Writing for Graduate Choose any graduate course(s). Learners are specifically designed to help learners OM8205 Knowledge Management, Human develop their writing and critical thinking skills. Total 120 quarter credits Resource Information Systems, and Internet Technologies OM8206 Human Capital Management, Acquisition, Development, and Retention General Organization and Management Human Resource Management (formerly General) The Human Resource Management specialization Upon completion of all required course work: Learners in the doctoral General Organization and provides mid-level and executive leadership OM9919 * Doctoral Comprehensive Examination Management specialization may select courses with leading theories and practices for human OM9920 * Dissertation Courseroom (non-credit) and electives from one or more specializations, resource management in a complex and global OM9921 * Dissertation Research 1 (5 quarter credits) provided that they meet all general specialization business environment. Doctoral learners receive OM9922 * Dissertation Research 2 (5 quarter credits) requirements and any course prerequisites. It training as scholar-practitioners conducting and OM9923 * Dissertation Research 3 (5 quarter credits) is expected that learners choose electives that applying research across a wide spectrum of OM9924 * Dissertation Research 4 (5 quarter credits) provide a coherent foundation for research HRM topics. The Human Resource Management in an area of organization and management Eight Elective Courses 32 quarter credits specialization prepares learners to lead, consult, inquiry. Successfully completing the General Choose any graduate course(s). or teach in the field of HRM from an informed, Organization and Management specialization strategic viewpoint, creating practical solutions to Total 120 quarter credits prepares learners to lead, consult, or teach in the real-world problems. This specialization prepares field of management from an informed, strategic HRM executives for the role of strategic partner viewpoint, creating practical solutions to real- in leading and managing the human assets of the world problems. Information Technology Management organization as a full business partner. Residency Requirement(s): The Information Technology Management Residency Requirement(s): Three one-week residential colloquium sessions specialization investigates the contemporary Three one-week residential colloquium sessions related to time and program credit completion. theories and practices that today’s organizations related to time and program credit completion. See policy 3.04.05 Attendance at Residencies See policy 3.04.05 Attendance at Residencies are using to gain a strategic advantage through in the University Policies section of the catalog in the University Policies section of the catalog the deployment of information technology. and the Residential Colloquia page on iGuide for and the Residential Colloquia page on iGuide for Doctoral learners develop the process skills more information. Also see each graduate school’s more information. Also see each graduate school’s colloquium and residency courses. and subject matter knowledge needed to excel colloquium and residency courses. as scholar-practitioners and leaders in this Sixteen Required Courses 68 quarter credits Twenty-One Required Courses 88 quarter credits growing field. This specialization equips learners OM8004 Managing and Organizing People Core courses: with the tools needed to pioneer innovative OM7020 Marketing Strategy and Practice solutions to complex problems in the planning, OM8004 Managing and Organizing People OM7040 Accounting and Financial Management development, and management of IT in the fast- OM7020 Marketing Strategy and Practice OM7050 Ethics and Social Responsibility moving environment of modern organizations. OM7040 Accounting and Financial Management OM7080 Statistical Research Techniques Completing the PhD in this specialization OM7050 Ethics and Social Responsibility OM8010 Principles of Organization Theory and prepares learners to lead, consult, or teach in OM7080 Statistical Research Techniques Practice the field of IT management from an informed, OM8010 Principles of Organization Theory and OM8012 Strategy strategic viewpoint, creating practical solutions to Practice OM8021 * Management Theory Creation emerging real-world problems as organizations OM8012 Strategy OM8022 * Survey of Applied Research Methods compete in the global marketplace. OM8021 * Management Theory Creation OM8025 * Advanced Qualitative Research OR OM8022 * Survey of Applied Research Methods Residency Requirement(s): OM8026 * Applied Multivariate Modeling OR Three one-week residential colloquium sessions OM8027 * Survey Research Methodology OM8025 * Advanced Qualitative Research OR OM8026 * Applied Multivariate Modeling OR related to time and program credit completion. OM8910 * Teaching Practice Seminar OR OM8027 * Survey Research Methodology See policy 3.04.05 Attendance at Residencies OM8920 * Leadership Practice Seminar OR in the University Policies section of the catalog OM8910 * Teaching Practice Seminar OR OM8930 * Consulting Practice Seminar and the Residential Colloquia page on iGuide for OM8920 * Leadership Practice Seminar OR more information. Also see each graduate school’s OM8930 * Consulting Practice Seminar colloquium and residency courses.

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 107

School of Business and Technology Degree Programs and Specializations, continued

PhD in Organization and Management Specializations, continued

Twenty-One Required Courses 88 quarter credits Leadership Upon completion of all required course work: tech n olog y Core courses: OM9919 * Doctoral Comprehensive Examination The Leadership specialization prepares leaders OM8004 Managing and Organizing People for today’s fast-paced and complex global OM9920 * Dissertation Courseroom (non-credit) OM7020 Marketing Strategy and Practice enterprise system by exploring and applying OM9921 * Dissertation Research 1 (5 quarter credits) OM7040 Accounting and Financial Management cutting-edge leadership theory to the challenges OM9922 * Dissertation Research 2 (5 quarter credits) OM7050 Ethics and Social Responsibility facing today’s organizations. Executive leadership, OM9923 * Dissertation Research 3 (5 quarter credits)

OM7080 Statistical Research Techniques leader development, and issues on the frontier OM9924 * Dissertation Research 4 (5 quarter credits) b u si n ess an d OM8010 Principles of Organization Theory and of the global economy are but a few of the Eight Elective Courses 32 quarter credits of Practice topics covered in the Leadership specialization. Choose any graduate course(s). OM8012 Strategy Executives, mid-level managers, and those in OM8021 * Management Theory Creation the initial stages of their careers are prepared Total 120 quarter credits

OM8022 * Survey of Applied Research Methods to develop real-world answers to the challenges school OM8025 * Advanced Qualitative Research OR of the twenty-first century organization. This OM8026 * Applied Multivariate Modeling OR specialization prepares doctoral learners to lead, OM8027 * Survey Research Methodology consult, or teach in the area of leadership from an Management Education OM8910 * Teaching Practice Seminar OR informed, strategic viewpoint, creating practical The Management Education specialization OM8920 * Leadership Practice Seminar OR solutions to real-world problems. OM8930 * Consulting Practice Seminar prepares doctoral learners to teach organization Residency Requirement(s): and management courses at the postsecondary Specialization courses: Three one-week residential colloquium sessions level. This specialization combines advanced OM8301 Survey of Research Literature in related to time and program credit completion. organization and management knowledge Information Technology Management See policy 3.04.05 Attendance at Residencies and skills with management education Infrastructure in the University Policies section of the catalog literature analysis, teaching practice, learning OM8302 Survey of Research Literature in and the Residential Colloquia page on iGuide for and instructional design, learning theory and Information Technology Planning and more information. Also see each graduate school’s Delivery colloquium and residency courses. educational processes, classroom assessment, OM8303 Information Technology Technical and course design and development. The Twenty-One Required Courses 88 quarter credits Foundations Management Education specialization offers a Core courses: OM8304 Information Technology Delivery terminal degree option for learners who want to OM8004 Managing and Organizing People OM8305 Information Technology Strategy and excel in postsecondary management instruction, Management OM7020 Marketing Strategy and Practice allowing them to develop solid research skills and OM7040 Accounting and Financial Management culminating in a dissertation that advances the Upon completion of all required course work: OM7050 Ethics and Social Responsibility body of knowledge of management education. OM9919 * Doctoral Comprehensive Examination OM7080 Statistical Research Techniques Learners in the Management Education OM9920 * Dissertation Courseroom (non-credit) OM8010 Principles of Organization Theory and specialization may also enroll, concurrently, in the OM9921 * Dissertation Research 1 (5 quarter credits) Practice School of Education’s Post-Master’s Certificate in OM9922 * Dissertation Research 2 (5 quarter credits) OM8012 Strategy College Teaching. OM9923 * Dissertation Research 3 (5 quarter credits) OM8021 * Management Theory Creation Residency Requirement(s): OM9924 * Dissertation Research 4 (5 quarter credits) OM8022 * Survey of Applied Research Methods Three one-week residential colloquium sessions OM8025 * Advanced Qualitative Research OR Eight Elective Courses 32 quarter credits related to time and program credit completion. OM8026 * Applied Multivariate Modeling OR Choose any graduate course(s). See policy 3.04.05 Attendance at Residencies OM8027 * Survey Research Methodology in the University Policies section of the catalog Total 120 quarter credits OM8910 * Teaching Practice Seminar OR and the Residential Colloquia page on iGuide for OM8920 * Leadership Practice Seminar OR more information. Also see each graduate school’s OM8930 * Consulting Practice Seminar colloquium and residency courses.

Specialization courses: Twenty-One Required Courses 88 quarter credits Choose five from the following courses: Core courses: OM8101 Theories of Leadership OM8004 Managing and Organizing People OM8102 Leading at the Top: The Upper Echelon OM7020 Marketing Strategy and Practice OM8103 Global Executive/Manager Development OM7040 Accounting and Financial Management OM8104 Leadership: The Dark Side OM7050 Ethics and Social Responsibility OM8105 Issues on the Frontier of the Global OM7080 Statistical Research Techniques Economy OM8010 Principles of Organization Theory and OM8106 Leading the Global Enterprise System Practice OM8107 Entrepreneurial Leader as Pioneer OM8012 Strategy OM8021 * Management Theory Creation OM8022 * Survey of Applied Research Methods OM8025 * Advanced Qualitative Research OR OM8026 * Applied Multivariate Modeling OR OM8027 * Survey Research Methodology OM8910 * Teaching Practice Seminar

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 108 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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PhD in Organization and Management Specializations, continued Specialization courses: Project Management Doctor of Philosophy (PhD) in OM8028 Survey of Research Literature in The doctoral Project Management specialization Management Education Information Technology focuses on contemporary project management ED7311 Theory and Methods of Educating Adults Specializations theories and practices. Learners acquire the ED7312 Teaching Adults subject matter knowledge, process skills, and ED7712 Classroom Assessment in Education Learners in the PhD in Information Technology tools needed to effectively initiate, plan, and program should carefully assess their ability to ED8444 Higher Education Curriculum manage organizational projects and programs Development and Teaching Strategies OR write and think critically and from a scholarly ED8600 Effective Online Course Design, Delivery, and excel as scholar-practitioners in the field. perspective. OM7006 - Research and Writing Facilitation, and Assessment Specialization topics include project and for Graduate Learners and OM7007 - Focused program management, risk management, Research and Writing for Graduate Learners are Upon completion of all required course work: portfolio optimization, and leadership. Successful courses specifically designed to help learners OM9919 * Doctoral Comprehensive Examination graduates of this specialization are prepared develop their writing and critical thinking skills. OM9920 * Dissertation Courseroom (non-credit) to lead, consult, or teach in the field of project OM9921 * Dissertation Research 1 (5 quarter credits) management from an informed, strategic General Information Technology OM9922 * Dissertation Research 2 (5 quarter credits) perspective. (formerly General Area of Study) OM9923 * Dissertation Research 3 (5 quarter credits) Residency Requirement(s): OM9924 * Dissertation Research 4 (5 quarter credits) Learners in the doctoral General Information Three one-week residential colloquium sessions Technology specialization may select courses from Eight Elective Courses 32 quarter credits related to time and program credit completion. See policy 3.04.05 Attendance at Residencies one or more specializations, provided that they Choose any graduate course(s). in the University Policies section of the catalog meet all general specialization requirements and any course prerequisites. Learners are expected Total 120 quarter credits and the Residential Colloquia page on iGuide for more information. Also see each graduate school’s to choose electives that provide a coherent colloquium and residency courses. foundation for research in one or more areas of Note: Learners may not use more than two Twenty-One Required Courses 88 quarter credits information technology. Successfully completing education transfer courses to fulfill their the General Information Technology specialization specialization requirements. Core courses: prepares learners to lead, consult, or teach in the OM8004 Managing and Organizing People field of IT. OM7020 Marketing Strategy and Practice OM7040 Accounting and Financial Management Residency Requirement(s): OM7050 Ethics and Social Responsibility Three one-week residential colloquium sessions OM7080 Statistical Research Techniques related to time and program credit completion. See policy 3.04.05 Attendance at Residencies OM8010 Principles of Organization Theory and in the University Policies section of the catalog Practice and the Residential Colloquia page on iGuide for OM8012 Strategy more information. Also see each graduate school’s OM8021 * Management Theory Creation colloquium and residency courses. OM8022 * Survey of Applied Research Methods Sixteen Required Courses 68 quarter credits OM8025 * Advanced Qualitative Research OR TS8004 Information Technology Research and OM8026 * Applied Multivariate Modeling OR Practice OM8027 * Survey Research Methodology OM8301 Survey of Research Literature in OM8910 * Teaching Practice Seminar OR Information Technology Management OM8920 * Leadership Practice Seminar OR Infrastructure OM8930 * Consulting Practice Seminar OM8302 Survey of Research Literature in Specialization courses: Information Technology Planning and Delivery OM8521 Advances in Project Planning OM8303 Information Technology Technical OM8523 Advances in Project Execution Foundations OM8525 Strategic Leadership and Human OM8304 Information Technology Delivery Resource Management OM8305 Information Technology Strategy and OM8527 Advanced Risk Management Management OM8529 Program and Portfolio Management TS8306 Advances in Information Technology Upon completion of all required course work: OM7080 Statistical Research Techniques OM9919 * Doctoral Comprehensive Examination OM8022 * Survey of Applied Research Methods OM9920 * Dissertation Courseroom (non-credit) OM8025 * Advanced Qualitative Research OR OM9921 * Dissertation Research 1 (5 quarter credits) OM8026 * Applied Multivariate Modeling OR OM8027 * Survey Research Methodology OM9922 * Dissertation Research 2 (5 quarter credits) TS8940 * Information Technology Consulting OM9923 * Dissertation Research 3 (5 quarter credits) Practice Seminar OR OM9924 * Dissertation Research 4 (5 quarter credits) TS8950 * Teaching Practice Seminar in Information Technology Education Eight Elective Courses 32 quarter credits Choose any graduate course(s).

Total 120 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 109

School of Business and Technology Degree Programs and Specializations, continued

PhD in Information Technology Specializations, continued

Upon completion of all required course work: Specialization courses: OM7080 Statistical Research Techniques tech n olog y TS9919 * Doctoral Comprehensive Examination TS8531 Network Security Advances OM8022 * Survey of Applied Research Methods TS9920 * Dissertation Courseroom (non-credit) TS8533 Enterprise Security Risk Management OM8025 * Advanced Qualitative Research OR TS9921 * Dissertation Research 1 (5 quarter credits) TS8535 System and Application Security Advances OM8026 * Applied Multivariate Modeling OR TS9922 * Dissertation Research 2 (5 quarter credits) TS8537 Assurance Controls and Compliance OM8027 * Survey Research Methodology TS9923 * Dissertation Research 3 (5 quarter credits) Management TS8950 * Teaching Practice Seminar in Information TS8539 Security Governance and Management Technology Education TS9924 * Dissertation Research 4 (5 quarter credits) b u si n ess an d Specialization courses: Thirteen Elective Courses 52 quarter credits Upon completion of all required course work: of TS9919 * Doctoral Comprehensive Examination TS8951 Survey of Research Literature in Choose any graduate course(s). Information Technology Education TS9920 * Dissertation Courseroom (non-credit) ED7311 Theory and Methods of Educating Adults Total 120 quarter credits TS9921 * Dissertation Research 1 (5 quarter credits)

ED7312 Teaching Adults school TS9922 * Dissertation Research 2 (5 quarter credits) ED7712 Classroom Assessment in Education TS9923 * Dissertation Research 3 (5 quarter credits) Information Assurance and Security ED8444 Higher Education Curriculum Development TS9924 * Dissertation Research 4 (5 quarter credits) and Teaching Strategies OR (formerly Information Security) Eight Elective Courses 32 quarter credits ED8600 Effective Online Course Design, Delivery, The doctoral Information Security specialization Facilitation, and Assessment Choose any graduate course(s). offers a terminal degree option for information Upon completion of all required course work: security professionals in the information Total 120 quarter credits TS9919 * Doctoral Comprehensive Examination technology field and IT professionals who have a TS9920 * Dissertation Courseroom (non-credit) master’s degree in computer science or a related TS9921 * Dissertation Research 1 (5 quarter credits) field. Specialization topics include information Information Technology Education confidentiality, integrity, and availability. This TS9922 * Dissertation Research 2 (5 quarter credits) specialization provides learners with advanced The Information Technology Education TS9923 * Dissertation Research 3 (5 quarter credits) research, scholarly writing, and information security specialization is intended for information TS9924 * Dissertation Research 4 (5 quarter credits) skills, and culminates in a dissertation that advances technology professionals who have earned a master’s degree in computer science or a related Eight Elective Courses 32 quarter credits the body of information security knowledge. Choose any graduate course(s). Successful graduates of this specialization are field. This specialization provides doctoral learners prepared to pursue careers as information security with advanced IT knowledge and skills, and assists Total 120 quarter credits consultants, managers, or educators. them in developing solid research, scholarly writing, and advanced teaching abilities. This Note: Learners may not use more than two Residency Requirement(s): specialization culminates in a dissertation that Three one-week residential colloquium sessions education transfer courses to fulfill their adds to the existing body of IT knowledge and specialization requirements. related to time and program credit completion. prepares learners to pursue IT faculty positions in See policy 3.04.05 Attendance at Residencies in the University Policies section of the catalog higher education settings. and the Residential Colloquia page on iGuide for Learners in the Information Technology Education more information. Also see each graduate school’s specialization may also enroll, concurrently, in the Project Management colloquium and residency courses. School of Education’s Post-Master’s Certificate in The doctoral Project Management specialization Twenty-One Required Courses 88 quarter credits College Teaching. offers a terminal degree option for information technology project management professionals and Core courses: Residency Requirement(s): IT professionals who have a master’s degree in TS8004 Information Technology Research and Three one-week residential colloquium sessions computer science or a related field. Specialization Practice related to time and program credit completion. OM8301 Survey of Research Literature in See policy 3.04.05 Attendance at Residencies topics include project and program management, Information Technology Management in the University Policies section of the catalog risk management, project governance, and Infrastructure and the Residential Colloquia page on iGuide for portfolio optimization. This specialization provides OM8302 Survey of Research Literature in more information. Also see each graduate school’s learners with advanced research, scholarly writing, Information Technology Planning and colloquium and residency courses. and IT project management skills, and culminates Delivery Twenty-One Required Courses 88 quarter credits in a dissertation that advances the body of IT OM8303 Information Technology Technical Core courses: project management knowledge. Upon successful Foundations completion of this specialization, learners OM8304 Information Technology Delivery TS8004 Information Technology Research and Practice are prepared to pursue careers as IT project OM8305 Information Technology Strategy and management consultants, managers, or educators. Management OM8301 Survey of Research Literature in Information Technology Management Residency Requirement(s): TS8306 Advances in Information Technology Infrastructure OM7080 Statistical Research Techniques Three one-week residential colloquium sessions OM8302 Survey of Research Literature in related to time and program credit completion. OM8022 * Survey of Applied Research Methods Information Technology Planning and See policy 3.04.05 Attendance at Residencies OM8025 * Advanced Qualitative Research OR Delivery in the University Policies section of the catalog OM8026 * Applied Multivariate Modeling OR OM8303 Information Technology Technical and the Residential Colloquia page on iGuide for OM8027 * Survey Research Methodology Foundations more information. Also see each graduate school’s TS8940 * Information Technology Consulting OM8304 Information Technology Delivery colloquium and residency courses. Practice Seminar OR OM8305 Information Technology Strategy and TS8950 * Teaching Practice Seminar in Information Management Technology Education TS8306 Advances in Information Technology

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PhD in Information Technology Specializations, continued T wenty-One Required Courses 88 quarter credits Master of Science (MS) in Leadership Core courses: Organization and Management The Leadership specialization introduces master’s TS8004 Information Technology Research and learners to diverse techniques that successful Practice Specializations leaders deploy in leading and managing today’s OM8301 Survey of Research Literature in Information Technology Management General Organization and complex global organizations. Course content Infrastructure directly impacts mid-career professionals Management interested in leading in government, for-profit OM8302 Survey of Research Literature in (formerly General) Information Technology Planning and businesses, and not-for-profit organizations Delivery Because of unique career circumstances or through assessment, skill-building, and the review OM8303 Information Technology Technical objectives, some learners in the master’s of applicable leadership theories available to Foundations Organization and Management degree program them as managers. Completing this specialization OM8304 Information Technology Delivery may choose not to pursue a specialized program prepares learners to take on leadership or OM8305 Information Technology Strategy and of study. These learners may design a program management roles within a variety of businesses, Management consisting of courses from more than one master’s organizations, and industries. TS8306 Advances in Information Technology degree program. The General Organization Twelve Required Courses 48 quarter credits OM7080 Statistical Research Techniques and Management specialization provides a Core courses: OM8022 * Survey of Applied Research Methods broader examination of the fields of organization, OM5004 People at Work OM8025 * Advanced Qualitative Research OR management, and leadership. OM5015 Marketing OM8026 * Applied Multivariate Modeling OR Seven Required Courses 28 quarter credits OM8027 * Survey Research Methodology OM5025 Accounting and Finance in Organizations OM5004 People at Work TS8940 * Information Technology Consulting OM5030 Corporate Social Responsibility and OM5015 Marketing Practice Seminar OR Managerial Ethics TS8950 * Teaching Practice Seminar in Information OM5025 Accounting and Finance in Organizations OM5035 Data Analysis and Decision Making for Technology Education OM5030 Corporate Social Responsibility and Managers Managerial Ethics OM5040 Strategic Planning Specialization courses: OM5035 Data Analysis and Decision Making for OM8521 Advances in Project Planning Managers Specialization courses: OM8523 Advances in Project Execution OM5040 Strategic Planning OM5112 Leadership OM8525 Strategic Leadership and Human Choose four from the following courses AND the Resource Management The Integrative Project course should be taken during the learner’s final quarter. Integrative Project course: OM8527 Advanced Risk Management OM5990 * Integrative Project: Organizational OM5114 * Organization Structure and Design OM8529 Program and Portfolio Management Leadership and Change Management OM5116 * Personal Leadership Development Upon completion of all required course work: OM5118 * Leading Organizational Change Five Elective Courses 20 quarter credits TS9919 * Doctoral Comprehensive Examination OM5120 * Leading and Building Teams Choose up to five 5000-level Organization and OM5122 * Leading and Coaching Others TS9920 * Dissertation Courseroom (non-credit) Management, Human Resource Management, and TS9921 * Dissertation Research 1 (5 quarter credits) Organizational Development specialization courses. OM5199 * Special Topics in Leadership TS9922 * Dissertation Research 2 (5 quarter credits) Learners may elect to fulfill their electives by The Integrative Project course should be taken TS9923 * Dissertation Research 3 (5 quarter credits) choosing up to two approved graduate courses from other Capella University schools. during the learner’s final quarter. TS9924 * Dissertation Research 4 (5 quarter credits) OM5990 * Integrative Project: Organizational Total 48 quarter credits Leadership and Change Management Eight Elective Courses 32 quarter credits Choose any graduate course(s). Total 48 quarter credits

Total 120 quarter credits

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School of Business and Technology Degree Programs and Specializations, continued

Master of Science (MS) in Human Capital Management Industrial and Labor Relations tech n olog y Human Resource Management The master’s specialization in Human Capital The master’s specialization in Industrial Specializations Management provides learners with the and Labor Relations provides learners with theoretical frameworks and practices associated foundational understanding of the factors General Human Resource with the emerging human asset-focused discipline influencing the labor relationships between of human capital management. Specialization employees and organizations. Specialization

Management topics include decision science, talentship, topics include industrial labor relations from b u si n ess an d The master’s General Human Resource

transitional frameworks bridging human resource historical, legislative, and practice perspectives; of Management specialization provides learners management and human capital management, unionism; labor law and workplace governance; with business-oriented comprehension and human capital management metrics, and the employer-employee relationship; labor skills in human resource management. Learners knowledge systems. Learners examine new management; and labor relations models and gain subject matter knowledge and applied paradigms for engaging, managing, and movements. Learners examine past and current school experience in specific HRM areas of practice and measuring human asset productivity relative to labor-organization work paradigms and the develop the critical thinking skills needed to make achieving business goals. Successful graduates of applications of select business, human resource informed and data-driven business decisions this specialization are prepared to pursue careers management, and industrial and labor relations in collaborative, global work environments. as human capital managers, human resource theories and best practices in managing the Successful completion of this specialization managers, organizational effectiveness managers, evolving labor-organization relationships of prepares learners to pursue middle- and upper- or talent management managers. today’s global workplace. Upon successful level HRM-related positions in organizations. Twelve Required Courses 48 quarter credits completion of this specialization, learners are prepared to pursue careers as human resource Twelve Required Courses 48 quarter credits Core courses: managers, employee relations managers, Core courses: HRM5004 Human Resource Management HRM5004 Human Resource Management in the 21st Century employee relations specialists, dispute mediators, in the 21st Century HRM5010 Marketing and Sales or labor arbitrators. HRM5010 Marketing and Sales HRM5020 Business Fundamentals Twelve Required Courses 48 quarter credits HRM5020 Business Fundamentals HRM5030 Ethics and Advocacy in Organizations Core courses: HRM5030 Ethics and Advocacy in Organizations HRM5040 Managing Data and Information HRM5004 Human Resource Management HRM5040 Managing Data and Information HRM5050 Strategy and Business Development in the 21st Century HRM5050 Strategy and Business Development HRM5010 Marketing and Sales Specialization courses: HRM5020 Business Fundamentals Specialization courses: HRM5230 Human Capital Management: A New HRM5030 Ethics and Advocacy in Organizations HRM5210 The 21st Century Global Workplace Vision HRM5040 Managing Data and Information Choose four from the following courses AND the Choose four from the following courses AND the HRM5050 Strategy and Business Development Capstone course: Capstone course: Specialization courses: HRM5212 * Organization Building and Membership HRM5231 * Human Capital Management and HRM5240 Human Resources and Labor Relations HRM5214 * Law and Organizations Globalization HRM5216 * Enterprise-Wide Communications HRM5233 * Human Capital Leadership Choose four from the following courses AND the HRM5218 * Total Rewards in the Global Workplace HRM5235 * Human Capital Management and Capstone course: Organization Building HRM5220 * Talent Management HRM5241 * Unionism and American Culture HRM5237 * Human Capital Management and Change HRM5222 * Organizational Learning HRM5243 * Labor Law and Legislation HRM5239 * Human Capital Management and HRM5245 * Labor Management The Human Resource Management Capstone course Assessment HRM5247 * Comparative Labor Movements should be taken during the learner’s final quarter. The Human Capital Management Capstone course HRM5249 * Labor and Globalization HRM5920 * Human Resource Management Capstone should be taken during the learner’s final quarter. The Industrial and Labor Relations Capstone course Total 48 quarter credits HRM5930 * Human Capital Management Capstone should be taken during the learner’s final quarter. Total 48 quarter credits HRM5940 * Industrial and Labor Relations Capstone Review of this specialization is pending in KY and SC. Total 48 quarter credits Review of this specialization is pending in KY and SC. Review of this specialization is pending in KY and SC.

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MS in Human Resource Management Specializations, continued Legal Studies Master of Science (MS) in Master of Science (MS) in Learners in the master’s Legal Studies Organizational Development Information Technology specialization study the associations between Specialization Specializations business and law in the modern workplace. Specialization topics include practice and theory General Organizational Development School of Business and Technology learners of constitutional, tort, and labor and employment pursuing a master’s degree in Information law; employee discrimination; fact investigation; The master’s General Organizational Technology who need to enhance their skills and workplace legal communications and actions. Development specialization provides learners in the areas of Web application development, Learners examine and apply select business with organizational development theory, skills, database systems, software design, and/or and legal practices and theories in establishing and tools within a business-based framework. network systems are strongly encouraged to enroll The curriculum emphasizes applying current in TS5591 - Programming and Database Systems and maintaining legally compliant organizations and/or TS5592 - Introduction to Network and and emerging theory and best practices to that achieve business goals. Upon successful Internet Architecture. Additionally, the Admissions completion of this specialization, learners are deliver productivity solutions that enable Committee may request that the applicant enroll prepared to pursue careers as human resource organizational growth and sustainability. in one or both of these courses. In either case, managers, employee relations managers, human Learners gain knowledge and experience these courses are in addition to the specialization resource management generalists, or conflict through an interdisciplinary organizational requirements. resolution specialists. development management curriculum that focuses on enterprise-wide engagement and Twelve Required Courses 48 quarter credits capacity building. Successful completion of this General Information Technology Core courses: specialization prepares learners to pursue middle- HRM5004 Human Resource Management and upper-level organizational development- Capella University’s Master of Science in in the 21st Century related positions in organizations. Information Technology helps working information HRM5010 Marketing and Sales technology professionals acquire the intellectual HRM5020 Business Fundamentals Twelve Required Courses 48 quarter credits capital and technical skills needed to make HRM5030 Ethics and Advocacy in Organizations Core courses: significant, far-reaching contributions to their HRM5040 Managing Data and Information ORD5004 Change, Culture, and Complexity organizations. It is also ideal for those with HRM5050 Strategy and Business Development ORD5010 Organizational Systems and Dynamics bachelor’s degrees in other fields looking to enter ORD5020 Strategic Planning and Organizational the IT industry at a senior contributor or managerial Specialization courses: Development level. The General Information Technology HRM5250 Human Resource Management and the ORD5030 Assessment and Interventions specialization provides an understanding of Law ORD5040 Fundamentals of Business information technology topics by providing Choose four from the following courses AND the ORD5050 Ethics and Behavior in Organizations flexibility in selecting courses of special importance Capstone course: to the learner. In conjunction with the IT foundation Specialization courses: HRM5251 * Building the Law provided by the core curriculum, the General ORD5510 Organizational Development in the HRM5253 * Rights of Wrongs: Torts and Employment Global Environment Information Technology specialization allows HRM5255 * The Attorney Relationship learners to ensure their program matches their HRM5257 * Workplace Legal Actions Choose four from the following courses AND the personal experience and unique professional needs. Capstone course: HRM5259 * Legal Systems: Countries in Contrast Seven Required Courses 28 quarter credits ORD5511 * Systems Thinking, Archetypes, and The Legal Studies Capstone course should be taken Design TS5004 Technical Communications during the learner’s final quarter. ORD5513 * Group Dynamics TS5010 Introduction to Enterprise Application Architecture HRM5950 * Legal Studies Capstone ORD5515 * Process Consultation TS5011 Managing People and Technology ORD5517 * Human Asset Management and Total 48 quarter credits Motivation TS5130 System Development Theory and Practice ORD5519 * Leadership, Managership, and Review of this specialization is pending in KY and Followership TS5160 Business Foundations SC. TS5536 Ethical and Legal Considerations in The General Organizational Development Capstone Information Technology course should be taken during the learner’s final quarter. The Information Technology Capstone course should ORD5910 * General Organizational Development be taken during the learner’s final quarter. Capstone TS5900 * Information Technology Capstone

Total 48 quarter credits Five Elective Courses 20 quarter credits Choose five 5000-level Information Technology courses. Review of this specialization is pending in KY and SC. Total 48 quarter credits

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MS in Information Technology Specializations, continued

Business Analysis Enterprise Software Architecture Health Information Management tech n olog y The Business Analysis master’s specialization The master’s specialization in Enterprise The Health Information Management master’s develops professionals capable of serving Software Architecture addresses the need for specialization prepares information technology as liaisons between technological solution information technology professionals who are professionals who want to use their skills implementation and business management. capable of evaluating the business and technical in the health care field for careers such as Learners master the skills needed to elicit and requirements of enterprises with locally and health information managers or information analyze business needs, determine and develop globally distributed operations. Learners analyze technologists. Specialization topics include b u si n ess an d

information technology project requirements, IT problems of distributed enterprises and refine implementing health care policies through of and communicate requirements to solution their ability to design, propose, implement, information management systems, supporting stakeholders and implementers. Learners and manage solutions to these problems using health care decision management, and facilitating use business and system models to propose, technologies such as service-oriented architecture efficient health care delivery through the secure develop, and implement solutions. Throughout (SOA), distributed databases, and Web services. transmission of and access to patient information. school solution implementation, which includes system Successful graduates of this specialization are Twelve Required Courses 48 quarter credits development and testing, learners monitor and prepared to pursue careers as systems architects, Core courses: ensure the validity and quality of the implemented technical officers, and software engineers. TS5004 Technical Communications solution to meet business goals. Successful Twelve Required Courses 48 quarter credits TS5010 Introduction to Enterprise Application graduates of this specialization are prepared to Core courses: Architecture pursue careers as business analysts or system TS5004 Technical Communications TS5011 Managing People and Technology analysts. TS5010 Introduction to Enterprise Application TS5130 System Development Theory and Twelve Required Courses 48 quarter credits Architecture Practice Core courses: TS5011 Managing People and Technology TS5160 Business Foundations TS5004 Technical Communications TS5130 System Development Theory and TS5536 Ethical and Legal Considerations in TS5010 Introduction to Enterprise Application Practice Information Technology Architecture TS5160 Business Foundations Specialization courses: TS5011 Managing People and Technology TS5536 Ethical and Legal Considerations in Choose five from the following courses AND the Information Technology TS5130 System Development Theory and Capstone course: Practice Specialization courses: TS5610 Introduction to Health Information TS5160 Business Foundations Choose five from the following courses AND the Systems TS5536 Ethical and Legal Considerations in Capstone course: TS5615 Health Informatics Information Technology TS5351 * Architecture Requirements Analysis TS5620 Databases in Health Care Environments Specialization courses: TS5352 Enterprise Database Systems TS5625 System Security in Health Care Choose five from the following courses AND the TS5353 Enterprise Software Architecture Design Environments Capstone course: TS5354 * Enterprise Software Interface Design TS5630 Data Analysis and Decision Support for Health Information Technology TS5341 Requirements Discovery and TS5355 * Advanced Enterprise System Practitioners Documentation Development TS5635 Strategic Management of Information TS5342 Solution Analysis and Modeling TS5356 Advanced Application Development Technology in Health Organizations TS5343 Business Solution Assessment and TS5357 Enterprise Software Architecture Quality TS5999 Current Trends in Information Validation Assurance Technology TS5344 Strategic Business Analysis TS5999 Current Trends in Information TS5345 Business Modeling Technology The Health Information Management Capstone TS5999 Current Trends in Information course should be taken during the learner’s final Technology The Enterprise Software Architecture Capstone quarter. course should be taken during the learner’s final TS5960 * Health Information Management quarter. The Business Analysis Capstone course should be Capstone taken during the learner’s final quarter. TS5950 * Enterprise Software Architecture TS5940 * Business Analysis Capstone Capstone Total 48 quarter credits

Total 48 quarter credits Total 48 quarter credits

Review of this specialization is pending in OH and Review of this specialization is pending in OH and SC. SC.

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MS in Information Technology Specializations, continued Information Assurance and Security Network Architecture Project Management The Information Assurance and Security master’s The master’s Network Architecture specialization In the master’s Project Management specialization prepares information technology provides technology leaders with the skills specialization, information technology professionals to assess information security necessary to design, implement, and maintain professionals assess the current state of risks and develop and implement solutions to high-quality networks that meet business needs. technology, including its organizational, legal, safeguard the information assets and enterprise IT The curriculum focuses on Internet, intranet, and ethical, and professional influences, and examine infrastructures of organizations. Learners examine extranet design, emerging network technologies, the fundamentals of project management. the technical and managerial controls critical to and the integration of divergent and disparate Specialization topics include the processes, the success of an information assurance program, networks. Learners acquire skills in designing, techniques, and tools used to plan, initiate, including enterprise and wireless security, security planning, and maintaining local area networks execute, control, and close projects; project risk management, security management practices, (LANs) and wide area networks (WANs) and gain budgeting, procurement, and quality; project secure system development, and computer the knowledge needed to develop and implement plan development; project risk management; forensics. Upon successful completion of this organizations’ information security and disaster and project leadership management. Successful specialization, learners are prepared to pursue recovery plans. Upon successful completion graduates of this specialization gain the skills careers as information assurance and security of this specialization, learners are prepared to needed to manage technology projects that meet specialists. pursue careers in network management and quality, scope, time, and cost goals. Twelve Required Courses 48 quarter credits administration and network architecture and Twelve Required Courses 48 quarter credits design. Core courses: Core courses: TS5004 Technical Communications Twelve Required Courses 48 quarter credits TS5004 Technical Communications TS5010 Introduction to Enterprise Application Core courses: TS5010 Introduction to Enterprise Application Architecture TS5004 Technical Communications Architecture TS5011 Managing People and Technology TS5010 Introduction to Enterprise Application TS5011 Managing People and Technology TS5130 System Development Theory and Architecture TS5130 System Development Theory and Practice TS5011 Managing People and Technology Practice TS5160 Business Foundations TS5130 System Development Theory and TS5160 Business Foundations TS5536 Ethical and Legal Considerations in Practice TS5536 Ethical and Legal Considerations in Information Technology TS5160 Business Foundations Information Technology TS5536 Ethical and Legal Considerations in Specialization courses: Specialization courses: Information Technology Choose five from the following courses AND the Choose five from the following courses AND the Capstone course: Specialization courses: Capstone course: TS5311 Enterprise Security Choose five from the following courses AND the TS5331 Project Management Fundamentals TS5312 Security Risk Management Capstone course: TS5332 Project Management Planning, TS5531 Security Management Practices TS5321 Local Area Network Architectures Execution, and Control TS5532 Secure System Development and TS5322 Wide Area Network Architectures TS5333 Project Budgeting, Procurement, and Cryptography TS5323 Integrating Divergent Network Quality TS5533 Wireless Security Architectures TS5334 Project Risk Assessment and Control TS5534 Computer Forensics and Investigations TS5324 Evolving Network Technologies TS5335 Project Leadership and Management TS5999 Current Trends in Information TS5325 Enterprise Network Analysis TS5999 Current Trends in Information Technology TS5327 Secure Network Architectures Technology TS5521 Advanced Network Technology: The Information Assurance and Security Capstone The Project Management Capstone course should be Switching course should be taken during the learner’s final taken during the learner’s final quarter. quarter. TS5999 Current Trends in Information TS5930 * Project Management Capstone Technology TS5910 * Information Assurance and Security Total 48 quarter credits Capstone The Network Architecture Capstone course should be taken during the learner’s final quarter. Total 48 quarter credits TS5920 * Network Architecture Capstone

Total 48 quarter credits

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Master of Business Administration General Business Administration Accounting tech n olog y (MBA) Specializations (formerly General) The MBA Accounting specialization emphasizes This MBA specialization provides a broad accounting applications with respect to the Capella University’s MBA program responds examination of core business functions and nature and scope of business operations. The directly to the needs of the marketplace with an organizational management aspects and meets specialization cultivates learners’ abilities to integrated curriculum focusing on core business the needs of business professionals by presenting plan and control organizational budgeting. knowledge and professional effectiveness a thorough introduction to traditional business Learners gain knowledge and skills in the audit b u si n ess an d competencies. The program builds essential disciplines such as finance, marketing, operations, and evaluation of controls and computerized of skills required to achieve long-term business strategy, and sales/customer relationship information systems of accounting. Learners results. MBA learners are challenged to stretch management. This solid business foundation is examine the nature and function of accounting beyond what is expected and are given impact supplemented with a core set of professional information in the decision-making process. assignments that can be immediately applied effectiveness courses that emphasize best Learners also study the conceptual framework school in the workplace. Learners create and develop practices for leading and managing others, of accounting theory and practice, focusing a blueprint and portfolio of skills for being an including managing change, leading teams, on processes of identification, measurement, effective leader. Because of the transformative negotiating for results, building relationships, documentation, and financial reporting. This nature of this MBA curriculum, learners are better and establishing ethical leadership. The balanced specialization is not designed to lead to prepared to reposition themselves for success in curriculum of business discipline and professional professional licensure in accounting. their careers. effectiveness competencies prepares successful Sixteen Required Courses 48 quarter credits graduates to excel in a variety of business First two courses taken first and in sequence: settings. Professional Effectiveness CoachingSM MBA6010 Professional Effectiveness: Stretch, Impact, Reposition Capella University’s MBA Professional Sixteen Required Courses 48 quarter credits Effectiveness Coaching process helps learners First two courses taken first and in sequence: MBA6020 Leading for Results focus on the areas where they need to stretch MBA6010 Professional Effectiveness: Stretch, MBA6110 Marketing and Brand Management Impact, Reposition to become more effective managers, apply what MBA6130 Operations and Process Management they’ve learned to impact their current job, and MBA6020 Leading for Results MBA6140 Applied Managerial Statistics reposition themselves to advance toward future MBA6110 Marketing and Brand Management MBA6150 Accounting goals. Learners have the option to establish a MBA6130 Operations and Process Management MBA6160 * Financial Management relationship with a professional coach who helps MBA6140 Applied Managerial Statistics MBA6180 Managing Information Assets and facilitate this growth process through one-on-one MBA6150 Accounting Technology coaching sessions. MBA6160 * Financial Management MBA6190 Strategy MBA6180 Managing Information Assets and Specialization courses: Learners enrolled in specializations outside the Technology MBA program may not take MBA courses. MBA MBA6152 * Advanced Accounting MBA6190 Strategy learners may not take courses associated with MBA6154 * Budget Planning and Control any other program within the School of Business In addition, choose six from the following courses MBA6156 * Audit and Control of Accounting and Technology or any other school at Capella AND the Capstone course: Information Systems University while they are enrolled in the MBA MBA6120 Sales and Customer Relationship MBA6158 * Accounting Information for Decision program. Management Making MBA6210 Building Relationships In addition, choose two from the following courses MBA6220 Developing and Coaching Others AND the Capstone course: MBA6230 Leading Teams MBA6120 Sales and Customer Relationship MBA6240 Facilitating Change Management MBA6250 Leveraging Workplace Diversity MBA6210 Building Relationships MBA6260 Negotiating for Results MBA6220 Developing and Coaching Others MBA6270 Regulatory and Ethical Environment of MBA6230 Leading Teams Business MBA6240 Facilitating Change The MBA Capstone course should be taken during MBA6250 Leveraging Workplace Diversity the learner’s final quarter. MBA6260 Negotiating for Results MBA6300 * MBA Capstone: Judgment, Planning, and MBA6270 Regulatory and Ethical Environment of Action Business

Total 48 quarter credits The Accounting Capstone course should be taken during the learner’s final quarter. MBA6350 * Accounting Capstone: Judgment, Planning, and Action

Total 48 quarter credits

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MBA Specializations, continued Finance Health Care Management Human Resource Management The MBA Finance specialization provides The MBA Health Care Management specialization The MBA Human Resource Management learners with current knowledge and skills in enhances the management and business skills specialization curriculum emphasizes contemporary financial analysis and decision making, preparing learners need to function effectively within the business and human resource management best them for careers in finance at middle or senior health care industry. The specialization emphasizes practices. The specialization’s competency-based management levels. Learners who select business models and analytics that are applicable instruction design is focused on immediate Finance as their specialization are required to within health care including medical device application of knowledge, competencies, and complete designated MBA core business and product development, health care financial skills necessary to integrate business and human professional effectiveness courses that focus management, clinical research methodologies, resource functions in organizations. Specialization on leading and managing others, strategy, medical sales, information technology benefits topics include national and international HRM operations management, information technology, programs, and health care e-business consulting. perspectives and practices, strategic staffing, law, and marketing. The courses in the Finance Upon successful completion of this specialization, culture, change, and HRM-specific technology. specialization extend the core competencies learners possess knowledge that helps them Through the synthesis of business and HRM best by examining theories and techniques related assume mid-level and executive-level positions practice and theory, learners are prepared to make to corporate finance, investment and portfolio within a health care organization or an organization informed, practitioner-based decisions resulting in management, international finance, and emerging that serves the health care industry. increased professional development, organizational topics in the field. Sixteen Required Courses 48 quarter credits growth, and enterprise sustainability. Upon successful completion of this specialization, Sixteen Required Courses 48 quarter credits Core courses: learners have gained relevant knowledge Core courses: First two courses taken first and in sequence: competencies and skills enabling them to enter the First two courses taken first and in sequence: MBA6010 Professional Effectiveness: Stretch, HRM industry or advanced HRM-related careers. MBA6010 Professional Effectiveness: Stretch, Impact, Reposition Impact, Reposition MBA6020 Leading for Results Sixteen Required Courses 48 quarter credits MBA6020 Leading for Results MBA6110 Marketing and Brand Management Core courses: MBA6110 Marketing and Brand Management MBA6130 Operations and Process Management First two courses taken first and in sequence: MBA6130 Operations and Process Management MBA6140 Applied Managerial Statistics MBA6010 Professional Effectiveness: Stretch, MBA6140 Applied Managerial Statistics MBA6150 Accounting Impact, Reposition MBA6150 Accounting MBA6160 * Financial Management MBA6020 Leading for Results MBA6160 * Financial Management MBA6180 Managing Information Assets and MBA6110 Marketing and Brand Management MBA6180 Managing Information Assets and Technology MBA6130 Operations and Process Management Technology MBA6190 Strategy MBA6140 Applied Managerial Statistics MBA6190 Strategy MBA6150 Accounting Specialization courses: MBA6160 * Financial Management Specialization courses: MBA6271 Strategic Management of Health Care Systems MBA6180 Managing Information Assets and Choose four from the following courses: Technology MBA6273 * Health Care Financial Management MBA6161 * Financial Markets and Institutions MBA6190 Strategy MBA6162 * Advanced Finance MBA6275 * Health Care Policy Analysis and Decision MBA6163 * Bank Management Making Specialization courses: MBA6164 * International Financial Management MBA6277 * Ethical and Legal Considerations in MBA6241 * Human Resource Management in 21st Health Care Century Knowledge MBA6166 * Investment and Portfolio Management MBA6243 * Building Organizational Culture MBA6167 * Risk Management In addition, choose two from the following courses MBA6245 * Human Resource Management MBA6168 * Corporate Finance Analysis and AND the Capstone course: Technologies and Applications Decisions MBA6120 Sales and Customer Relationship Management MBA6247 * Human Capital Management In addition, choose two from the following courses MBA6210 Building Relationships MBA6249 * Organizations, Governance, and the Law AND the Capstone course: MBA6220 Developing and Coaching Others MBA6120 Sales and Customer Relationship In addition, choose one from the following courses Management MBA6230 Leading Teams AND the Capstone course: MBA6210 Building Relationships MBA6240 Facilitating Change MBA6120 Sales and Customer Relationship Management MBA6220 Developing and Coaching Others MBA6250 Leveraging Workplace Diversity MBA6210 Building Relationships MBA6230 Leading Teams MBA6260 Negotiating for Results MBA6220 Developing and Coaching Others MBA6240 Facilitating Change MBA6270 Regulatory and Ethical Environment of Business MBA6230 Leading Teams MBA6250 Leveraging Workplace Diversity MBA6240 Facilitating Change MBA6260 Negotiating for Results The Health Care Management Capstone course MBA6250 Leveraging Workplace Diversity MBA6270 Regulatory and Ethical Environment of should be taken during the learner’s final quarter. Business MBA6370 * Health Care Management Capstone: MBA6260 Negotiating for Results Judgment, Planning, and Action MBA6270 Regulatory and Ethical Environment of The Finance Capstone course should be taken during Business the learner’s final quarter. Total 48 quarter credits MBA6360 * Finance Capstone: Judgment, Planning, The Human Resource Management Capstone course and Action should be taken during the learner’s final quarter. MBA6340 * Human Resource Management Capstone: Total 48 quarter credits Judgment, Planning, and Action

Total 48 quarter credits

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MBA Specializations, continued

Information Technology Management Marketing Project Management tech n olog y The MBA Information Technology Management The Marketing specialization prepares MBA The Project Management specialization prepares specialization is targeted toward learners interested learners to move into middle or senior marketing MBA learners for expanded responsibility in a n d in moving into middle and senior management management positions within their organizations. an organization by sharpening their project positions within information technology The Marketing specialization provides deeper management skills. In alignment with the Project organizations. In preparation for this expanded insight into contemporary issues and examines Management Institute’s (PMI) standards, this responsibility, learners acquire the broader business various theories and techniques used by specialization equips learners to manage projects

perspectives and professional effectiveness skills to marketers in today’s competitive environment. in global enterprises and entrepreneurial start- of b usi n ess lead and manage others in the broader organization. The specialization extends a learner’s ups. The course work provides learners with The Information Technology Management competencies in market research, analysis, techniques in project procurement and solicitation specialization equips learners to leverage IT in order planning, execution, and evaluation. During and teaches learners to assess and mitigate risks to enhance business competitiveness and optimize the capstone course, all learners synthesize to ensure project success. The capstone project school business management. The course work provides and apply what they have learned into a final allows learners to apply their skills in planning, learners with techniques and skills needed to assess marketing plan. Learners who select Marketing managing, and controlling the processes to the impact of advances in technology on business. as their specialization are required to complete complete the project on time and within budget. In addition, learners have an opportunity to practice designated MBA core business and professional Most important, this specialization offers learners evaluating and choosing the right leadership style effectiveness courses that focus on leading an opportunity not only to exercise their skills in for managing IT functions and staff in order to and managing others, strategy, operations decision making but also to reflect on the impact deliver the value of IT to the organization. management, information technology, and of their judgment in dynamic project situations. Sixteen Required Courses 48 quarter credits finance. Sixteen Required Courses 48 quarter credits Core courses: Sixteen Required Courses 48 quarter credits Core courses: First two courses taken first and in sequence: Core courses: First two courses taken first and in sequence: MBA6010 Professional Effectiveness: Stretch, First two courses taken first and in sequence: MBA6010 Professional Effectiveness: Stretch, Impact, Reposition MBA6010 Professional Effectiveness: Stretch, Impact, Reposition MBA6020 Leading for Results Impact, Reposition MBA6020 Leading for Results MBA6110 Marketing and Brand Management MBA6020 Leading for Results MBA6110 Marketing and Brand Management MBA6130 Operations and Process Management MBA6110 Marketing and Brand Management MBA6130 Operations and Process Management MBA6140 Applied Managerial Statistics MBA6130 Operations and Process Management MBA6140 Applied Managerial Statistics MBA6150 Accounting MBA6140 Applied Managerial Statistics MBA6150 Accounting MBA6160 * Financial Management MBA6150 Accounting MBA6160 * Financial Management MBA6180 Managing Information Assets and MBA6160 * Financial Management MBA6180 Managing Information Assets and Technology MBA6180 Managing Information Assets and Technology MBA6190 Strategy Technology MBA6190 Strategy MBA6190 Strategy Specialization courses: Specialization courses: MBA6182 * Impact of Advances in Information Specialization courses: MBA6231 * Project Planning, Management, and Technology Choose four from the following courses: Financial Control MBA6184 * Techniques for Managing Information MBA6112 * Market Research MBA6233 * Assessing and Mitigating Risk Technology Professionals MBA6114 * Consumer Behavior MBA6235 * Project Procurement and Solicitation MBA6186 * Strategic Information System Planning MBA6116 * New Product Design and Development MBA6237 * Advanced Project Management MBA6231 * Project Planning, Management, and MBA6118 * International Marketing Techniques Financial Control MBA6120 Sales and Customer Relationship In addition, choose two from the following courses In addition, choose two from the following courses Management AND the Capstone course: AND the Capstone course: In addition, choose two from the following courses MBA6120 Sales and Customer Relationship MBA6120 Sales and Customer Relationship AND the Capstone course: Management Management MBA6210 Building Relationships MBA6210 Building Relationships MBA6210 Building Relationships MBA6220 Developing and Coaching Others MBA6220 Developing and Coaching Others MBA6220 Developing and Coaching Others MBA6230 Leading Teams MBA6230 Leading Teams MBA6230 Leading Teams MBA6240 Facilitating Change MBA6240 Facilitating Change MBA6240 Facilitating Change MBA6250 Leveraging Workplace Diversity MBA6250 Leveraging Workplace Diversity MBA6250 Leveraging Workplace Diversity MBA6260 Negotiating for Results MBA6260 Negotiating for Results MBA6260 Negotiating for Results MBA6270 Regulatory and Ethical Environment of MBA6270 Regulatory and Ethical Environment of MBA6270 Regulatory and Ethical Environment of Business Business Business The Marketing Capstone course should be taken The Project Management Capstone course should be The Information Technology Management Capstone during the learner’s final quarter. taken during the learner’s final quarter. course should be taken during the learner’s final MBA6330 * Project Management Capstone: quarter. MBA6310 * Marketing Capstone: Judgment, Planning, and Action Judgment, Planning, and Action MBA6380 * Information Technology Management Capstone: Judgment, Planning, and Total 48 quarter credits Total 48 quarter credits Action

Total 48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 118 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Business and Technology Degree Programs and Specializations, continued

Certificates Information Assurance and Security Project Management Technology professionals with a background There is a significant need for professionals with Certificates are an ideal way to update existing in both information security technology and a background in both enterprise technology knowledge, gain new knowledge, and study at policy-level management are in high demand and project management mastery to complete the graduate level. Course work completed in a in today’s organizations and corporations. This complex projects on time, on budget, and to certificate program may be transferred into the certificate prepares learners who have previously specification. This certificate prepares learners related Capella Master of Science specialization. earned a bachelor’s degree to manage a large who have previously earned a bachelor’s organization’s enterprise security based on the degree to manage larger projects utilizing Note: Certification and Certificates—There is an 10 domains of the Certified Information Systems methodology based on the Project Management important distinction between the two terms. The School of Business and Technology offers Security Professional (CISSP) certification from Book of Knowledge (PMBOK) from the Project a variety of graduate certificates. University- International Information Systems Security Management Institute (PMI). It goes well beyond sponsored certificates represent an advanced Certification Consortium, Inc. (ISC)2. It goes well certification by providing an opportunity to course of study intended to enhance knowledge beyond certification by providing an opportunity expand critical thinking skills and master project in a specific discipline. However, obtaining a to master information security principles through management principles through practice and university-awarded certificate is not equivalent to “certification.” The term certification refers to the practice and interaction. This graduate certificate interaction. This graduate certificate develops official mandate awarded by a state regulatory expands learners’ critical thinking skills and the competencies associated with the Project board or professional organization to an individual develops the competencies associated with the Management Professional certification from the for a specific professional practice. CISSP certification from (ISC)2. PMI. Five Required Courses 20 quarter credits Five Required Courses 20 quarter credits TS5311 Enterprise Security TS5331 Project Management Fundamentals Human Resource Management TS5312 Security Risk Management TS5332 Project Management Planning, The Human Resource Management certificate TS5531 Security Management Practices Execution, and Control helps professionals increase their expertise in the TS5532 Secure System Development and TS5333 Project Budgeting, Procurement, and principles and practices of the human resource Cryptography Quality function. The certificate provides the opportunity TS5536 Ethical and Legal Considerations in TS5334 Project Risk Management and Control to enhance skills, knowledge, and abilities Information Technology TS5335 Project Leadership and Management through the development of HR competencies. Total 20 quarter credits By providing learners a better understanding of Total 20 quarter credits various HR disciplines, the certificate prepares participants for the challenges and demands faced by HR professionals. Leadership The Leadership certificate prepares learners Four Required Courses 16 quarter credits to serve in leadership roles within their HRM5210 The 21st Century Global Workplace organizations. Managers at all levels of an Choose three from the following courses: organization gain considerable insight into the HRM5212 * Organization Building and Membership challenges and complexities of leading in today’s HRM5214 * Law and Organizations environment. Learners have the opportunity to HRM5216 * Enterprise-Wide Communications reflect on their own leadership styles and to HRM5218 * Total Rewards in the Global Workplace develop specific leadership competencies. HRM5220 * Talent Management Four Required Courses 16 quarter credits HRM5222 * Organizational Learning OM5112 Leadership

Total 16 quarter credits Choose three from the following courses: OM5114 * Organization Structure and Design OM5116 * Personal Leadership Development OM5118 * Leading Organizational Change OM5120 * Leading and Building Teams OM5122 * Leading and Coaching Others

Total 16 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 119

School of Education educatio n From the Dean of Welcome to the School of Education at Capella University. Our programs are about you and the impact that you want to make as an educational leader. school

Capella’s specializations in higher education and training (Enrollment Management, Instructional Design for Online Learning, Leadership for Higher Education, Nursing Education, Postsecondary and Adult Education, and Training and Performance Improvement) focus on career requirements for educators and trainers working in adult learning environments. The competencies learners acquire are based on current adult learning theory and are designed for professionals in community colleges, four-year colleges, and other organizations serving adult learners.

Harry McLenighan, EdD The specialization in Instructional Design for Online Learning prepares Dean professionals to lead and to manage instructional challenges in Web-based environments and places equal importance on design and delivery of adult instruction.

Capella’s P–12 education specializations (Curriculum and Instruction, Early Childhood Education, K–12 Studies in Education, Leadership in Educational Administration, Reading and Literacy, and Special Education Leadership) prepare individuals to assume vital roles in schools, districts, and other organizations serving children and adolescents. The competency- based specializations are based upon nationally recognized external standards and are specifically designed for dedicated, P–12 educators whose futures are enriched by the mastery of recognized professional standards and/or the achievement of specific licensure credentials but whose lives demand convenient access. Our specializations in P–12 education deliver the practical skills needed to be more successful in today’s diverse schools. In addition, two of Capella’s P–12 specializations, Reading and Literacy and Leadership in Educational Administration, are state-approved, a common precondition for educational licensure.

Our specialization in Professional Studies in Education offers learners the opportunity to customize their studies to meet profession-related requirements beyond the bachelor’s degree. The specialization can be designed to address current and future career requirements for individuals in the P–12 and higher education worlds.

At Capella University, you will be invigorated, challenged, and emboldened to achieve your educational goals. Your future is in your hands, and we would like to help you realize that future. Harry McLenighan, EdD Dean 120 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

About the School of Education

School Mission Statement Certificate Programs and certification requirements. These The mission of the School of Education The School of Education’s certificate learners are also responsible for taking is to provide relevant and competency- programs provide learners with the steps necessary to satisfy those based learning experiences that have recognized, relevant competencies that requirements. immediate professional impact and have an immediate, positive impact on As part of the admission process, Capella that empower learners to distinguish their professional lives. University requires all learners in these themselves through their contributions programs to sign an Acknowledgement Professional Licensure to the organizations they serve. School and Understanding of the Curriculum and Certification of Education learners prepare for the form in which the learners agree that Capella University offers academic challenges, opportunities, and demands it is their responsibility to understand programs leading to advanced degrees of contemporary education by engaging and to comply with licensing and in a number of fields for which in rigorous and relevant programs where certification laws and regulations. professional practice requires licensure learner progress is assessed against Additional information on professional or certification by state, local, or recognized, respected professional licensure and certification can be found professional boards. However, because standards. on iGuide. licensing or certification standards Degree Programs vary, Capella University makes no Doctor of Philosophy (PhD) in Education representation, warranty, or guarantee The School of Education’s Doctor of that successful completion of the Philosophy degree program expands degree or certificate program will previous learning within a discipline and permit the learner to obtain licensure fosters the critical thinking, research, or certification. Learners who enroll in and problem-solving skills that practicing a Capella University degree program professionals need to excel as scholar- in a field for which professional practitioners and emboldened leaders in practice requires any type of licensure a global society. or certification are solely responsible for determining and complying with Education Specialist (EdS) state, local, or professional licensure The School of Education’s Education Specialist degree program serves learners seeking a post-master’s graduate SCHOOL OF EDUCATION SPECIALIZATIONS experience that emphasizes both practice P–12 Specializations Degrees and Certificates and scholarship. The EdS degree assists Curriculum and Instruction PhD, EdS, MS practitioners by moving them toward Early Childhood Education MS the scholarly focus of the doctoral K–12 Studies in Education PhD, MS experience. Leadership in Educational Administration PhD, EdS, MS Master of Science (MS) in Education Reading and Literacy MS The School of Education’s Master of Special Education Leadership PhD Science degree program integrates recognized theory and best practices with Higher Education and Training Specializations Degrees and Certificates practical application in a collaborative College Teaching Post-Master’s Certificate environment in order to enhance Enrollment Management MS, Post-Master’s Certificate learners’ abilities to excel as practitioners Instructional Design for Online Learning PhD, MS in their chosen specializations. Leadership for Higher Education PhD, MS Nursing Education1 PhD Postsecondary and Adult Education PhD, MS Professional Studies in Education PhD, MS Training and Performance Improvement PhD, MS

1 Review of this specialization is pending in KY and SC. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 121

School of Education Degree Programs and Specializations educatio n Doctor of Philosophy (PhD) in Specialization courses: K–12 Studies in Education ED7541 Teacher Supervision and Evaluation of Education Specializations The doctoral K–12 Studies in Education ED7820 Principles of Educational Administration specialization is designed for K–12 career- ED8533 Advanced Curriculum Mapping: oriented professionals who wish to excel as To fulfill the School of Education’s graduation Reflection and Practice scholar-practitioners. The specialization delivers school requirements, doctoral learners must complete ED8534 Advanced Instruction and Assessment: research-based competencies focused on current a minimum of 24 credits of approved doctoral- Theory and Practice issues in education including such broad topics level Capella course work after matriculation into ED8535 Advanced Collaboration for the the doctoral program, not including the required Improvement of Curriculum and as school governance and leadership and such comprehensive examination and dissertation Instruction focused topics as math instruction, science courses. Learners must complete 24 credits ED8536 Advanced Application of Research for instruction, virtual school teaching, and teacher regardless of the number or type of credits the Improvement of Curriculum and leadership. The specialization’s flexibility permits completed prior to matriculating into a doctoral Instruction learners to create an individualized doctoral program. ED8538 Curriculum and Instruction: Program program whatever their K–12 research interests. Evaluation This requirement does not apply to learners Residency Requirement(s): ED7822 The Funding of Educational Institutions matriculating into the doctoral program in Three one-week residential colloquium sessions Leadership in Educational Administration after ED8540 Internship in Curriculum and Instruction I related to time and program credit completion. having completed the Leadership in Educational (2 quarter credits) See policy 3.04.05 Attendance at Residencies Administration Post-Master’s Certificate at Capella. ED8541 Internship in Curriculum and Instruction II in the University Policies section of the catalog (2 quarter credits) and the Residential Colloquia page on iGuide for ED9919 * Doctoral Comprehensive Examination more information. Also see each graduate school’s Curriculum and Instruction ED9920 * Dissertation Courseroom (non-credit) colloquium and residency courses. ED9921 * Dissertation Research 1 (5 quarter credits) Learners in the doctoral Curriculum and Fifteen Required Courses 64 quarter credits ED9922 * Dissertation Research 2 (5 quarter credits) Instruction specialization develop and Core courses: ED9923 * Dissertation Research 3 (5 quarter credits) demonstrate the research-based knowledge, ED8007 Leading Innovation skills, and attitudes necessary for effective ED9924 * Dissertation Research 4 (5 quarter credits) ED8113 Advanced Study in Research Methods classroom, building, and district-level leadership Twelve Elective Courses 48 quarter credits ED8515 Advanced Action Research for Teacher- Leaders in curriculum and instruction. The specialization Recommended elective courses: ED8119 * Advanced Practicum in Research Design is designed for teachers and administrators ED5501 Assessment and Improvement of interested in leadership careers as building or Instruction Specialization courses: district-level administrators, or as teacher-leaders ED5500 Standards-Based Curriculum, Instruction, ED8111 The Historical and Social Foundations of guiding curriculum and instructional improvement and Assessment Education initiatives supported by current theory and ED5504 Strategies for Eliminating the ED7310 Evaluating the Effectiveness of the research in curriculum design, instructional Achievement Gap Educational Process models, and assessment strategies focused ED7537 Emerging Technology and Multimedia ED7542 The Politics of P–12 Education for Curriculum and Instruction on increasing student achievement. Learners ED8502 Advanced Learning Theory and participate in course discussions and activities ED7700 Learning Theory and the Educational Instructional Practice Process that provide practical experiences and projects ED7701 Educational Philosophy and Change ED7701 Educational Philosophy and Change that demonstrate innovative and timely theory, ED8100 The Future of Educational Institutions: research, and practice. ED7711 Course Design and Development Topics and Trends ED7107 Teaching and Learning with Diverse ED9919 * Doctoral Comprehensive Examination Residency Requirement(s): Populations ED9920 * Dissertation Courseroom (non-credit) Three one-week residential colloquium sessions ED7823 Education and the Law related to time and program credit completion. ED9921 * Dissertation Research 1 (5 quarter credits) ED8111 The Historical and Social Foundations of See policy 3.04.05 Attendance at Residencies ED9922 * Dissertation Research 2 (5 quarter credits) Education in the University Policies section of the catalog ED9923 * Dissertation Research 3 (5 quarter credits) and the Residential Colloquia page on iGuide for ED8812 The Governance of Educational more information. Also see each graduate school’s Institutions ED9924 * Dissertation Research 4 (5 quarter credits) colloquium and residency courses. ED7310 Evaluating the Effectiveness of the Fourteen Elective Courses 56 quarter credits Educational Process Nineteen Required Courses 72 quarter credits Recommended elective courses: ED8100 The Future of Educational Institutions: Core courses: Topics and Trends ED5516 Adult Learning and Professional Development ED8007 Leading Innovation ED7818 The Future of Teaching and Learning: ED8113 Advanced Study in Research Methods Issues for the Educational Leader ED5523 Inquiry-Based Curriculum and Resources for Elementary Science Teachers ED8119 * Advanced Practicum in Research Design HS5334 Ethnic and Cultural Awareness ED5508 Research and Best Practices in ED8115 * Advanced Quantitative Research Mathematics Instruction Methods ED5513 Middle-Level Issues ED8117 * Advanced Qualitative Research Methods ED5528 Technology Skills for the Virtual School OR Teacher Choose any graduate course(s). ED5511 Teaching Algebra for Understanding Total 120 quarter credits ED5514 Educational Leadership for Teacher- Leaders

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School of Education Degree Programs and Specializations, continued

PhD in Education Specializations, continued ED5522 The Art of Planning Science Instruction: Specialization courses: Capella University cannot guarantee licensure, Creating the Engaged Science Student ED7820 Principles of Educational Administration certification, or endorsement. State regulations vary. It is learners’ responsibility to understand and ED5524 Inquiry-Based Curriculum and Resources ED8111 The Historical and Social Foundations of comply with requirements for their state. for Secondary Science Teachers Education ED5526 Student Assessment and Work Analysis ED7822 * The Funding of Educational Institutions State regulations vary regarding course in Science Instruction ED7823 * Education and the Law requirements for professional licensure. ED5506 Standards and the K–12 Mathematics For assistance with state-mandated course ED7541 * Teacher Supervision and Evaluation Curriculum requirements for licensure, contact the designated ED7545 * Special Education Administration ED5507 The Art of Planning Mathematics school representative. Instruction ED7542 * The Politics of P–12 Education Learners who have already taken an internship and ED5529 Instructional Strategies for the Virtual In addition, choose one of the following leadership who have the principal or superintendent license/ School Teacher options: certificate may petition the faculty chair to replace the internship with electives. ED5530 Assessment Strategies for the Virtual For learners seeking School Teacher principal licensure: 12 quarter credits In Minnesota, learners who wish to add ED5533 Curriculum Mapping: Reflection and ED7852 * P–12 Principalship endorsements to existing administrative licenses Practice (recommended elective for all must complete additional field work. To expand an ED7901 * Internship in Educational Administration I K–12 teachers) elementary or secondary license to K–12, learners ED7902 * Internship in Educational Administration II ED8115 * Advanced Quantitative Research must complete a second 200-hour internship. To Methods add a principal endorsement to a superintendent For learners seeking endorsement in Minnesota (or vice versa), the ED8117 * Advanced Qualitative Research Methods superintendent licensure: 12 quarter credits internship is 320 hours (MR, 3512.0200, Subp.3.). OR ED7543 * The Superintendency Choose any graduate course(s). Learners seeking licensure in Arizona must secure ED7903 * Internship in the Superintendency I a Structured English Immersion endorsement Total 120 quarter credits ED7904 * Internship in the Superintendency II (SEI). Capella University has an alliance with Rio ED9919 * Doctoral Comprehensive Examination Salado College regarding course work for the SEI endorsement. Learners needing this endorsement ED9920 * Dissertation Courseroom (non-credit) should contact academicadvisement@mail. Leadership in Educational ED9921 * Dissertation Research 1 (5 quarter credits) riosalado.edu to discuss the necessary courses and Administration ED9922 * Dissertation Research 2 (5 quarter credits) the application process at Rio Salado College. Learners in the doctoral Leadership in Educational ED9923 * Dissertation Research 3 (5 quarter credits) Prior to enrollment, Washington state Administration specialization develop the ED9924 * Dissertation Research 4 (5 quarter credits) learners are advised to contact the Office of the Superintendent of Public Instruction at knowledge, skills, attributes, and dispositions Eleven Elective Courses 44 quarter credits 360.725.6320 or [email protected] to determine necessary to successfully meet the rigors of an Recommended elective courses: teacher certification or endorsement requirements, ever-changing educational system and enjoy the and contact their school district regarding rewards of being a 21st-century P–12 principal ED7544 Introduction to School Business qualifications for salary advancement. Administration or superintendent. This doctoral program ED8812 The Governance of Educational offers learners the opportunity to develop and Institutions strengthen research and problem-solving skills ED7310 Evaluating the Effectiveness of the that can be applied to the leadership challenges Educational Process of the current student achievement-focused world ED8100 The Future of Educational Institutions: of P–12 education. The curriculum is aligned Topics and Trends with nationally recognized leadership standards, ED7818 The Future of Teaching and Learning: including those of the Interstate School Leaders Issues for the Educational Leader Licensure Consortium (ISLLC) and is designed to ED7106 Curriculum Development prepare learners to be innovative and ethical P–12 ED7857 Personnel Administration leaders. ED8115 * Advanced Quantitative Research Residency Requirement(s): Methods Three one-week residential colloquium sessions ED8117 * Advanced Qualitative Research Methods related to time and program credit completion. HS5334 Ethnic and Cultural Awareness See policy 3.04.05 Attendance at Residencies OR in the University Policies section of the catalog Choose any graduate course(s). and the Residential Colloquia page on iGuide for more information. Also see each graduate school’s Total 120 quarter credits colloquium and residency courses.

Eighteen Required Courses 76 quarter credits Admission to the Leadership in Educational Administration specialization requires learners to Core courses: complete and submit the Capella University School ED8007 Leading Innovation of Education Certification of Teaching Experience ED8113 Advanced Study in Research Methods form located at www.capella.edu/aspscripts/ ED8119 * Advanced Practicum in Research Design schools/TeachingExperience.pdf. Completing and submitting the pre-assessment form is also part of the application process.

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School of Education Degree Programs and Specializations, continued

PhD in Education Specializations, continued educatio n Special Education Leadership Eleven Elective Courses 44 quarter credits Instructional Design for Online Recommended elective courses: of The doctoral Special Education Leadership Learning ED7542 The Politics of P–12 Education specialization focuses on P–12 special education The doctoral Instructional Design for Online ED7544 Introduction to School Business leadership skills, including knowledge of laws Learning specialization prepares professionals Administration and regulations, curriculum and instruction, to lead and manage instructional challenges school ED7852 P–12 Principalship financial resources, and community and family in a variety of online settings in educational ED7543 The Superintendency collaboration. Applicants must hold a master’s institutions, corporations, the military, health care, ED7901 * Internship in Educational Administration I degree in education and a certification or license and government agencies. This comprehensive in special education. The course work, internship, ED7902 * Internship in Educational Administration II course of study gives equal importance to and residential colloquia competencies are ED7903 * Internship in the Superintendency I design and delivery of adult instruction. This based on Interstate School Leaders Licensure ED7904 * Internship in the Superintendency II specialization prepares learners to practice the Consortium (ISLLC) national standards. Upon ED8812 The Governance of Educational application of instructional design theory to real- successful completion of this specialization, Institutions world problems. learners are prepared to pursue leadership roles ED7310 Evaluating the Effectiveness of the Residency Requirement(s): at the school, district, state, or higher education Educational Process Three one-week residential colloquium sessions levels. ED8100 The Future of Educational Institutions: Topics and Trends related to time and program credit completion. Residency Requirement(s): ED7818 The Future of Teaching and Learning: See policy 3.04.05 Attendance at Residencies Three one-week residential colloquium sessions Issues for the Educational Leader in the University Policies section of the catalog related to time and program credit completion. and the Residential Colloquia page on iGuide for ED8111 The Historical and Social Foundations of more information. Also see each graduate school’s See policy 3.04.05 Attendance at Residencies Education in the University Policies section of the catalog colloquium and residency courses. ED8115 * Advanced Quantitative Research and the Residential Colloquia page on iGuide for Methods Eighteen Required Courses 76 quarter credits more information. Also see each graduate school’s colloquium and residency courses. ED8117 * Advanced Qualitative Research Methods Core courses: OR ED8002 Foundations of Theory and Practice in Nineteen Required Courses 76 quarter credits Choose any graduate course(s). Doctoral Studies Core courses: ED8113 Advanced Study in Research Methods Total 120 quarter credits ED8007 Leading Innovation ED8119 * Advanced Practicum in Research Design ED8113 Advanced Study in Research Methods Specialization courses: ED8119 * Advanced Practicum in Research Design Admission to the Special Education Leadership specialization requires learners to complete ED5802 Principles of Instructional Design Specialization courses: and submit the Capella University School of ED5803 * Processes of Instructional Design ED7820 Principles of Educational Administration Education Certification of Teaching Experience ED5806 Designing Online Instruction ED7822 The Funding of Educational Institutions form located at www.capella.edu/aspscripts/ ED7624 * Theories of Learning and Instruction schools/TeachingExperience.pdf. Completing and ED7823 Education and the Law ED7620 * Theoretical Basis of Instructional Design submitting the pre-assessment form is also part of ED7106 Curriculum Development the application process. ED8810 * Ethics and Social Responsibility in ED7541 Teacher Supervision and Evaluation Distance Education Capella University cannot guarantee licensure, ED7545 Special Education Administration ED7496 * Advanced Instructional Design certification, or endorsement. State regulations ED7504 * Leadership for Instructional Design ED7550 * Leadership for Director of Special vary. It is learners’ responsibility to understand and Education comply with requirements for their state. ED9919 * Doctoral Comprehensive Examination ED7551 * Special Education Curriculum and ED9920 * Dissertation Courseroom (non-credit) Instructional Strategies State regulations vary regarding course requirements for professional licensure. ED9921 * Dissertation Research 1 (5 quarter credits) ED7552 * Special Education Law and Finance For assistance with state-mandated course ED9922 * Dissertation Research 2 (5 quarter credits) ED9919 * Doctoral Comprehensive Examination requirements for licensure, contact the designated ED9923 * Dissertation Research 3 (5 quarter credits) ED9920 * Dissertation Courseroom (non-credit) school representative. ED9924 * Dissertation Research 4 (5 quarter credits) ED9921 * Dissertation Research 1 (5 quarter credits) Prior to enrollment, Washington state ED9922 * Dissertation Research 2 (5 quarter credits) learners are advised to contact the Office of In addition, choose two from the following courses: ED9923 * Dissertation Research 3 (5 quarter credits) the Superintendent of Public Instruction at ED5804 The Delivery of Distance Education ED9924 * Dissertation Research 4 (5 quarter credits) 360.725.6320 or [email protected] to determine ED7814 Interface Design teacher certification or endorsement requirements, ED7503 Instructional Media Tools ED7554 Internship for Director of Special and contact their school district regarding ED5810 Project Management for e-Learning Education I (2 quarter credits plus qualifications for salary advancement. 160 hours field experience) Development ED7555 Internship for Director of Special ED7505 * Evaluation and Assessment of Education II (2 quarter credits plus Instructional Design 160 hours field experience)

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School of Education Degree Programs and Specializations, continued

PhD in Education Specializations, continued Eleven Elective Courses 44 quarter credits Leadership for Higher Education Eleven Elective Courses 44 quarter credits Recommended elective courses: Recommended elective courses: Learners in the doctoral Leadership for Higher ED7006 Research and Writing for Graduate Learners Education specialization prepare themselves ED7212 Administration and Leadership of Distance Education Programs ED7007 * Focused Research and Writing for to guide community colleges, universities, and Graduate Learners ED7703 Student Development Challenges and other postsecondary, human service, military, ED7008 Developing Voice and Style in Academic Successes and religious organizations at both the academic and Professional Writing ED7713 Student Advising and Retention and executive levels. The specialization content, ED7212 Administration and Leadership of ED7800 Grant Writing for Higher Education doctoral research, and problem-solving skills Distance Education Programs ED8111 The Historical and Social Foundations of ED5312 Strategies for Building Online Learning learners develop transfer to their leadership Education challenges as department chairs, deans, provosts, Communities ED8115 * Advanced Quantitative Research ED7673 The Future of Corporate and Technical directors of student services, presidents, and vice Methods Training: Issues and Trends presidents of these organizations. The curriculum ED8117 * Advanced Qualitative Research Methods ED7631 Introduction to Training and Performance is designed to prepare learners to be bold, OR Systems innovative, ethical leaders. Choose any graduate course(s). ED7641 Needs Assessment: Models and Residency Requirement(s): Procedures Total 120 quarter credits Three one-week residential colloquium sessions ED7672 Delivery Systems for Training and related to time and program credit completion. Performance Improvement See policy 3.04.05 Attendance at Residencies ED7830 Coaching for High Performance in the University Policies section of the catalog Nursing Education and the Residential Colloquia page on iGuide for ED8115 * Advanced Quantitative Research The doctoral Nursing Education specialization is Methods OR more information. Also see each graduate school’s ED8117 * Advanced Qualitative Research Methods colloquium and residency courses. designed to prepare nurses for advanced roles as nurse educators in higher and adult education. The following electives are available for PhD learners Eighteen Required Courses 76 quarter credits The curriculum presents nursing concepts and as directed studies: Core courses: theories and provides learners with essential ED7495 * Research Strategies and Methodologies ED8002 Foundations of Theory and Practice in knowledge and skills in curriculum development for Online Learning Doctoral Studies and evaluation, teaching strategy, and ED5313 Curriculum Development for Online ED8113 Advanced Study in Research Methods scholarship. The Nursing Education specialization Learning ED8119 * Advanced Practicum in Research Design trains learners to design, deliver, evaluate, ED6895 * Internship for Instructional Design for assess, and lead nursing education programs and Online Learning Specialization courses: function as effective nursing educators. ED8895 * Special Topics in Instructional Design for ED7540 Leadership in Higher Education Online Learning ED7546 Human Resources in Higher Education Residency Requirement(s): OR ED7547 Assessment in Higher Education Three one-week residential colloquium sessions Choose any graduate course(s). ED7818 The Future of Teaching and Learning: related to time and program credit completion. Issues for the Educational Leader See policy 3.04.05 Attendance at Residencies Total 120 quarter credits in the University Policies section of the catalog ED7106 Curriculum Development and the Residential Colloquia page on iGuide for ED7834 Higher Education and the Law more information. Also see each graduate school’s ED7837 Funding and Managing Education colloquium and residency courses. Enterprises Seventeen Required Courses 72 quarter credits ED7840 The Politics of Higher Education ED7841 The History of Higher Education Core courses: ED8002 Foundations of Theory and Practice in ED7855 Higher Education Administration Doctoral Studies ED9919 * Doctoral Comprehensive Examination ED8113 Advanced Study in Research Methods ED9920 * Dissertation Courseroom (non-credit) ED8119 * Advanced Practicum in Research Design ED9921 * Dissertation Research 1 (5 quarter credits) ED9922 * Dissertation Research 2 (5 quarter credits) Specialization courses: ED9923 * Dissertation Research 3 (5 quarter credits) ED7311 Theory and Methods of Educating Adults ED9924 * Dissertation Research 4 (5 quarter credits) ED7313 Global Issues in Adult Education ED7712 Classroom Assessment in Education ED7310 Evaluating the Effectiveness of the Educational Process ED8350 Advanced Nursing Theory and Concepts ED8355 Curriculum Design and Evaluation in Nursing Education ED8360 The Nurse Educator: Faculty Roles and Responsibilities ED8365 Teaching Strategies in Nursing Education ED8370 Nursing Leadership and Professional Practice

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School of Education Degree Programs and Specializations, continued

PhD in Education Specializations, continued educatio n ED9919 * Doctoral Comprehensive Examination Postsecondary and Adult Education Thirteen Elective Courses 52 quarter credits ED9920 * Dissertation Courseroom (non-credit) Recommended elective courses: of The doctoral Postsecondary and Adult Education ED9921 * Dissertation Research 1 (5 quarter credits) specialization is designed to prepare learners to ED7580 Theory and Development of Multiple Intelligences ED9922 * Dissertation Research 2 (5 quarter credits) meet the challenges of changing global trends in ED7690 Critical Skills for Facilitating Online

ED9923 * Dissertation Research 3 (5 quarter credits) school education and help them develop and improve Learning ED9924 * Dissertation Research 4 (5 quarter credits) effective teaching and leadership skills. The ED5312 Strategies for Building Online Learning Twelve Elective Courses 48 quarter credits curriculum emphasizes major theories of adult Communities Recommended elective courses: learning, the needs of the multicultural adult ED7700 Learning Theory and the Educational learner, the development of effective learning ED7818 The Future of Teaching and Learning: Process Issues for the Educational Leader communities and environments, critical analysis, ED7703 Student Development, Challenges, and ED5315 Adult Development and Learning program and curricular evaluation, and best Successes ED5311 The Collaborative Nature of Adult practices in postsecondary instruction. Learners ED7711 Course Design and Development Education who successfully complete this specialization ED7713 Student Advising and Retention ED7391 International Aspects of Adult Education are prepared to pursue instructional leadership ED8111 The Historical and Social Foundations of ED5804 The Delivery of Distance Education positions in a variety of postsecondary education Education ED5806 Designing Online Instruction settings, including adult education, distance ED7800 Grant Writing for Higher Education education, continuing higher education, health ED7212 Administration and Leadership of ED5315 Adult Development and Learning Distance Education Programs care education, community development, and ED5311 The Collaborative Nature of Adult ED7590 Critical Thinking in Adult Education military education. Education ED7700 Learning Theory and the Educational Residency Requirement(s): ED8115 * Advanced Quantitative Research Methods Process Three one-week residential colloquium sessions ED7580 Theory and Development of Multiple related to time and program credit completion. ED8117 * Advanced Qualitative Research Methods Intelligences See policy 3.04.05 Attendance at Residencies ED8600 Effective Online Course Design, Delivery, ED7540 Leadership in Higher Education in the University Policies section of the catalog Facilitation, and Assessment and the Residential Colloquia page on iGuide for OR ED7547 Assessment in Higher Education more information. Also see each graduate school’s Choose any graduate course(s). ED7690 Critical Skills for Facilitating Online colloquium and residency courses. Learning Total 120 quarter credits ED5312 Strategies for Building Online Learning Sixteen Required Courses 68 quarter credits Communities Core courses: ED5313 Curriculum Development for Online ED8002 Foundations of Theory and Practice in Learning Doctoral Studies Professional Studies in Education ED7716 Faculty Leadership ED8113 Advanced Study in Research Methods The doctoral Professional Studies in Education ED7800 Grant Writing for Higher Education ED8119 * Advanced Practicum in Research Design specialization is designed for experienced career ED8117 * Advanced Qualitative Research Methods professionals in a variety of teaching and/or Specialization courses: ED8444 Higher Education Curriculum education training situations. Learners may come Development and Teaching Strategies ED7311 Theory and Methods of Educating Adults from areas of P–12, alternative programs, adult ED8600 Effective Online Course Design, Delivery, ED7312 Teaching Adults education, allied health care, military, higher Facilitation, and Assessment ED7712 Classroom Assessment in Education education, government, or other occupations HS8505 Ethics and Decision Making in Health ED7590 Critical Thinking in Adult Education and professions, but are united by the motivation Care ED7313 Global Issues in Adult Education to excel as educators and leaders. Professional HS8300 Diversity in the Workplace ED7310 Evaluating the Effectiveness of the studies learners seek this specialization whether OR Educational Process they want to remain in their current profession Choose any graduate course(s). ED7716 Faculty Leadership or be prepared to change professions. The Total 120 quarter credits ED8444 Higher Education Curriculum Professional Studies in Education specialization Development and Teaching Strategies provides optimal opportunity to customize a ED9919 * Doctoral Comprehensive Examination program of study that meets the unique needs of Review of this specialization is pending in KY and SC. ED9920 * Dissertation Courseroom (non-credit) a diverse group of learners. The entire doctoral ED9921 * Dissertation Research 1 (5 quarter credits) experience is designed to create scholar- ED9922 * Dissertation Research 2 (5 quarter credits) practitioners with advanced skills in critical ED9923 * Dissertation Research 3 (5 quarter credits) thinking, problem solving, and research. ED9924 * Dissertation Research 4 (5 quarter credits) Residency Requirement(s): Three one-week residential colloquium sessions related to time and program credit completion. See policy 3.04.05 Attendance at Residencies in the University Policies section of the catalog and the Residential Colloquia page on iGuide for more information. Also see each graduate school’s colloquium and residency courses.

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 126 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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PhD in Education Specializations, continued Twelve Required Courses 52 quarter credits Eighteen Required Courses 76 quarter credits Education Specialist (EdS) Core courses: Core courses: Specializations ED8002 Foundations of Theory and Practice in ED8002 Foundations of Theory and Practice in Doctoral Studies Doctoral Studies ED8113 Advanced Study in Research Methods ED8113 Advanced Study in Research Methods Curriculum and Instruction ED8119 * Advanced Practicum in Research Design ED8119 * Advanced Practicum in Research Design The Education Specialist (EdS) with a specialization in Curriculum and Instruction helps learners Specialization courses: Specialization courses: develop and demonstrate the research-based ED7701 Educational Philosophy and Change ED7631 Introduction to Training and Performance knowledge, skills, and attitudes necessary for ED8100 The Future of Educational Institutions: Systems Topics and Trends ED7641 Needs Assessment: Models and effective classroom, school, and district-level leadership in curriculum and instruction. Learners ED8222 Professionalism in the 21st Century Procedures study theory, practice and assessment, reflection, ED7700 Learning Theory and the Educational ED7662 Designing Training and Performance Process OR Solutions collaboration, and leadership, and gain the ED7311 Theory and Methods of Educating Adults ED7672 Delivery Systems for Training and practical experience needed to foster and guide ED9919 * Doctoral Comprehensive Examination Performance Improvement improvement initiatives at the local and district ED9920 * Dissertation Courseroom (non-credit) ED7652 Evaluating Training and Performance levels. The Curriculum and Instruction specialization Improvement Systems ED9921 * Dissertation Research 1 (5 quarter credits) is designed around national standards and is for ED7675 Return on Investment in Training and ED9922 * Dissertation Research 2 (5 quarter credits) educators and administrators who have completed Performance Improvement a master’s degree and are interested in pursuing ED9923 * Dissertation Research 3 (5 quarter credits) ED7679 Survey of Human Resource Development leadership careers such as school or district-level ED9924 * Dissertation Research 4 (5 quarter credits) Research administrator, director of assessment, director of Seventeen Elective Courses 68 quarter credits ED9919 * Doctoral Comprehensive Examination instruction, district curriculum director, curriculum Recommended elective courses: ED9920 * Dissertation Courseroom (non-credit) specialist, or educator-leaders guiding curriculum ED8115 * Advanced Quantitative Research ED9921 * Dissertation Research 1 (5 quarter credits) and instructional improvement initiatives to Methods ED9922 * Dissertation Research 2 (5 quarter credits) increase student achievement. ED8117 * Advanced Qualitative Research Methods ED9923 * Dissertation Research 3 (5 quarter credits) Equivalent course work taken as part of the EdS OR ED9924 * Dissertation Research 4 (5 quarter credits) program may be applied to degree requirements Choose any graduate course(s). for a Capella PhD. In addition, choose three from the following courses: Total 120 quarter credits ED7830 Coaching for High Performance Residency Requirement(s): ED7391 International Aspects of Adult Education Two one-week residential colloquium sessions related ED5802 Principles of Instructional Design to time and program credit completion. See policy 3.04.05 Attendance at Residencies in the University ED5804 The Delivery of Distance Education Training and Performance Policies section of the catalog and the Residential Improvement ED7673 The Future of Corporate and Technical Colloquia page on iGuide for more information. Also Training: Issues and Trends The doctoral Training and Performance see each graduate school’s colloquium and residency courses. Improvement specialization is designed for ED8111 The Historical and Social Foundations of Education experienced career professionals who wish to Thirteen Required Courses 48 quarter credits advance to leadership roles such as chief learning Eleven Elective Courses 44 quarter credits Core courses: officer, training director, professor, or manager Recommended elective courses: ED8007 Leading Innovation of learning and performance improvement. ED8115 * Advanced Quantitative Research ED8113 Advanced Study in Research Methods Required courses broaden and deepen the Methods learner’s understanding of both strategic and ED8117 * Advanced Qualitative Research Methods Specialization courses: tactical issues that are important to the success OR ED7541 Teacher Supervision and Evaluation of any performance improvement intervention. Choose any graduate course(s). ED7820 Principles of Educational Administration The entire doctoral experience is designed Total 120 quarter credits ED7822 The Funding of Educational Institutions to help create reflective scholar-practitioners ED7823 Education and the Law and innovative thinkers with advanced skills in ED8533 Advanced Curriculum Mapping: critical thinking, research, and problem solving. Reflection and Practice The curriculum is based on American Society ED8534 Advanced Instruction and Assessment: for Training & Development’s (ASTD) Human Theory and Practice Performance Improvement model. ED8535 Advanced Collaboration for the Improvement of Curriculum and Residency Requirement(s): Instruction Three one-week residential colloquium sessions ED8538 Advanced Curriculum and Instruction: related to time and program credit completion. Program Evaluation See policy 3.04.05 Attendance at Residencies ED8540 * Internship in Curriculum and Instruction I in the University Policies section of the catalog (2 quarter credits) and the Residential Colloquia page on iGuide for more information. Also see each graduate school’s ED8541 * Internship in Curriculum and Instruction II colloquium and residency courses. (2 quarter credits) ED8119 * Advanced Practicum in Research Design

Total 48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 127

School of Education Degree Programs and Specializations, continued

EdS Specializations, continued educatio n Leadership in Educational Admission to the Leadership in Educational Master of Science (MS) in Administration specialization requires learners to of Administration complete and submit the Capella University School Education Specializations The Education Specialist (EdS) program with of Education Certification of Teaching Experience a specialization in Leadership in Educational form located at www.capella.edu/aspscripts/ Curriculum and Instruction Administration prepares learners who have schools/TeachingExperience.pdf. Completing and school submitting the pre-assessment form is also part of Learners in the master’s Curriculum and already completed a master’s degree to pursue the application process. roles as P–12 administrators. Learners who Instruction specialization develop and successfully complete program requirements gain Capella University cannot guarantee licensure, demonstrate the research-based knowledge, certification, or endorsement. State regulations competencies that reflect the Interstate School skills, and attitudes necessary for effective vary. It is learners’ responsibility to understand and classroom, building, and district-level leadership Leaders Licensure Consortium (ISLLC) standards. comply with requirements for their state. The specialization is designed to prepare learners in curriculum and instruction. The specialization to seek licensure in their state and pursue State regulations vary regarding course is designed for teachers interested in teaching- requirements for professional licensure. positions as principals or superintendents. Topics improvement initiatives supported by current For assistance with state-mandated course theory and research in curriculum design and addressed in the Leadership in Educational requirements for licensure, contact the designated instructional models, and assessment strategies Administration specialization include effective school representative. focused on increasing student achievement. management; collaboration with stakeholders In Minnesota, learners who wish to add such as the community, families, and staff; and Teachers participate in course discussions and endorsements to existing administrative licenses activities that provide practical experiences and developing a shared vision of learning. must complete additional field work. To expand an projects that demonstrate innovative and timely Equivalent course work taken as part of the EdS elementary or secondary license to K–12, learners must complete a second 200-hour internship. To theory, research, and practice. program may be applied to degree requirements add a principal endorsement to a superintendent Eleven Required Courses 48 quarter credits for a Capella PhD. endorsement in Minnesota (or vice versa), the Core courses: Residency Requirement(s): internship is 320 hours (MR, 3512.0200, Subp.3.). ED5007 Foundations of Educational Leadership Two one-week residential colloquium sessions related Learners seeking licensure in Arizona must secure (6 quarter credits) to time and program credit completion. See policy a Structured English Immersion endorsement ED5501 Assessment and Improvement of 3.04.05 Attendance at Residencies in the University (SEI). Capella University has an alliance with Rio Instruction Policies section of the catalog and the Residential Salado College regarding course work for the SEI Colloquia page on iGuide for more information. Also endorsement. Learners needing this endorsement ED5500 Standards-Based Curriculum, Instruction, see each graduate school’s colloquium and residency should contact academicadvisement@mail. and Assessment courses. riosalado.edu to discuss the necessary courses and ED5503 Classroom Management Strategies the application process at Rio Salado College. ED5504 Strategies for Eliminating the Twelve Required Courses 48 quarter credits Prior to enrollment, Washington state Achievement Gap Core courses: learners are advised to contact the Office of ED8007 Leading Innovation Specialization courses: the Superintendent of Public Instruction at ED8113 Advanced Study in Research Methods 360.725.6320 or [email protected] to determine ED5006 Survey of Research Methodology teacher certification or endorsement requirements, ED5533 Curriculum Mapping: Reflection and Specialization courses: and contact their school district regarding Practice ED7820 Principles of Educational Administration qualifications for salary advancement. ED5534 Instruction and Assessment: Theory and ED8111 The Historical and Social Foundations of Practice Education ED5535 Collaboration for the Improvement of ED7822 * The Funding of Educational Institutions Curriculum and Instruction ED7823 * Education and the Law ED7538 Curriculum and Instruction: Program ED7541 * Teacher Supervision and Evaluation Evaluation ED7545 * Special Education Administration ED5540 Master’s Practicum in Curriculum and ED7542 * The Politics of P–12 Education Instruction (6 quarter credits)

In addition, choose one of the following leadership Total 48 quarter credits options: For learners seeking Admission to the Curriculum and Instruction principal licensure: 12 quarter credits specialization requires learners to complete ED7852 * P–12 Principalship and submit the Capella University School of ED7901 * Internship in Educational Administration I Education Certification of Licensed Teaching form ED7902 * Internship in Educational Administration II located at www.capella.edu/aspscripts/schools/ TeacherLicensure.pdf. For learners seeking superintendent licensure: 12 quarter credits ED7543 * The Superintendency ED7903 * Internship in the Superintendency I ED7904 * Internship in the Superintendency II

Total 48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 128 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Education Degree Programs and Specializations, continued

MS in Education Specializations, continued Early Childhood Education Capella University cannot guarantee licensure, In addition, choose two from the following courses: certification, or endorsement. State regulations ED5502 Learning Theory and Instructional The Early Childhood Education specialization vary. It is learners’ responsibility to understand and Practice offers master’s learners the opportunity to expand comply with requirements for their state. ED5506 Standards and the K–12 Mathematics their knowledge and improve their teaching skills State regulations vary regarding course Curriculum and ability to help young children learn. This requirements for professional licensure. For ED5507 The Art of Planning Mathematics specialization prepares learners for professional assistance with state-mandated course Instruction instructional roles in the field of early childhood requirements for licensure, contact the ED5508 Research and Best Practices in education through relevant learning experiences designated school representative. Mathematics Instruction that incorporate personal knowledge, critical Prior to enrollment, Washington state ED5511 Teaching Algebra for Understanding dialogue with peers, faculty expertise, research- learners are advised to contact the Office of ED5513 Middle-Level Issues the Superintendent of Public Instruction at based curriculum, and interdisciplinary instruction. ED5514 Educational Leadership for Teacher- 360.725.6320 or [email protected] to determine Learners evaluate early childhood education Leaders teacher certification or endorsement requirements, theory, research, and curriculum, and examine the and contact their school district regarding ED5515 Action Research for Teacher-Leaders learning styles of young children, the educational qualifications for salary advancement. ED5516 Adult Learning and Professional needs of exceptional children, and the role of Development family relationships in childhood education. ED5522 The Art of Planning Science Instruction: The curriculum reflects nationally recognized Creating the Engaged Science Student standards, including the National Board of K–12 Studies in Education ED5523 Inquiry-Based Curriculum and Resources Professional Teaching Standards (NBPTS). Learners in the master’s K–12 Studies in Education for Elementary Science Teachers ED5524 Inquiry-Based Curriculum and Resources Ten Required Courses 45 quarter credits specialization demonstrate the research-based knowledge, skills, and attitudes of exceptional for Secondary Science Teachers Core courses: elementary and secondary classroom teachers. ED5526 Student Assessment and Work Analysis ED5007 Foundations of Educational Leadership in Science Instruction (6 quarter credits) The curriculum reflects nationally recognized teaching standards and is designed to prepare ED5528 Technology Skills for the Virtual School ED5500 Standards-Based Curriculum, Instruction, Teacher and Assessment learners to produce significant improvements in student achievement. Learners may customize ED5529 Instructional Strategies for the Virtual ED5501 Assessment and Improvement of School Teacher Instruction the elective portion of their programs to meet ED5530 Assessment Strategies for the Virtual their educational, personal, professional, and ED5503 Classroom Management Strategies School Teacher school site needs by selecting courses from any ED5504 Strategies for Eliminating the ED5531 Communication Skills for the Virtual Achievement Gap of the specialization courses below. The following School Teacher ED5006 Survey of Research Methodology courses have been designed for licensed teachers ED5532 Social Issues and Virtual School Teaching and may require K–12 classroom access. Specialization courses: Two Elective Courses 8 quarter credits Nine Required Courses 40 quarter credits PSY7220 Child Psychology (5 quarter credits) Choose any graduate course(s). ED5410 * The Early Childhood Learning Core courses: Environment ED5007 Foundations of Educational Leadership Total 48 quarter credits (6 quarter credits) ED5430 * Children, Families, and Society ED5501 Assessment and Improvement of ED5450 * Practicum in Early Childhood Education + For learners without classroom access. Instruction (6 quarter credits) OR ED7541 Teacher Supervision and Evaluation Admission to the K–12 Studies in Education One Elective Course 4 quarter credits ED5500 Standards-Based Curriculum, Instruction, specialization requires learners to complete Recommended elective courses: and Assessment and submit the Capella University School of ED5002 Foundations of Theory and Practice in ED5503 Classroom Management Strategies OR Education Certification of Licensed Teaching form Master’s Studies ED5502 Learning Theory and Instructional located at www.capella.edu/aspscripts/schools/ TeacherLicensure.pdf. ED5420 * Exceptional Children in the Early Practice Childhood Setting ED5504 Strategies for Eliminating the Prior to enrollment, Washington state ED5560 Human Relations in Teaching and Achievement Gap learners are advised to contact the Office of Learning (recommended for learners ED5006 Survey of Research Methodology the Superintendent of Public Instruction at seeking Minnesota licensure) 360.725.6320 or [email protected] to determine teacher certification or endorsement requirements, ED5514 Educational Leadership for Teacher- Specialization courses: and contact their school district regarding Leaders (recommended for learners ED5543 * Master’s Practicum in K–12 Studies in qualifications for salary advancement. seeking supervisory positions in the Education (6 quarter credits) OR profession) ED5542 * Master’s Capstone in K–12 Studies in OR Education (6 quarter credits)+ Choose any graduate course(s).

Total 49 quarter credits

Admission to the Early Childhood Education specialization requires learners to complete and submit the Capella University School of Education Certification of Licensed Teaching form located at www.capella.edu/aspscripts/schools/ TeacherLicensure.pdf.

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 129

School of Education Degree Programs and Specializations, continued

MS in Education Specializations, continued educatio n Leadership in Educational Learners seeking licensure in Arizona must secure Admission to the Reading and Literacy Administration a Structured English Immersion endorsement specialization requires learners to complete of (SEI). Capella University has an alliance with Rio and submit the Capella University School of Learners in the master’s Leadership in Educational Salado College regarding course work for the SEI Education Certification of Licensed Teaching form Administration specialization develop the endorsement. Learners needing this endorsement located at www.capella.edu/aspscripts/schools/ knowledge, skills, attributes, and dispositions should contact academicadvisement@mail. TeacherLicensure.pdf. school riosalado.edu to discuss the necessary courses and necessary to successfully meet the rigors of an the application process at Rio Salado College. Capella University cannot guarantee licensure, ever-changing educational system and enjoy the certification, or endorsement. State regulations rewards of being a 21st-century P–12 principal. Prior to enrollment, Washington state vary. It is learners’ responsibility to understand and learners are advised to contact the Office of Through real-world application, the curriculum comply with requirements for their state. the Superintendent of Public Instruction at prepares learners to meet nationally recognized 360.725.6320 or [email protected] to determine State regulations vary regarding course leadership standards, including those of the teacher certification or endorsement requirements, requirements for professional licensure. Interstate School Leaders Licensure Consortium and contact their school district regarding For assistance with state-mandated course (ISLLC) and to have a profound, positive impact qualifications for salary advancement. requirements for licensure, contact the designated school representative. on student achievement. This results-oriented specialization prepares learners to translate theory Learners seeking Minnesota Teacher(s) of Reading into effective leadership practice. endorsement upon completion of the MS in Reading and Literacy Education specialization in Reading and Literacy Eleven Required Courses 48 quarter credits The master’s specialization in Reading and must document having completed a minimum of 25 Core courses: Literacy provides reading classroom teachers the percent of their clinical field work experiences at ED5007 Foundations of Educational Leadership opportunity to gain research-based knowledge, the elementary level (grades 1–6), the middle level (6 quarter credits) (grades 5–8), and secondary level (grades 9–12). skills, and attitudes necessary for effective K–12 Access to active educational settings is required ED5006 Survey of Research Methodology classroom reading and literacy instruction. Learners for all reading and literacy course work. ED5500 Standards-Based Curriculum, Instruction, study theory, practice and assessment, reflection, Applicants in KY and WI are advised that the and Assessment and collaboration, and complete onsite clinical Reading and Literacy specialization is not pre- ED5501 Assessment and Improvement of experiences and classroom observations in K–12 approved for specialist endorsement/licensure Instruction educational settings. The competencies taught in and should verify home state and local district ED5503 Classroom Management Strategies the course work and field experiences reflect state requirements prior to enrollment. Individuals ED5504 Strategies for Eliminating the and national standards. The Reading and Literacy seeking endorsement must perform a transcript Achievement Gap specialization is state-approved by the Minnesota review with their state upon completion of their program. Specialization courses: Board of Teaching using the Standards of Effective ED7820 Principles of Educational Administration Practice and the Teachers of Reading standards. Prior to enrollment, Washington state learners are advised to contact the Office of ED7822 The Funding of Educational Institutions Twelve Required Courses 47 quarter credits the Superintendent of Public Instruction at ED7823 Education and the Law Core courses: 360.725.6320 or [email protected] to determine ED7852 P–12 Principalship ED5007 Foundations of Educational Leadership teacher certification or endorsement requirements, ED5900 * Master’s Internship in Educational (6 quarter credits) and contact their school district regarding qualifications for salary advancement. Administration (6 quarter credits) ED5501 Assessment and Improvement of Instruction Total 48 quarter credits ED5500 Standards-Based Curriculum, Instruction, and Assessment Admission to the Leadership in Educational ED5503 Classroom Management Strategies Administration specialization requires learners to ED5504 Strategies for Eliminating the complete and submit the Capella University School Achievement Gap of Education Certification of Teaching Experience ED5006 Survey of Research Methodology form located at www.capella.edu/aspscripts/ schools/TeachingExperience.pdf. Specialization courses: Capella University cannot guarantee licensure, ED5551 Developing Fluent Readers certification, or endorsement. State regulations (3 quarter credits) vary. It is learners’ responsibility to understand and ED5552 Teaching Comprehension Strategies comply with requirements for their state. (3 quarter credits) State regulations vary regarding course ED5553 Assessment-Based Reading Instruction requirements for professional licensure. (3 quarter credits) For assistance with state-mandated course ED5554 Sociocultural Context of Reading requirements for licensure, contact the designated Instruction (3 quarter credits) school representative. ED5555 Foundational Theories in Reading Instruction (3 quarter credits) Learners seeking principal licensure should contact their state to determine whether they should take ED5559 Reading and Literacy Capstone ED7852. Total 47 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 130 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Education Degree Programs and Specializations, continued

MS in Education Specializations, continued Enrollment Management Instructional Design for Online Leadership for Higher Education Learners in this master’s specialization develop the Learning The master’s Leadership for Higher Education investigative knowledge, abilities, and attributes The master’s Instructional Design for Online specialization integrates current, recognized of outstanding college and university enrollment Learning specialization prepares professionals theory and best practices with practical management professionals. The curriculum working in educational institutions, corporations, application—the basis of Capella’s scholar- prepares learners to apply best principles and the military, health care, and government practitioner model—to prepare learners to excel practices in enrollment management. agencies to achieve a high level of competency as leaders in community colleges, universities, and Capella University’s Enrollment Management in instructional design in order to advance their other postsecondary, human service, military, and specialization is offered in partnership with careers and serve their organizations. The course nonprofit organizations. Noel-Levitz, a nationally recognized consulting work prepares instructional designers to solve Eleven Required Courses 44 quarter credits firm specializing in higher education student real-world problems based on theory and practice Core courses: recruitment, financial aid, predictive modeling, and in the field. ED5002 Foundations of Theory and Practice in student retention. Graduates of this specialization Ten Required Courses 40 quarter credits Master’s Studies earn a master’s degree from Capella University Core courses: ED5006 Survey of Research Methodology and certification in Enrollment Management—a ED5002 Foundations of Theory and Practice in Specialization courses: professional certificate issued by Noel-Levitz. Master’s Studies ED7212 Administration and Leadership of With specialized course content based on the ED5006 Survey of Research Methodology Distance Education Programs expertise of Noel-Levitz professionals, this Specialization courses: ED7540 Leadership in Higher Education specialization provides the latest tools and ED5802 Principles of Instructional Design ED7547 Assessment in Higher Education strategies for enrollment management. Applicable ED5803 * Processes of Instructional Design ED7834 Higher Education and the Law immediately to real-world higher education ED5990 * Integrative Project ED7837 Funding and Managing Education demands, the specialization’s curriculum focuses Enterprises on effective enrollment planning, retention In addition, choose five from the following courses: ED7840 The Politics of Higher Education efforts, marketing strategies, technology ED5810 Project Management for e-Learning ED7841 The History of Higher Education applications, and strategic planning. Development ED7855 Higher Education Administration ED5804 The Delivery of Distance Education Eight Required Courses 32 quarter credits ED5990 * Integrative Project Core courses: ED5806 Designing Online Instruction One Elective Course 4 quarter credits ED5002 Foundations of Theory and Practice in ED7212 Administration and Leadership of Master’s Studies Distance Education Programs Recommended elective courses: ED5006 Survey of Research Methodology ED7814 Interface Design ED5312 Strategies for Building Online Learning ED7503 Instructional Media Tools Communities Specialization courses: ED7505 * Evaluation and Assessment of ED7703 Student Development, Challenges, and ED7601 Higher Education Enrollment Instructional Design Successes Management ED6895 * Internship for Instructional Design for ED7713 Student Advising and Retention ED7603 Effective Retention in Higher Education Online Learning ED7800 Grant Writing for Higher Education ED7605 Technology Applications to Enrollment ED8111 The Historical and Social Foundations of Two Elective Courses 8 quarter credits Management Education Recommended elective courses: ED7607 Financial Assistance and Enrollment ED7818 The Future of Teaching and Learning: Management ED7700 Learning Theory and the Educational Issues for the Educational Leader Process ED7609 Enrollment Management ED7106 Curriculum Development ED7311 Theory and Methods of Educating Adults Communications and Marketing ED7546 Human Resources in Higher Education OR Strategies and Issues OR Choose any graduate course(s). ED7611 * Strategic Enrollment Management Choose any graduate course(s). Planning Total 48 quarter credits Total 48 quarter credits Four Elective Courses 16 quarter credits Recommended elective courses: ED7703 Student Development, Challenges, and Successes ED7841 The History of Higher Education ED7540 Leadership in Higher Education ED7855 Higher Education Administration ED7840 The Politics of Higher Education ED7837 Funding and Managing Education Enterprises OR Choose any graduate course(s).

Total 48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 131

School of Education Degree Programs and Specializations, continued

MS in Education Specializations, continued educatio n Postsecondary and Adult Education Professional Studies in Education Training and Performance of The master’s Postsecondary and Adult Education The master’s Professional Studies in Education Improvement specialization is designed to prepare learners to specialization prepares learners to excel as The master’s Training and Performance meet the challenges of changing global trends educators in a variety of teaching and/or Improvement specialization is intended for in education and contribute to the enrichment of educational training situations. Learners may professionals in roles that include training school the broader learning community. The curriculum come from areas of adult education, alternative specialists, career counselors, instructional helps learners develop and improve teaching skills programs, P–12, allied health care, military, higher designers, sales trainers, adult educators, and by emphasizing reflective practice within adult education, government or other occupations and performance improvement consultants. Through education settings and integrating current theory professions, but are united by the motivation courses such as Needs Assessment: Models with best practice in adult learning and teaching. to excel as educators and leaders. Professional and Procedures, learners obtain an in-depth Learners focus on the learning styles of individuals studies learners seek this specialization whether understanding of and ability to apply human from various backgrounds, collaborative learning, they want to remain in their current profession performance technology in order to improve and curriculum development for the adult or be prepared to change professions. The organizational productivity. The curriculum helps learner. Learners who successfully complete this Professional Studies in Education specialization learners clarify and define their career purpose specialization are prepared to pursue careers as provides optimal opportunity to customize a and professional strengths. Frequent interactions postsecondary educators in community college, program of study that meets the unique needs of with experienced faculty and peer professionals distance education, college, university, corporate, a diverse group of learners. The entire master’s deepen learners’ grasp of recognized theory and or other adult education settings. experience is designed to develop teaching best practices while preparing them for more Eleven Required Courses 44 quarter credits practitioners and builds upon previous knowledge challenging job responsibilities. The curriculum and experience. Core courses: is based on the American Society for Training ED5002 Foundations of Theory and Practice in Seven Required Courses 28 quarter credits & Development’s (ASTD) Human Performance Master’s Studies Core courses: Improvement model. ED5006 Survey of Research Methodology ED5002 Foundations of Theory and Practice in Ten Required Courses 40 quarter credits Master’s Studies Core courses: Specialization courses: ED5006 Survey of Research Methodology ED5002 Foundations of Theory and Practice in ED5315 Adult Development and Learning Master’s Studies ED5311 The Collaborative Nature of Adult Specialization courses (suggested sequence): ED5006 Survey of Research Methodology Education ED7701 Educational Philosophy and Change ED7311 Theory and Methods of Educating Adults ED8111 The Historical and Social Foundations of Specialization courses (suggested sequence): ED7590 Critical Thinking in Adult Education Education ED7631 Introduction to Training and Performance ED7313 Global Issues in Adult Education ED7310 Evaluating the Effectiveness of the Systems (prerequisite for specialization) ED7312 Teaching Adults Educational Process OR ED7641 Needs Assessment: Models and ED7712 Classroom Assessment in Education ED7712 Classroom Assessment in Education Procedures ED7700 Learning Theory and the Educational ED8444 Higher Education Curriculum ED7662 Designing Training and Performance Process OR Solutions Development and Teaching Strategies ED7311 Theory and Methods of Educating Adults ED5990 * Integrative Project ED7672 Delivery Systems for Training and ED5990 * Integrative Project Performance Improvement One Elective Course 4 quarter credits Five Elective Courses 20 quarter credits ED7652 Evaluating Training and Performance Improvement Systems Recommended elective courses: Choose any graduate course(s). ED7310 Evaluating the Effectiveness of the ED7675 Return on Investment in Training and Educational Process Total 48 quarter credits Performance Improvement ED7580 Theory and Development of Multiple ED5990 * Integrative Project Intelligences In addition, choose one from the following courses: ED7690 Critical Skills for Facilitating Online Learning ED7679 Survey of Human Resource Development Research ED5312 Strategies for Building Online Learning Communities ED5804 The Delivery of Distance Education ED7703 Student Development, Challenges, and ED7673 The Future of Corporate and Technical Successes Training: Issues and Trends ED7711 Course Design and Development ED5315 Adult Development and Learning ED7713 Student Advising and Retention ED7830 Coaching for High Performance ED7716 Faculty Leadership Two Elective Courses 8 quarter credits ED8100 The Future of Educational Institutions: Choose any graduate course(s). Topics and Trends ED8600 Effective Online Course Design, Delivery, Total 48 quarter credits Facilitation, and Assessment OR Choose any graduate course(s).

Total 48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 132 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Education Degree Programs and Specializations, continued

Certificates Post-Master’s Certificate in Enrollment Management Post-Master’s Certificate The Post-Master’s Certificate in Enrollment in College Teaching Management provides higher education professionals with the skills required to be The Post-Master’s Certificate in College Teaching effective in areas such as admissions, financial aid, is designed to assist learners in mastering academic advising, support services, technology, academic instructional skills, including the and learning centers. Learners develop the ability to teach effectively online. Successful investigative knowledge, abilities, and attributes completion of this certificate, which includes necessary in the field of enrollment management courses that address learning theory, educational in higher education. This certificate provides philosophy, classroom assessment, and curriculum learners with marketing, strategic planning, development, prepares non-teaching learners to technology, and regulations skills that help pursue college-level faculty positions and allows them lead the development of recruitment and teaching learners to excel as instructors. retention plans. Learners who complete this The courses in the Post-Master’s Certificate in certificate are prepared for positions such as vice College Teaching articulate with the Postsecondary president of enrollment management, director and Adult Education and Professional Studies in of admissions, director of academic advising, or Education PhD specializations and are directly registrar. applicable to those degrees. The Post-Master’s Certificate in Enrollment Five Required Courses 20 quarter credits Management is offered in association with Noel- ED7311 Theory and Methods of Educating Adults Levitz, a nationally recognized consulting firm ED7312 Teaching Adults specializing in higher education recruitment and ED7712 Classroom Assessment in Education retention. Graduates of this program receive a ED8444 Higher Education Curriculum Capella University certificate and a professional Development and Teaching Strategies OR certificate in enrollment management issued by ED8600 Effective Online Course Design, Delivery, Noel-Levitz. Facilitation, and Assessment The courses in the Post-Master’s Certificate ED8320 Practicum in College Teaching in Enrollment Management articulate with the Total 20 quarter credits Leadership for Higher Education and Professional Studies in Education PhD specializations and are directly applicable to those degrees. Residency Requirement(s): One one-week residential colloquium session (Track I). See policy 3.04.05 Attendance at Residencies in the University Policies section of the catalog and the Residential Colloquia page on iGuide for more information. Also see each graduate school’s colloquium and residency courses.

Six Required Courses 24 quarter credits ED7601 Higher Education Enrollment Management ED7603 Effective Retention in Higher Education ED7605 Technology Applications to Enrollment Management ED7607 Financial Assistance and Enrollment Management ED7609 Enrollment Management Communications and Marketing Strategies and Issues ED7611 * Strategic Enrollment Management Planning

Total 24 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 133

School of Human Services ser v ices

From the Dean

As one of the founding schools at Capella University, the School of Human hu m a n

Services continues to design and offer advanced programs of academic of study and real-world preparation needed by today’s human services professionals. It is vitally important that we instill the value of lifelong school learning in our human services workforce to ensure people with advanced educational goals are continually gaining the knowledge and skills necessary to address increasingly complex human services issues.

The school provides graduate study in 15 specializations, including two CACREP-accredited counseling education specializations (Mental Health Counseling, and Marital, Couple, and Family Counseling/Therapy). Our leading-edge MS and PhD programs are designed to prepare professionals

Paula Stechschulte, PhD to make an impact on the social problems and issues that confront Acting Dean contemporary society. The challenges faced by our social institutions, communities, health and health-related organizations, and families are complex. These challenges demand the attention and commitment of professionals who have achieved advanced graduate education in a health and human services-related specialization, and interdisciplinary skills. With such dedicated involvement, workable solutions to these complex issues can be found.

Acquisition of graduate education is part of a personal and professional change process that directly impacts society. Adults who seek advanced education have a vision that guides them to push beyond personal limits and to pursue goals that, at times, seem unattainable. Individual goals for graduate education can be achieved in Capella University’s online learning environment that is supportive, stimulating, and sensitive to diversity and multiculturalism, and the needs of adult learners. Our philosophy of education is driven by a model of support for adult learners. Capella’s learning environment is one that consistently strives to deliver a superior learning experience and learning outcomes that are professionally relevant, competency-based, and leading edge. Such an environment makes dreams come true, makes visions for a better society a possibility, and makes individual academic accomplishments a reality.

I welcome you to Capella University and to the School of Human Services. We are committed to the mission of guiding you through your educational journey and making your dream of earning a graduate degree in a health and human services profession a reality. Paula Stechschulte, PhD Acting Dean 134 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

About the School of Human Services

School Mission Statement valid, reliable, and ethical human security professions. The PhD in Public The Capella University School of Human services research and to think critically Safety focuses on leadership, emergency Services mission is to impact social and write effectively in the field of management and preparedness, change within specific professional areas human services. Doctoral learners may homeland security and terrorism, and of practice as well as within U.S. health pursue Human Services specializations security management at the local, and social systems. To accomplish this in General Human Services, Counseling state, and national levels. Doctoral- mission, the school provides highly Studies, Health Care Administration, level course work based on Capella’s relevant graduate education to adult Management of Nonprofit Agencies, or scholar-practitioner philosophy prepares learners in counselor education and Social and Community Services. learners to understand and apply public safety research and theory to pertinent contemporary areas of professional Doctor of Philosophy (PhD) issues in public safety settings. This human service delivery. Graduates of in Public Safety program also prepares professionals the School of Human Services degree The Doctor of Philosophy in Public to effectively assess and address the programs implement this mission by Safety degree program provides an complex issues that surround managing applying academic knowledge and in-depth examination of relevant theory and leading public safety and emergency expertise in a variety of institutional, and research common to the fields services organizations in the post-9/11 agency, community, educational, and of law enforcement, criminal justice, environment. Doctoral learners may health and health-related settings as corrections, probation and parole, pursue Public Safety specializations leaders, teachers, or practitioners. fire services, emergency management, in Public Safety Leadership, Criminal 9-1-1 emergency communications, Degree Programs Justice, and Emergency Management. Emergency Medical Services (EMS), Doctor of Philosophy (PhD) and other protective and corporate in Counselor Education and Supervision The Doctor of Philosophy in Counselor Education and Supervision degree SCHOOL OF HUMAN SERVICES Degree programs and SPECIALIZATIONS program offers doctoral preparation Counselor Education and Supervision Program Degrees and Certificates for counseling/therapy professionals General Counselor Education and Supervision1 PhD seeking career advancement within the counseling profession or leadership Human Services Program Degrees and Certificates positions in academic, clinical, and General Human Services PhD, MS consultative settings. Learners in this Counseling Studies PhD, MS degree program develop expertise Health Care Administration PhD, MS, Certificate in graduate-level instruction, clinical Management of Nonprofit Agencies PhD, MS, Certificate supervision, and advanced clinical Social and Community Services PhD, MS, Certificate practice. Successful graduates of this Gerontology MS degree program are prepared to pursue Marital, Couple, and Family Counseling/Therapy MS positions as counselor educators, Mental Health Counseling MS supervisors, researchers, and advanced School Counseling MS practitioners in academic and clinical Addictions Counseling Certificate settings. Diversity Studies Certificate Marriage and Family Services Certificate Doctor of Philosophy (PhD) Professional Counseling Certificate in Human Services Public Health Program Degrees and Certificates The Doctor of Philosophy in Human Services degree program utilizes the Health Management and Policy MS scholar-practitioner model to guide Social and Behavioral Sciences MS learners toward the acquisition and Public Safety Program Degrees and Certificates application of advanced theory and Public Safety Leadership PhD, MS leadership competencies needed to Criminal Justice PhD, MS, Certificate affect social change. Doctoral-level Emergency Management PhD, MS course work prepares learners to conduct 1 Review of this specialization is pending in AL, AZ, FL, GA, KY, MN, SC, WA, and WI. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 135

About the School of Human Services, continued ser v ices

Master of Science (MS) in Human Services positions in government, private, Professional Licensure The Master of Science in Human or community-based public health and Certification hu m a n Services degree program prepares organizations. Capella University offers academic of learners to assume leadership positions programs leading to advanced degrees Master of Science (MS) in Public Safety and influence social change as they in a number of fields for which The Master of Science in Public Safety build professional expertise. Capella professional practice requires licensure school degree program provides focused seeks to deliver this program through a or certification by state, local, or explorations of topics and issues within dynamic, interactive, and collaborative professional boards. However, because the fields of public safety leadership, learning environment, and to gain licensing or certification standards emergency management, or criminal insight from the diverse professional vary, Capella University makes no justice in a range of public safety experiences brought to the program representation, warranty, or guarantee settings. The curriculum prepares by its learners. Master’s learners may that successful completion of the learners to think critically when assessing pursue Human Services specializations degree or certificate program will and addressing the complex issues of in General Human Services; Counseling permit the learner to obtain licensure managing and leading public safety Studies; Health Care Administration; or certification. Learners who enroll in and emergency services organizations Management of Nonprofit Agencies; a Capella University degree program in the post-9/11 environment. The MS Social and Community Services; Marital, in a field for which professional Public Safety degree program, based on Couple, and Family Counseling/ practice requires any type of licensure Capella’s practitioner-scholar philosophy, Therapy; or Mental Health Counseling. or certification are solely responsible focuses on leadership, emergency for determining and complying with Master of Science (MS) in Public Health management and preparedness, state, local, or professional licensure The Master of Science in Public Health homeland security and terrorism, and and certification requirements. These degree program focuses on preparing security management at the local, state, learners are also responsible for taking health professionals to protect and and national levels. Successful graduates the steps necessary to satisfy those improve the health of communities of this program are prepared for careers requirements. and populations through research in law enforcement, criminal justice, and education; promotion of healthy corrections, probation and parole, As part of the admission process, Capella lifestyles and environments; prevention fire services, emergency management, University requires all learners in these of injuries, disease, and epidemics; 9-1-1 emergency communications, programs to sign an Acknowledgement identification of environmental hazards; Emergency Medical Services (EMS), and and Understanding of the Curriculum and disaster response. The program other protective and corporate security form in which the learners agree that emphasizes the role of the public professions. Master’s learners may pursue it is their responsibility to understand health professional in assessing health Public Safety specializations in Public and to comply with licensing and status; mitigating health disparities; Safety Leadership, Criminal Justice, and certification laws and regulations. analyzing the epidemiology of specific Emergency Management. Additional information on professional diseases; developing, implementing, licensure and certification can be found and sustaining public health programs; Certificate Programs on iGuide. managing administrative functions; The Capella University School of Human conducting program evaluation and Services certificate program mission is to outcomes research; developing public- provide concentrated, discipline-specific private partnerships to meet the health knowledge that is directly applicable to needs of diverse populations; and human services professionals. assuring the quality of public health services and products. Upon completion of the Public Health degree program, learners have gained knowledge and skills in health management, population- based research, and the community public health practice. Successful graduates are prepared to assume 136 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Human Services Degree Programs and Specializations

Doctor of Philosophy (PhD) in CES9919 * Doctoral Comprehensive Examination Doctor of Philosophy (PhD) in Counselor Education and CES9920 * Dissertation Courseroom (non-credit) Human Services Specializations Supervision Specialization CES9921 * Dissertation Research 1 (5 quarter credits) CES9922 * Dissertation Research 2 (5 quarter credits) CES9923 * Dissertation Research 3 (5 quarter credits) General Human Services General Counselor Education and CES9924 * Dissertation Research 4 (5 quarter credits) The General Human Services doctoral Supervision specialization is designed for professionals in a Additional Required Courses 60 quarter credits The General Counselor Education and Supervision wide range of human services and health care Graduate course work totaling 60 quarter credits leadership roles. The core courses expose learners doctoral specialization is designed to provide from a CACREP-accredited or CACREP curriculum counseling professionals with clinical, teaching, equivalent master’s degree program. to the field’s most relevant content, including and supervisory skills. Learners build their skills in adult development, diversity, ethics, and strategic Total 144 quarter credits multiple methods of graduate-level instructional planning. The specialization also integrates delivery in counseling/therapy, clinical mental key content from today’s changing health care health supervision, and leadership and advocacy. Review of this specialization is pending in AL, AZ, industry and its considerable impact on the Successful graduates are prepared to work as FL, GA, KY, MN, SC, WA, and WI. human services profession. The elective courses counselor educators, supervisors, researchers, and allow learners the flexibility to focus on a specific advanced practitioners in academic and clinical area of human services such as counseling, family settings. This specialization requires course work Practicum/Internship Experience therapy, criminal justice, or social services. This specialization prepares learners to teach, consult, and clinical experience; see Practicum/Internship Doctor of Philosophy learners enrolled in conduct research, and contribute to a range of Experience. the Counselor Education and Supervision professions and disciplines. Residency Requirement(s): degree program complete clinical courses Three one-week residential colloquium sessions as a requirement of their specialization. The Residency Requirement(s): related to time and program credit completion. practicum/internship experience consists of online Three one-week residential colloquium sessions See policy 3.04.05 Attendance at Residencies courses and supervised laboratory practice/client related to time and program credit completion. in the University Policies section of the catalog See policy 3.04.05 Attendance at Residencies interactions as follows: and the Residential Colloquia page on iGuide for in the University Policies section of the catalog more information. Also see each graduate school’s The Practicum (CES8780) is an online course that and the Residential Colloquia page on iGuide for colloquium and residency courses. includes a 100-hour clinical experience. Learners more information. Also see each graduate school’s colloquium and residency courses. Twenty Required Courses 84 quarter credits apply the skills developed throughout the CES8002 Advanced Research in Adult Human course of the program in a counselor education Fifteen Required Courses 64 quarter credits Development and Behavior and supervision setting where the practicum is HS8002 Advanced Research in Adult Human CES8756 Advanced Counseling Theories completed. Development and Behavior CES8760 * Advanced Clinical Practice The Internships (CES8784 and CES8785) are HS8120 Families, Systems, and Health Care CES8764 Contemporary Issues in Compulsive and two online courses that include 600 hours of HS8300 Diversity in the Workplace Addictive Behavior Treatment hands-on field experience at agencies/programs HS8502 Health Care Strategic Planning and CES8768 * Counselor Education Teaching and that provide agreed-upon clinical supervisory/ Management Practice teaching opportunities. The internships represent HS8505 Ethics and Decision Making in Health CES8772 * Counselor Supervision a significant time of learning and applying clinical Care CES8776 Leadership and Advocacy in Counseling supervisory/teaching proficiencies that are HS8106 Epistemology of Practice Knowledge HS8100 * Fundamentals of Social Science Research critical to the provision of counselor education, HS8100 * Fundamentals of Social Science Research HS8106 * Epistemology of Practice Knowledge supervision, and advanced clinical practice. HS8111 * Quantitative Research Methods in the Human Services HS8111 * Quantitative Research Methods in the Learners should consult the PhD in Counselor HS8112 * Advanced Qualitative Research Methods Human Services Education and Supervision Handbook for details HS8113 * Advanced Study in Research Methods HS8112 * Advanced Qualitative Research Methods about the clinical experience. HS8113 * Advanced Study in Research Methods HS9919 * Doctoral Comprehensive Examination HS9920 * Dissertation Courseroom (non-credit) The three courses listed below are 10-week online HS9921 * Dissertation Research 1 (5 quarter credits) courses. Each includes specific residency days or field experience. Learners must complete prerequisites HS9922 * Dissertation Research 2 (5 quarter credits) and residency or field training requirements to be HS9923 * Dissertation Research 3 (5 quarter credits) eligible to complete each course in the sequence. HS9924 * Dissertation Research 4 (5 quarter credits)

CES8780 * Counselor Education and Supervision Fourteen Elective Courses 56 quarter credits Practicum (4 quarter credits plus 100 Choose any graduate course(s). hours field experience) CES8784 * Counselor Education and Supervision Total 120 quarter credits Internship I (4 quarter credits plus field experience) CES8785 * Counselor Education and Supervision Internship II (4 quarter credits plus field experience)

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 137

School of Human Services Degree Programs and Specializations, continued

PhD in Human Services

Specializations, continued ser v ices Counseling Studies Health Care Administration Management of Nonprofit Agencies

The Counseling Studies specialization offers The Health Care Administration specialization The doctoral Management of Nonprofit Agencies hu m a n doctoral preparation for human services includes advanced course work and research specialization is designed for professionals with professionals seeking career advancement within that is based on the scholar-practitioner model a master’s degree in human services, counseling, of the counseling professions. The Counseling emphasizing critical analysis of theory, research, business, administration, or related fields. This Studies specialization is ideal for licensed and practice within the health care field. Designed specialization offers advanced study and research

counseling professionals and learners seeking for experienced professionals with a master’s learning experiences necessary to effectively lead school positions in educational, consultative, and degree in health care services, business, public nonprofit agencies. Included in this specialization leadership roles in agency, institutional, public, or administration, or a related field, this PhD is course work that addresses contemporary private human services settings. This specialization specialization is ideal for learners who seek issues impacting the nonprofit agency such as is not designed to meet licensure requirements doctoral preparation for roles as researchers, financial management, marketing, public policy, for the counseling professions. educators, administrators, or consultants. advocacy, and human resource management. Residency Requirement(s): Residency Requirement(s): Successful graduates of this specialization are prepared to assume leadership positions within Three one-week residential colloquium sessions Three one-week residential colloquium sessions related to time and program credit completion. related to time and program credit completion. nonprofit agencies, serve as consultants, and fulfill See policy 3.04.05 Attendance at Residencies See policy 3.04.05 Attendance at Residencies roles as educators. in the University Policies section of the catalog in the University Policies section of the catalog Residency Requirement(s): and the Residential Colloquia page on iGuide for and the Residential Colloquia page on iGuide for more information. Also see each graduate school’s more information. Also see each graduate school’s Three one-week residential colloquium sessions colloquium and residency courses. colloquium and residency courses. related to time and program credit completion. See policy 3.04.05 Attendance at Residencies Twenty-Two Required Courses 92 quarter credits Twenty-Two Required Courses 92 quarter credits in the University Policies section of the catalog Core courses: Core courses: and the Residential Colloquia page on iGuide for more information. Also see each graduate school’s HS8002 Advanced Research in Adult Human HS8002 Advanced Research in Adult Human colloquium and residency courses. Development and Behavior Development and Behavior HS8731 Psychopathology: Assessment and HS8106 Epistemology of Practice Knowledge Twenty-Three Required Courses 96 quarter credits Treatment HS8100 * Fundamentals of Social Science Research Core courses: HS8739 Theories of Psychotherapy HS8111 * Quantitative Research Methods in the HS8002 Advanced Research in Adult Human HS8779 Life Planning and Career Development Human Services Development and Behavior HS8106 Epistemology of Practice Knowledge HS8112 * Advanced Qualitative Research Methods HS8300 Diversity in the Workplace HS8100 * Fundamentals of Social Science Research HS8113 * Advanced Study in Research Methods HS8106 Epistemology of Practice Knowledge HS8111 * Quantitative Research Methods in the HS8100 * Fundamentals of Social Science Research Specialization courses: Human Services HS8111 * Quantitative Research Methods in the HS8112 * Advanced Qualitative Research Methods HS7500 Quality Improvement and Organizational Human Services Performance in Health Care HS8113 * Advanced Study in Research Methods HS8112 * Advanced Qualitative Research Methods HS8114 Operations in Health Care Systems HS8113 * Advanced Study in Research Methods Specialization courses: HS8115 Managing Human Capital in Health Care HS8478 The Family in the Social Context Environments Specialization courses: HS8501 Contemporary Issues in Counseling HS8116 Financial Analysis in Health Care Systems HS7501 Fundraising Strategies for Nonprofit Studies HS8117 Strategic Management of Health Care Organizations HS8725 Human Sexuality Reimbursement Systems HS7502 Grant Proposal Development and HS8741 Group Counseling and Psychotherapy HS8118 Health Policies Analysis and Strategy Administration HS8745 Grief and Bereavement Counseling HS8502 Health Care Strategic Planning and HS8107 Marketing and Public Relations for Management Nonprofits HS8754 Child and Adolescent Counseling HS8503 Health Systems Analysis and Evaluation HS8108 Financial Analysis and Reporting for HS8758 Mental Health and Aging HS8504 Law and Health Care Administration Nonprofit Executives CES8764 Contemporary Issues in Compulsive and HS8109 Nonprofit Public Policy and Advocacy Addictive Behavior Treatment HS8505 Ethics and Decision Making in Health Care HS8508 Ethics for Nonprofit Executives HS9919 * Doctoral Comprehensive Examination HS8506 Leading Organizational Change in Health Care Systems HS8509 Law and Nonprofit Organizations HS9920 * Dissertation Courseroom (non-credit) HS9919 * Doctoral Comprehensive Examination HS8511 Resource Management in Nonprofit HS9921 * Dissertation Research 1 (5 quarter credits) HS9920 * Dissertation Courseroom (non-credit) Organizations HS9922 * Dissertation Research 2 (5 quarter credits) HS9921 * Dissertation Research 1 (5 quarter credits) HS8512 Organizational Assessment and Program HS9923 * Dissertation Research 3 (5 quarter credits) Evaluation in Nonprofit Organizations HS9922 * Dissertation Research 2 (5 quarter credits) HS9924 * Dissertation Research 4 (5 quarter credits) HS8513 Role and Function of Boards and CEOs HS9923 * Dissertation Research 3 (5 quarter credits) HS8514 Management of Human Services Agencies Seven Elective Courses 28 quarter credits HS9924 * Dissertation Research 4 (5 quarter credits) Choose any graduate course(s). Seven Elective Courses 28 quarter credits Total 120 quarter credits Choose any graduate course(s).

Total 120 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 138 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Human Services Degree Programs and Specializations, continued

PhD in Human Services Specializations, continued HS9919 * Doctoral Comprehensive Examination Specialization courses: Doctor of Philosophy (PhD) in HS9920 * Dissertation Courseroom (non-credit) HS8103 Principles and Practices of Social Work Public Safety Specializations HS9921 * Dissertation Research 1 (5 quarter credits) HS8413 Social Influences of Behavior HS9922 * Dissertation Research 2 (5 quarter credits) HS8447 Applied/Clinical Sociology HS9923 * Dissertation Research 3 (5 quarter credits) HS8453 Prevention and Causes of Child Abuse Public Safety Leadership HS9924 * Dissertation Research 4 (5 quarter credits) HS8476 Methods of Family Research The doctoral Public Safety Leadership HS8478 The Family in Social Context specialization focuses on mid-level and executive Six Elective Courses 24 quarter credits HS8745 Grief and Bereavement Counseling leadership theory, organizational theory, and Choose any graduate course(s). CES8764 Contemporary Issues in Compulsive and research relevant to leading a public safety Total 120 quarter credits Addictive Behavior Treatment organization in a complex, post-9/11 environment. HS9919 * Doctoral Comprehensive Examination Doctoral-level courses based on Capella’s scholar- HS9920 * Dissertation Courseroom (non-credit) practitioner philosophy address relevant leadership and organizational theories and research Social and Community Services HS9921 * Dissertation Research 1 (5 quarter credits) HS9922 * Dissertation Research 2 (5 quarter credits) common across the fields of law enforcement, The doctoral Social and Community Services HS9923 * Dissertation Research 3 (5 quarter credits) criminal justice, corrections, probation and specialization is designed for individuals who have HS9924 * Dissertation Research 4 (5 quarter credits) parole, fire services, emergency management, a master’s degree in sociology, social work, or 9-1-1 emergency communications, Emergency a related field. Learners may be licensed clinical Eight Elective Courses 32 quarter credits Medical Services (EMS), and other protective social workers or licensed professional counselors Choose any graduate course(s). and corporate security professions. Specific who wish to teach, pursue advanced research, courses address principles of organizational Total 120 quarter credits administer programs, or supervise clinicians. theory, theories of leadership, organizational This specialization provides advanced study needs assessment, and grantsmanship. Successful of contemporary issues impacting social work completion of this specialization prepares doctoral and community services as well as preparation learners for leadership or managerial careers in to assume leadership roles as social change law enforcement, criminal justice, corrections, agents at community, state, and national levels. probation and parole, fire services, emergency Successful graduates of this specialization are management, 9-1-1 emergency communications, prepared to teach, engage in research, and EMS, and other protective and corporate security provide consultation services within the field. This professions. specialization is not designed to meet licensure Residency Requirement(s): requirements for the social work professions. Three one-week residential colloquium sessions Residency Requirement(s): related to time and program credit completion. Three one-week residential colloquium sessions See policy 3.04.05 Attendance at Residencies related to time and program credit completion. in the University Policies section of the catalog See policy 3.04.05 Attendance at Residencies and the Residential Colloquia page on iGuide for in the University Policies section of the catalog more information. Also see each graduate school’s and the Residential Colloquia page on iGuide for colloquium and residency courses. more information. Also see each graduate school’s colloquium and residency courses. Twenty-Two Required Courses 92 quarter credits Core courses: Twenty-One Required Courses 88 quarter credits PSF8002 Advanced Research in Public Safety Core courses: Issues, Theories, and Concepts HS8002 Advanced Research in Adult Human PSF8301 Ethics and Social Responsibility Development and Behavior PSF8601 Contemporary Public Safety Leadership HS8300 Diversity in the Workplace PSF8602 Theories of Leadership HS8415 Advanced Professional Scientific Ethics PSF8605 Race and Culture in American Society HS8106 Epistemology of Practice Knowledge HS8106 Epistemology of Practice Knowledge HS8100 * Fundamentals of Social Science Research HS8100 * Fundamentals of Social Science Research HS8111 * Quantitative Research Methods in the HS8111 * Quantitative Research Methods in the Human Services Human Services HS8112 * Advanced Qualitative Research Methods HS8112 * Advanced Qualitative Research Methods HS8113 * Advanced Study in Research Methods HS8113 * Advanced Study in Research Methods

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 139

School of Human Services Degree Programs and Specializations, continued

PhD in Public Safety

Specializations, continued ser v ices

Specialization courses: HS8112 * Advanced Qualitative Research Methods Twenty-Four Required Courses 100 quarter credits PSF8620 Principles of Organization Theory and HS8113 * Advanced Study in Research Methods Core courses: Practice PSF8002 Advanced Research in Public Safety hu m a n Specialization courses:

PSF8621 Theories of Executive Human Resource Issues, Theories, and Concepts of Management PSF8350 Sociological Theories of Crime PSF8301 Ethics and Social Responsibility PSF8622 Needs Assessment: Models and PSF8354 Psychological and Biological Theories of PSF8601 Contemporary Public Safety Leadership Procedures Criminal Behavior PSF8602 Theories of Leadership

PSF8623 Legal Systems, Labor Relations, and PSF8358 Law and Legal Foundations school PSF8605 Race and Culture in American Society Regulatory Practices PSF8362 Criminal Justice Policy Analysis HS8106 Epistemology of Practice Knowledge PSF8624 Designing Training and Performance PSF8374 Current Research on Violent Behavior HS8100 * Fundamentals of Social Science Research Solutions PSF8376 Correlates of Crime PSF8625 Grant Writing HS8111 * Quantitative Research Methods in the PSF8377 The Penal System: Its Role in the U.S. Human Services PSF8626 Stress Management in Public Safety Society HS8112 * Advanced Qualitative Research Methods Organizations HS9919 * Doctoral Comprehensive Examination HS8113 * Advanced Study in Research Methods HS9919 * Doctoral Comprehensive Examination HS9920 * Dissertation Courseroom (non-credit) HS9920 * Dissertation Courseroom (non-credit) HS9921 * Dissertation Research 1 (5 quarter credits) Specialization courses: HS9921 * Dissertation Research 1 (5 quarter credits) HS9922 * Dissertation Research 2 (5 quarter credits) PSF8620 Principles of Organization Theory and HS9922 * Dissertation Research 2 (5 quarter credits) HS9923 * Dissertation Research 3 (5 quarter credits) Practice HS9923 * Dissertation Research 3 (5 quarter credits) HS9924 * Dissertation Research 4 (5 quarter credits) PSF8622 Needs Assessment: Models and HS9924 * Dissertation Research 4 (5 quarter credits) Procedures Seven Elective Courses 28 quarter credits PSF8625 Grant Writing Seven Elective Courses 28 quarter credits Choose any graduate course(s). PSF8626 Stress Management in Public Safety Choose any graduate course(s). Organizations Total 120 quarter credits Total 120 quarter credits PSF8630 Critical Incident Stress PSF8631 Case Studies in Critical Incident Management Emergency Management PSF8632 Philosophy and Practice of Disaster Criminal Justice In the doctoral Emergency Management Preparedness The doctoral Criminal Justice specialization specialization, learners examine the dynamic PSF8633 Advanced National Incident Management Systems prepares learners to understand and effectively nature of critical incidents and disaster PSF8637 Paradigms of Continuity of Operations address the complex issues surrounding criminal management theory, research, and scholarship. behavior prevention, intervention programming, Doctoral-level courses based on Capella’s scholar- HS9919 * Doctoral Comprehensive Examination and development of public policy strategies practitioner philosophy emphasize the significance HS9920 * Dissertation Courseroom (non-credit) at the community, state, and national levels. of effective critical incident management and HS9921 * Dissertation Research 1 (5 quarter credits) Designed for professionals with a master’s degree prepare learners to become leaders in this HS9922 * Dissertation Research 2 (5 quarter credits) in human services, psychology, or a related social emerging discipline. Courses include case studies HS9923 * Dissertation Research 3 (5 quarter credits) sciences field, the Criminal Justice specialization of Chemical, Biological, Radiological/Nuclear HS9924 * Dissertation Research 4 (5 quarter credits) provides learners with opportunities for advanced and Explosive (CBRNE) incidents, the National Five Elective Courses 20 quarter credits study and research in the field that support Incident Management System (NIMS), and critical Choose any graduate course(s). career advancement to academic, supervisory, or incident stress management. Successful graduates administrative levels. Graduates are prepared for of this specialization are prepared to manage and Total 120 quarter credits leadership, research, and consulting positions that lead public safety and emergency management have a positive impact on criminal justice systems. organizations within a critical incident setting. Residency Requirement(s): Residency Requirement(s): Three one-week residential colloquium sessions Three one-week residential colloquium sessions related to time and program credit completion. related to time and program credit completion. See policy 3.04.05 Attendance at Residencies See policy 3.04.05 Attendance at Residencies in the University Policies section of the catalog in the University Policies section of the catalog and the Residential Colloquia page on iGuide for and the Residential Colloquia page on iGuide for more information. Also see each graduate school’s more information. Also see each graduate school’s colloquium and residency courses. colloquium and residency courses. Twenty-Two Required Courses 92 quarter credits Core courses: PSF8002 Advanced Research in Public Safety Issues, Theories, and Concepts PSF8301 Ethics and Social Responsibility PSF8601 Contemporary Public Safety Leadership PSF8602 Theories of Leadership PSF8605 Race and Culture in American Society HS8106 Epistemology of Practice Knowledge HS8100 * Fundamentals of Social Science Research HS8111 * Quantitative Research Methods in the Human Services

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 140 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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Master of Science (MS) in Counseling Studies Gerontology Human Services Specializations The master’s Counseling Studies specialization The master’s Gerontology specialization provides is designed for professionals in counseling, a comprehensive examination of the impact of the General Human Services psychology, or sociology fields who wish to aging on individuals, families, and communities. advance in their field and for those wishing to Specialization topics include the biological, The master’s General Human Services enter the human services profession. Successful epidemiological, psychological, and social specialization is designed for professionals graduates of this specialization are prepared changes caused by the aging process; cultural and seeking advanced graduate education in a to pursue career opportunities in public or social attitudes toward the aging population; the flexible, inclusive academic curriculum. Included private human services settings or continue into continuum of care and supportive services that in this specialization is required course work that the doctoral program. The Counseling Studies promote productive aging; the older family and provides a foundation upon which a distinctive specialization is not designed to meet licensure multigenerational relationships; and the impact program of study can be positioned. Learners requirements for the counseling professions. of an increasingly older population demographic are provided the maximum level of elective Ten Required Courses 40 quarter credits on public policy. Successful graduates of this courses so that course selection may be based specialization are prepared to pursue careers in Core courses: on personal areas of interest, unique professional community-based organizations, public agencies, areas of concentration, and traditional as well as HS5003 Survey of Research in Human Development and Behavior long-term health care facilities, and social support contemporary areas of study and research within services focused on the older adult population. the human services field. HS5006 Survey of Research Methodology HS5315 Professional and Scientific Ethics Eleven Required Courses 44 quarter credits Seven Required Courses 28 quarter credits HS5318 Scope of Human Services Core courses: HS5002 Survey of Research in Human HS5334 Ethnic and Cultural Awareness HS5002 Survey of Research in Human Development and Behavior Development and Behavior HS5006 Survey of Research Methodology Specialization courses: HS5006 Survey of Research Methodology HS5304 Ethnic and Linguistic Minorities in the HS5108 Foundations of Addictive and HS5597 * Human Service Professional Development Workplace Compulsive Behavior HS5990 * Integrative Project for Human Services HS5315 Professional and Scientific Ethics HS5214 Theories of Personality Learners HS5317 Social Systems HS5221 Mental Health Counseling HS5318 Scope of Human Services HS5237 Counseling and Guidance in Diverse Specialization courses: HS5990 * Integrative Project for Human Services Populations HS5510 Survey of Current Issues in Gerontology Learners HS5990 * Integrative Project for Human Services HS5514 Social and Cultural Aspects of Aging Learners HS5518 Biological and Health Aspects of Aging Five Elective Courses 20 quarter credits HS5522 Psychology of Development and Aging Choose any graduate course(s). Two Elective Courses 8 quarter credits Choose any graduate course(s). HS5526 The Family in Later Life Total 48 quarter credits HS5530 Community Advocacy for Diverse Total 48 quarter credits Populations HS5534 Leading Across the Continuum of Care

One Elective Course 4 quarter credits Choose any graduate course(s).

Total 48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 141

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MS in Human Services

Specializations, continued ser v ices Health Care Administration Management of Nonprofit Agencies Social and Community Services

The master’s Health Care Administration The master’s Management of Nonprofit Agencies The master’s Social and Community Services hu m a n specialization prepares health care professionals specialization is designed for professionals specialization is designed for entry-level including administrators, nurses, analysts, including mental health workers, social service professionals in the human services field who wish of caregivers, and researchers to successfully workers, health care professionals, employment to advance their careers. Successful graduates manage and lead health care organizations. The specialists, and case workers who wish to move of this specialization are prepared to assume

Health Care Administration specialization focuses into administrative or supervisory positions. leadership roles in social and community service school on the mastery of fundamental health care Included in this specialization is course work that agencies in both private and publicly funded knowledge needed to serve as change agents and addresses contemporary issues impacting the agencies and organizations. This specialization is strengthen the delivery of services to consumers. nonprofit agency such as financial management, not designed to meet licensure requirements for Ten Required Courses 40 quarter credits grant writing, advocacy, and human resource the social work professions. management. This specialization prepares learners Core courses: Nine Required Courses 36 quarter credits to assume leadership roles in nonprofit agencies. HS5002 Survey of Research in Human Core courses: Development and Behavior Nine Required Courses 36 quarter credits HS5002 Survey of Research in Human HS5006 Survey of Research Methodology Core courses: Development and Behavior HS5500 Multicultural Issues in Health Care HS5002 Survey of Research in Human HS5006 Survey of Research Methodology Development and Behavior HS5318 Scope of Human Services Specialization courses: HS5006 Survey of Research Methodology HS5334 Ethnic and Cultural Awareness HS5101 Health Care Finance HS5334 Ethnic and Cultural Awareness HS5100 Health Care Management Specialization courses: HS5502 Nonprofit Entrepreneurship HS5503 Contexts and Models of Health HS5401 History of Social Welfare HS5504 Quality Risk Management and Patient Specialization courses: HS5402 Social Change and Public Policy Safety HS5102 Nonprofit Organization and Management HS5423 Philosophy of Social Work HS5506 Managed Care and Health Services HS5103 Strategic Planning for Nonprofit HS5436 Utilization of Community Resources HS5507 Health Care Communication: Providers Organizations HS5990 * Integrative Project for Human Services and Receivers HS5104 Accounting and Economics for the Learners HS5990 * Integrative Project for Human Services Nonprofit Manager Learners HS5105 Human Resources and Volunteer Three Elective Courses 12 quarter credits Management in Nonprofits Choose any graduate course(s). Two Elective Courses 8 quarter credits HS5990 * Integrative Project for Human Services Total 48 quarter credits Choose any graduate course(s). Learners

Total 48 quarter credits Three Elective Courses 12 quarter credits Choose any graduate course(s).

Total 48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 142 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Human Services Degree Programs and Specializations, continued

MS in Human Services Specializations, continued Marital, Couple, and Family HS6231 * Marital, Couple, and Family Counseling/ Mental Health Counseling Therapy Clinical Internship I (4 quarter Counseling/Therapy credits plus field experience) The mission of the CACREP-accredited Mental The mission of the CACREP-accredited Marital, HS6232 * Marital, Couple, and Family Counseling/ Health Counseling specialization is to prepare Couple, and Family Counseling/Therapy Therapy Clinical Internship II (4 quarter master’s learners to assume positions as mental specialization is to prepare master’s learners to credits plus field experience) health counselors in institutional, community, and assume positions as marital, couple, and family private practice settings. Learners receive academic Specialization courses: counselors/therapists in agency, community, preparation and clinical training designed to instill HS5225 Human Sexuality and private practice settings. Learners receive high standards for professional practice based on HS5254 * Child and Adolescent Counseling family systems and life-cycle dynamics academic established ethical standards for counselors and HS5270 Family Therapy Theory and Methods preparation and clinical training designed to sensitivity to the complex mental health needs of instill high standards for professional practice HS5271 Marriage and Family Systems a multicultural and ethnically diverse society. The based on established counselor ethics standards HS5272 * Marriage and Marital Therapy primary goal of this specialization is to develop the and sensitivity to the complex family systems HS5990 * Integrative Project for Human Services ability to apply varied mental health theoretical Learners needs of a multicultural and ethnically diverse approaches and integrate wellness theory and society. The primary goal of this specialization Total 92 quarter credits research into the contemporary practice of mental is to develop the ability to apply systems- health assessment and treatment services for based counseling theory to services and individuals, groups, and families. This specialization Capella University cannot guarantee licensure, contains course work and clinical experience; see integrate wellness theory and research into the certification, or endorsement. State regulations contemporary practice of relationship-building vary. It is learners’ responsibility to understand and Clinical Experience. with families and couples. This specialization comply with requirements for their state. Residency Requirement(s): contains course work and clinical experience; see State regulations vary regarding course Two six-day residencies (HS-R5930, HS-R5931). Clinical Experience. requirements for professional licensure. Twenty-Three Required Courses 92 quarter credits Residency Requirement(s): For assistance with state-mandated course requirements for licensure, contact the designated Core courses: Two six-day residencies (HS-R5920, HS-R5921). school representative. HS5003 Survey of Research in Human Development and Behavior Twenty-Three Required Courses 92 quarter credits Graduates of this specialization are not eligible Core courses: for licensure in South Carolina. Learners residing HS5006 Survey of Research Methodology HS5003 Survey of Research in Human in South Carolina should check with the state HS5106 Assessment, Tests, and Measures Development and Behavior licensing agency for specific requirements for HS5107 * Principles of Psychopathology: Diagnosis HS5006 Survey of Research Methodology professional licensure. and Treatment HS5106 Assessment, Tests, and Measures HS5214 Theories of Personality HS5107 * Principles of Psychopathology: Diagnosis HS5221 Mental Health Counseling and Treatment HS5239 Theories of Psychotherapy HS5108 * Foundations of Addictive and HS5241 * Group Counseling and Psychotherapy Compulsive Behavior HS5252 Introspective and Personal Growth HS5214 Theories of Personality Seminar HS5221 Mental Health Counseling HS5279 Life Planning and Career Development HS5239 Theories of Psychotherapy HS5315 Professional and Scientific Ethics HS5241 * Group Counseling and Psychotherapy HS5334 Ethnic and Cultural Awareness HS5279 Life Planning and Career Development All academic courses listed below are 10-week HS5315 Professional and Scientific Ethics online courses. Each includes specific residency HS5334 Ethnic and Cultural Awareness days or field experience. Learners must complete prerequisites and residency or clinical experience All academic courses listed below are 10-week online requirements to be eligible to complete each course courses. Each includes specific residency days or field in the sequence. experience. Learners must complete prerequisites and residency or field training requirements to be HS5930 * Mental Health Counseling Pre-Practicum eligible to complete each course in the sequence. Course I (4 quarter credits) AND HS-R5930 * Mental Health Counseling Pre-Practicum HS5920 * Marital, Couple, and Family Counseling/ Laboratory I (non-credit) Therapy Pre-Practicum Course I (4 quarter credits) AND HS5931 * Mental Health Counseling Pre-Practicum HS-R5920 * Marital, Couple, and Family Counseling/ Course II (4 quarter credits) AND Therapy Pre-Practicum Laboratory I HS-R5931 * Mental Health Counseling Pre-Practicum (non-credit) Laboratory II (non-credit) HS5921 * Marital, Couple, and Family Counseling/ HS6302 * Mental Health Counseling Clinical Therapy Pre-Practicum Course II Practicum (4 quarter credits plus (4 quarter credits) AND 100 hours field experience) HS-R5921 * Marital, Couple, and Family Counseling/ HS6331 * Mental Health Counseling Clinical Therapy Pre-Practicum Laboratory II Internship I (4 quarter credits plus (non-credit) field experience) HS6202 * Marital, Couple, and Family Counseling/ HS6332 * Mental Health Counseling Clinical Therapy Clinical Practicum (4 quarter Internship II (4 quarter credits plus credits plus 100 hours field experience) field experience) HS6333 * Counselor Education Clinical Internship III (4 quarter credits plus field experience)

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 143

School of Human Services Degree Programs and Specializations, continued

MS in Human Services Specializations, continued Specialization courses: School Counseling Capella University cannot guarantee licensure, HS5108 Foundations of Addictive and certification, or endorsement. State regulations The School Counseling specialization prepares Compulsive Behavior vary. It is learners’ responsibility to understand and master’s learners to work as school counselors comply with requirements for their state. HS5225 Human Sexuality in public or private elementary, middle, and HS5254 * Child and Adolescent Counseling State regulations vary regarding course high school settings. Academic study and HS5271 Marriage and Family Systems requirements for professional licensure. clinical training help learners begin to apply For assistance with state-mandated course HS5990 * Integrative Project for Human Services

various counseling approaches when working requirements for licensure, contact the designated school o f hum a n services Learners with P–12 children and adolescents. Built on school representative. Total 92 quarter credits national standards and models, the School Prior to enrollment, Washington state Counseling specialization offers a comprehensive learners are advised to contact the Office of the Superintendent of Public Instruction at Capella University cannot guarantee licensure, approach to effectively delivering and managing contemporary school counseling programs. This 360.725.6320 or [email protected] to determine certification, or endorsement. State regulations teacher certification or endorsement requirements, specialization prepares school counselors to serve vary. It is learners’ responsibility to understand and and contact their school district regarding comply with requirements for their state. as school leaders who advocate for the personal, qualifications for salary advancement. State regulations vary regarding course educational, and social needs of students. This specialization requires course work and clinical Graduates of this specialization are not eligible requirements for professional licensure. for licensure in South Carolina. Learners residing For assistance with state-mandated course experience; see Clinical Experience. in South Carolina should check with the state requirements for licensure, contact the designated Residency Requirement(s): licensing agency for specific requirements for school representative. professional licensure. Two six-day residencies (HS-R5910, HS-R5911). Graduates of this specialization are not eligible for licensure in South Carolina. Learners residing Seventeen Required Courses 68 quarter credits in South Carolina should check with the state Core courses: licensing agency for specific requirements for HS5003 Survey of Research in Human professional licensure. Development and Behavior HS5006 Survey of Research Methodology HS5106 Assessment, Tests, and Measures HS5241 * Group Counseling and Psychotherapy HS5279 Life Planning and Career Development HS5315 Professional and Scientific Ethics HS5334 Ethnic and Cultural Awareness

All academic courses listed below are 10-week online courses. Each includes specific residency days or field experience. Learners must complete prerequisites and residency or clinical experience requirements to be eligible to complete each course in the sequence. HS5910 * School Counseling Pre-Practicum Course I (4 quarter credits) AND HS-R5910 * School Counseling Pre-Practicum Laboratory I (non-credit) HS5911 * School Counseling Pre-Practicum Course II (4 quarter credits) AND HS-R5911 * School Counseling Pre-Practicum Laboratory II (non-credit) HS6102 * School Counseling Clinical Practicum (4 quarter credits plus 100 hours field experience) HS6131 * School Counseling Clinical Internship I (4 quarter credits plus field experience) HS6132 * School Counseling Clinical Internship II (4 quarter credits plus field experience)

Specialization courses: HS5240 Counseling and Guidance with Children HS5254 * Child and Adolescent Counseling HS5280 Introduction to School Counseling HS5282 Developmental School Counseling and Pupil Services HS5990 * Integrative Project for Human Services Learners

One Elective Course 4 quarter credits Choose any graduate course(s).

Total 72 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 144 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Human Services Degree Programs and Specializations, continued

MS in Human Services Specializations, continued Clinical Experience Master of Science (MS) in Social and Behavioral Sciences Master of Science learners enrolled in the Mental Public Health Specializations The Social and Behavioral Sciences master’s Health Counseling; Marital, Couple, and Family specialization provides a comprehensive Counseling/Therapy; and School Counseling Health Management and Policy examination of the behavioral, psychological, specializations complete clinical courses as a and social factors that influence community The Health Management and Policy master’s requirement of their specialization. The clinical and population health status across national specialization provides a comprehensive experience consists of online courses and and international settings. Specialization topics examination of the topics and issues within supervised laboratory practice/client interactions include health disparities and inequalities, cultural the public health discipline and the service as follows: health determinants, social and behavioral health delivery model. The curriculum is based on interventions, health care availability and access, The Clinical Laboratories are online courses a multidisciplinary approach that combines and the information needs of diverse populations. combined with two corresponding six-day pre- management sciences knowledge, organizational Successful graduates of this specialization practicum residencies (40 contact hours each). and financial theory and practice, public are prepared to pursue careers in health care The residencies provide clinical skills development administration, and economics. The Health organizations, public agencies, and social welfare coordinated with an online course. Management and Policy specialization is focused organizations that facilitate research, community The Practicum (HS6202 for Marital, Couple, and on preparing learners to influence local, national, assessment, and program development and Family Counseling/Therapy; HS6302 for Mental and global public health policy, work with evaluation. Health Counseling; and HS6102 for School diverse populations to address health disparities, Counseling) is an online course that includes a foster community-based promotion and disease Fifteen Required Courses 60 quarter credits 100-hour clinical experience. Learners apply the prevention programs, and lead public health Core courses: skills developed throughout the course of the efforts to improve community and population PUBH5002 Survey of Public Health Concepts and Issues program in a mental health or school counseling health. Successful graduates of this specialization setting where the practicum is completed. are prepared to pursue careers in environmental PUBH5500 Introduction to Public Health Administrative Systems health, health care administration, prevention and The Clinical Internship (HS6231 and HS6232 PUBH5503 Environmental Health Concepts in promotion, and public administration at the local, for Marital, Couple, and Family Counseling/ Public Health state, and national levels. Therapy; HS6331, HS6332, and HS6333 for PUBH5506 Psychological, Behavioral, and Social Mental Health Counseling; and HS6131 and Fifteen Required Courses 60 quarter credits Issues in Public Health HS6132 for School Counseling) consists of two Core courses: PUBH5509 Principles of Biostatistics to three online courses. Each internship includes PUBH5002 Survey of Public Health Concepts and PUBH5512 * Principles of Epidemiology an intensive, 300-hour hands-on field experience Issues PUBH5993 * Integrative Project for Public Health at an agency/program that provides agreed-upon PUBH5500 Introduction to Public Health Learners clinical counseling opportunities. The internship Administrative Systems PUBH5997 * Public Health Professional Development represents a significant time of learning and PUBH5503 Environmental Health Concepts in Specialization courses: applying clinical proficiencies that are critical to Public Health the provision of mental health counseling; marital, PUBH5506 Psychological, Behavioral, and Social PUBH5200 * Social and Behavioral Research Methods couple, and family counseling/therapy; and school Issues in Public Health PUBH5509 Principles of Biostatistics PUBH5204 * Theories of Social and Behavioral counseling services. Sciences PUBH5512 * Principles of Epidemiology Learners should consult the Counselor Education PUBH5208 * Public Health Program Planning and PUBH5993 * Integrative Project for Public Health Evaluation Handbook for details about the clinical Learners experience. PUBH5212 * Assessment and Surveillance in Public PUBH5997 * Public Health Professional Development Health Specialization courses: PUBH5216 * Public Health Information for Diverse PUBH5100 * Management of Health Service Populations Organizations PUBH5220 * Health Disparities in the United States PUBH5104 * Fundamentals of Health Care Finance PUBH5224 * International Public Health PUBH5108 * Public Health Communication Total 60 quarter credits Strategies PUBH5112 * Health Economics PUBH5116 * Strategic Planning and Operations Management PUBH5120 * Evidence-Based Management of Public Health Programs PUBH5124 * Public Health Leadership and Politics

Total 60 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 145

School of Human Services Degree Programs and Specializations, continued ser v ices

Master of Science (MS) in Criminal Justice Emergency Management

Public Safety Specializations The master’s Criminal Justice specialization The Emergency Management specialization hu m a n prepares learners to understand and effectively provides master’s learners with a breadth of of Public Safety Leadership address the complex issues surrounding criminal critical incident management knowledge. This behavior. This specialization supports learners specialization is intended for professionals and The master’s Public Safety Leadership who are currently caseworkers, probation others who wish to expand their knowledge in specialization focuses on leadership and theory

and parole officers, juvenile specialists, law the emerging discipline of disaster management. school relevant to the fields of law enforcement, enforcement professionals, and federal Specific courses focus on disaster preparedness, criminal justice, corrections, probation and government agents as they advance their response, recovery, and mitigation, critical parole, fire services, emergency management, careers in corrections, criminal justice, or the infrastructure risk assessment, and management 9-1-1 emergency communications, Emergency judicial system. The Criminal Justice curriculum of critical incidents via the National Incident Medical Services (EMS), and other protective and emphasizes acquisition of knowledge, leadership, Management System (NIMS). Successful graduates corporate security professions. This specialization and research that prepares learners to facilitate of this specialization are prepared to manage and teaches learners to think critically and broadly positive changes in criminal justice fields. lead public safety and emergency management when assessing and addressing the complex organizations within a critical incident setting. issues of management and leadership. The Public Nine Required Courses 36 quarter credits Safety program, based on Capella’s practitioner- Core courses: Nine Required Courses 36 quarter credits scholar philosophy, focuses on leadership, PSF5002 Survey of Public Safety Issues, Theories, Core courses: emergency management and preparedness, and Concepts PSF5002 Survey of Public Safety Issues, Theories, homeland security and terrorism, and security PSF5006 Research Methodology in Public Safety and Concepts management at the local, state, and national PSF5334 Public Safety Ethnic and Cultural PSF5006 Research Methodology in Public Safety Awareness levels. Successful completion of this specialization PSF5334 Public Safety Ethnic and Cultural Awareness prepares master’s learners for careers in law Specialization courses: enforcement, criminal justice, corrections, PSF5371 Practices of Probation, Parole, and Specialization courses: probation and parole, fire services, emergency Community Corrections PSF5600 Public Safety Organizational Leadership management, 9-1-1 emergency communications, PSF5372 History of the Juvenile Criminal Justice PSF5620 Critical Incident Stress Management EMS, and other protective and corporate security System PSF5621 Disaster Management professions. PSF5376 Policy Analysis and Social Change PSF5622 National Incident Management Systems Nine Required Courses 36 quarter credits PSF5380 Law Enforcement: Intelligence-Led PSF5623 Critical Infrastructure Risk Assessment, Policing Core courses: Evaluation, and Analysis PSF5385 Psychopathy and Criminal Profiling PSF5002 Survey of Public Safety Issues, Theories, PSF5991 * Integrative Project for Public Safety and Concepts PSF5991 * Integrative Project for Public Safety Learners Learners PSF5006 Research Methodology in Public Safety Three Elective Courses 12 quarter credits PSF5334 Public Safety Ethnic and Cultural Three Elective Courses 12 quarter credits Choose any graduate course(s). Awareness Choose any graduate course(s). Total 48 quarter credits Specialization courses: Total 48 quarter credits PSF5600 Public Safety Organizational Leadership PSF5601 Personal Leadership Development PSF5602 Leadership and Human Resource Management PSF5610 Accounting and Finance in Public Safety Organizations PSF5611 Managing Training and Performance Improvement PSF5991 * Integrative Project for Public Safety Learners

Three Elective Courses 12 quarter credits Choose any graduate course(s).

Total 48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 146 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

School of Human Services Degree Programs and Specializations, continued

Certificates Health Care Administration Professional Counseling The Health Care Administration certificate is The Professional Counseling certificate is Addictions Counseling designed for professionals who want to increase designed for professionals who want to develop their knowledge in the social, philosophical, knowledge of assessment and treatment of The Addictions Counseling certificate is designed economic, and administrative aspects of health mental health issues. The Professional Counseling for professionals in agencies or in private practice care administration, including managed care and certificate is not designed to meet licensure who want to build their knowledge related to workplace health. requirements for the counseling professions. substance abuse, addictions, and compulsive behaviors. The Addictions Counseling certificate is Four Required Courses 16 quarter credits Four Required Courses 16 quarter credits not designed to meet licensure requirements for HS5503 Contexts and Models of Health HS5107 Principles of Psychopathology: Diagnosis the counseling professions. HS5506 Managed Care and Health Services and Treatment HS8120 Families, Systems, and Health Care HS5214 Theories of Personality Four Required Courses 16 quarter credits HS8121 Health in the Workplace HS5221 Mental Health Counseling HS5265 Group Therapy and Compulsive and HS5315 Professional and Scientific Ethics Addictive Behavior Total 16 quarter credits HS5266 Compulsive Behavior and the Total 16 quarter credits Disturbance of the Self: Alternatives to the Addiction Model HS5267 Intervention with Compulsive and Management of Nonprofit Agencies Addictive Behaviors The Management of Nonprofit Agencies Social and Community Services CES8764 Contemporary Issues in Compulsive and certificate provides professionals with a The Social and Community Services certificate Addictive Behavior Treatment foundation of knowledge required to manage is designed for professionals who desire greater Total 16 quarter credits nonprofit agencies today. The certificate knowledge in the fundamentals of social and addresses leadership issues, organizational community services. The Social and Community behavior, and financial management. Services certificate is not designed to meet licensure requirements for the social work Four Required Courses 16 quarter credits Criminal Justice professions. HS5102 Nonprofit Organization and Management The Criminal Justice certificate is designed Four Required Courses 16 quarter credits for professionals who want to increase their HS5103 Strategic Planning for Nonprofit Organizations HS5423 Philosophy of Social Work knowledge in public safety as it relates to law HS7502 Grant Proposal Development and HS5436 Utilization of Community Resources enforcement and the criminal justice system. This Administration HS8447 Applied/Clinical Sociology graduate certificate addresses key issues and HS8513 Role and Function of Boards and CEOs HS8478 The Family in Social Context concepts in policy analysis, social change, juvenile justice, profiling, addictive behavior, and a new Total 16 quarter credits Total 16 quarter credits paradigm for law enforcement—intelligence-led policing. Four Required Courses 16 quarter credits Marriage and Family Services PSF5372 History of the Juvenile Criminal Justice The Marriage and Family Services certificate is System designed for human services professionals and PSF5376 Policy Analysis and Social Change therapists who want to increase their knowledge PSF5380 Law Enforcement: Intelligence-Led of marital and family therapy. The Marriage and Policing Family Services certificate is not designed to PSF5385 Psychopathy and Criminal Profiling meet licensure requirements for the counseling Total 16 quarter credits professions. Four Required Courses 16 quarter credits HS5270 Family Therapy Theories and Methods Diversity Studies HS5271 Marriage and Family Systems The Diversity Studies certificate is designed for HS5272 * Marriage and Marital Therapy professionals who desire greater understanding HS8476 Methods of Family Research of ethnic, gender, cultural, and multicultural issues Total 16 quarter credits and applications in order to practice in industry, schools, the military, government, and other sectors of American society. Four Required Courses 16 quarter credits HS5237 Counseling and Guidance in Diverse Populations HS5304 Ethnic and Linguistic Minorities in the Workplace HS5500 Multicultural Issues in Health Care HS8300 Diversity in the Workplace

Total 16 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 147

Harold Abel School of Psychology

From the Dean Welcome to the Harold Abel School of Psychology at Capella University. Our programs provide advanced education in the discipline, science, and profession of psychology and prepare learners for professional or academic practice at the master’s and doctoral levels. ab el school o f psycholo g y Learners interested in a career leading to professional practice in psychology may choose among the Clinical Psychology, Counseling

Psychology, and School Psychology specializations. The Master of Science is h a rold offered in each of these areas.

The master’s School Psychology specialization, Specialist Certificate in School Psychology, and the PsyD Clinical Psychology specialization are designed around nationally recognized standards. While no psychology Deborah Bushway, PhD, LP degree program can guarantee its graduates will become licensed Interim Dean psychologists, the PsyD specialization in Clinical Psychology prepares learners for that opportunity.

Learners interested in a career leading to academic practice in psychology may choose among Child and Adolescent Development; Educational Psychology; Evaluation, Research, and Measurement; General Psychology; Industrial/Organizational Psychology; Leadership Coaching Psychology; Organizational Leader Development; and Sport Psychology. The Master of Science is offered in each of these areas.

For learners interested in advanced academic practice, PhD specializations are offered in Educational Psychology, General Psychology, and Industrial/ Organizational Psychology. Professionals in college teaching, program development, coaching, organizational consulting and many other positions have found that Capella’s adult-learning centered, educational experience has allowed them to reach personal goals while contributing to the communities in which they live and work.

We know that you are embarking an exciting journey as you enter graduate school, and we are committed to offering you a challenging and supportive path to follow to achieve your goal! We are delighted to have you join the Harold Abel School of Psychology at Capella University. Here’s to your success!

Deborah Bushway, PhD, LP Interim Dean 148 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

About the Harold Abel School of Psychology

School Mission Statement Professional training in this program public policy, and social issues. Courses The mission of the Harold Abel School emphasizes the ability to form effective based on Capella’s competency-based of Psychology is to educate and train professional relationships, conduct educational model are taught by skilled adult learners to apply psychological assessments, and implement empirically professionals who are qualified to teach principles to improve the quality of supported interventions as well as provide at the graduate level and are experienced life. Psychology practitioners provide consultation and supervision. In addition, in the application of their knowledge. the scholar-practitioner model prepares assistance to individuals, groups, and The Harold Abel School of Psychology learners to conduct research and evaluate families. In addition, graduates in all offers a Doctor of Philosophy (PhD) outcomes of programs and therapeutic areas of study can apply psychological with specializations in Educational interventions. The highest level of ethical principles to a wide range of psychosocial Psychology, General Psychology, and standards and sensitivity to issues of environments, such as the workplace, Industrial/Organizational Psychology. diversity supports every level of training. school systems, organizations, and Graduates of these three academic tracks communities. The school subscribes to a The PsyD represents advanced can apply psychological principles in scholar-practitioner model of educating preparation for professional practice that areas such as teaching, administration, psychologists that requires learners requires the incorporation of scientific research, consultation, coaching, to apply theoretical and research knowledge and the use of methods of management, and leadership. knowledge to practice. The competency- scientific inquiry in the application Master of Science (MS) in Psychology based educational model is taught by of psychological interventions. These The mission of the Harold Abel School skilled psychology professionals who are professional activities include a broad of Psychology Master of Science (MS) in qualified to teach at the graduate level range of services, such as psychotherapy, Psychology degree program is to prepare and are experienced in the application psychological assessment, consultation, learners to apply psychological principles of their knowledge. and supervision. and ethical practices to their area of Degree Programs Doctor of Philosophy (PhD) in Psychology interest. The degree program subscribes Doctor of Psychology (PsyD) The mission of the Harold Abel School to a practitioner-scholar model that The mission of the Harold Abel School of Psychology Doctor of Philosophy requires learners to apply theoretical of Psychology Doctor of Psychology (PhD) in Psychology degree program is and research knowledge to practice. (PsyD) degree program is to prepare to offer advanced academic preparation Courses based on Capella’s competency- learners for professional practice focusing on research and scholarship based educational model are taught by in psychology that incorporates in a particular specialization within the skilled professionals who are qualified scientific knowledge and the use of field of psychology. This scholarly activity to teach at the graduate level and are scientific inquiry in the application can be broadly applied in a range of experienced in the application of their of psychological interventions. The fields, including education, business, knowledge. competency-based educational model is taught by skilled professionals who are HAROLD ABEL SCHOOL OF PSYCHOLOGY SPECIALIZATIONS qualified to teach at the graduate level Professional Specializations Degrees and Certificates and are experienced in the application Clinical Psychology PsyD, MS of their knowledge. Counseling Psychology MS The Harold Abel School of Psychology School Psychology MS, Specialist Certificate offers a Doctor of Psychology (PsyD) with Academic Specializations Degrees and Certificates a specialization in Clinical Psychology. Educational Psychology PhD, MS Training requirements are outlined by General Psychology PhD, MS a specific set of goals, objectives, and Industrial/Organizational Psychology PhD, MS competencies that define the practice Child and Adolescent Development1 MS of professional psychology. Activities Evaluation, Research, and Measurement MS completed in course work, the year- Leadership Coaching Psychology MS in-residence, and clinical training Organizational Leader Development MS prepare learners for a career as a clinical Sport Psychology MS psychologist. 1 Review of this specialization is pending in AL, AZ, FL, GA, KY, MN, NC, SC, WA, and WI. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 149

About the Harold Abel School of Psychology, continued

The Master of Science degree program Professional Licensure

in the Harold Abel School of Psychology and Certification of PS Y CHOLOG is designed for individuals seeking an Capella University offers advanced introduction to the field of psychology. degrees in a number of fields for

Master’s learners begin their socialization which professional practice requires school to the profession through foundation licensure or certification by state, courses in psychology and contact local, or professional boards. However, with faculty who are also seasoned because licensing or certification professionals in the field. Some master’s standards vary, Capella University specializations require residency and makes no representation, warranty, or HAROLD A B EL clinical experiences that provide guarantee that successful completion of opportunities to apply knowledge the degree or certificate program will and skills learned in online courses. permit the learner to obtain licensure Those specializations without residency or certification. Learners who enroll in requirements focus more heavily on the a Capella University degree program academic aspects of psychology. in a field for which professional practice requires any type of licensure The Harold Abel School of Psychology or certification are solely responsible offers a Master of Science (MS) with for determining and complying with specializations in Clinical Psychology; state, local, or professional licensure Counseling Psychology; Educational and certification requirements. These Psychology; General Psychology; learners are also responsible for taking Industrial/Organizational Psychology; the steps necessary to satisfy those Child and Adolescent Development; requirements. Evaluation, Research, and Measurement; Leadership Coaching Psychology; As part of the admission process, Capella Organizational Leader Development; University requires all learners in these Sport Psychology; and School Psychology. programs to sign an Acknowledgement Graduates with an MS in Psychology with and Understanding of the Curriculum any of these specializations may choose form as part of the admission process to enter a doctoral program. in which the learners agree it is their responsibility to understand and to Certificate Programs comply with licensing and certification The Harold Abel School of Psychology laws and regulations. Additional offers a Specialist Certificate in School information on professional licensure Psychology that is designed to be and certification can be found on coupled with the MS School Psychology iGuide. specializations. The master’s degree and specialist certificate are offered in combination to prepare graduates for certification as school psychologists. Obtaining the specialist certificate alone, or in combination with the master’s degree, is not equivalent to certification. The term certification refers to the official mandate awarded by a state regulatory board or professional organization to an individual for a specific professional practice. 150 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Harold Abel School of Psychology Degree Programs and Specializations

Doctor of Psychology (PsyD) Twenty-Seven Required Courses 135 quarter credits Doctor of Philosophy (PhD) in Specialization Core courses: Psychology Specializations PSY8001 Orientation to Professional Psychology PSY7110 History and Systems of Psychology Clinical Psychology PSY7210 Lifespan Development Educational Psychology Learners in the PsyD Clinical Psychology PSY7320 * Advanced Biological Psychology Doctoral learners in this specialization acquire specialization acquire knowledge of psychology PSY7421 Cognitive/Affective Psychology a broad base of information about learning, as an academic discipline, including the history PSY7520 Social Psychology cognition, instruction, development, and research and systems of psychology, lifespan development, PSY7540 Multicultural Perspectives in Human methods. Core courses provide a common cognitive/affective psychology, and the biological Behavior foundation across the science of psychology, basis of behavior. The curriculum provides the PSY7625 * Advanced Inferential Statistics OR and specialization courses provide depth theoretical tools and skills-based training needed PSY7624 * Advanced Inferential Statistics for within the discipline of educational psychology. to assess, diagnose, and plan appropriate Quantitative Research Learners may choose a concentration within therapeutic interventions for a variety of PSY7656 * Advanced Research Methods OR their specialization courses. Concentrations populations and emphasizes sensitivity to diversity PSY7657 * Advanced Quantitative Research include research methodology, child and adult and the application of ethical principles. Learners Methods in Professional Psychology development, learning and instructional design. enrolled in this specialization typically plan to Specialization courses: Successful graduates of this specialization are seek licensure as professional psychologists PSY8220 * Advanced Psychopathology prepared to pursue careers in teaching and in their states and therefore must be familiar PSY8230 * Psychological Testing instruction, higher education, corporate and with the license requirements of their state PSY8240 * Advanced Psychological Testing military educational training, program evaluation psychology boards. Other successful graduates and research, child and adult development, PSY8310 Theories of Psychotherapy pursue careers in research, teaching, program design and evaluation of instruction and PSY8315 Research in Psychotherapy and administration, or consulting. Empirically Supported Treatments learning, application of instructional technology, Degree Requirement(s): PSY8330 Ethics and Standards of Professional program evaluation, and test construction. These specialization requirements are not intended to • Clinical PsyD learners start their program only Practice in the first month of the quarter and complete PSY8371 Strategies of Clinical Supervision and prepare graduates for licensure as a professional PSY8001 before other courses. Consultation counselor or licensed psychologist. • Up to 15 quarter credits (three courses) may be PSY8392 * Doctoral Practicum I Residency Requirement(s): transferred to the PsyD program. PSY8394 * Doctoral Practicum II Three one-week residential colloquium sessions. • Three academic years of full-time enrollment PSY8401 * Internship I See policy 3.04.05 Attendance at Residencies in (at least nine quarters with 10 or more credits, PSY8402 * Internship II the University Policies section of the catalog and exclusive of the internship and dissertation the Residential Colloquia page on iGuide for more PSY8403 * Internship III courses), of which two academic years must be in information. Also see the following section, Academic the Harold Abel School of Psychology at Capella PSY8404 * Internship IV Residencies, and each school’s colloquium and University. PSY9919 * Doctoral Comprehensive Examination residency courses. • Must complete a minimum of 15 credits at Capella PSY9920 * Dissertation Courseroom (non-credit) Twenty-Two Required Courses 110 quarter credits University prior to beginning the year-in-residence. PSY9921 * Dissertation Research 1 Core courses: • PSY7540, PSY7656, PSY8220, PSY8230, PSY8240, PSY9922 * Dissertation Research 2 PSY8310, PSY8315, PSY8330, and PSY8371 PSY8002 Orientation to Doctoral Learning must be taken during the quarter in which the PSY9923 * Dissertation Research 3 in Psychology complementary weekend-in-residence is offered. PSY9924 * Dissertation Research 4 PSY7110 History and Systems of Psychology Many of these courses have prerequisites that must PSY7210 Lifespan Development be completed in advance. (Refer to the Clinical Two Elective Courses 10 quarter credits PsyD Learner Manual for general sequencing Choose any graduate course(s). PSY7421 Cognitive/Affective Psychology guidelines.) PSY7520 Social Psychology Total 145 quarter credits • Full-time enrollment (10 credits) at least three of PSY7543 * Ethics and Multicultural Issues in the five quarters during the year-in-residence. Psychology Note: Courses without a PSY designation may PSY7625 * Advanced Inferential Statistics Residency Requirement(s): be worth fewer than five credits. Learners must PSY7656 * Advanced Research Methods Clinical Psychology year-in-residence. See policy carefully plan their elective courses to ensure that 3.04.05 Attendance at Residencies in the University total credit requirements for the degree are met. Specialization courses: Policies section of the catalog and the Year-in- Special topics courses in the Harold Abel School of PSY7411 Learning Theories in Psychology Residence page on iGuide for more information. Also Psychology can be used as an option to complete see the following section, Academic Residencies, and PSY7610 Tests and Measurements the total required credits needed for graduation. the Clinical Psychology year-in-residence courses. PSY7615 Data Analysis with SPSS Check state licensure requirements. The ability PSY8100 * Principles of Educational Psychology Clinical Training Requirement(s): to practice as a professional psychologist— PSY8120 Computer-Mediated Instruction/Learning Minimum of 1,000 total practicum hours and 2,000 independently and without supervision—is PSY9919 * Doctoral Comprehensive Examination pre-doctoral internship hours. See the following regulated in all states. Learners who intend to seek section, Clinical Training, for more information. licensure or certification should check the program PSY9920 * Dissertation Courseroom (non-credit) requirements in their home state. This program PSY9921 * Dissertation Research 1 is not accredited by the American Psychological PSY9922 * Dissertation Research 2 Association (APA). PSY9923 * Dissertation Research 3 PSY9924 * Dissertation Research 4

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PhD in Psychology Specializations, continued

In addition, choose one of the following General Psychology Seven Elective Courses 35 quarter credits ps y cholog recommended Educational Psychology concentrations: Choose any graduate course(s). The doctoral specialization in General Psychology of For a research methodology concentration: is offered to those learners who want a great deal OR PSY7626 * Multivariate Statistics: Theory and Choose seven courses from one of the following of flexibility in designing and individualizing their recommended focus areas: Application education based on their professional interests. PSY7630 Qualitative Analysis Learners may choose electives that allow them For an addictions psychology focus, recommended school electives include: PSY7660 * Survey Construction and Administration to focus their course work in an established area

PSY8763 * Program Evaluation of study such as addictions, family, or health PSY7330 * Psychopharmacology a b el PSY8410 * Substance-Related Therapies For a learning and instructional design concentration: psychology. Learners may also choose electives PSY8420 Multicultural Issues in Addiction PSY8170 Principles of Instructional Design to design an individualized focus area of study in psychology or design an interdisciplinary PSY8430 Issues and Trends in Addiction-Related ED5804 The Delivery of Distance Education Treatments harold (4 quarter credits) focus area of study that blends psychology PSY8440 Substance-Related Program Evaluation ED5806 Designing Online Instruction with education, business, or human services PSY8450 Compulsive Behavior and the (4 quarter credits) courses. The General Psychology specialization Disturbance of the Self ED7212 Administration and Leadership of requirements are designed for learners who PSY8460 * Dual Diagnosis Distance Education Programs are not seeking licensure as a professional (4 quarter credits) psychologist but who are interested in seeking PSY8570 Family Systems Approach to Addictive Behavior Problems ED7814 Interface Design (4 quarter credits) careers as university professors, researchers, consultants, or program administrators. For a family psychology focus, recommended The total number of required courses for this electives include: concentration is 23. Residency Requirement(s): PSY8510 Family Systems Theories Three one-week residential colloquium sessions. For a child and adult development concentration: See policy 3.04.05 Attendance at Residencies in PSY8520 Couples Therapy PSY7220 Child Psychology the University Policies section of the catalog and PSY8530 Family Therapy PSY7230 Adolescent Psychology the Residential Colloquia page on iGuide for more PSY8540 * Current Issues and Methods in Family PSY7240 Adult Psychology information. Also see the following section, Academic Research Residencies, and each school’s colloquium and PSY8810 Geriatric Psychology PSY8560 Principles of Family Pathology residency courses. OR PSY8570 Family Systems Approach to Addictive Choose 20 quarter credits from the following Seventeen Required Courses 85 quarter credits Behavior Problems courses: Core courses: AND Choose any graduate course(s). PSY7220 Child Psychology PSY8002 Orientation to Doctoral Learning PSY7230 Adolescent Psychology in Psychology For a health psychology focus, recommended PSY7240 Adult Psychology PSY7110 History and Systems of Psychology electives include: PSY7626 * Multivariate Statistics: Theory and PSY7210 Lifespan Development PSY7320 * Advanced Biological Psychology Application PSY7421 Cognitive/Affective Psychology PSY7330 * Psychopharmacology PSY7630 Qualitative Analysis PSY7520 Social Psychology PSY8610 Principles of Health Psychology PSY7660 * Survey Construction and Administration PSY7543 * Ethics and Multicultural Issues in PSY8630 Health Care Delivery PSY8170 Principles of Instructional Design Psychology PSY8640 Community Psychology PSY8763 * Program Evaluation PSY7610 Tests and Measurements PSY8650 Innovative Health Care Practices PSY8810 Geriatric Psychology PSY7625 * Advanced Inferential Statistics PSY8660 Coping with Chronic Physical Illness ED5804 The Delivery of Distance Education PSY7630 Qualitative Analysis PSY8670 Cognitive/Affective Basis of Physical (4 quarter credits) PSY7656 * Advanced Research Methods Illness ED5806 Designing Online Instruction (4 quarter credits) Specialization courses: Total 120 quarter credits ED7212 Administration and Leadership of PSY7510 Psychology of Personality Distance Education Programs PSY7615 Data Analysis with SPSS Note: Courses without a PSY designation may (4 quarter credits) PSY9919 * Doctoral Comprehensive Examination be worth fewer than five credits. Learners must ED7814 Interface Design (4 quarter credits) PSY9920 * Dissertation Courseroom (non-credit) carefully plan their elective courses to ensure that total credit requirements for the degree are met. Two Elective Courses 10 quarter credits PSY9921 * Dissertation Research 1 Special topics courses in the Harold Abel School of PSY9922 * Dissertation Research 2 Choose any graduate course(s). Psychology can be used as an option to complete PSY9923 * Dissertation Research 3 the total required credits needed for graduation. Total 120 quarter credits PSY9924 * Dissertation Research 4

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PhD in Psychology Specializations, continued Industrial/Organizational Psychology In addition, choose one of the following Master of Science (MS) in recommended Industrial/Organizational Psychology The doctoral specialization in Industrial/ concentrations: Psychology Specializations Organizational Psychology is for learners For an industrial psychology concentration: interested in the structure of psychology in the Child and Adolescent Development workplace and other organizational settings. PSY7670 * Psychological Principles of Strategic Planning Learners may choose a concentration within their The master’s Child and Adolescent Development PSY8785 Compensation and Benefits Planning specialization provides learners with the specialization courses. Concentrations include Psychology organizational psychology, industrial psychology, knowledge, theory, and best practices needed PSY8780 Psychology of Organizational Ergonomics to promote and support the growth and consultation psychology, coaching psychology. in the Workplace development of children and adolescents. Learners in this specialization are interested PSY8790 Workplace Safety and Health Psychology in leader development, coaching psychology, Specialization topics include prenatal, child, and group and team dynamics, organizational change For an organizational psychology concentration: adolescent development; physical and mental management, systems planning, industrial/ PSY8770 Psychology of Motivation and health; and social and educational issues related organizational assessment, employee motivation/ Performance to child and adolescent development. Upon performance improvement, strategic planning, PSY7550 * Process of Professional Development successful completion of this specialization, professional development and administrative PSY7530 Group Psychology learners are prepared to pursue careers in and human resource management (including PSY8721 * Introduction to Business Practices for education, human services, health care, social employee support services). Doctoral graduates Psychologists services, and other settings in which knowledge typically pursue positions as consultants to of child and adolescent development would be an For a coaching psychology concentration: asset or job prerequisite. organizations, including government, higher PSY7510 Psychology of Personality education, and scientific research. These PSY8770 Psychology of Motivation and Residency Requirement(s): None specialization requirements are not intended to Performance prepare graduates for licensure as a professional Twelve Required Courses 60 quarter credits PSY8721 * Introduction to Business Practices for Core courses: counselor of psychologist. Psychologists PSY5002 Orientation to Graduate Learning Residency Requirement(s): PSY8160 Strategies for Career and Life Planning in Psychology Three one-week residential colloquium sessions. For a consultation psychology concentration: PSY7210 Lifespan Development See policy 3.04.05 Attendance at Residencies in PSY7411 Learning Theories in Psychology the University Policies section of the catalog and PSY8770 Psychology of Motivation and the Residential Colloquia page on iGuide for more Performance PSY7543 * Ethics and Multicultural Issues in information. Also see the following section, Academic PSY8721 * Introduction to Business Practices for Psychology Residencies, and each school’s colloquium and Psychologists PSY7610 Tests and Measurements residency courses. PSY7530 Group Psychology PSY7620 Inferential Statistics PSY7670 * Psychological Principles of Strategic Twenty-Four Required Courses 120 quarter credits PSY7650 Research Methods Planning Core courses: OR Specialization courses: PSY8002 Orientation to Doctoral Learning PSY6010 Human Prenatal Development in Psychology Choose 20 quarter credits from the following courses: PSY7510 Psychology of Personality PSY6020 * Topics in Child and Adolescent PSY7210 Lifespan Development Development PSY7530 Group Psychology PSY7421 Cognitive/Affective Psychology PSY7220 Child Psychology PSY7550 * Process of Professional Development PSY7520 Social Psychology PSY7230 Adolescent Psychology PSY7543 * Ethics and Multicultural Issues in PSY7670 * Psychological Principles of Strategic Planning PSY5201 * Integrative Project for Master’s Degree Psychology in Psychology PSY7610 Tests and Measurements PSY8160 Strategies for Career and Life Planning One Elective Course 5 quarter credits PSY7630 Qualitative Analysis PSY8721 * Introduction to Business Practices for Psychologists PSY7625 * Advanced Inferential Statistics Choose any graduate course(s). PSY8770 Psychology of Motivation and PSY7656 * Advanced Research Methods Performance Total 65 quarter credits Specialization courses: PSY8780 Psychology of Organizational Ergonomics in the Workplace PSY8711 Principles of Industrial/Organizational Review of this specialization is pending in AL, AZ, Psychology PSY8785 Compensation and Benefits Planning FL, GA, KY, MN, NC, SC, WA, and WI. Psychology PSY8720 Psychology of Leadership PSY8790 Workplace Safety and Health Psychology PSY8730 Consultation Psychology OR PSY8740 Psychology Practices in Personnel and Choose any graduate course(s). Human Resource Management PSY8765 * Testing and Assessment in Workplace Total 120 quarter credits Psychology PSY8768 * Theory and Practice of Psychological Note: Courses without a PSY designation may Coaching be worth fewer than five credits. Learners must PSY9919 * Doctoral Comprehensive Examination carefully plan their elective courses to ensure that PSY9920 * Dissertation Courseroom (non-credit) total credit requirements for the degree are met. PSY9921 * Dissertation Research 1 Special topics courses in the Harold Abel School of PSY9922 * Dissertation Research 2 Psychology can be used as an option to complete PSY9923 * Dissertation Research 3 the total required credits needed for graduation. PSY9924 * Dissertation Research 4 * Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 153

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MS in Psychology Specializations, continued

Educational Psychology Evaluation, Research, and General Psychology ps y cholog

The master’s Educational Psychology Measurement The General Psychology specialization offers of specialization offers learners the opportunity to The master’s specialization in Evaluation, master’s learners flexibility in designing and strengthen their credentials needed to pursue Research, and Measurement facilitates the personalizing their degree program. Learners who careers in public education and instruction, development of learners as professionals who choose this specialization have the opportunity school lifespan development from early childhood assist individuals and organizations with planning to explore the psychology curriculum. These through late adulthood, educational technology, and decision making. Specialization topics degree requirements are not intended to prepare and prepare for doctoral study in psychology include program evaluation, statistics, research graduates for licensure as a professional counselor a b el and other related disciplines. Specialization methodology, and tests and measurements. or psychologist. outcomes allow learners to gain knowledge Upon successful completion of this specialization, Residency Requirement(s): None and skills in the application of learning, human learners are prepared to pursue careers in harold development and socialization, educational program evaluation, research, measurement, test Ten Required Courses 50 quarter credits psychology, ethics, tests and measurements, construction, and data collection and analysis in PSY5002 Orientation to Graduate Learning and basic statistics and research methods. These a variety of organizations, including research and in Psychology specialization requirements are not intended to assessment, and credentialing and accreditation PSY7210 Lifespan Development prepare graduates for licensure as a professional agencies. PSY7411 Learning Theories in Psychology counselor or psychologist. PSY7421 Cognitive/Affective Psychology Residency Requirement(s): None Residency Requirement(s): None PSY7520 Social Psychology Thirteen Required Courses 65 quarter credits PSY7543 * Ethics and Multicultural Issues in Eleven Required Courses 55 quarter credits Core courses: Psychology Core courses: PSY5002 Orientation to Graduate Learning PSY7610 Tests and Measurements PSY5002 Orientation to Graduate Learning in Psychology PSY7620 Inferential Statistics in Psychology PSY7210 Lifespan Development PSY7650 Research Methods PSY7210 Lifespan Development PSY7543 * Ethics and Multicultural Issues in PSY5201 * Integrative Project for Master’s Degree PSY7411 Learning Theories in Psychology Psychology in Psychology PSY7520 Social Psychology PSY7610 Tests and Measurements Three Elective Courses 15 quarter credits PSY7543 * Ethics and Multicultural Issues in PSY7620 Inferential Statistics Choose any graduate course(s). Psychology PSY7650 Research Methods PSY7610 Tests and Measurements Total 65 quarter credits Specialization courses: PSY7620 Inferential Statistics PSY7615 Data Analysis with SPSS PSY7650 Research Methods PSY7625 * Advanced Inferential Statistics Note: Courses without a PSY designation may be worth fewer than five credits. Learners must Specialization courses: PSY7630 Qualitative Analysis carefully plan their elective courses to ensure that PSY7615 Data Analysis with SPSS PSY7656 * Advanced Research Methods total credit requirements for the degree are met. PSY8100 * Principles of Educational Psychology PSY7660 * Survey Construction and Administration Special topics courses in the Harold Abel School of PSY5201 * Integrative Project for Master’s Degree PSY8763 * Program Evaluation Psychology can be used as an option to complete in Psychology PSY5201 * Integrative Project for Master’s Degree the total required credits needed for graduation. Two Elective Courses 10 quarter credits in Psychology Choose any graduate course(s). Total 65 quarter credits Total 65 quarter credits

Note: Courses without a PSY designation may be worth fewer than five credits. Learners must carefully plan their elective courses to ensure that total credit requirements for the degree are met. Special topics courses in the Harold Abel School of Psychology can be used as an option to complete the total required credits needed for graduation. Learners anticipating matriculation into the PhD program with a specialization in Educational Psychology should review the course requirements for the PhD specialization and select their electives accordingly.

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MS in Psychology Specializations, continued Industrial/Organizational Psychology Leadership Coaching Psychology Organizational Leader Development Master’s learners interested in the application The Leadership Coaching Psychology The Organizational Leader Development of industrial/organizational behavior principles specialization prepares master’s learners to coach specialization provides master’s learners with the and research found in the workplace and other organizational leaders based on fundamental education and skills needed to become effective organizational settings choose this specialization. psychological principles and models including organizational leaders. Specialization topics Learners explore the application of leadership personality theory, the dynamics of group include strategic planning principles, professional theories, group development, motivation and process, multicultural influences and perspectives, leader development, leadership theory, group workplace performance, conflict resolution, and and ethical reasoning. This specialization provides dynamics, multicultural issues, research and organizational processes in pursuit of entry- learners with the education and training necessary analysis, and ethics. Upon successful completion level to mid-management positions in business to develop effective coaching relationships with of this specialization, learners are prepared to services, consulting, human resources, teaching, organizational leaders, helping them achieve their lead individuals, teams, and organizations and training and development, and organizational personal and professional potential. Leadership pursue leadership positions within business, administration. These specialization requirements coaches may provide internal or external government, and other settings. are not intended to prepare graduates for assistance to executives, managers, and leaders Residency Requirement(s): None licensure as a professional counselor or of small or large organizations. Thirteen Required Courses 65 quarter credits psychologist. Residency Requirement(s): None Core courses: Residency Requirement(s): None Thirteen Required Courses 65 quarter credits PSY5002 Orientation to Graduate Learning Twelve Required Courses 60 quarter credits Core courses: in Psychology Core courses: PSY5002 Orientation to Graduate Learning PSY7210 Lifespan Development PSY5002 Orientation to Graduate Learning in Psychology PSY7543 * Ethics and Multicultural Issues in Psychology PSY7210 Lifespan Development in Psychology PSY7110 History and Systems of Psychology PSY7543 * Ethics and Multicultural Issues PSY7610 Tests and Measurements PSY7210 Lifespan Development in Psychology PSY7620 Inferential Statistics PSY7411 Learning Theories in Psychology PSY7610 Tests and Measurements PSY7650 Research Methods PSY7610 Tests and Measurements PSY7620 Inferential Statistics Specialization courses: PSY7620 Inferential Statistics PSY7650 Research Methods PSY7530 Group Psychology PSY7650 Research Methods Specialization courses: PSY7550 * Process of Professional Development Specialization courses: PSY7510 Psychology of Personality PSY7670 * Psychological Principles of Strategic PSY8711 Principles of Industrial/Organizational PSY7530 Group Psychology Planning Psychology PSY8720 Psychology of Leadership PSY7690 * Leading Organizational Change PSY8720 Psychology of Leadership PSY8721 * Introduction to Business Practices for PSY8720 Psychology of Leadership PSY8730 Consultation Psychology Psychologists PSY8770 Psychology of Motivation and PSY8740 Psychology Practices in Personnel and PSY8765 * Testing and Assessment in Workplace Performance Human Resource Management Psychology PSY5201 * Integrative Project for Master’s Degree PSY5201 * Integrative Project for Master’s Degree PSY8768 * Theory and Practice of Psychological in Psychology in Psychology Coaching Total 65 quarter credits PSY5201 * Integrative Project for Master’s Degree One Elective Course 5 quarter credits in Psychology Choose any graduate course(s). Total 65 quarter credits Total 65 quarter credits

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MS in Psychology Specializations, continued Sport Psychology Clinical Psychology Counseling Psychology Master’s learners in this specialization are frequently The master’s Clinical Psychology specialization The master’s Counseling Psychology specialization school-based coaches, physical education teachers, trains learners in the foundational scientific trains learners in the basic theories, practices, or individuals working in parks and recreation theories and practices of clinical psychology. and research methods of the counseling departments who wish to gain current theory and Learners admitted to this specialization psychology profession. Learners admitted to research knowledge associated with performance typically intend to pursue a doctoral degree this specialization typically intend to pursue enhancement, individual and team motivation, in clinical psychology. This specialization doctoral degrees in counseling psychology or in injury recovery, and stress management as it applies introduces learners to clinical interviewing and counseling-related fields such as human services, ab el school o f psycholo g y to amateur athletes. Some learners plan to apply interventions, testing and assessment, research counselor education, community counseling, these principles to settings such as fitness/health methods, psychopathology, and diagnosis. or clinical psychology. This specialization clubs, sports camps, and resort-based wellness The requirements for this specialization are not introduces learners to individual and group h a rold programs. These specialization requirements are designed to prepare graduates for licensure as counseling interventions, testing and assessment, not intended to prepare graduates for licensure as professional counselors or psychologists. research methods, and counseling diagnosis. a professional counselor or psychologist. Residency Requirement(s): The requirements for this specialization are not designed to prepare graduates for licensure as Residency Requirement(s): None Three one-week master’s residential colloquium sessions. See policy 3.04.05 Attendance at professional counselors or psychologists. Thirteen Required Courses 65 quarter credits Residencies in the University Policies section of the Residency Requirement(s): Core courses: catalog and the Residential Colloquia page on iGuide Three one-week master’s residential colloquium for more information. Also see the following section, PSY5002 Orientation to Graduate Learning sessions. See policy 3.04.05 Attendance at Academic Residencies, and each school’s colloquium in Psychology Residencies in the University Policies section of the and residency courses. PSY7210 Lifespan Development catalog and the Residential Colloquia page on iGuide PSY7411 Learning Theories in Psychology Clinical Training Requirement(s): for more information. Also see the following section, Academic Residencies, and each school’s colloquium PSY7543 * Ethics and Multicultural Issues in Minimum of 600 total practicum hours. See the and residency courses. Psychology following section, Clinical Training, for more PSY7610 Tests and Measurements information. Clinical Training Requirement(s): PSY7620 Inferential Statistics Thirteen Required Courses 65 quarter credits None required. Learners do have the option to gain PSY7650 Research Methods practicum experience through a two-course series. Core courses: See elective options below. Should this option be Specialization courses: PSY5002 Orientation to Graduate Learning selected, see the following section, Clinical Training, PSY7310 Biological Basis of Behavior in Psychology for more information. PSY8840 * Principles of Sport Psychology PSY7210 Lifespan Development Twelve Required Courses 60 quarter credits PSY8841 * Performance Enhancement in Sports PSY7543 * Ethics and Multicultural Issues in Psychology Core courses: PSY8842 * Applied Sport Psychology PSY7610 Tests and Measurements PSY5002 Orientation to Graduate Learning PSY8845 * Current Issues in Sport Psychology PSY7620 Inferential Statistics in Psychology PSY5201 * Integrative Project for Master’s Degree PSY7210 Lifespan Development in Psychology PSY7650 Research Methods PSY8210 Principles of Psychopathology PSY7543 * Ethics and Multicultural Issues in Psychology Total 65 quarter credits PSY8230 * Psychological Testing PSY7610 Tests and Measurements Specialization courses: PSY7620 Inferential Statistics PSY7310 Biological Basis of Behavior PSY7650 Research Methods PSY8312 Clinical Interventions PSY8210 Principles of Psychopathology PSY8391 * Master’s Practicum I PSY8230 * Psychological Testing PSY8393 * Master’s Practicum II Specialization courses: PSY5201 * Integrative Project for Master’s Degree in Psychology PSY8090 Counseling Theories PSY8091 Group Counseling Total 65 quarter credits PSY8092 Counseling Skills and Procedures PSY5201 * Integrative Project for Master’s Degree Check state licensure requirements. The ability in Psychology to practice as a professional psychologist— Two Elective Courses 10 quarter credits independently and without supervision—is regulated in all states. Learners who intend to seek Recommended elective courses: licensure or certification should check the program PSY7225 Child and Adolescent Psychology requirements in their home state. This program PSY7310 Biological Basis of Behavior is not accredited by the American Psychological PSY8162 Career Counseling Theory Association (APA). PSY8310 Theories of Psychotherapy PSY8510 Family Systems Theories PSY8520 Couples Therapy

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MS in Psychology Specializations, continued For learners interested in gaining practicum Fourteen Required Courses 70 quarter credits Certificate experience, the following two-course sequence is Core courses: available. Both courses must be taken to complete PSY5002 Orientation to Graduate Learning the practicum experience: in Psychology Specialist Certificate in School PSY8391 * Master’s Practicum I PSY7610 Tests and Measurements Psychology PSY8393 * Master’s Practicum II PSY7620 Inferential Statistics OR This certificate is designed for master’s degree Choose any graduate course(s). PSY7650 Research Methods graduates with a specialization in School Psychology from Capella University. Those who earn the Specialization courses: Total 70 quarter credits specialist certificate typically are preparing to apply PSY7225 Child and Adolescent Psychology for a license or a certificate to practice as a school PSY7421 Cognitive/Affective Psychology Note: Courses without a PSY designation may psychologist. The 50 quarter credits required for the be worth fewer than five credits. Learners must PSY7540 Multicultural Perspectives in Human specialist certificate are intended to complement Behavior carefully plan their elective courses to ensure that the master’s specialization in School Psychology. PSY7612 * Functional Behavioral Assessment total credit requirements for the degree are met. Therefore, learners who complete both the MS and PSY8233 * Psychological Assessments for School Special topics courses in the Harold Abel School of the Specialist Certificate in School Psychology from Psychology can be used as an option to complete Psychologists I Capella University will have completed 120 quarter the total required credits needed for graduation. PSY8234 * Psychological Assessments for School Psychologists II credits of study. Check state licensure requirements. The ability PSY8331 Principles of School Psychology Certificate Requirement(s): to practice as a professional psychologist— independently and without supervision—is PSY8335 Consultation and Collaboration in the • Specialist certificate learners start their program only regulated in all states. Learners who intend to seek School in the first month of the quarter. licensure or certification should check the program PSY8337 Legal and Ethical Issues in the School • Complete the master’s degree with the School requirements in their home state. This program PSY5202 * Master’s Integrative Project, School Psychology specialization from Capella University. is not accredited by the American Psychological Psychology • Successfully pass formative portfolio review during Association (APA). the year-in-residence, part II. Total 70 quarter credits • Successfully pass annual review, which evaluates overall progress and professional development while Capella University cannot guarantee licensure, enrolled in the specialist certificate program. School Psychology certification, or endorsement. State regulations • Complete PSY8150, PSY8235, and PSY8332 prior to Master’s learners in the School Psychology vary. It is learners’ responsibility to understand and beginning practicum. specialization are typically interested in practicing comply with requirements for their state. • Complete all course work, residencies, and initial portfolio review prior to beginning internship. as school psychologists in public and private State regulations vary regarding course settings. Learners who are interested in preparing requirements for professional licensure. • Complete final, culminating portfolio review toward For assistance with state-mandated course the end of clinical training, demonstrating proficiency to apply for state or national certification as across competency areas. a school psychologist need to enroll in both requirements for licensure, contact the designated school representative. the School Psychology MS specialization and Residency Requirement(s): the Specialist Certificate in School Psychology. Prior to enrollment, Washington state School Psychology year-in-residence, part II. See policy Completion of the School Psychology master’s learners are advised to contact the Office of 3.04.05 Attendance at Residencies in the University the Superintendent of Public Instruction at specialization alone does not adequately prepare Policies section of the catalog and the Year-in- 360.725.6320 or [email protected] to determine Residence page on iGuide for more information. Also learners to be eligible to sit for a licensure or teacher certification or endorsement requirements, see the following section, Academic Residencies, and certification exam as a school psychologist. and contact their school district regarding the School Psychology year-in-residence courses. Learners also need to know their specific state qualifications for salary advancement. licensing requirements to ensure these programs Clinical Training Requirement(s): meet those requirements. Minimum of 350 practicum hours and 1,200 internship hours. See the following section, Clinical Training, for Degree Requirement(s): more information. • Master’s learners are admitted and start the academic program on a quarterly basis. Eleven Required Courses 50 quarter credits • Up to 15 quarter credits (three courses) may be PSY7310 Biological Basis of Behavior transferred to the MS program. PSY8150 Exceptional Children in the Classroom • Learners must complete the following course PSY8210 Principles of Psychopathology sequence prior to starting the year-in-residence: PSY8235 * Psychological Assessments for School PSY5002 the first quarter; PSY7610 the second Psychologists III quarter; PSY8233 the third quarter. PSY8332 Advanced Methods in School Psychology • Successfully pass final review, which evaluates PSY8336 Organization and Operation of the School overall progress and professional development while enrolled in MS program. PSY8377 School Psychology Practicum I (3 quarter credits) Residency Requirement(s): PSY8378 * School Psychology Practicum II School Psychology year-in-residence, part I. See (2 quarter credits) policy 3.04.05 Attendance at Residencies in the PSY8385 * School Psychology Internship I University Policies section of the catalog and PSY8386 * School Psychology Internship II the Year-in-Residence page on iGuide for more information. Also see the following section, Academic PSY8387 * School Psychology Internship III Residencies, and the School Psychology year-in- Total 50 quarter credits residence courses.

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Certificate, continued

Capella University cannot guarantee licensure, Through residential colloquia, learners gain • Clinical Psychology learners must enroll full ps y cholog certification, or endorsement. State regulations a stronger sense of academic community by time during the year-in-residence. That is, they of vary. It is learners’ responsibility to understand and networking and discussing course work, projects, must be enrolled each quarter and take at least comply with requirements for their state. and research issues face-to-face with fellow 30 quarter credits during the year depending State regulations vary regarding course learners and faculty. This experience provides a on the specialization’s sequencing guidelines.

requirements for professional licensure. school learning environment that fosters the application • Clinical Psychology learners must demonstrate For assistance with state-mandated course of critical thinking and integrated knowledge to requirements for licensure, contact the designated readiness for clinical training.

professional and research issues. a b el school representative. • Clinical Psychology learners must complete no The following content areas are covered at each Prior to enrollment, Washington state fewer than 1,250 hours of psychological study, learners are advised to contact the Office of of the PhD colloquia: training, and interaction with faculty and other the Superintendent of Public Instruction at Area 1: Development of scholar-practitioners graduate psychology learners during the year. harold 360.725.6320 or [email protected] to determine Area 2: Critical analysis skills These hours are divided as follows: teacher certification or endorsement requirements, Area 3: Research skills and contact their school district regarding A. At least 500 hours of formally scheduled qualifications for salary advancement. Area 4: Professional communication skills face-to-face instruction with Clinical Area 5: Development of learning communities Psychology faculty and learners, Academic Residencies Area 6: Psychology-specific content and offerings demonstrating competency in assessment, These content areas offer sequenced workshops, intervention, efficacy evaluation, ethics and with Track I offering foundational workshops diversity, professional practice, and other The Harold Abel School of Psychology (HASOP) in the six areas, Track II offering intermediate areas. The 500 hours of formally scheduled offers residencies that supplement course work workshops in the six areas, and Track III offering meetings of the year-in-residence take place and help learners to develop their identities as advanced workshops in the six areas. School- over a period not to exceed 13 months and professionals in the field of psychology. Residency specific topics addressed at colloquia include include the following main components, is an essential component of a graduate degree issues in psychology such as critical thinking and which are taken in the following sequence: in psychology at Capella University. Residencies analysis, the product and process of comps and • Learners begin the Clinical Psychology are required in the doctoral programs and in dissertation, research design, quantitative and professional master’s degree specializations year-in-residence with the opening qualitative analysis, research ethics, and trends in weekend and the first extended seminar including Clinical Psychology, Counseling psychology. Psychology, and School Psychology. A residency (PSY-R8360 and PSY-R8361) typically is also required for the Specialist Certificate in For master’s learners, these colloquia scheduled in June. School Psychology. The Harold Abel School address skills training and practice in areas of • Following the opening weekend and of Psychology has two types of residency interventions, assessment, ethics, diversity, extended seminar, learners take eight requirements: the master’s and PhD residential and culture-specific issues. These workshops consecutive weekends-in-residence (PSY- colloquia and the year-in-residence for all function as the “practice labs” associated with R8362–PSY-R8369) typically scheduled PsyD learners and learners in the MS/Specialist specialization course work. The three tracks August through March. Certificate in School Psychology program. For are cumulative rather than sequential, allowing learners to achieve approximately 60 hours of • Last, learners complete the Clinical more detailed information on residencies, learners Psychology year-in-residence final should consult their specialization manual. training and practice in each skill set required for success in the practicum. weekend-in-residence and second extended seminar (PSY-R8370 and PSY- PhD and MS Residential Colloquia At all colloquia, in addition to formal instruction R8371) typically scheduled in June. and practice, learners experience keynote Residential colloquia are required for PhD and MS B. At least 100 additional hours of learners in the following specializations: addresses by Capella faculty and other experts, group sessions that allow faculty and learners informal face-to-face meetings with other • PhD learners in Educational Psychology, to interact as a community of scholars, and psychologists and psychology learners (both Industrial/Organizational Psychology, and individualized advising sessions with faculty to inside and outside of HASOP), engaging General Psychology. support their degree completion plans and assess in discussion, study, research, or other • MS learners in Clinical Psychology and academic progress. scholarly activities commonly associated with Counseling Psychology. doctoral training in professional psychology. These additional hours, which must be The residency requirement for these programs PsyD Clinical Psychology Year-in-Residence documented in a way approved by the is satisfied by attendance at three one-week The year-in-residence is a requirement for the associate director of training for residency colloquia (Track I, Track II, and Track III). PhD PsyD Clinical Psychology specialization. programs and the dean of the Harold Abel learners are required to complete three colloquia: The Clinical Psychology year-in-residence requires School of Psychology, include the following: one week each year for the first three years the following: • At least 25 hours of informal face-to-face of their programs. Master’s learners take all • Clinical Psychology learners must complete scholarly activities with fellow learners in three tracks prior to starting their master’s final a minimum of 15 quarter credits at Capella HASOP that should take place outside of projects. HASOP recommends that all learners University prior to beginning the year-in- formally scheduled events and meetings attend the first colloquium (Track I) within the residence. PSY7540, PSY7656, PSY8220, of the residence year. first two quarters of enrollment, Track II between PSY8230, PSY8240, PSY8310, PSY8315, 36 and 60 quarter credits, and Track III prior to PSY8330, and PSY8371 must be taken during • At least 25 hours of face-to-face scholarly completing 61 quarter credits. the quarter in which the complementary activities with other faculty members or weekend-in-residence is offered. Many of these practicing psychologists (who do not courses also have prerequisites that must be need to be affiliated with the Harold Abel completed in advance. (Refer to the Clinical School of Psychology), outside of formally PsyD Learner Manual for general sequencing scheduled events and meetings of the guidelines.) residence year. 158 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Harold Abel School of Psychology Degree Programs and Specializations, continued

Academic Residencies, continued

• At least 50 hours of direct engagement 2. Learners develop a network of relationships • Learners must complete no fewer than 240 in professional societies or organizations within the community of psychologists that hours of face-to-face contact with faculty dedicated to the promotion of the promotes the learner’s identification with the and learners in School Psychology over a profession and practice of psychology. profession of psychology and development period not to exceed six months (typically • At least 650 hours during the residency of an attitude of lifelong learning and June through December), including year of direct engagement in the scholarly reflective practice. By preparing and giving attendance at the following residencies: study of clinical psychology. “Direct presentations, participating in workshop – Learners begin the School Psychology engagement in scholarly study” is defined activities and informal social and intellectual year-in-residence with the opening as participation in the courseroom; discussions with other learners and faculty, and weekend and the first extended seminar, course-required or course-related reading, creating advising and mentoring opportunities a two-week residency (PSY-R6560 and writing, research, or skills practice; with resident faculty members, learners PSY-R6561) typically scheduled in June. participate in the range of academic and and any other activities approved by – Following the opening weekend and an instructor in a psychology course in intellectual activities common to departmental life in all programs in psychology. extended seminar, learners take the first HASOP. four weekends-in-residence (PSY-R6562– C. Learners must complete the portfolio 3. Learners demonstrate the behaviors, PSY-R6565) typically scheduled August review and gain approvals from the attributes, and ethical characteristics through November. associate director of training for residency congruent with the role and identity of the professional psychologist. • In addition, master’s learners must complete programs, the chair of the program, and all outcome documentation and obtain the mentor. School Psychology Year-in-Residence for approval from the associate director of Year-in-residence requirements should not MS and Specialist Certificate Learners in training for residency programs, the chair of be confused with either the practicum or the School Psychology the School Psychology specialization, and internship requirements. In addition to the The year-in-residence is the first face-to-face their mentor. year-in-residence, PsyD learners in the Clinical component of HASOP’s training in School B. Specialist certificate learners in School Psychology specialization complete a practicum Psychology and is followed by practicum and Psychology complete the year-in-residence, (a period of supervised clinical training separate internship. The year-in-residence provides part II. Part II requirements include the and distinct from the year-in-residence), and practice labs and workshops in the basic following components: the internship (a full year of supervised clinical practice proficiencies of the school psychologist • No fewer than 210 hours of contact over a experience). These requirements are described in (assessment, ethics, intervention, interviewing, the Clinical Training section. six-month period, typically between January consultation, counseling, report writing, profile and June, including attendance at the analysis, treatment planning, and supervision following residencies: The Clinical Psychology year-in-residence has skills). It also provides interactive support, – Three School Psychology weekends- three fundamental objectives. camaraderie, and professional development in in-residence (PSY-R6568–PSY-R6570), 1. Learners experience face-to-face training and the attitudes and behaviors appropriate to being typically offered during spring quarter. practice opportunities for skills-development a school psychologist and practitioner-scholar. necessary to demonstrate readiness for Prerequisite(s): PSY5002, PSY7610, PSY8233. – The School Psychology year-in-residence extended seminar II (PSY-R6571), typically clinical training and for independent practice. School Psychology learners complete either part I offered in June. These skills are associated with the courses (for School Psychology master’s learners) or part II in individual, group, and family therapy; risk (for School Psychology specialist certificate • Complete the certificate portfolio review at assessment and crisis intervention; advanced learners) of the full School Psychology year-in- extended seminar II. diagnostics and treatment planning; cognitive, residence. Each group of learners takes about • Certificate learners must complete all achievement, adaptation, personality, and half of this full year-in-residence. Learners seeking outcome documentation and obtain neuropsychological testing and assessment; licensure as school psychologists typically earn approval from the associate director of supervision and consultation; efficacy and both the master’s degree and the specialist training for residency programs, the chair outcome evaluation; and ethical applications certificate, which means they take both part I and of the School Psychology specialization, and diversity. part II of the School Psychology year-in-residence. and their mentor. The School Psychology Learners develop competency in the areas The School Psychology year-in-residence, like year-in-residence, parts I and II should not of relationship issues, assessment abilities, the doctoral Clinical Psychology specialization, be confused with either the practicum or intervention abilities, elements of practice, has two two-week extended seminars (at the the internship requirements. Specialist roles of the psychologist, systematic evaluation beginning of part I and at the end of part II), Certificate in School Psychology learners abilities (outcome and evaluation-related and seven weekends-in-residence in between. complete both the School Psychology research), consultation and supervision, ethical However, as currently designed, the full School practicum and an internship. These are applications, diversity-specific interventions, Psychology year-in-residence is divided into two entirely distinct from the year-in-residence. and reflective practice skills. The demonstration parts, the first part for the master’s learners, the of skills is a significant part of determining the second for the specialist certificate learners. The School Psychology year-in-residence has learner’s readiness for clinical training, which is three fundamental objectives. The two parts are divided as follows: evaluated throughout the year-in-residence and 1. Learners experience face-to-face training and summarized in the portfolio review. A. Master’s learners in School Psychology practice opportunities for skills-development complete the School Psychology year-in- necessary to demonstrate readiness for residence, part I. Part I requirements include clinical training and for practice. These skills the following components: are associated with the courses required 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 159

Harold Abel School of Psychology Degree Programs and Specializations, continued

Academic Residencies, continued in the School Psychology specialization. Overview of Practicum Clinical Training Requirements Competencies are developed in the areas A practicum learner works at a site to learn PsyD—Clinical Psychology of relationship issues, assessment abilities, professional practice skills. In general, a practicum Practicum intervention abilities, elements of practice, is a training experience that occurs in the second roles of the psychologist, systematic evaluation or third year of the program. Learners should plan • Approved practicum application. abilities (outcome and evaluation-related on being at a site part time for approximately • A minimum of 1,000 hours plus the online research), consultation and supervision, six months to one year while enrolled in the course work in PSY8392 and PSY8394.

ethical applications, diversity-specific accompanying course(s). The first step for learners Internship ab el school o f psycholo g y interventions, and reflective practice skills. The with regard to practicum is to review the current • Learner demonstrates readiness for internship. demonstration of competency is linked to a manual available on iGuide. Learners must follow • Approved internship application. determination of the learner’s readiness for the guidelines and the application process stated • Full-time site placement with a minimum of clinical training, which is evaluated throughout in the most current manual. Master’s learners in 2,000 hours and the online course work in h a rold the year-in-residence and summarized in the the Counseling Psychology specialization who PSY8401, PSY8402, PSY8403, and PSY8404. portfolio review. choose to complete practicum must follow the These must be completed sequentially over a 2. Learners develop a network of relationships procedures described in the manual with respect one-year period. within the community of psychologists to application and completion of the practicum. that promotes the learners’ identification Master’s Degree—Clinical Psychology with the profession of psychology and Overview of Internship Practicum development of an attitude of lifelong Note: Counseling Psychology learners who Doctoral degree learning and reflective practice. By preparing choose to take the practicum must meet these The pre-doctoral internship occurs in the final requirements. and giving presentations, participating in years of the doctoral program and is the last workshop activities in informal social and • Approved practicum application. opportunity to gain practical training prior to the intellectual discussions with other learners • A minimum of 600 hours and the course work granting of the degree. Internship is a full-time, and faculty, and by creating advising and in PSY8391 and PSY8393. on-site commitment (2,000 hours) that takes place mentoring opportunities with resident faculty Internship over a calendar year and includes enrollment members, learners participate in the range of • Internship not available. in the accompanying internship courses. The academic and intellectual activities common pre-doctoral internship is viewed critically by to departmental life in all programs in Specialist Certificate in School Psychology licensing boards and future employers. All Clinical psychology. Practicum Psychology doctoral learners are required to 3. Learners practice and begin to demonstrate • Approved practicum application. apply for internship through the Association of the behaviors, attributes, and ethical • Part-time site placement with a minimum of Psychology Postdoctoral and Internship Centers characteristics congruent with the role and 350 hours and the course work in PSY8377 and (APPIC). APPIC is not an accrediting body but identity of the professional psychologist. PSY8378. is widely recognized as an organization that establishes minimum standards of internship Internship training in areas that include but are not limited • Learner demonstrates readiness for internship. Clinical Training to supervision requirements, didactic training, and • Approved internship application. staffing requirements. Obtaining an internship • Full-time site placement with a minimum Introduction to Clinical Training through the APPIC match is a competitive of 1,200 hours and the online course work Clinical training is one of the most important parts process that may involve relocating for the year in PSY8385, PSY8386, and PSY8387. These of the educational experience for HASOP learners of internship. Additional information about the courses must be completed sequentially during in the professional training specializations (Clinical APPIC process can be found at www.appic.org. the internship. Psychology, Counseling Psychology, and School Specialist Certificate in School Psychology Psychology). Learners apply the theory and skills Note: Clinical training hours and supervisor The internship occurs after all course work for learned in the course work and residencies in credential requirements for licensure or the certificate has been completed and is the last certification vary across states and Canadian a professional setting under supervision. Given opportunity to gain practical training prior to the provinces. Learners are responsible for the level of importance associated with clinical granting of the specialist certificate. Internship determining the specific licensing requirements for training experiences, learners will benefit greatly is a full-time, on-site commitment that takes any state or province in which they plan to seek from planning ahead to search for appropriate licensure. place over one academic year and also includes training experiences. enrollment in the accompanying course(s). To assist learners, HASOP has developed The first step for all learners with regard to materials that describe basic requirements and internship is to review the manual. Learners must the application process. The associate director follow the guidelines and the application process and/or director of training review all applications stated in the most current manual. Learners are and will approve applications that meet the required to locate and arrange internship sites standards set by Capella University. that must be approved by the director of training.

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. 160 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions By School and in Numerical Order by Program Prefix

The following course list is correct as of the date HRM5050 - Strategy and Business Development HRM5220 - Talent Management (4 quarter this catalog was prepared. These descriptions (4 quarter credits). Learners in this course evaluate credits). Learners in this course examine talent indicate the general content and topics typically organizational theories, models, and strategies management theories, models, and best covered in the course. Capella University retains used for effective human resource management practices from a human resource management the right to withdraw, modify, or add courses to planning and practice. Learners examine the perspective. Learners study current and emerging the existing list without prior notice. current and potential applications of organizational talent sourcing, acquisition, and retention theories and strategies to contemporary HRM strategies with regard to workplace planning and practices. Learners also create strategic HRM productivity. Learners also assess the effectiveness School of Business and Technology models and identify best practices. of various talent management models using Master’s Human Resource Management HRM5210 - The 21st Century Global Workplace standard financial metrics, including return-on Courses (4 quarter credits). In this course, learners investment, break-even, and cost benefits analysis. explore the evolving role of the human resource Prerequisite(s): HRM5210. HRM5004 - Human Resource Management in the management function in today’s global workplace. HRM5222 - Organizational Learning 21st Century (4 quarter credits). Learners in this Learners analyze the emerging shift from a (4 quarter credits). This course presents learners course examine the evolution of human resource transactional to transformational HRM function with knowledge and best practices related to management, labor, law, and human capital within organizations. Learners also examine the organizational learning. Learners analyze the management. In particular, learners analyze the effects of this shift on generally accepted HRM components of organizational learning, including trends and issues influencing the development and and human capital management models and training, knowledge through experience, and application of these elements within contemporary best practices. Cannot be fulfilled by transfer or professional development, and assess the organizations. Learners also examine the effects of petition. economic value of organizational learning to emerging legislative thought and action on today’s both the employee and the organization itself. workplace. HRM5004 must be taken by master’s HRM5212 - Organization Building and Prerequisite(s): HRM5210. learners in their first quarter. Cannot be fulfilled Membership (4 quarter credits). In this course, by transfer or petition. learners gain an understanding of how diversity, HRM5230 - Human Capital Management: A New culture, and employee engagement contribute Vision (4 quarter credits). This course presents HRM5010 - Marketing and Sales (4 quarter to organizational effectiveness. Learners analyze a new approach to human asset management. credits). This course introduces learners to models of high-performing, culturally diverse Learners explore talentship, decision science, and theories, models, and strategies used to create organizations and examine the ways diversity, business-oriented metrics relative to human asset internal and external organizational marketing culture, and employee engagement enable acquisition and retention. Learners analyze ways to systems. Learners explore ways to apply general organizational membership and productivity. apply decision-science modeling to human asset marketing and sales knowledge to developing Prerequisite(s): HRM5210. management in order to increase organizational and sustaining the credibility of an organization’s competitive advantage. Learners also evaluate the human resource management function. Learners HRM5214 - Law and Organizations (4 quarter transition from human resource management to also study current marketing and sales models to credits). This course provides learners with human capital management within organizations. develop an internal HRM marketing plan. foundational perspectives and applications of employment law and legislation. Learners examine Cannot be fulfilled by transfer or petition. HRM5020 - Business Fundamentals (4 quarter current employment laws and their effects on HRM5231 - Human Capital Management credits). In this course, learners gain an employer-employee relations, worker rights, and and Globalization (4 quarter credits). In this understanding of current accounting, economics, workplace productivity. Learners also explore course, learners analyze the ways human capital and finance principals and practices and the ways the origin, roles, and functions of legal systems in management has replaced human resource they can be applied to business management and organizations. Prerequisite(s): HRM5210. management within global organizations. Learners human resource management. Learners use these evaluate HCM models that focus on traditional principals and practices and their applications to HRM5216 - Enterprise-Wide Communications strategic business domains, including industry develop an HRM business plan. (4 quarter credits). Learners in this course examine theories, models, and applications of enterprise- analysis, competitive positioning, and resource HRM5030 - Ethics and Advocacy in Organizations wide communications. In particular, learners focus planning. Learners also evaluate the impact these (4 quarter credits). The focus of this course is on communication management strategies that models have on human asset management practice ethics and ethical behavior in organizations. address key states of employee engagement, within multinational corporations. Prerequisite(s): Learners examine the role of human resource including conflict, alternative dispute resolution, HRM5230. professionals as ethical change agents and assess and collaboration. Learners also evaluate the HRM5233 - Human Capital Leadership (4 quarter their responsibilities in fostering ethical business interpersonal communication skills needed credits). This course introduces learners to the and work environments. to support an organization’s human resource emerging discipline of human capital leadership. HRM5040 - Managing Data and Information management function. Prerequisite(s): HRM5210. Learners explore leading-edge human capital (4 quarter credits). This course provides HRM5218 - Total Rewards in the Global management knowledge, competencies, and learners with data and information management Workplace (4 quarter credits). In this course, skills and their leadership applications. Learners technologies and strategies relative to human learners study total reward models and best assess the viability of new investment models and resource management. Learners examine the practices and evaluate the component parts, performance and productivity metrics to determine transition from HRM systems to emerging comparative weights, and integratedness of total how effectively they achieve organizational enterprise resource planning (ERP) systems and reward programs. Learners also examine the competitive advantage and enterprise evaluate the effectiveness of HRM technology in ways benefits, compensation, and other forms of sustainability. Learners also differentiate between achieving an organization’s business goals. employee rewards influence employee behavior generally accepted and new and emerging and organizational productivity. Prerequisite(s): human capital leadership principles and styles. HRM5210. Prerequisite(s): HRM5230. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 161

Graduate Course Descriptions, continued

HRM5235 - Human Capital Management and and workplace governance in unionized work HRM5253 - Rights of Wrongs: Torts and descriptio n s Organization Building (4 quarter credits). environments and analyze the effect of unionism Employment (4 quarter credits). This This course provides learners with an approach and labor actions on employer engagement course provides learners with a foundational to organization building using the Human and business profitability and performance. understanding of torts. Learners examine the

Capital Bridge Model and methods of aligning Prerequisite(s): HRM5240. categories and elements of tort law in order to gain course organization pivot point, structures, and roles. HRM5245 - Labor Management (4 quarter both theoretical and practical frames of reference Learners examine the role and influence of credits). Learners in this course examine the labor for understanding its application in the workplace. the HC Bridge framework on organizational management processes of public and private Learners also explore the relationship between effectiveness and strategy building and evaluate tort, labor, and discrimination law and analyze

sector union workplace environments. Learners graduate the impact of this structure on talent management, trace the evolution of various labor-management how U.S. courts have ruled in each type of case. organizational performance, and competitive methods, including collective bargaining, Prerequisite(s): HRM5250. sustainability. Prerequisite(s): HRM5230. grievance processes, negotiation, arbitration, HRM5255 - The Attorney Relationship (4 quarter HRM5237 - Human Capital Management and and dispute resolution. Learners also analyze credits). This course introduces learners to the Change (4 quarter credits). Learners in this course the roles and responsibilities of labor managers. dynamics and dimensions of the relationship explore the relationship between human capital Prerequisite(s): HRM5240. between the human resource management management and cultural change within global HRM5247 - Comparative Labor Movements professional and attorney. Learners examine organizations. Learners analyze current cultural (4 quarter credits). This course presents learners the knowledge and skills needed to engage in change models and best practices and explore with comparative industrial, labor, and economic informed and constructive dialogue with legal the potential for HCM to change the ways human movements from a global perspective. Learners counsel and analyze the purpose, maintenance, resource management professionals prepare for analyze the established industrial movements of and benefits of the HRM professional and and process cultural change. Learners also evaluate select industrialized countries and the emerging attorney relationship. Learners also evaluate the sustainability of new cultural change models. industrial and labor movements of developing compensation models, multipurpose firms, and Prerequisite(s): HRM5230. countries. Learners also examine the influence legal specializations. Prerequisite(s): HRM5250. HRM5239 - Human Capital Management and of labor economics, country demographics, and HRM5257 -Workplace Legal Actions (4 quarter Assessment (4 quarter credits). In this course, evolving industrialization on comparative labor credits). Learners in this course examine the learners explore traditional and emerging markets. Prerequisite(s): HRM5240. theoretical and practical aspects of workplace models, strategies, and methods for measuring HRM5249 - Labor and Globalization (4 quarter legal actions, including investigation, evidence, human capital productivity. Learners compare credits). This course introduces learners to labor and communication. Learners study strategies standard financial-based metrics to emerging traditions and practices of developing countries. and methods of conducting internal workplace and experimental qualitative and blended Learners examine unionism, labor economics, investigations with legal counsel and explore measurement models with regard to how and management-labor relations and focus on evidence-collection and management tools and accurately they measure human assets return-on- identifying the key philosophies and events that techniques. Learners also evaluate methods of investment. Prerequisite(s): HRM5230. have shaped the labor movement of developing communicating evidence-related information HRM5240 - Human Resources and Labor countries. Prerequisite(s): HRM5240. both internally and externally. Prerequisite(s): HRM5250. Relations (4 quarter credits). Learners in this HRM5250 - Human Resource Management and course examine industrial and labor relations from the Law (4 quarter credits). This course provides HRM5259 - Legal Systems: Countries in Contrast historical, legislative, and practice perspectives. learners with an understanding of the application (4 quarter credits). In this course, learners analyze Learners study historical events and legislative of U.S. law and legislation to human resource the legal systems of major industrialized countries trends contributing to the evolution of industrial management theory and practice in the modern and compare them to the United States legal and labor relations in practice and examine workplace. Learners evaluate the legal perceptions system. Learners also examine the purpose and theoretical and legal frameworks of unionism, the and perspectives articulated in HRM policies, application of workplace and employment law employer-employee relationship, and emerging procedures, and practices and examine the laws in other industrialized countries. Prerequisite(s): models of labor relations. Cannot be fulfilled by and legislation that influence their development. HRM5250. transfer or petition. Cannot be fulfilled by transfer or petition. HRM5920 - Human Resource Management HRM5241 - Unionism and American Culture HRM5251 - Building the Law (4 quarter Capstone (4 quarter credits). This is an integrative (4 quarter credits). In this course, learners credits). This course presents an overview of course for learners in the master’s General examine the influence of unionism on the American the U.S. legislative process. Learners analyze Human Resource Management specialization. economy from labor, cultural, and organizational the foundational constitutional principals Learners synthesize and integrate the knowledge, productivity perspectives. Learners evaluate the governing the legislative process and the competencies, and skills acquired throughout history of unionism and its evolution as a social legislative responsibilities of the branches of U.S. the program by developing and implementing a phenomenon, culture movement, and driver of government. Learners also examine the role of law final project that demonstrates critical thinking, industrial productivity. Learners also assess the enforcement in the workplace and the applications creativity, and practical application of program influence of labor economics and political contexts of legal principals in the development of labor and content. Learners create and customize project on the rise, impact, and sustainability of unionism in employment law. Learners review case studies plans and strategies to achieve desired project America. Prerequisite(s): HRM5240. and engage in field work to gain understanding outcomes. Prerequisite(s): Completion of all HRM5243 - Labor Law and Legislation (4 quarter of and facility with labor and employment law. required master’s course work. Cannot be credits). In this course, learners explore roles, Prerequisite(s): HRM5250. fulfilled by transfer or petition. responsibilities, and levels of influence within labor law and workplace governance and the impact these factors have on unionism. Learners deconstruct the complexities of legal oversight 162 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

HRM5930 - Human Capital Management School of Business and Technology MBA6112 - Market Research (3 quarter credits). Capstone (4 quarter credits). This is an integrative This course addresses survey research techniques, course for learners in the master’s Human Capital MBA Courses research design, secondary/primary data Management specialization. Learners synthesize Learners enrolled in specializations outside the collection, data analysis, and ethical implications and integrate the knowledge, competencies, MBA program may not take MBA courses. MBA of marketing research activities. Learners examine and skills acquired throughout the program by learners may not take courses associated with methods for gathering and analyzing data and developing and implementing a final project any other program within the School of Business learn how to apply techniques to contemporary that demonstrates critical thinking, creativity, and Technology or any other school at Capella marketing problems, market research projects, and practical application of program content. University while they are enrolled in the MBA and effective decision making. Prerequisite(s): Learners create and customize project plans and program. MBA6110, MBA6140. strategies to achieve desired project outcomes. MBA6114 - Consumer Behavior (3 quarter Prerequisite(s): Completion of all required MBA6010 - Professional Effectiveness: Stretch, credits). Learners in this course explore critical master’s course work. Cannot be fulfilled by Impact, Reposition (3 quarter credits). In this contemporary issues related to consumer transfer or petition. course, learners identify and prioritize their buying behavior and perceptions, consumer HRM5940 - Industrial and Labor Relations professional development goals. These activities motivation, market behavior and product Capstone (4 quarter credits). This is an integrative help learners strategize about how to effectively reaction, and sociocultural influences that affect course for learners in the master’s Industrial and manage their MBA experience so that they consumer behavior and the consumer decision Labor Relations specialization. Learners synthesize can stretch themselves, have a positive impact process. Learners discuss the ethical implications and integrate the knowledge, competencies, on their job, and reposition themselves for of decisions related to consumer behavior and skills acquired throughout the program by greater responsibility and influence within their and decisions and examine how economic, developing and implementing a final project organization. This course is the first component of psychological, and sociocultural influences affect SM that demonstrates critical thinking, creativity, the Professional Effectiveness Coaching process. managerial decisions. Prerequisite(s): MBA6110, and practical application of program content. The course offers assessment tools that help MBA6112. learners identify and articulate their management Learners create and customize project plans and MBA6116 - New Product Design and skills, values, purpose, and vision. Prerequisite for strategies to achieve desired project outcomes. Development (3 quarter credits). This course all other 15 MBA required courses. Cannot be Prerequisite(s): Completion of all required provides a framework for product planning, fulfilled by transfer or petition. master’s course work. Cannot be fulfilled by implementation, and evaluation and for new transfer or petition. MBA6020 - Leading for Results (3 quarter credits). product introductions. The course addresses the HRM5950 - Legal Studies Capstone (4 quarter In this course, learners gain knowledge of and new product development process from idea credits). This is an integrative course for learners apply the practices of leadership effectiveness to generation to commercialization. Learners are in the master’s Legal Studies specialization. analyze and understand their personal leadership introduced to basic concepts and tools to help Learners synthesize and integrate the knowledge, style as well as the different styles of leadership them understand this process from a managerial competencies, and skills acquired throughout in their organization. This course focuses on how perspective. The course emphasizes the process the program by developing and implementing a leaders mobilize others in their organizations to get as it relates to the manager in his or her role as a final project that demonstrates critical thinking, extraordinary things done. Learners analyze their product manager. Prerequisite(s): MBA6110. own leadership skills in terms of current strengths creativity, and practical application of program MBA6118 - International Marketing (3 quarter content. Learners create and customize project and areas for improvement. Learners develop measurable goals and plans for applying new credits). This course addresses the marketing plans and strategies to achieve desired project challenges related to selling products or services outcomes. Prerequisite(s): Completion of all behaviors in the context of a “personal best project” within their organization. Learners also assess in foreign markets. Topics include the impact required master’s course work. Cannot be of cultural differences; variations in market fulfilled by transfer or petition. their organization’s context for leadership. The framework for leadership effectiveness established structure; methods of distribution; and issues in this course forms a foundation for the business related to the adaptation of products, pricing, core and the professional effectiveness core courses. and communications strategy. Learners examine the ethical implications of decisions, identify Prerequisite for the remaining 14 required and synthesize the forces that shape the global courses. Cannot be fulfilled by transfer or petition. business/marketing environment, examine the MBA6110 - Marketing and Brand Management unique challenges of marketing products and (3 quarter credits). This course presents learners services internationally, and identify issues in their with a comprehensive approach to marketing and own organization or industry. Prerequisite(s): brand management. Topics include marketing MBA6110. strategy and competitive differentiation; segmentation and targeting; the positioning levers MBA6120 - Sales and Customer Relationship of product, price, promotion, and distribution; Management (3 quarter credits). This course and creation and management of brand. Learners covers the theory and practice of strategic analyze the major decisions that marketers must consultative selling, including relationship make in their efforts to effectively use company selling, solution selling, and strategic account resources to meet marketplace needs and use management. Learners explore topics in sales commonly accepted criteria to evaluate those force management, including alignment of decisions. the field organization, the use of resellers, and compensation. The course is structured according to the five steps of consultative selling, which are presented in detail: development of a personal 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 163

Graduate Course Descriptions, continued

selling philosophy and the subsequent creation of MBA6156 - Audit and Control of Accounting asset pricing model; dividend policy; financing descriptio n s a strategy for the relationship, product, customer Information Systems (3 quarter credits). This flexibility; valuation of securities; derivatives and and sales presentation. Learners also explore course teaches learners to audit and evaluate the risk management; and capital structure. Learners customer relationship management software control of computerized accounting information apply their knowledge to real-world business applications and topics. Learners investigate roles systems. Learners analyze auditing and evaluation concerns and issues within their work environment. course in the selling process such as buyer, sales manager, standards and the effects of auditing on Prerequisite(s): MBA6160. and salesperson. information technology in business operations. The MBA6163 - Bank Management (3 quarter MBA6130 - Operations and Process course also covers statistical analyses of accounting credits). This course begins with an overview of control systems. Prerequisite(s): MBA6152.

Management (3 quarter credits). This course the commercial banking and financial services graduate presents tools and techniques for effective process MBA6158 - Accounting Information for Decision industries. Topics include bank evaluation and and supply chain selection, design, planning, Making (3 quarter credits). In this course, learners performance; asset and liability management; and control. This course helps learners apply gain knowledge of the nature and function of organizational structure; loan services to the principles and techniques of process-based accounting information in the decision-making businesses and consumers; financial derivatives management as a foundation for continuous process. They examine strategies for integrating and tools; capital, profitability, and bank market improvement. Learners explore ways to design, accounting systems with financial information structure; and regulations, hedging, interest rate develop, and manage effective operations from managers and other professionals in order to risk, and credit risk management. The course management tools required to detect and fix make better decisions. Learners also explore the covers a growth trend in commercial banking problems quickly. Learners identify, discuss, uses of accounting information in functional areas that includes financial services such as investment and practice applying measures of operational such as finance, management, and marketing. banking and security underwriting services, performance that support organizational growth, Prerequisite(s): MBA6152. e-banking, and e-commerce. Course topics innovation, and market leadership. As a result, MBA6160 - Financial Management (3 quarter also include ethical behavior. Prerequisite(s): learners are better prepared to respond to changes credits). This course provides basic theories and MBA6160. in market demand. techniques related to acquisition of, accounting MBA6164 - International Financial Management MBA6140 - Applied Managerial Statistics for, and allocation of an organization’s financial (3 quarter credits). In this course, learners are (3 quarter credits). Analyzing and interpreting resources. Along with a comprehensive overview of exposed to international financial management quantitative information is a primary component these processes, learners identify and apply basic and reporting techniques. The course emphasizes of effective business administration. In this course, financial management theories and techniques that international financial statement analysis learners become familiar with performing analysis support effective acquisition and allocation of their (an overview) and detailed case analysis and and evaluation using statistics and mathematical organization’s financial resources and apply their interpretation. Learners examine a multinational modeling to support effective decision making in knowledge of finance management practices to capital budgeting process and review cost management practice. Course activities include real-world business concerns and issues within their of capital and long-term financing strategies case analysis, discussions of business-related work environment. Prerequisite(s): MBA6140, including assessment of financial markets used by statistical problems, and readings focused on MBA6150. international firms. Other topics include exchange state-of-the-art statistical methods for business MBA6161 - Financial Markets and Institutions rate systems, methods of government intervention, decision-making. (3 quarter credits). This course provides learners direct foreign investment, country risk analysis, MBA6150 - Accounting (3 quarter credits). with a theoretical foundation for examining the and global strategy in the context of international This course provides a survey of financial and nature and role, structure, and management of finance. Learners apply their knowledge in realistic managerial accounting concepts and practices. financial institutions in financial markets. Learners business situations and synthesize relevant Topics include the accounting cycle, financial in the course examine the effects of the U.S. techniques into sound recommendations and reporting, financial statements analysis, cost financial system on financial intermediaries and conclusions. Prerequisite(s): MBA6160. accounting, management control, differential markets. Learners also study the reactions of MBA6166 - Investment and Portfolio analysis, and ethical aspects of accounting and banks to a change in interest rates, money supply, Management (3 quarter credits). In this course, financial reporting. and open-market operations. They develop an learners examine the securities market, various MBA6152 - Advanced Accounting (3 quarter understanding of the performance of financial types of investment securities, and the risk-return credits). In this course, learners examine participants in money market and bond market, characteristic of each. The course emphasizes accounting applications with respect to the nature and capital markets. Other topics include financial tools used by professional money managers and scope of business operations. Topics include derivatives and ethics in the financial service for managing investment alternatives including parent and subsidiary accounting in multinational industry. This course bridges the gap between global opportunities. Learners apply investment operations, partnership accounting, accounting financial theory and market practice, reflecting the theories to the management of corporate for mergers and acquisitions, and accounting relationship between the conceptual framework portfolios; evaluate corporate investment and for branches and agencies of business entities. and the management behavior of practitioners. portfolio management strategies; analyze and Prerequisite(s): MBA6150. Prerequisite(s): MBA6160. evaluate methods of portfolio construction; and MBA6162 - Advanced Finance (3 quarter credits). analyze current theories, strategies, and methods MBA6154 - Budget Planning and Control for their applicability to global opportunities. (3 quarter credits). In this course, learners This course extends the competencies developed Prerequisite(s): MBA6160. cultivate their ability to apply a system approach to in MBA6160: basic theories and techniques planning and controlling organizational budgets. related to acquisition of, accounting for, and Learners become familiar with preparing budgets, allocation of an organization’s financial resources. accounting, and performance reports. Other Learners in this course examine existing theories topics include analyzing the impact of budgets and emerging topics in the field in more depth on an organization, the function of budgetary and gain additional insights and techniques for systems in organizational planning, and control. examining financial risk, return, and the capital Prerequisite(s): MBA6152. 164 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

MBA6167 - Risk Management (3 quarter MBA6186 - Strategic Information System MBA6231 - Project Planning, Management, and credits). This course exposes learners to practical Planning (3 quarter credits). Learners in this Financial Control (3 quarter credits). This course and theoretical aspects of managing risks in the course examine and analyze the process of focuses on defining management techniques for insurance service industry. Learners study a range developing, implementing, and evaluating planning, estimating, and facilitating successful of industry risks: insurance risk, market risk, liquidity strategies for information technology deployment enterprise projects. Learners define a project, risk, and asset and liability management risks. and management in a business organization. develop work breakdown structures, prepare The course provides learners with sophisticated Learners also examine issues related to ways an project schedules, and determine ways to tools and analytical techniques to minimize these organization can plan for and use information coordinate the various resources. Techniques risks and learn how management of these risks technology more effectively by understanding are introduced to help keep projects on track can create shareholder value. Prerequisite(s): the issues of alignment with business strategies, and enhance team motivation. In addition, MBA6160. governance models, portfolio analysis and its learners explore planning, time management, MBA6168 - Corporate Finance Analysis and impact on organization structure and processes. and risk management activities that assist them Decisions (3 quarter credits). Learners in Prerequisite(s): MBA6180. throughout their program and professional careers. this course examine the principles of financial MBA6190 - Strategy (3 quarter credits). In this Prerequisite(s): MBA6160. administration with applications to problems of course, learners examine tools and techniques MBA6233 - Assessing and Mitigating Risk financial analysis and control, and planning by firms for competitive analysis, strategic planning, (3 quarter credits). This course addresses under changing economic conditions. Learners and strategy implementation. Learners gain the important elements of risk management. conduct financial analyses, evaluate a corporation’s knowledge of the tools and concepts needed Topics include risk management planning, risk financial planning and control functions, and to develop a business strategy including macro identification, risk analysis, development of assess the ability of corporations to create wealth. environmental scanning, industry and competitive appropriate responses, and risk monitoring and Learners discuss the impact of financing decisions analysis, value chain analysis, SWOT analysis, control. The course emphasizes the systematic on real asset valuation; managerial incentives; and identification of critical success factors and driving process of identifying, analyzing, and appropriately corporate strategy including mergers/acquisitions, forces, and development of strategic alternatives responding to project risk by implementing a risk corporate restructuring, real options, and the use and recommendations. Throughout the course, management plan. Upon successful completion, of derivatives and other financing tools on deal learners apply these tools and concepts as they learners have a better understanding of risk impact structure. Prerequisite(s): MBA6160. develop a strategic profile for a company that is analysis techniques and how to appropriately MBA6180 - Managing Information Assets and described in a detailed case study. apply them in managing projects. Prerequisite(s): Technology (3 quarter credits). This course MBA6210 - Building Relationships (3 quarter MBA6231. addresses the use of information, knowledge, and credits). This course presents tools and MBA6235 - Project Procurement and Solicitation technology as strategic assets. Learners develop techniques to help learners influence others, (3 quarter credits). This course presents the the ability to proactively manage information build relationships, inspire trust, and manage major processes used in project procurement as a strategic asset, recognize how to use conflict. By building positive relationships, leaders management including planning, solicitation, appropriate technologies by applying new skills develop and sustain strategic alignments within source selection, contract administration, and knowledge, and understand the importance the organization. In this course, learners examine and contract closeout. The impact of project of monitoring and adjusting their organization’s various tools and techniques to motivate and assumptions and constraints on procurement communication processes and principles. This inspire others and ways to recognize and use management is examined. Learners apply course focuses on leveraging available information important interpersonal skills to expand their circle procurement management tools and techniques technology and communication assets in order to of influence and manage conflict. by developing a procurement management plan realize an organization’s business goals. MBA6220 - Developing and Coaching Others based on current best practices. Prerequisite(s): MBA6182 - Impact of Advances in Information (3 quarter credits). In this course, learners evaluate MBA6231. Technology (3 quarter credits). Learners in various coaching methods and apply coaching as MBA6237 - Advanced Project Management this course examine emerging information a tool to enable and engage leadership action in Techniques (3 quarter credits). This course technologies, their potential impact on the others. Learners create a personal coaching and focuses on advanced project management topics organization, and strategies for planning and development action plan and examine ways to use and techniques for the completion of successful managing them. Topics include advances in coaching and development skills that focus on both projects. The course provides an in-depth look at computer system and networking technologies and individual and organizational results. techniques for balancing scope, time, cost, and database management systems and applications. MBA6230 - Leading Teams (3 quarter credits). quality in managing a project. Particular attention In addition, learners examine critical issues in In this course, learners explore techniques and is paid to planning, monitoring, and controlling managing the deployment of enterprise integrated models for building and leading effective teams. a project. The course highlights the importance applications and supply chain management Learners develop a conceptual grounding in team of applying quality standards and best practices applications. Prerequisite(s): MBA6180. dynamics theory and application and examine in developing project management strategies. MBA6184 - Techniques for Managing what makes teams effective at the individual, Prerequisite(s): MBA6231. Information Technology Professionals group, and organizational levels. Topics include the MBA6240 - Facilitating Change (3 quarter (3 quarter credits). Learners in this course development of team collaboration skills, synthesis credits). This course presents theories and models examine the particular issues of managing of team theory, assessment of an organization’s for leading and facilitating organizational change. information technology professionals including use of teams, and the overall effectiveness of Learners explore ways to recognize and translate analysts, developers, technical specialists, and team support systems. Learners research and theory into practice by identifying and applying infrastructure support personnel. The course recommend strategies and best practices to better effective change management techniques. covers contemporary management practices and align a critical team organizational support system Learners develop collaborative processes that techniques for IT staff acquisition, development, and practice problem-solving, decision-making, support forward movement within their work motivation, retention, and assessment, and project management, and conflict management in environment, thus helping themselves and their examines the challenges of organizing effective a virtual environment. employees make transitions more effective for the virtual work teams. Prerequisite(s): MBA6180. organization. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 165

Graduate Course Descriptions, continued

MBA6241 - Human Resource Management in Learners explore ways to use models and tools apply those principles to analyze current health descriptio n s 21st Century Knowledge (3 quarter credits). This to promote ethical and respectful interpersonal care budgeting and capital and funding decisions. course provides a global perspective to the human relationships that support the free flow of ideas. Learners review frameworks for conducting resource management field. Learners examine Learners develop practical skills and hands- advanced strategic financial analyses and make traditional HRM functions such as human capital on techniques to effectively support and innovative organizational recommendations based course recruitment, development, and retention. Learners manage diversity, recognize the importance of on those financial analyses. This course is also an compare strategic and tactical approaches to organizational diversity and why it is inextricably in-depth examination and analysis of current health human resource management and evaluate linked to business success, and establish a care reimbursement policies and their impact on communication, influence, and strategic practices framework to promote an ongoing and respectful financial management decisions.Prerequisite(s): in global organizations. Prerequisite(s): MBA6010, exchange of information. MBA6271, MBA6160. graduate MBA6020. MBA6260 - Negotiating for Results (3 quarter MBA6275 - Health Care Policy Analysis and MBA6243 - Building Organizational Culture credits). In this course, learners explore ways to Decision Making (3 quarter credits). Learners (3 quarter credits). This course provides an create effective negotiations with employees, in this course analyze the development and overview of approaches to organizational design, customers, and partners. The course offers learners implementation of policy in the health care field culture, change, and transformation. Learners a practical exploration of the major concepts and and its unique role in the industry. This course evaluate organizational designs and structures, theories of bargaining and negotiation and a forum demonstrates the importance of examining health change management models, and best practices for examining the dynamics of interpersonal and care policies not only from sociological, political, for transforming organizational culture to achieve inter-group conflict and its resolution. The course and ethical frameworks but from an economic business goals and objectives. Learners focus on is designed to be relevant to the broad spectrum perspective as well. The course allows learners developing design, change, and transformation of problems faced by managers and professionals. to apply alternative methods of policy analysis processes that tactically influence organizations. Learners explore their own negotiating preferences including matrix analysis, decision trees, and cost- Prerequisite(s): MBA6241. and the consequences of the choices they make. benefit analysis. Learners explore ways to make MBA6245 - Human Resource Management In addition, learners are asked to accept and decisions in a health care setting and examine Technologies and Applications (3 quarter offer feedback on the negotiation behavior that the consequences of decisions in the clinical, credits). In this course, learners explore established they demonstrate, observe and formulate their policy, and management arenas. Prerequisite(s): human resource management technologies used own perspectives about negotiation, and extract MBA6271. to achieve organizational capacity, integration, and insights from their own experiences to guide them MBA6277 - Ethical and Legal Considerations effectiveness. Learners study and apply strategies in future negotiations. in Health Care (3 quarter credits). This course that use HRM technologies to maximize human MBA6270 - Regulatory and Ethical Environment introduces ethical principles that managers can capital productivity. The course emphasizes of Business (3 quarter credits). In this course, apply to understand, analyze, and resolve ethical becoming skilled HRM technologists seeking learners examine the key components of the problems in the health care field. Ethical dilemmas organizational and business opportunities to business environment and ethical choices with in the health care industry are explored from employ HRM technologies. Prerequisite(s): regard to corporate decisions. The emphasis in this several perspectives—managerial, organizational, MBA6241. course is on current regulatory environments and and economic. Learners analyze the impact of MBA6247 - Human Capital Management their impact on organizational directions. Learners law on the way health care is delivered in the U.S. (3 quarter credits). This course presents analyze and discuss how current trends in business The major legal principles and issues relevant to the fundamental practices of human capital ethics can help them make socially responsible and health care administration are also examined. management. Learners study and apply practices strategically sound decisions. Prerequisite(s): MBA6271. associated with workforce development, workforce MBA6271 - Strategic Management of Health MBA6300 - MBA Capstone: Judgment, Planning, management, and outsourcing. The course focuses Care Systems (3 quarter credits). This course is and Action (3 quarter credits). This course is on enabling learners to shape the global workforce. an in-depth examination and analysis of strategic a capstone MBA impact project. The course Prerequisite(s): MBA6241. management in the health care industry. Learners focuses on the implementation of a project that MBA6249 - Organizations, Governance, and utilize strategic management frameworks for incorporates the skills necessary for analyzing the Law (3 quarter credits). This course provides analyzing the mission, vision, core values, and issues, thinking creatively and strategically, using learners with the foundational elements of legal goals of this industry and make recommendations sound judgment, and establishing and executing thinking, practice, and application needed based on this analysis. Learners discuss and assess plans. Prerequisite(s): Completion of all required to understand the role and influence of the the operational and financial components of the MBA course work. Cannot be fulfilled by transfer organizational laws and legal practices. Learners strategic planning process in health care and its or petition. examine the roles and influence of law in the impact on the internal and external health care MBA6310 - Marketing Capstone: Judgment, workplace, and study legal theories, practices, and environment. Learners evaluate the impact of Planning, and Action (3 quarter credits). This is strategies used by attorneys to develop workplace interdependent actors within the health care an integrative course for learners completing the policies and address other employment-related system and the widespread consequences of MBA Marketing specialization. The outcome is for issues. The course provides opportunities for decisions in an increasingly competitive market. learners to synthesize and integrate their learning learners to exercise legal knowledge, thought, Decision-making strategies that maximize revenues experiences and to evaluate the research and and practice through experiential activities. while providing excellent quality care to patients current topics relative to this specialization. This Prerequisite(s): MBA6241. are also explored. course focuses on the implementation of a project MBA6250 - Leveraging Workplace Diversity MBA6273 - Health Care Financial Management that incorporates the skills necessary for analyzing (3 quarter credits). In this course, learners explore (3 quarter credits). This course focuses on issues, thinking creatively and strategically, the models and tools for creating an effective the knowledge and skills required to conduct using sound judgment, and establishing plans. and respectful work environment. This course advanced strategic financial analyses of a health Techniques used to accomplish these goals may emphasizes the importance of encouraging the care organization. Learners use financial techniques vary. Prerequisite(s): Completion of all required expression of diverse people and their ideas. specific to health care for analysis and planning and MBA course work. Cannot be fulfilled by transfer or petition. 166 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

MBA6330 - Project Management Capstone: MBA6370 - Health Care Management Capstone: becoming good consumers, rather than producers, Judgment, Planning, and Action (3 quarter Judgment, Planning, and Action (3 quarter of financial information and uses current events credits). This is an integrative course for learners credits). This is an integrative course for learners to reinforce and demonstrate the implications of completing the MBA Project Management completing the MBA Health Care Management various accounting decisions. specialization. Learners synthesize and integrate specialization. Learners synthesize and integrate OM5030 - Corporate Social Responsibility and the learning experiences acquired in project the learning experiences acquired in health care Managerial Ethics (4 quarter credits). In this management and evaluate the research and management and evaluate the research and current course, learners investigate the orientation of the current topics relative to this specialization. In topics relative to this specialization. In this course, firm in the context of today’s complex social and this course, learners complete a project that learners complete a project that incorporates business environments. Specific issues related incorporates the skills necessary for analyzing the skills necessary for analyzing issues, thinking to social responsibility and corporate ethics are issues, thinking creatively and strategically, creatively and strategically, using sound addressed. The course focuses on identifying using sound judgment, and establishing plans. judgment, and establishing plans. Prerequisite(s): relevant issues and using theory to make informed Prerequisite(s): Completion of all required MBA Completion of all required MBA course work. and responsible decisions. course work. Cannot be fulfilled by transfer or Cannot be fulfilled by transfer or petition. OM5035 - Data Analysis and Decision Making petition. MBA6380 - Information Technology for Managers (4 quarter credits). Learners in MBA6340 - Human Resource Management Management Capstone: Judgment, Planning, this course examine a variety of quantitative tools Capstone: Judgment, Planning, and Action and Action (3 quarter credits). This is an that are useful in making organizational decisions. (3 quarter credits). This is an integrative integrative course for learners completing the Rather than requiring learners to complete course for learners completing the MBA MBA Information Technology Management complex calculations, this course orients learners Human Resource Management specialization. specialization. Learners synthesize and integrate toward identifying problem-solving situations, Learners synthesize and apply human resource the learning experiences acquired in Information selecting appropriate quantitative tools, and management knowledge, and evaluate current Technology Management and evaluate the interpreting analytical results. research and topics relative to this specialization. research and current topics relative to this Learners complete a project that incorporates specialization. In this course, learners complete OM5040 - Strategic Planning (4 quarter credits). the skills necessary for analyzing HRM issues, a project that incorporates the skills necessary Learners in this course examine practices, thinking creatively and strategically, using sound for analyzing issues, thinking creatively and methodology and theories of business strategy. In addition, learners review theoretical models and judgment, and establishing plans. Prerequisite(s): strategically, using sound judgment, and the development of plans for assessing strategic Completion of all required MBA course work. establishing plans. Prerequisite(s): Completion capabilities. Cannot be fulfilled by transfer or petition. of all required MBA course work. Cannot be OM5112 - Leadership (4 quarter credits). This MBA6350 - Accounting Capstone: Judgment, fulfilled by transfer or petition. Planning, and Action (3 quarter credits). This is course provides learners with a broad overview an integrative course for learners completing the of leadership strategies and practices in a variety MBA Accounting specialization. The outcome of organizational settings. Leadership theories, is for learners to synthesize and integrate the School of Business and Technology processes, and best practices are analyzed and applied. learning experiences acquired in accounting and Master’s and Doctoral Organization and to evaluate the research and current topics relative Management Courses OM5114 - Organization Structure and Design to this specialization. This course focuses on the (4 quarter credits). Learners in this course focus implementation of a project that incorporates OM5004 - People at Work (4 quarter credits). on developing skills in analyzing, designing, the skills necessary for analyzing issues, thinking This course covers a broad array of topics relating maintaining, and changing organizational creatively and strategically, using sound to managing and organizing “people at work.” structures. A variety of organizations are evaluated judgment, and establishing plans. Prerequisite(s): Learners evaluate and discuss classic theories with respect to vision, strategy, efficiency, impact Completion of all required MBA course work. of organizational behavior including theories on culture, financial health, competitive advantage, Cannot be fulfilled by transfer or petition. of power and politics, leadership and power, and other factors. Prerequisite(s): OM5112. interpersonal behavior, group and team dynamics, MBA6360 - Finance Capstone: Judgment, OM5116 - Personal Leadership Development as well as touch on the implications of diversity Planning, and Action (3 quarter credits). This (4 quarter credits). Learners in this course and multiculturalism. OM5004 must be taken by is an integrative course for learners completing examine their own personal leadership attributes, master’s learners in their first quarter. Cannot be the MBA Finance specialization. The outcome characteristics, and behaviors. Personal leadership fulfilled by transfer or petition. is for learners to synthesize and integrate the skills are examined in the context of the type learning experiences acquired in finance and to OM5015 - Marketing (4 quarter credits). This and level of the organization. Learners also evaluate the research and current topics relative course investigates a multitude of factors related evaluate a variety of leadership practices and their to this specialization. This course focuses on the to marketing in firms that produce both goods and applications. Prerequisite(s): OM5112. implementation of a project that incorporates services. The 4Ps of marketing are discussed as OM5118 - Leading Organizational Change the skills necessary for analyzing issues, thinking they relate to the development of marketing plans (4 quarter credits). This course provides learners creatively and strategically, using sound judgment, and strategies. with an overview of the theory and practice of and establishing plans. Techniques used to OM5025 - Accounting and Finance in leading effective organizational change. Learners accomplish these goals may vary. Prerequisite(s): Organizations (4 quarter credits). This course examine organizational strategies for motivating Completion of all required MBA course work. introduces master’s learners to fundamental change and effective communication, and Cannot be fulfilled by transfer or petition. finance and accounting practices. Learners study establishing commitment. Leaders’ behaviors in the the principles of financial accounting and the ways context of their responsiveness to environmental the activities of organizations are influenced by complexity and change are also analyzed. accounting measurement. The course emphasizes Prerequisite(s): OM5112. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 167

Graduate Course Descriptions, continued

OM5120 - Leading and Building Teams (4 quarter School of Business and Technology, descriptio n s credits). This course focuses on the theory and OM7006 - Research and Writing for Graduate continued practice of building and leading effective teams. Learners (4 quarter credits). This course prepares The course emphasizes building and maintaining graduate learners for the rigors of academic OM7020 - Marketing Strategy and Practice high-performance teams and the processes writing, which requires a series of related critical (4 quarter credits). This course presents learners course necessary to support them. Prerequisite(s): thinking and writing skills, including understanding with a systematic analysis of the factors that OM5112. the nature of academic research; developing influence marketing strategy and uses marketing strong arguments based on primary and secondary theory to evaluate opportunities, identify market OM5122 - Leading and Coaching Others research; evaluating, summarizing, paraphrasing, segments, and to formulate appropriate strategies.

(4 quarter credits). Learners in this course analyze graduate and citing sources; drafting, revising, and editing While this course has a theoretical focus, the the leader’s role as coach in the organization. The multiple drafts of major projects; and producing development of good marketing practices also focus is on providing the theory and models for clear, accurate, and error-free prose. Since this receives attention. helping leaders build relationships and develop is a writing course, learners should expect to talent in others. Prerequisite(s): OM5112. OM7021 - Advanced Marketing Management write a lot: the course includes weekly writing (4 quarter credits). Learners in this course OM5199 - Special Topics in Leadership assignments, several short writing projects, and a examine the application of the marketing concept (4 quarter credits). This course provides MS research plan for a longer project. Learners submit in the development of a product or service from learners an opportunity to pursue in-depth study a final portfolio at the end of the course. conception to launch. Prerequisite(s): OM7020. within specific areas of leadership.Course may be OM7007 - Focused Research and Writing for repeated for credit. Prerequisite(s): OM5112. OM7040 - Accounting and Financial Graduate Learners (4 quarter credits). In this Cannot be fulfilled by transfer or petition. Management (4 quarter credits). This course course, learners refine the principles and strategies addresses accounting and financial concepts OM5214 - Employment Law: Legal Structures, learned in OM7006 by focusing on writing in their and their applications to the management of an Compliance, and Reporting (4 quarter credits). disciplines. Learners should expect to spend a organization and presents a framework for financial This course provides learners with a basic significant amount of time writing, including weekly decisions in organizations. understanding of the legal environment in which writing assignments, several short writing projects, OM7041 - Finance (4 quarter credits). This organizations operate. Learners review ways one long writing project, and a final portfolio. course emphasizes and helps learners develop that employment law affects management/ Learners develop a research topic, conduct an understanding of financial concepts and major employee relations and the legal considerations and write a short literature review, develop an decision areas related to the financial management and ramifications of human resource decisions. argumentative essay of significant length (25–35 of business. Prerequisite(s): OM5210. pages), and document sources appropriately while Prerequisite(s): OM7040. PhD learners only: To be completed in directed-study OM5990 - Integrative Project: Organizational focusing on the critical thinking and writing skills format. Leadership and Change Management (4 quarter established in OM7006. Prerequisite(s): OM7006. OM7050 - Ethics and Social Responsibility credits). The integrative project is designed to OM7008 - Developing Voice and Style in (4 quarter credits). Learners in this course examine apply learning from the program to a professional Academic and Professional Writing (4 quarter ethical behavior in organizations and the role of setting. Learners work with course faculty to credits). This course focuses on one of the business in society. develop and implement this project in their field of most challenging components of academic study. Prerequisite(s): Completion of all required writing: developing a voice and style that reflect OM7055 - Operations Management (4 quarter master’s course work. Cannot be fulfilled by excellence in scholarship (research, thinking, and credits). This course addresses concepts and transfer or petition. communication) while maintaining individuality methods that support the management of and style. In this course, learners analyze a variety operations in both service and manufacturing of writing samples, including their own, in order environments. to understand the effects of writers’ rhetorical School of Business and Technology OM7070 - Entrepreneurship (4 quarter credits). choices; learn and apply an array of writing This course provides learners with the opportunity Graduate Writing Courses strategies that lead to improved awareness and use to examine and experience the steps of new of voice and style; and revise writing submissions business venture assessment and planning. DW-R8000 - Dissertation Writer’s Retreat used in external course work to demonstrate Learners explore foundational entrepreneurial (non-credit). This course supports doctoral learners learning and understanding. Learners are strongly research, the entrepreneurial process, and the in completing their dissertations. This week-long, encouraged to take the OM7006–OM7007 skills and abilities of successful entrepreneurs, and writing-intensive retreat focuses on the challenges course sequence before enrolling in this course. identify, assess, and develop a business plan for a and needs of dissertation writers and provides OM7009 - Writing for Publication (4 quarter venture of their choice. writing, library, and research resources. credits). Learners in this course explore the OM7080 - Statistical Research Techniques OM7004 - Graduate Writing for ESL/EFL publication process, beginning with choosing (4 quarter credits). Learners in this course Learners (4 quarter credits). This course a publication for submission and ending with explore the fundamental data skills and analytical introduces non-native speakers of English to a completed manuscript to submit. During the capabilities needed for graduate-level research. graduate-level academic writing. Learners quarter, learners define and research their topic The focus of the course is on reviewing published develop an understanding of the assumptions and publication, write and revise multiple drafts, research using basic statistical techniques, applying and intentions that underlie advanced academic participate in peer review, and prepare a cover SPSS to conduct similar analyses, and determining writing as it is practiced in the U.S. They develop letter for submission. the appropriate techniques for a given situation. skills in producing effective advanced academic Topics include data exploration and analysis; writing including combining facts and opinions sampling; t-tests; analysis of variance, correlation from multiple sources. Learners develop linguistic and regression; and selected nonparametric tests. and content editing skills in order to continue Available online only. Cannot be fulfilled by improving their own academic writing after they transfer. complete the course. 168 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

OM7120 - Diversity and Culture in the Workplace behavioral scientist and purveyor of evidenced- OM8027 - Survey Research Methodology (4 quarter credits). Learners in this course focus based management, and ways of working with (4 quarter credits). Learners in this course on diversity and issues that arise in a multicultural the extant literature. Learners analyze and report concentrate on the competencies, skills, and workforce. Learners evaluate categories of on the elements of a scientific study, and evaluate techniques required to conduct successful data difference; compare and contrast how culture and the ontological, axiological, and epistemological gathering and analysis. The course provides diversity each impact the individual, organization, assumptions underlying qualitative, quantitative, learners with the opportunity to learn and and society; and evaluate how similarities and and mixed-methods studies. Learners also apply the skills required to construct survey differences affect human development. identify the strengths and limitations of various questions and items, structure questionnaires OM7125 - Systems Change and Transformative methodological approaches, and provide and interview schedules, understand and utilize Practice (4 quarter credits). Learners in this recommendations for future research based on scaling techniques, develop and select the most course examine systems theory and its relation author-identified limitations and a review of the effective administration techniques, develop the to individual and organizational change and seminal works and recent research. Prerequisite(s): most appropriate sampling frames, and apply transformation. The course emphasis helps learners OM7080. Available online only. Cannot be the most powerful statistical analysis. Upon gain an integrated perspective of systems theory fulfilled by transfer. completion of this course, learners are prepared to and develop capabilities that support strategic OM8022 - Survey of Applied Research Methods utilize this methodology to conduct scholarly and planning, architecting, leading, and sustaining (4 quarter credits). This course focuses on research organizational research. Prerequisite(s): OM8022. transformation initiatives and practices within designs for qualitative, quantitative, mixed- Available online only. Cannot be fulfilled by organizations. methods, and applied research in organization and transfer. OM7130 - ConflictM anagement and Negotiation management. Learners move beyond conducting OM8028 - Survey of Research Literature in (4 quarter credits). Learners in this course reviews of literature at the methodological level, Management Education (4 quarter credits). explore current theories and techniques for focusing on research design in order to evaluate Learners in this course review management conflict management and negotiation in today’s specific design features related to reliability and literature, focusing on research related to increasingly complex organizations. Learners threats to validity, and to craft their own research improving the effectiveness of management evaluate interpersonal, group, and system conflict prospectus. Learners explore the meaning instruction and developing management curricula and negotiation theories appropriate to the of content and process gaps, problems, and and courses. The course focuses specifically on workplace. opportunities uncovered through a review of management education but also explores topics in the literature. They also examine issues related leadership, business, and other related disciplines. OM8004 - Managing and Organizing People to management science research ethics and Cannot be fulfilled by transfer. (4 quarter credits). Learners in this course explore the role of the Institutional Review Board (IRB). the theoretical assumptions of organizational OM8101 - Theories of Leadership (4 quarter Prerequisite(s): OM7080, OM8021. OM8021 behavior and the issues and challenges that arise credits). Learners in this doctoral seminar explore prerequisite does not apply to PhD in IT learners. when managing and leading. The course prepares theories of leadership that inform research and Available online only. Cannot be fulfilled by PhD learners for doctoral research related to practice. In addition, learners explore foundational transfer. organization behavior literature and theory. tenants of leadership theory, creating a compare OM8004 must be taken by PhD learners in their OM8025 - Advanced Qualitative Research and contrast of the theories for their impact on first quarter. Available online only. Cannot be (4 quarter credits). Learners in this course organizations, leaders, and followers. Available fulfilled by transfer. investigate qualitative inquiry and various online only. Cannot be fulfilled by transfer. qualitative research designs based on social OM8102 - Leading at the Top: The Upper OM8010 - Principles of Organization Theory constructivist, interpretive, and critical-theory/ and Practice (4 quarter credits). In this course, Echelon (4 quarter credits). Learners in this transformative traditions appropriate for research doctoral seminar explore the dynamic environment learners explore, synthesize, and integrate in organization and management. Course organization theory, thereby preparing them to of leading at the top of the organization. Topics topics include strategies for data collection include the relationship of the leader to the conduct doctoral research related to organization and bounding, data analysis and coding, visual theory, organizational behavior literature, and executive board, the market, communication mapping and portrayal, drawing and verification techniques and tools of communication, as well as organizational research design. Learners evaluate of conclusions from data, and qualitative organizational theory, apply it to organizational knowledge management. Available online only. research presentation. Learners also gain hands- Cannot be fulfilled by transfer. behavior, and diagnose organizational on experience using qualitative software. This effectiveness. Available online only. Cannot be course is recommended for learners who intend OM8103 - Global Executive/Manager fulfilled by transfer. to conduct either a qualitative or mixed-methods Development (4 quarter credits). Learners in this doctoral seminar examine the current and OM8012 - Strategy (4 quarter credits). dissertation. Prerequisite(s): OM8022. Available relevant theories of global leader and manager Learners in this course examine theories that are online only. Cannot be fulfilled by transfer. relevant to effective strategy development and development. While learning about theories OM8026 - Applied Multivariate Modeling of developing people for the global enterprise implementation, preparing them to operate as (4 quarter credits). Learners in this course strategic thought-leaders in today’s complex system, learners evaluate and prepare a plan for review, critique, and apply models appropriate to their own leadership and management portfolio global business environment. Available online organizational research designs. Topics include only. Cannot be fulfilled by transfer. of skills and assets against the models discussed. General Linear Model (multiple regression, Available online only. Cannot be fulfilled by OM8021 - Management Theory Creation ANOVA, MANOVA, ANCOVA), canonical transfer. (4 quarter credits). Learners in this course examine correlations, principal components, factor analysis, the scientific, philosophical, and methodological and multi-dimensional scaling. Nonparametric approaches underlying organization and alternatives to statistical tests are examined and management research and theory. Course topics data analysis and interpretation software for include the scholar-practitioner as social and quantitative data are explored. Prerequisite(s): OM7080. Available online only. Cannot be fulfilled by transfer. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 169

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OM8104 - Leadership: The Dark Side (4 quarter international knowledge-oriented organizations. alignment, strategic system planning, and the descriptio n s credits). In this innovative doctoral seminar, The course emphasizes preparing learners to application system delivery process. Available learners explore what constitutes the dark side of operate as HRM thought leaders within complex online only. Cannot be fulfilled by transfer. leadership, how these characteristics are evaluated, and dynamic 21st century business environments. OM8303 - Information Technology Technical and the psychology of dark leader development. Available online only. Cannot be fulfilled by Foundations (4 quarter credits). Learners in this course The learning experience culminates in the transfer. doctoral seminar focus on theory and research that development of original approaches and strategies OM8204 - Legal Systems, Labor Relations, and address the technical foundations of information for the management of the dark side of leadership Regulatory Practices (4 quarter credits). Learners technology management discipline. Topics include in contemporary organizations. Available online

in this doctoral seminar examine key components a wide range of technologies, processes, and graduate only. Cannot be fulfilled by transfer. of domestic and international legal systems, labor methods, with a particular emphasis on emerging OM8105 - Issues on the Frontier of the Global relations, and regulatory practices as they relate technologies and concepts. Available online only. Economy (4 quarter credits). Learners in to organizational structure, business activities, and Cannot be fulfilled by transfer. this doctoral seminar examine the economic human capital management. Topics include law OM8304 - Information Technology Delivery landscape of the competitive global economy. making, enforcement agencies, labor relations, (4 quarter credits). Learners in this doctoral Learners identify issues and trends and compare legal processes, and litigation reduction and seminar concentrate on the behavioral aspects of and contrast them for their impact on markets, management. Available online only. Cannot be deploying information technology in organizations. organizations, and leadership practice. Available fulfilled by transfer. During the course, learners examine and evaluate online only. Cannot be fulfilled by transfer. OM8205 - Knowledge Management, Human IT deployment literature from both academic and OM8106 - Leading in the Global Enterprise Resource Information Systems, and Internet practitioner sources, survey both achievements and System (4 quarter credits). In this doctoral seminar Technologies (4 quarter credits). Learners in failures in the field, and identify various research course, learners compare and contrast leadership this doctoral seminar explore the relationships frontiers associated with IT delivery. Available theory for the global enterprise organization. between knowledge management, human online only. Cannot be fulfilled by transfer. Learners evaluate theories pertinent to their own resource information systems, and Internet OM8305 - Information Technology Strategy and operational environment, creating a framework technologies as they relate to maximize human Management (4 quarter credits). Learners in this for successful leading and managing in their capital and organizational productivity. This doctoral seminar course focus on organizational operational contexts. Available online only. course emphasizes integrated understanding, issues related to developing information Cannot be fulfilled by transfer. strategic orientation, and innovative perspective technology strategy and managing IT staff and OM8107 - Entrepreneurial Leader as Pioneer of ways these systems can enable human resource functions. Learners examine the research frontiers (4 quarter credits). Learners in this doctoral management business-oriented solutions for of topics such as IT strategy formulation and seminar compare and contrast entrepreneurial global organizations. Available online only. business alignment; IT organization, structure, leadership theories to become familiar with Cannot be fulfilled by transfer. and governance; implementation and change the options, opportunities, and benefits of OM8206 - Human Capital Management, management; organizational learning and entrepreneurial leadership in the developing Acquisition, Development, and Retention knowledge management; and evaluation of IT global enterprise system. Available online only. (4 quarter credits). Learners in this doctoral impacts on the organization. Available online only. Cannot be fulfilled by transfer. seminar examine human capital acquisition, Cannot be fulfilled by transfer. OM8201 - Theories of Executive Human development, and retention from theoretical, OM8450 - Theory of Organizational Resource Management (4 quarter credits). best practices, and business results perspectives. Improvement (4 quarter credits). Learners in Learners in this doctoral seminar explore current Topics include establishing high-performance this course examine historical, contemporary, and trends in human resource research and the cultures, systems dynamics models, innovative emerging theories of organizational improvement. numerous theories of human resource compensation and reward strategies, and return- Learners explore continuous improvement, management. Learners research articles and on-investment metrics. Available online only. balanced scorecard, Malcolm Baldrige framework, compare and contrast theories for their impact on Cannot be fulfilled by transfer. and other relevant theories. The focus of this the human asset management of the organization. OM8301 - Survey of Research Literature course is on understanding the theoretical Available online only. Cannot be fulfilled by in Information Technology Management foundations of these improvement philosophies transfer. Infrastructure (4 quarter credits). Learners in this and on recognizing their impact on organizational OM8202 - The Human Resource Executive as doctoral seminar review information technology outcomes. Strategic Partner (4 quarter credits). Learners in management research literature focusing on OM8521 - Advances in Project Planning this doctoral seminar explore the link between the research related to managing the process of (4 quarter credits). Learners in this course strategic architecture of human asset management selecting, deploying, and operating information identify and evaluate seminal research in a and organizational strategy. Learners investigate technology within organizations. The focus of variety of project management areas, including how the careful crafting of human resource policy the course includes components of information project planning. Learners focus their research and practice create optimum resource utilization technology and the human resources that support on effective techniques and tools used to define, for exceptional organizational effectiveness. them. Available online only. Cannot be fulfilled plan, and initiate results-driven projects. Prior to Available online only. Cannot be fulfilled by by transfer. enrolling in this course, learners should have a transfer. OM8302 - Survey of Research Literature in working knowledge of project management. OM8203 - Perspectives and Practices in Global Information Technology Planning and Delivery Completion of at least one master’s-level project Human Resource Management (4 quarter (4 quarter credits). Learners in this doctoral management course is strongly recommended. credits). Learners in this doctoral seminar seminar review the information technology Available online only. Cannot be fulfilled by examine innovative human resource management management research literature focusing on transfer. theories and best practices used in domestic and the process of applying IT to the support of organizational goals. Topics include organizational 170 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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O M8523 - Advances in Project Execution development in the classroom are explored. resource management. Theory, research, and (4 quarter credits). Learners in this course identify Prerequisite(s): Completion of program core application of subject matter are constructed to and evaluate seminal research in a variety of project courses. Available online only. Cannot be fulfilled focus on specific subject matter using the special management areas, including project resource by transfer. topics course format. Learners propose course management and project execution. Learners OM8920 - Leadership Practice Seminar (4 quarter topics not covered in the elective offerings of focus their research on effective techniques and credits). Learners in this seminar examine the this specialization and develop content with tools used to execute, monitor, control, and practice fundamentals for professionals that are course tutor approval. PhD learners only: To be close projects. Prior to enrolling in this course, preparing themselves for an executive leadership completed in directed-study format. learners should have a working knowledge of role. Learners review the frameworks of the OM9919 - Doctoral Comprehensive Examination project management. Completion of at least strategic thought-leader of the organization, (4 quarter credits). This course includes an one master’s-level project management course which prepares them for the role, activities and overview of the comprehensive examination is strongly recommended. Available online only. leadership realities of the top leadership in today’s process, the university’s expectations of academic Cannot be fulfilled by transfer. complex and diverse organizations. Prerequisite(s): honesty and integrity, the three core themes of OM8525 - Strategic Leadership and Human Completion of program core courses. Available the examination, and the evaluation criteria. The Resource Management (4 quarter credits). online only. Cannot be fulfilled by transfer. courseroom mentor provides three questions In this course, learners analyze leadership theories OM8930 - Consulting Practice Seminar (4 quarter addressing the core themes. Learners write and human resource management approaches credits). Learners in this seminar examine the answers to the comprehensive examination to project or program management. Learners practice fundamentals necessary for an executive questions. Answers are evaluated by faculty evaluate the advantages and disadvantages of consulting leadership role. Learners review the readers using point-scale scoring rubrics. Upon various leadership skills and examine their effects role of consultant, organizational assessment, passing the comprehensive examination, learners on leading a project team to achieve results. intervention planning, intervention execution, are eligible to enroll in the first dissertation course. Learners also explore ways to optimize HRM to measurement and consultant exit strategies, Grading for this course is S/NS. Prerequisite(s): improve an organization’s project implementation preparing themselves for executive consulting Completion of all required and elective course capabilities. Prior to enrolling in this course, practice. Prerequisite(s): Completion of program work with a cumulative GPA of 3.0 or better. learners should have a working knowledge of core courses. Available online only. Cannot be Completion of practicum courses, if applicable. project management. Completion of at least fulfilled by transfer. Fulfillment of all residency requirements. Cannot one master’s-level project management course be fulfilled by transfer. OM8999 - Special Topics in Organization and is strongly recommended. Available online only. Management (4 quarter credits). In this course, OM9920 - Dissertation Courseroom (non-credit). Cannot be fulfilled by transfer. learners propose appropriate course topics that This course provides learners with resources, OM8527 - Advanced Risk Management address a specific issue or problem in the field. guidance, and peer and mentor support during (4 quarter credits). Learners in this course Proposals must be submitted to the mentor for each dissertation course as they complete the explore current trends and methods of project approval. PhD learners only: To be completed in required milestones. Grading for this course is risk management. Learners evaluate approaches directed-study format. R/NS. Prerequisite(s): OM9919. Cannot be to preventing, mitigating, and managing project fulfilled by transfer. risks, and identify strengths, weaknesses, and OM9050 - Special Topics in Information Technology Management (4 quarter credits). OM9921–OM9945 - Dissertation Research gaps in project risk management research. Prior This course provides learners with an opportunity 1–Dissertation Research 25 (5 quarter credits to enrolling in this course, learners should have to engage in an in-depth study within the area of each). Learners complete the required dissertation a working knowledge of project management. information technology management. Theory, milestones and prepare their dissertation for Completion of at least one master’s-level project research, and application of subject matter are publication. Grading for this course is R/NS. management course is strongly recommended. constructed to focus on specific subject matter Prerequisite(s): OM9919. Courses must be taken Available online only. Cannot be fulfilled by using the special topics course format. Learners in sequence. OM9920 is a co-requisite for these transfer. propose course topics not covered in the elective courses. Cannot be fulfilled by transfer. OM8529 - Program and Portfolio Management offerings of this specialization and develop content (4 quarter credits). This course presents methods with course tutor approval. PhD learners only: To of managing multiple projects and project be completed in directed-study format. portfolios. Learners evaluate and apply program integration and portfolio management techniques, OM9051 - Special Topics in Leadership (4 quarter and examine methods used to optimize the credits). This course provides learners with an opportunity to engage in an in-depth study within overall value of project portfolios. Prior to the area of leadership. Theory, research, and enrolling in this course, learners should have a application of subject matter are constructed to working knowledge of project management. focus on specific subject matter using the special Completion of at least one master’s-level project topics course format. Learners propose course management course is strongly recommended. topics not covered in the elective offerings of Available online only. Cannot be fulfilled by this specialization and develop content with transfer. course tutor approval. PhD learners only: To be OM8910 - Teaching Practice Seminar (4 quarter completed in directed-study format. credits). Learners in this seminar examine the practice fundamentals necessary for a teaching OM9052 - Special Topics in Human Resource career in management education. Syllabus and Management (4 quarter credits). This course course development, online and classroom provides learners with an opportunity to engage instruction, as well as the fundamentals of human in an in-depth study within the area of human 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 171

Graduate Course Descriptions, continued

ORD5050 - Ethics and Behavior in Organizations and sustainability. In particular, learners focus School of Business and Technology descriptio n s (4 quarter credits). This course focuses on the role on developing strategies for implementing Master’s Organizational Development of ethics and behavior in organizations as managed key theories and best practices of organization Courses by organizational development professionals. development and process consultation in order course ORD5004 - Change, Culture, and Complexity Learners examine the roles of organizational to increase organizational performance and (4 quarter credits). Learners in this course development professionals as ethical change productivity. Prerequisite(s): ORD5510. examine change, culture, and complexity in agents and assess their responsibilities in fostering ORD5517 - Human Asset Management and 21st century global organizations. Learners ethical business and workplace environment. Motivation (4 quarter credits). This course Learners also evaluate the influence of ethics on analyze organizational development literature presents current and emerging theories, models, graduate and apply best practices for using organizational behavior within the organizational development and practices of talent management exhibited by development strategies related to organizational process. global organizations. Learners analyze the influence change, culture, and complexity to increase ORD5510 - Organizational Development in of rewards and recognition programs on employee performance and productivity. Learners also use the Global Environment (4 quarter credits). retention and explore ways to use these programs organizational development models to identify Learners in this course explore the emerging role as retention tools. Learners also analyze retention business trends and growth opportunities. of organizational development in a global context. strategies of select multinational corporations to ORD5004 must be taken by master’s learners in Learners examine business strategies and best assess the effectiveness of talent management their first quarter. Cannot be fulfilled by transfer practices of select multinational corporations and programs from a global perspective. Other course or petition. evaluate their effects on organizational capacity topics include the internal and external forces ORD5010 - Organizational Systems and building. Learners also analyze ways to integrate responsible for generating career-related tensions Dynamics (4 quarter credits). This course presents current organizational development models and within organizations. Prerequisite(s): ORD5510. theories and models of organizational systems strategies with emerging initiatives that together ORD5519 - Leadership, Managership, and and dynamics and the organizational influences of address contemporary business perspectives, Followership (4 quarter credits). In this individual, group, and enterprise-wide interaction. trends, and issues. Cannot be fulfilled by transfer course, learners explore the emerging roles Learners identify the ways organizational systems or petition. and relationships of leadership, managership, operate within business environments and evaluate ORD5511 - Systems Thinking, Archetypes, and and followership in 21st century organizations. the effectiveness of various systems archetypes. Design (4 quarter credits). In this course, learners Learners analyze traditional organizational roles Learners also examine the organizational study systems design, archetype, and thinking of leadership, managership, and followership development methods and tools used to manage literature and best practices related to maximizing and examine their impact on individual and systems archetypes in order to achieve business organizational effectiveness. In particular, learners organizational productivity. Learners also evaluate goals. explore current literature and generally accepted emerging theories, models, and practices ORD5020 - Strategic Planning and best practices of applying systems design to relative to redefining these roles.Prerequisite(s): Organizational Development (4 quarter complex operating environments. Learners also ORD5510. credits). Learners in this course study strategic evaluate the influence of systems archetypes that ORD5910 - General Organizational Development business planning and examine its contributions employ both order and chaordic frameworks and Capstone (4 quarter credits). This is an integrative to organizational development. Learners analyze identify organizational strategies, methods, and course for learners in the master’s General theoretical frameworks and models of strategic tools used to harness the power of systems design Organizational Development specialization. business planning and use them to develop their in order to increase positive business results. Learners synthesize and integrate the knowledge, own models that integrate business strategy Prerequisite(s): ORD5510. competencies, and skills acquired throughout with practice. Learners also identify methods ORD5513 - Group Dynamics (4 quarter the program by developing and implementing a for aligning strategic business planning with the credits). Learners in this course study group final project that demonstrates critical thinking, organizational development activities of global dynamics literature and best practices related to creativity, and practical application of program enterprises. organizational development and effectiveness. content. Learners create and customize project ORD5030 - Assessment and Interventions In particular, learners explore current literature plans and strategies to achieve desired project (4 quarter credits). In this course, learners examine and generally accepted best practices of using outcomes. Prerequisite(s): Completion of all generally accepted assessment and intervention facilitation and collaboration methods to manage required master’s course work. Cannot be methods, models, and tools used in organizational group dynamics and increase organizational fulfilled by transfer or petition. development. Learners review organizational productivity. Learners also examine ways to development literature, case studies, and align individual behaviors with an organization’s practices and gain experience determining which business goals and engage in field work to assess assessments enable an organizational intervention. the effectiveness of group dynamics strategies and methods. Prerequisite(s): ORD5510. ORD5040 - Fundamentals of Business (4 quarter credits). This course provides learners ORD5515 - Process Consultation (4 quarter with knowledge and skills related to applying credits). This course introduces learners to the accounting, finance, and economic business concept of building consultative relationships with information to organizational development clients through the examination of the theories, strategies. Learners analyze economics models models, and tools of organization development and financial statements and equations. Learners consultation, including the process facilitation also evaluate financial metrics used to measure method developed by Dr. Edgar Schein. business revenue, profit, and loss, and examine the Learners apply client engagement methods and ways these metrics are applied to organizational develop critical thought and action relative to development strategies to increase organizational enabling organizational development, growth, performance and productivity. 172 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

School of Business and Technology specifications; and system design, implementation, terrorism and enterprise system weaknesses and testing, and maintenance. Learners also compare creating an enterprise system security plan. Prior Master’s and Doctoral Information theory with practice and assess, evaluate, and to enrolling in this course, learners should have a Technology Courses apply software development principles and working knowledge of networking concepts. TS5004 - Technical Communications processes to a professional environment. Prior TS5312 - Security Risk Management (4 quarter (4 quarter credits). This course provides learners to enrolling in this course, learners should credits). This course presents the important with the necessary skills for communicating have a working knowledge of the software elements of risk management and the ethical technical information to various stakeholders in development process. and legal issues surrounding computer security. organizations. The focus of the course is on the TS5160 - Business Foundations (4 quarter Learners analyze the impact of computer legislation fundamentals of technical communication in the credits). This course provides information and case law on information security management electronic workplace while emphasizing clarity technology learners with a foundation of business and examine ways to mitigate risk and develop risk- and organization. Learners study technical writing, concepts. Learners analyze organizational control strategies to better understand information editing, and online communication and engage in structures, operational processes, financial security project planning. Prior to enrolling in a broad range of activities, including preparing an measures, and key business communication this course, learners should have a working effective résumé, writing proposals and technical concepts and techniques. Through the analysis and knowledge of IT and project management skills. reports, and creating professional development application of fundamental business processes, TS5321 - Local Area Network Architectures plans. This course helps learners develop an theories, and techniques, learners gain a better (4 quarter credits). The focus of this course understanding of format and content and prepares understanding of how IT integrates with the is on local area network (LAN) architectures them for project documentation requirements enterprise as a whole. from managerial, business, and operational throughout their program and their professional TS5270 - Cyber Threats to Enterprise Security perspectives. Learners explore planning, careers. TS5004 must be taken by master’s (2 quarter credits). This course is designed for designing, administering, securing, and managing learners in their first quarter. Cannot be fulfilled information technology managers, executives, LANs and gain an understanding of how to by transfer or petition. network and system administrators, and other implement LAN architectures using different TS5010 - Introduction to Enterprise Application IT professionals that need to assess their platforms and technologies. Prior to enrolling Architecture (4 quarter credits). This course organization’s risk to hackers and cyber terrorists. in this course, learners should have a working covers dynamic Hypertext Markup Language This course surveys the key terms and concepts knowledge of network administration. (HTML), JavaScript, Java Applets, cascading style necessary for enterprise security, including the TS5322 - Wide Area Network Architectures sheets, and design templates and includes an tools, techniques, and strategies that are most (4 quarter credits). The focus of this course introduction to CGI programming, server-side often used to break into networks and associated is on wide area network (WAN) architectures includes (SSI), and Extensible Markup Language databases. Learners become familiar with the basic from managerial, business, and operational (XML). This course also provides learners with steps that are used by these attackers. This course perspectives. Learner explore planning, designing, an overview of Web-based e-commerce and enables learners to develop a working knowledge administering, securing, and managing WANs guidelines for building a Web-based infrastructure and vocabulary for assessing an organization’s and gain an understanding of how to implement to support the various parts of an enterprise (e.g., security risk from attackers and a framework for WAN architectures using different platforms and operations and marketing). Learners apply their creating an action plan. technologies. Prior to enrolling in this course, knowledge as they use a professional interactive TS5271 - Network Security Solutions for the learners should have a working knowledge of development environment (IDE) to develop a Enterprise (2 quarter credits). This course network administration. Web application. Learners also design and create is designed for network designers, system TS5323 - Integrating Divergent Network an e-commerce Web site that addresses both administrators, and other information technology Architectures (4 quarter credits). This course the technical and business issues of e-commerce. professionals who need to develop strategies presents an overview of different network Other course topics include the role of standards and countermeasures against cyber threats architectures, with an emphasis on the integration in supporting the Web, the handling of commercial to an enterprise network. This course covers of heterogeneous network components. Learners transactions, social controversies surrounding current network security solutions to protect an consider the interoperability of local area networks e-commerce, and emerging e-commerce business organization from exposure internally (attacks (LANs), wide area networks (WANs), and wireless models. from within) and externally (Internet). Learners and mobile networks from an architectural TS5011 - Managing People and Technology examine specific strategies to guard against perspective. The course also engages learners with (4 quarter credits). This course provides the most common intrusion including firewalls, a diverse set of hardware and software systems information technology learners with skills needed gateways, and proxy servers. Learners utilize case and emphasizes understanding how to design and to manage technology and people. Learners assess studies to better understand the impact of good deploy integrated network solutions to create a and control the risks associated with information security solutions. Authentication and encryption strategic business advantage. assets, apply concepts and principles to manage techniques are discussed and lab exercises are TS5324 - Evolving Network Technologies projects and project quality, and develop used to give learners experience with network (4 quarter credits). This course presents an collaboration and leadership skills to use in a security solutions. Working knowledge of overview of the latest network trends, with an globally distributed team environment. networking concepts is strongly recommended. emphasis on the analysis and deployment of TS5130 - System Development Theory and TS5311 - Enterprise Security (4 quarter credits). emerging technologies. Learners study Voice Practice (4 quarter credits). This course focuses This course provides an overview of enterprise over Internet Protocol (VoIP), secure wireless, on the software engineering fundamentals that can security and presents the tools, techniques, and mobile computing, and virtualized networks at an be applied to enterprise-wide software application strategies used to counteract threats organizations enterprise level. The course also engages learners development. Topics include portability, experience on a daily basis. Learners develop with a diverse set of hardware and software reusability, prototyping, and performance a working knowledge of organization security systems and emphasizes understanding how to management. Learners examine advanced risk assessment and gain an understanding of manage change in an enterprise environment and requirements analysis techniques; functional appropriate security planning by analyzing cyber use leading edge network technologies to create a strategic business advantage. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 173

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TS5325 - Enterprise Network Analysis planning, monitoring, reporting, controlling, and TS5344 - Strategic Business Analysis (4 quarter descriptio n s (4 quarter credits). Learners in this course analyze managing project cost and explore the concept of credits). Learners in this course study the the business requirements that drive network earned value management. Other topics include importance of aligning proposed information solutions, including network security, network procurement aspects from planning to acquisition, technology solutions with business goals performance monitoring and analysis, and capacity contracting, and closure. and strategies. Learners develop a business course planning. Learners consider the current national TS5334 - Project Risk Assessment and Control architecture to support an organization’s strategic regulatory regime and information technology (4 quarter credits). Learners in this course examine goals and analyze the cost and benefit of potential governance issues. Learners also gain practical the important elements of risk management, IT solutions. Learners also refine their ability to knowledge of the management of existing network communicate the value of proposed IT initiatives

including planning for, identifying, quantifying, graduate infrastructures by assessing network availability and analyzing, and controlling risk. Learners gain and solutions to various stakeholders to build reliability requirements for an enterprise network. an understanding of the systematic process enterprise-wide consensus and approval. TS5327 - Secure Network Architectures of identifying, analyzing, and appropriately TS5345 - Business Modeling (4 quarter credits). (4 quarter credits). Learners in this course examine responding to project risk. Learners also apply In this course, learners focus on business advanced network remote access and the secure qualitative and quantitative risk analysis techniques operations modeling to analyze the strategic value network strategies used to implement it. Learners and assess the negative consequences of failing to and functional requirements of an information analyze, plan, design, configure, and specify the perform a proper risk analysis. technology solution. Learners examine business- implementation of remote access using current TS5335 - Project Leadership and Management modeling methods and processes and ways technologies such as IPSec VPN, Frame Mode (4 quarter credits). The objective of this course to analyze the effectiveness and efficiencies MPLS, and tele-network services. Learners also is to gain insight into the role and skills required of business operations. Learners also evaluate investigate common network attacks and evaluate of project leaders across organizations. Learners methods for process benchmarking and process strategies to mitigate their occurrence within the examine a wide range of leadership roles, including improvement using IT solutions. context of remote network access. Using these manager, problem solver, facilitator, trainer, TS5351 - Architecture Requirements Analysis capabilities, learners evaluate and design network communicator, and advocate, and discover how (4 quarter credits). Learners in this course architectures that support secure remote network each role affects the ability to create a cohesive develop ways to specify and design enterprise- access. Prior to enrolling in this course, learners project team. Learners study and apply a step-by- wide systems based on requirements analysis. should have a working knowledge of network step approach to leadership and teambuilding. Learners solve business problems and improve administration. Other course topics include leadership ethics, business processes by gathering requirements TS5331 - Project Management Fundamentals leadership and project strategy, and the information from stakeholders and building these (4 quarter credits). This course serves as an relationship between leadership and project needs into an architecture of the solutions. By introduction to the generally accepted processes management politics. applying appropriate tools and techniques to the and knowledge areas found in the project TS5341 - Requirements Discovery and requirements analysis process, learners are able management profession. Learners study the Documentation (4 quarter credits). Learners in this to broadly define the software architecture for an project management concepts as defined by the course examine the responsibilities of determining, enterprise. Prerequisite(s): TS5130. Project Management Institute’s (PMI) “A Guide organizing, and communicating requirements for TS5352 - Enterprise Database Systems (4 quarter to the Project Management Body of Knowledge an information technology solution; driving support credits). This course prepares learners to design, (PMBOK® Guide). Topics include professionalism for the solution; and providing the background manage, and integrate database systems within and ethics, the nine project management needed for solution development. Learners study an enterprise. It focuses on topics related to large- knowledge areas, and the domains of initiating, requirement-gathering processes and ways to scale database systems, including distributed- planning, executing, controlling, and closing document the interrelationship of requirement systems architecture, transactional processing, projects. elements. Learners also explore requirement- and systems access and security. Learners explore TS5332 - Project Management Planning, modeling development techniques that can be the applications of database systems, particularly Execution, and Control (4 quarter credits). used to communicate requirements to IT project enterprise resource planning (ERP) systems This course emphasizes the elements of project stakeholders and sponsors. and customer relationship management (CRM) management through the integration and application TS5342 - Solution Analysis and Modeling systems. Learners also differentiate between of project planning, executing, monitoring, and (4 quarter credits). In this course, learners examine object-oriented and relational database systems controlling tools and techniques. Learners identify the responsibilities of analyzing and clarifying and identify their appropriate applications. Prior project requirements and develop a project plan business requirements, and developing solutions to enrolling in this course, learners should that considers project scope, time, and cost in that meet the business needs of an organization. have fundamental database knowledge and managing competing project requirements. Learners Learners explore system-modeling techniques, experience. also examine the elements of work breakdown the various levels of requirements modeling, and TS5353 - Enterprise Software Architecture structures and their importance in developing a solution implementation models. Design (4 quarter credits). This course prepares project schedule that accurately reflects the work TS5343 - Business Solution Assessment and learners to design a software architecture for an effort required and assigns the appropriately skilled enterprise. Learners determine the architectural resources complete each activity. Validation (4 quarter credits). This course focuses on the business analyst’s role in determining views best suited to the enterprise scope and TS5333 - Project Budgeting, Procurement, and whether an information technology solution can requirements analysis and apply key architectural Quality (4 quarter credits). In this course, learners deliver its intended value to an organization. principles to the enterprise architecture. By using study the fundamental concepts and principles of Learners analyze IT solutions to ensure that modeling tools such as Unified Modeling Language cost estimation and budgeting; quality planning, they satisfy the business requirements of an (UML), learners are able to design an architectural management, and control; and procurement organization. Learners also examine the effects view of the enterprise. life cycle activities as they relate to projects. of various implemented solutions and evaluate Learners evaluate tools and techniques used in quality assurance methods during the solution development process to ensure the end product will meet the specified requirements. 174 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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TS5354 - Enterprise Software Interface Design TS5521 - Advanced Network Technology: TS5536 - Ethical and Legal Considerations in (4 quarter credits). In this course, learners examine Switching (4 quarter credits). In this course, Information Technology (4 quarter credits). the user interface design requirements for complex learners examine advanced multilayer switching This course focuses on the ethical and legal issues enterprise applications. Learners evaluate device technologies and techniques used by major surrounding the use of information technology interfaces and evaluate factors that contribute telecommunication companies to provide within an organization. Learners use specific to positive user-interface experiences. Learners advanced switch configuration, including case examples and projects to explore human also develop Web applications that demonstrate Spanning-Tree Protocol (STP) implementation dimensions of information technology and research an understanding of interface standards. and virtual local area networks (VLANs). Learners the relationships between customers, partners, Prerequisite(s): TS5010. also design a scalable-switched network and society. Topics include intellectual property TS5355 - Advanced Enterprise System based on defined protocols and techniques. rights, privacy, governmental regulations, and an Development (4 quarter credits). This course Prior to enrolling in this course, it is strongly individual’s responsibilities in the decision-making provides a comprehensive overview of distributed recommended that learners earn certification as process. enterprise architectures and the fundamental a Cisco Certified Network Associate (CCNA). TS5591 - Programming and Database Systems technologies that support them, including TS5531 - Security Management Practices (4 quarter credits). This course enables learners Extensible Markup Language (XML), Web services, (4 quarter credits). The focus of this course is with limited knowledge of information technology and service-oriented architecture (SOA). Learners on identifying, developing, and implementing to understand fundamental concepts of IT and to use XML, Web services, and SOA to design and security policies for an information system and be prepared for future courses in their program. develop distributed enterprise applications. its environment. Learners assess the need for An overview of the basic concepts of the software Learners also use technologies such as Enterprise network and physical security and analyze the development process is presented. Learners Java Beans (EJBs) to incorporate business logic importance of planning and developing incident become familiar with programming through in the development of reusable application reporting procedures. This course covers proactive updating existing applications with an industry components. Prerequisite(s): TS5356. security management practices, including business standard programming language (i.e., Visual Basic). TS5356 - Advanced Application Development continuity planning and disaster recovery planning. This course also provides database principles (4 quarter credits). The focus of this course is on Other topics include networking, database enabling the learner to construct a simple database advanced features of the Java (J2EE) programming management, and project management. and access its information through an application environment and how they are used to develop TS5532 - Secure System Development and interface. Learners modify existing programs to enterprise applications. Learners analyze multi- Cryptography (4 quarter credits). Learners in access a database and develop useful reports. tiered Web application architectures to design this course explore the key concepts of operating Learners are able to compare various options in and develop reusable and portable enterprise system and application design from the security application development and database technology components. Learners also examine the process perspective and examine the importance of to select the most appropriate solution for their for ensuring the quality and security of J2EE securing database access. The course illustrates business environment. Learners may choose or be applications. Prior to enrolling in this course, the importance of software development and advised to enroll in this course. Does not apply learners should possess a working knowledge maintenance processes that impact system toward degree or certificate total credits. of Java. security. Learners analyze ways cryptography TS5592 - Introduction to Network and Internet TS5357 - Enterprise Software Architecture addresses the principles, means, and methods Architecture (4 quarter credits). This course Quality Assurance (4 quarter credits). In this of disguising information to ensure its integrity, provides an overview of computer networking course, learners design and apply software quality confidentiality, and authenticity.Prior to enrolling concepts for learners with limited knowledge or systems appropriate for complex enterprises. in this course, learners should have a working experience in this area. Learners gain a better Learners use industry standards such as Capability knowledge of basic algorithm construction. understanding of the concepts of network design, Maturity Model Integration (CMMI) and TS5533 - Wireless Security (4 quarter credits). network hardware, network configuration, and International Organization for Standardization This course provides an overview of the skills the basic architecture of local area networks (ISO) 9001 to develop software auditing processes necessary for securing an organization’s wireless (LANs) and wide area networks (WANs). Learners and develop continuous improvement plans that and mobile communications. Learners explore also explore the ways networks are constructed match the lifecycle model of the enterprise. ways to mitigate the risks associated with wireless and configured to support the Internet and Web. Learners may choose or be advised to enroll in TS5514 - Advanced Graphics and Multimedia communications and examine tools and techniques this course. This course does not apply toward (4 quarter credits). Learners in this course build that reduce the risk exposure companies encounter degree or certificate program requirements. competencies for developing interesting Web when using wireless technologies. Topics include sites containing more complex and interactive theory of wireless transmission and mobile TS5610 - Introduction to Health Information multimedia features by integrating theory with computing, wireless standards, use of hardware, Systems (4 quarter credits). This course provides practice. This course develops learners’ knowledge practical applications, and encryption methods. a fundamental, critical view of major health care of Web site design and multimedia tools like TS5534 - Computer Forensics and Investigations policies that affect the health information industry. Flash, Fireworks, and Photoshop through the (4 quarter credits). This course provides an In this course, learners become familiar with and development of a business-quality Web site. overview of the skills necessary in computer learn to use the unique vocabulary of the health Learners use the theory behind vector graphic forensics. Learners explore ways data can be care environment. Learners study how health and image manipulation to more effectively utilize hidden on a computer and evaluate computer information management and the information these techniques. Prerequisite(s): TS5506. forensics investigation tools, methods of handling technology supporting it can impact the financial and transporting data once it is uncovered, status of businesses in the health care industry. and procedures for handling and safely storing From this perspective, learners analyze the electronic data. differences between health information systems and other information management systems. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 175

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TS5615 - Health Informatics (4 quarter credits). Learners discover ways to integrate knowledge course, learners submit their project deliverables descriptio n s This course provides learners with a foundation management techniques in order to operate health and summarize their results. Prerequisite(s): for their studies in the Health Information care companies more effectively and efficiently, Completion of all required master’s course work. Management specialization by focusing on especially in a patient-focused environment. Cannot be fulfilled by transfer or petition. standard clinical technology and health information Learners are encouraged to develop methods TS5940 - Business Analysis Capstone (4 quarter course management, and developing a solid foundation for strategic management and resource planning credits). In this course, learners demonstrate in basic medical language. Learners study the based on their understanding of the role of IT in proficiency in business analysis by completing a roles of technology professionals in health health care enterprises. final project. Learners prepare a project plan that care environments, focusing on advanced data

TS5900 - Information Technology Capstone includes a proposed topic area, the associated graduate collection, analysis, and decision making for (4 quarter credits). In this course, learners skills and competencies to be exhibited in the health care providers. Further, learners identify demonstrate proficiency in information technology project, and an outline of the project deliverables the importance of interface design and its role by completing a final project. Learners prepare with completion dates. Upon approval from their in supporting the interpretation of health care a project plan that includes a proposed topic instructor, learners execute their project plans. At information. area, the associated skills and competencies to the conclusion of the course, learners submit their TS5620 - Databases in Health Care Environments be exhibited in the project, and an outline of the project deliverables and summarize their results. (4 quarter credits). Learners in this course identify project deliverables with completion dates. Upon Prerequisite(s): Completion of all required the basic requirements of data architectures approval from their instructor, learners execute master’s course work. Cannot be fulfilled by pertinent to health care systems with an emphasis their project plans. At the conclusion of the transfer or petition. on the relationship between medical information course, learners submit their project deliverables TS5950 - Enterprise Software Architecture and databases. Learners study industry security and summarize their results. Prerequisite(s): Capstone (4 quarter credits). In this course, standards for controlling the storage, retrieval, Completion of all required master’s course work. learners demonstrate proficiency in enterprise and management of heath care information. Cannot be fulfilled by transfer or petition. software architecture by completing a final project. Learners also practice using advanced data search TS5910 - Information Assurance and Security Learners prepare a project plan that includes a and access techniques and explore data mining Capstone (4 quarter credits). In this course, proposed topic area, the associated skills and techniques for medical information systems. learners demonstrate proficiency in information competencies to be exhibited in the project, TS5625 - System Security in Health Care assurance and security by completing a final and an outline of the project deliverables with Environments (4 quarter credits). In this course, project. Learners prepare a project plan that completion dates. Upon approval from their learners focus on securing systems and networks includes a proposed topic area, the associated instructor, learners execute their project plans. At in health care environments and explore the legal skills and competencies to be exhibited in the the conclusion of the course, learners submit their and ethical ramifications of health care systems project, and an outline of the project deliverables project deliverables and summarize their results. development and deployment. Learners identify with completion dates. Upon approval from their Prerequisite(s): Completion of all required the requirements for privacy and security in health instructor, learners execute their project plans. At master’s course work. Cannot be fulfilled by care organizations and explore systems and the conclusion of the course, learners submit their transfer or petition. communications theory as they relate to ensuring project deliverables and summarize their results. TS5960 - Health Information Management secure information systems. Learners also study Prerequisite(s): Completion of all required Capstone (4 quarter credits). In this course, HIPAA and other security-related standards as they master’s course work. Cannot be fulfilled by learners demonstrate proficiency in health apply to the design of secure heath care systems. transfer or petition. information management by completing a final TS5630 - Data Analysis and Decision Support TS5920 - Network Architecture Capstone project. Learners prepare a project plan that for Health Information Technology Practitioners (4 quarter credits). In this course, learners includes a proposed topic area, the associated (4 quarter credits). In this course, learners demonstrate proficiency in network architecture skills and competencies to be exhibited in the identify major health care policies, analyze and by completing a final project. Learners prepare project, and an outline of the project deliverables develop health care technology policies, and a project plan that includes a proposed topic with completion dates. Upon approval from their practice process modeling that allows information area, the associated skills and competencies to instructor, learners execute their project plans. At technology to be used to critically analyze solutions be exhibited in the project, and an outline of the the conclusion of the course, learners submit their to health care management and delivery problems. project deliverables with completion dates. Upon project deliverables and summarize their results. Learners also explore ways in which decision approval from their instructor, learners execute Prerequisite(s): Completion of all required analysis is used daily in health care practitioner their project plans. At the conclusion of the master’s course work. Cannot be fulfilled by settings, along with ways to facilitate executive course, learners submit their project deliverables transfer or petition. communications through the use of IT. and summarize their results. Prerequisite(s): TS5999 - Current Trends in Information TS5635 - Strategic Management of Information Completion of all required master’s course work. Technology (4 quarter credits). This course Technology in Health Organizations (4 quarter Cannot be fulfilled by transfer or petition. provides learners the opportunity to engage in credits). Learners in this course explore strategies TS5930 - Project Management Capstone an in-depth study of a specialized information fundamental to successful deployment and use (4 quarter credits). In this course, learners technology area. The course content is constructed of systems in health care practitioner settings. demonstrate proficiency in project management to focus on specific subject matter using the special The course focuses on leadership theories and by completing a final project. Learners prepare topics course format, and course topics address their relationship to the successful management a project plan that includes a proposed topic current areas of interest in IT practices. Learners of information technology in health care area, the associated skills and competencies to must exhibit a graduate-level mastery of the organizations. Learners are introduced to statistical be exhibited in the project, and an outline of the topic area. Cannot be fulfilled by transfer or techniques that support biomedical research and project deliverables with completion dates. Upon petition. learn to identify and use analysis techniques that approval from their instructor, learners execute support the management of executive decisions. their project plans. At the conclusion of the 176 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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TS8004 - Information Technology Research state, and other governmental and industry TS9919 - Doctoral Comprehensive Examination and Practice (4 quarter credits). Learners in standards that companies must follow to be (4 quarter credits). This course includes an this course focus on research and practice that compliant in safeguarding data. Learners analyze overview of the comprehensive examination address the technical foundations of information the depth and breadth of compliance management process, the university’s expectations of academic technology. Topics include a wide range of research and investigate different approaches to honesty and integrity, the three core themes of technologies, processes, and methods with data protection control and compliance. Available the examination, and the evaluation criteria. The particular emphasis on emerging technologies online only. Cannot be fulfilled by transfer. courseroom mentor provides three questions and concepts. Learners compare quantitative TS8539 - Security Governance and Management addressing the core themes. Learners write and qualitative methodologies and identify the (4 quarter credits). The focus of this course is on answers to the comprehensive examination research methodologies commonly used in the strategic security planning organizations need questions. Answers are evaluated by faculty information technology research. This course to implement and manage security programs. readers using point-scale scoring rubrics. Upon prepares PhD learners for doctoral research related Learners examine governance principles and the passing the comprehensive examination, learners to IT literature and theory. Cannot be fulfilled by ways they are applied to information security are eligible to enroll in the first dissertation course. transfer. management to ensure that security programs are Grading for this course is S/NS. Prerequisite(s): TS8306 - Advances in Information Technology aligned with the organization’s long-term strategic Completion of all required and elective course (4 quarter credits). This course introduces direction. Available online only. Cannot be work with a cumulative GPA of 3.0 or better. learners to advances in areas of information fulfilled by transfer. Completion of practicum courses, if applicable. Fulfillment of all residency requirements. Cannot technology, including enterprise-wide systems, TS8940 - Information Technology Consulting be fulfilled by transfer. data warehouses, and network-based applications. Practice Seminar (4 quarter credits). In this Learners may choose to focus on one of the seminar, learners examine the project management TS9920 - Dissertation Courseroom (non-credit). following areas of concentration: decision support and contracting skills necessary to become an This course provides learners with resources, systems, human-computer interaction, information effective information technology consultant. guidance, and peer and mentor support during security, computer networking, and database Course topics include organizational assessment, each dissertation course as they complete the systems. Cannot be fulfilled by transfer. planning, execution, and measurement. required milestones. Grading for this course is TS8531 - Network Security Advances Prerequisite(s): Completion of program core R/NS. Prerequisite(s): TS9919. Cannot be fulfilled (4 quarter credits). This course presents advances courses. Available online only. Cannot be fulfilled by transfer. in information assurance and the ways they help by transfer. TS9921–TS9945 - Dissertation Research decision makers accurately gauge, estimate, and TS8950 - Teaching Practice Seminar in 1–Dissertation Research 25 (5 quarter credits examine the impact of implementing various Information Technology Education (4 quarter each). Learners complete the required dissertation network security protection mechanisms. Learners credits). This seminar covers the practice milestones and prepare their dissertation for evaluate emerging information security protection fundamentals learners need to prepare publication. Grading for this course is R/NS. research and identify the potential advantages themselves for a career in information technology Prerequisite(s): TS9919. Courses must be taken and disadvantages of protecting the security of education. Learners examine syllabus and course in sequence. TS9920 is a co-requisite for these the network. Available online only. Cannot be development, online and classroom instruction, courses. Cannot be fulfilled by transfer. fulfilled by transfer. and the fundamentals of human development in TS8533 - Enterprise Security Risk Management the classroom. Prerequisite(s): Completion of (4 quarter credits). Learners in this course examine program core courses. Available online only. research in information security risk management. Cannot be fulfilled by transfer. School of Business and Technology Learners review scholarly literature in the field TS8951 - Survey of Research Literature in Colloquia and Residencies as it relates to risk modeling, assessment, and Information Technology Education (4 quarter COL-R8921 - PhD Colloquium Track 1. In the first management. Other course topics include credits). Learners in this doctoral seminar review residential colloquium, doctoral learners acquire outsourcing and the legal and technological information technology research literature that and apply the academic and intellectual skill sets of changes that affect risk management. Available focuses on studies related to improving the the scholar-practitioner. The colloquium provides online only. Cannot be fulfilled by transfer. effectiveness of IT instruction, developing IT the opportunity to interact with peers, faculty, and TS8535 - System and Application Security curricula and courses, and using IT in the classroom. university staff and participate in academic sessions Advances (4 quarter credits). This course presents Course content emphasizes IT education and and workshops, contemporary issues seminars, and advances in ensuring system and application includes computer science, computer engineering, specialization meetings within the school. Learners security and the ways they help decision makers and other related disciplines. Cannot be fulfilled engage in scholar-practitioner self-reflection accurately gauge, estimate, and examine the by transfer. practices and gain learning experience that impact of implementing various system and TS8998 - Special Topics in Information addresses the doctoral competencies of becoming application security protection mechanisms. Technology (4 quarter credits). This course a critical thinker, researcher, and professional Learners evaluate emerging information security provides learners with the opportunity to engage communicator. Learners in academic psychology protection research and identify the potential in an in-depth study of a specialized information specializations attend this colloquium before advantages and disadvantages of protecting technology area. Theory, research, and practice completing 36 earned and transferred credits. All system and application security. Available online are constructed to focus on specific subject matter other learners attend this colloquium during their only. Cannot be fulfilled by transfer. using the special topics course format. Appropriate first quarter of enrollment or before completing 56 TS8537 - Assurance Controls and Compliance course topics address an area of study that earned and transferred credits. Management (4 quarter credits). This course complement learners’ past experience and learning provides an overview of the management objectives. The results of the study must exhibit a processes and organizational controls needed to graduate-level mastery of the topic area. Course ensure data protection. Learners review federal, may be repeated for credit with a different topic only. Cannot be fulfilled by transfer. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 177

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environment. Learners also analyze best practices COL-R8922 - PhD Colloquium Track 2. The School of Education descriptio n s of designing collaborative processes and assessing second residential colloquium emphasizes Courses collaborative learning and develop a collaboration acquiring deeper knowledge as it is applied ED5002 - Foundations of Theory and Practice action plan that combines theory, strategy, and

to the theoretical and research foundations course best practice. within the discipline. The colloquium provides in Master’s Studies (4 quarter credits). This is a the opportunity to interact with peers, faculty, foundational course for learners in the following ED5312 - Strategies for Building Online Learning and university staff and participate in academic specializations: Enrollment Management, Communities (4 quarter credits). In this course, sessions and workshops, contemporary issues Leadership for Higher Education, Instructional learners develop the facilitation strategies and seminars, and specialization meetings within the Design for Online Learning, Postsecondary and tactics that nurture interaction and collaboration graduate school. Learning experiences expand learners’ Adult Education, Professional Studies in Education, and guide the development of effective personal intellectual applications and analysis skills and and Training and Performance Improvement. learning strategies. Learners benefit from address the doctoral competencies of becoming Learners are introduced to discipline-specific interacting with one another in a virtual classroom. a critical thinker, researcher, and professional topics, and begin to put into practice the academic ED5313 - Curriculum Development for Online communicator. Learners in academic psychology developmental and behavioral competencies Learning (4 quarter credits). Topics in this course specializations attend this colloquium while they are expected to master during their degree include contemporary models of curriculum design, completing 37–60 credits. All other learners attend program. Learners apply critical thinking, scholarly teaching models, and learning theory. As a project- this colloquium while completing 57–72 credits of inquiry and communication, and research skills based course, curriculum development activities required course work. within the context of their specialization. ED5002 include the development of a course syllabus, must be taken by master’s learners in their first COL-R8923 - PhD Colloquium Track 3. The third content, assignments, and activities. quarter. Cannot be fulfilled by transfer. residential colloquium focuses on expanding ED5315 - Adult Development and Learning and applying doctoral competencies to the ED5006 - Survey of Research Methodology (4 quarter credits). This course presents theories independent research phase of the program in (4 quarter credits). This course is an overview of and research related to adult development. preparation for the comprehensive examination the general approaches to research methodology Learners examine the changes that occur and dissertation. The colloquium provides the at the graduate level. It focuses on quantitative during the early, middle, and advanced stages opportunity to interact with peers, faculty, and and qualitative approaches to rigorous scholarly of adulthood and analyze their effects on adult university staff and participate in academic inquiry and the major research methodologies. This learning. Learners also consider the impact of sessions and workshops, contemporary issues course is aimed primarily at master’s learners, gender, culture, and personal experience on adult seminars, and specialization meetings. Learning although PhD learners may take it as an elective. learning and evaluate their related instruction experiences addresses critical thinking, research, ED5007 - Foundations of Educational Leadership implications. This course emphasizes critically and professional communication competencies (6 quarter credits). This course is the introductory reflective, transformational teaching and learning. and emphasize using intellectual and academic skill first course for all master’s degree specializations ED5410 - The Early Childhood Learning sets to synthesize and analyze theory and research in the School of Education. This course focuses Environment (4 quarter credits). This course as scholar-practitioners in the discipline. Learners on the competencies teachers and administrators covers the early childhood environment and in academic psychology specializations attend need in order to make significant changes within its effects on growth and learning. Learners this colloquium while completing 61–95 credits. their organizations, leading to high levels of evaluate the physical environment, the role of All other learners attend this colloquium while student achievement. Learners study fundamental the caregivers and teachers, and the interaction completing 73–96 credits as a prerequisite for the concepts, including reflective practice, the role among children, and identify methods of increasing comprehensive examination. of the practitioner-scholar, data-driven decision child engagement, effective communication, making, educational leadership, and the role of and learning. Learners explore ways to create instructional technology in 21st century education. supportive and nurturing learning environments Learners also develop their degree completion and how to monitor, reflect, and adjust them to plans and begin the process of building their best meet the needs of young children. Learners Capella portfolios. Cannot be fulfilled by transfer. also become familiar with the responsibilities ED5310 - Intellectual Development and Learning associated with working in the early childhood Styles Across the Lifespan (4 quarter credits). In learning field. Prerequisite(s): PSY7220. this course, learners explore a general overview ED5420 - Exceptional Children in the Early of recent and selected research on adult learning Childhood Setting (4 quarter credits). In this and related teaching methods. The course places course, learners gain the skills and knowledge special emphasis on the unique needs of adult needed to meet the needs of young learners in an learners, transformational learning, and in-depth inclusive environment. The course deals specifically study of learning styles and strategies. with emotionally, mentally, and physically ED5311 - The Collaborative Nature of Adult challenged children, including those who receive Education (4 quarter credits). Learners in special education services in the P–12 system. this course explore the various approaches to Learners develop authentic curriculum and learning collaborating in adult education. Learners examine assessment strategies that are meaningful and the ways race, ethnicity, class, gender, and ability understandable to children with various needs. impact collaboration processes and identify the Prerequisite(s): PSY7220. challenges of collaborating in a changing global 178 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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ED5430 - Children, Families, and Society ED5503 - Classroom Management Strategies research and best practices regarding middle- (4 quarter credits). Learners in this course examine (4 quarter credits). This course is required for level organization, curriculum, and instruction. the importance of actively engaging families in the all P–12 master’s degree specializations in the Specifically, learners explore the tension between education and care of children. The course takes School of Education. Learners apply strategies the need to balance middle-level students’ an ecological approach to children’s relationships for managing diverse and challenging student developmental and social needs with new and with parents, caregivers, and the broader behaviors and develop the skills needed to increasingly demanding state achievement community. Learners study the characteristics, create classroom environments that maximize the standards. lifestyles, and contributions associated with opportunity for each student to learn. This course ED5514 - Educational Leadership for Teacher- various racial, cultural, and economic groups to emphasizes the roles, rights, and responsibilities Leaders (4 quarter credits). This course, for gain an understanding of the impact of human of teachers, students, and families under The master’s and doctoral P–12 teachers and behavior on children’s growth and development. Individuals with Disabilities Education Act (IDEA), administrators, provides an overview of the teacher Prerequisite(s): PSY7220. The Americans with Disabilities Act (ADA), and leadership skills essential for engaging in successful ED5450 - Master’s Practicum in Early Childhood Section 504 legislation. school change and improvement efforts. Topics Education (6 quarter credits). The practicum is ED5504 - Strategies for Eliminating the include school culture, learning communities, the capstone course for all learners in the Early Achievement Gap (4 quarter credits). This master teaching, management of change Childhood Education specialization. Learners course is required for all P–12 master’s degree processes, and developing skills that inspire others complete a directed study experience at an early specializations in the School of Education. Learners to higher levels of performance. childhood learning center or student teach in a examine the origins and complexities of student ED5515 - Action Research for Teacher-Leaders P–3 school classroom. Learners also prepare a achievement gaps within the contexts of racial, (4 quarter credits). This course for P–12 teachers portfolio demonstrating their mastery of Early cultural, socioeconomic, gender, and language and administrators provides in-depth knowledge of Childhood Education specialization outcomes. diversity and understanding. Learners also explore action research as a means of classroom and school Prerequisite(s): ED5006, ED5500, ED5501, current student achievement research and best improvement. Learners acquire the skills to define ED5503, ED5504, ED5410, ED5430. practices and identify instructional strategies most and resolve problems that are barriers to student ED5500 - Standards-Based Curriculum, likely to eliminate achievement disparities. learning and engage in individual and collaborative Instruction, and Assessment (4 quarter credits). ED5506 - Standards and the K–12 Mathematics research as a means of continuously improving This course is required for all P–12 master’s degree Curriculum (4 quarter credits). This course covers learning outcomes for students. Learners who specializations in the School of Education. Learners the national, state, and local standards that shape have taken ED8515 - Advanced Action Research examine the impact of state learning performance mathematics curriculum and instruction in the P–12 for Teacher-Leaders, should NOT take ED5515 standards on curriculum planning, instruction, and classroom. Learners identify, describe, classify, and - Action Research for Teacher-Leaders. Rather, assessment. Learners also design a curriculum differentiate these standards and demonstrate they should select any PhD-level course in the using research-based curriculum planning and their use in planning and implementing instruction School of Education to fulfill their specialization instructional models and identify and demonstrate and assessment. requirements. the disposition and skills expected of a professional ED5507 - The Art of Planning Mathematics ED5516 - Adult Learning and Professional educator and self-directed learner. Instruction (4 quarter credits). Learners in Development (4 quarter credits). This course ED5501- Assessment and Improvement of this P–12 course apply knowledge of students’ for P–12 teachers and administrators focuses on Instruction (4 quarter credits). This course mathematical thinking, misconceptions about developing the skills learners need for effective is required for all P–12 master’s degree math, and developmental levels planning and professional development. Learners use their skills specializations in the School of Education. Learners implementing instruction. Learners explore as practitioner-scholars to integrate adult learning examine instruction and learning improvement the roles of parents and community in student theory and current research-based best practices strategies and collaborate with students’ families, learning and the importance of cross-disciplinary to plan professional development for their schools. the community, and other professionals for the connections in math instruction. ED5522 - The Art of Planning Science Instruction: purpose of improving instruction. Learners also ED5508 - Research and Best Practices in Creating the Engaged Science Student (4 quarter evaluate instruction to determine how well it Mathematics Instruction (4 quarter credits). credits). Learners in this P–12 course examine promotes professional teaching standards and In this P–12 course, learners investigate ways to the key components of planning science learning dispositions. improve mathematics instruction through best experiences that are informed by deep knowledge ED5502 - Learning Theory and Instructional practices, video analysis of instructional strategies, of students and content-related pedagogy. This Practice (4 quarter credits). This course for P–12 and reflecting on their own teaching practice course introduces a lesson study and a system for teachers and administrators focuses on current and knowledge of content. Learners gain skills in examining teaching as a research-based model research in cognition, emotion and the brain, teaching key mathematics concepts in multiple ways. for learners as they co-plan and document actual and the implications for instructional practice. ED5511 - Teaching Algebra for Understanding classroom science lessons. Learners apply theory by implementing strategies (4 quarter credits). Learners in this P–12 course ED5523 - Inquiry-Based Curriculum and for recognizing differences among learners, review the algebra and algebraic functions Resources for Elementary Science Teachers including giftedness, and meeting learner needs content area, research best practices in teaching (4 quarter credits). Learners in this course through differentiated instruction. Learners who algebra, and assess and analyze student work explore the many facets of inquiry in elementary have taken ED8502 - Advanced Learning Theory samples. Using a variety of resources and student science education, the relationship of inquiry and and Instructional Practice, should NOT take data, learners gain skills in planning instruction, content standards, and the collaborative nature ED5502 - Learning Theory and Instructional assessments, and rubrics. of science, math, and technology. Learners also Practice. Rather, they should select any PhD-level ED5513 - Middle-Level Issues (4 quarter credits). critique current elementary texts and programs course in the School of Education to fulfill their This course is designed for P–12 teachers and using National Science Foundation guidelines specialization requirements. administrators interested in examining current and explore the array of resources available to the educator-scientist. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 179

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ED5524 - Inquiry-Based Curriculum and security issues. The social focus is on the culture decision making. Learners also develop research descriptio n s Resources for Secondary Science Teachers of the online courseroom, academic integrity, and designs that contribute to data-driven decision (4 quarter credits). In this course, learners health and safety issues. making at the school or district level. Learners explore the many facets of inquiry in secondary ED5533 - Curriculum Mapping: Reflection and who have taken ED8536 - Advanced Application science education, the relationship of inquiry and Practice (4 quarter credits). Through reflection on of Research for the Improvement of Curriculum course content standards, and the collaborative nature a research-based professional vision for curriculum and Instruction, should NOT take ED5536 - of science, math, and technology. Learners also design, learners engage in curriculum development Application of Research to the Improvement critique current secondary texts and programs for a specific content and grade-level application. of Curriculum and Instruction. Rather, they using National Science Foundation guidelines should select any PhD-level course in the

This is a required course in the Curriculum and graduate and explore the array of resources available to the Instruction master’s specialization. The course School of Education to fulfill their specialization educator-scientist. utililizes computer-based curriculum mapping requirements. ED5526 - Student Assessment and Work applications. Learners who have taken ED8533 - ED5540 - Master’s Practicum in Curriculum and Analysis in Science Instruction (4 quarter credits). Advanced Curriculum Mapping: Reflection and Instruction (6 quarter credits). The practicum Learners in this P–12 course develop multiple Practice should NOT take ED5533 - Curriculum is the capstone course for all learners in the types of science assessments with appropriate Mapping: Reflection and Practice. Rather, Curriculum and Instruction specialization. Learners accompanying rubrics. Learners apply protocols they should select any PhD-level course in the select a school and a site supervisor who has for examining student work in collegial groups and School of Education to fulfill their specialization experience and expertise in their academic interest analyze data from a variety of sources to plan for requirements. area. The site supervisor, a Capella instructor, and future instruction and school improvement. ED5534 - Instruction and Assessment: Theory the learner develop a plan that allows the learner ED5528 - Technology Skills for the Virtual School and Practice (4 quarter credits). In this course, to gain the substantive experience necessary to Teacher (4 quarter credits). Learners in this course learners focus on the design of instructional models complete and present a professional portfolio, the focus on investigating and utilizing the technology and assessment strategies to meet the diverse culminating activity in this 45-hour practicum. This skills necessary for effective online P–12 teaching. needs of P–12 students that is a requirement course is not available as an elective to learners The course includes descriptions and examinations for the Curriculum and Instruction master’s outside the master’s specialization in Curriculum of troubleshooting, software, Internet, and student specialization. Learners examine the theory and and Instruction. This course cannot be taken reporting and evaluation resources identified by research supporting innovative instructional prior to the final quarter of the program. experts at the Florida Virtual School as keys to models and assessment strategies and also ED5542 - Master’s Capstone in K–12 Studies online instructional success. develop specific content area and grade-level in Education (6 quarter credits). This capstone ED5529 - Instructional Strategies for the Virtual applications. The course includes discussions on course is for all learners in the K–12 Studies in School Teacher (4 quarter credits). This course issues and trends related to new and emerging Education specialization who do NOT have access for P–12 teachers and administrators focuses on instructional models and assessment strategies and to a P–12 classroom. In this course, learners the identification, examination, and application of may include presentations by leading professionals demonstrate proficiency in integrating learning the instructional strategies of particular interest to in the field. Learners who have taken ED8534 - from their course work at Capella through a virtual school teachers. Learners identify strategies Advanced Instruction and Assessment: Theory literature-based project and the completion to personalize the student experience, motivate, and Practice, should NOT take ED5534 - and submission of their K–12 master’s portfolio. create community, teach to higher order thinking, Instruction and Assessment: Theory and Practice. Learners prepare a project plan that includes a and attend to the diverse learning styles and needs Rather, they should select any PhD-level proposed topic area, the associated skills and of all learners in a virtual environment. course in the School of Education to fulfill their competencies exhibited in the project, and specialization requirements. deliverables with completion dates. Upon approval ED5530 - Assessment Strategies for the Virtual from their instructor, learners execute their project School Teacher (4 quarter credits). Learners in this ED5535 - Collaboration for the Improvement of plans. This course is not available as an elective course examine assessment challenges the P–12 Curriculum and Instruction (4 quarter credits). to learners outside the master’s specialization in virtual school teacher faces in today’s performance- In this required course in the P–12 Curriculum K–12 Studies in Education. This course cannot be based P–12 environment. Topics include the and Instruction master’s specialization, learners taken prior to the final quarter of the program. use of rubrics, alternative assessment strategies, engage in the act of collaboration for curriculum Cannot be fulfilled by transfer. student choices, feedback, and re-submission improvement. Collaborative skill development opportunities. includes coaching and mentoring skills, team ED5543 - Master’s Practicum in K–12 Studies in building, and communities of practice. Simulated Education (6 quarter credits). The practicum is the ED5531 - Communication Skills and the Virtual case studies complement the practical experiences capstone course for all learners in the K–12 Studies School Teacher (4 quarter credits). Learners in in this course. Learners who have taken ED8535 - in Education specialization who have access to a this course examine the unique communication Advanced Collaboration for the Improvement P–12 classroom. Learners select a school and a site challenges of the P–12 virtual school teacher. of Curriculum and Instruction, should NOT take supervisor who has experience and expertise in Topics include the demands of an environment ED5535 - Collaboration for the Improvement their academic interest area. The site supervisor, both asynchronous and synchronous, the need of Curriculum and Instruction. Rather, they a Capella instructor, and the learner develop a for feedback, the management of email and should select any PhD-level course in the plan that allows the learner to gain the substantive phone contacts, the needs for personalization and School of Education to fulfill their specialization experience necessary to complete and present a collaboration, and the importance of interactivity. requirements. professional portfolio, the culminating activity in ED5532 - Social Issues and Virtual School ED5536 - Applying Research to the Improvement this 45-hour practicum. This course is not available Teaching (4 quarter credits). Learners in this of Curriculum and Instruction (4 quarter credits). as an elective to learners outside the master’s course explore the social and legal issues Learners in this course, which is required in the specialization in K–12 Studies in Education. This challenging the P–12 virtual school teacher. The Curriculum and Instruction master’s specialization, course cannot be taken prior to the final quarter legal focus is on copyright, email, privacy, and examine current research as a basis for data-driven of the program. 180 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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ED5551 - Developing Fluent Readers (3 quarter ED5559 - Reading and Literacy Capstone of processes used in project management, credits). Learners in this course for P–12 classroom (6 quarter credits). This capstone course is budgeting, and implementation. The course teachers analyze educational principles relevant to required for all learners in the master’s Reading provides insights and tools that help instructional the physical, social, emotional, moral, and cognitive and Literacy specialization and is taken after designers effectively manage an e-learning development of P–12 students. Learners examine completing all required course work. Learners development project. ways to foster development of fluency and prosody complete a 45-hour practicum that includes field ED5900 - Master’s Internship in Leadership in skills, including word recognition, vocabulary, and experiences at the elementary, middle, and high Educational Administration (6 quarter credits). comprehension. Learners also review video case school levels. Learners also review the master’s This course is the culminating experience for studies and use them as tools to improve student P–12 program outcomes and state-approved learners in the master’s specialization in Leadership reading achievement in P–12 classrooms. reading standards in preparation for developing in Educational Administration. Learners receive ED5552 - Teaching Comprehension Strategies a final professional portfolio.This course is not six credits for completing and presenting their (3 quarter credits). In this course for P–12 available as an elective to learners outside the portfolio based on the specialization’s 16 program classroom teachers, learners develop strategies master’s specialization in Reading and Literacy. outcomes and for a documented 150–175 hour for a wide range of texts to improve the reading This course cannot be taken prior to the final internship. This field work experience is supervised comprehension skills of both struggling and quarter of the program. by a Capella faculty member as well as a licensed exceptional readers. Learners integrate writing ED5560 - Human Relations within Teaching principal at the school site. Learners select the and technology to develop deeper comprehension and Learning (4 quarter credits). Learners in this site supervisor and site, and working with the aptitudes, including thinking independently, course explore the contributions of various racial, Capella University faculty member, designs a withholding judgment, recognizing point of view cultural, and economic groups within our society. set of experiences that strengthen the learner’s and bias, and considering multiple solutions. Learners pay particular attention to how these readiness to meet the challenges of twenty-first Learners also review video case studies and contributions impact the principles and practices of century principalship. Prerequisite(s): Learners use them as tools to improve student reading teaching and learning. This course is designed to must complete 38 credits, or nine core and comprehension in P–12 classrooms. meet the required human relations component for specialization courses including ED5007 before ED5553 - Assessment-Based Reading Instruction Minnesota teacher licensure and may meet similar enrolling in ED5900. (3 quarter credits). This course for P–12 classroom requirements in other states. ED5990 - Integrative Project (4 quarter credits). teachers focuses on the application of individual ED5802 - Principles of Instructional Design In this course, master’s learners demonstrate and group reading assessment strategies. (4 quarter credits). This course introduces proficiency in integrating learning from required, Learners evaluate a district-wide reading program instructional design to learners from a theory- specialization, and elective courses by completing and determine the ways in which data-driven based treatment of the instructional design an analysis of an organization or system or assessments inform the reading and literacy process, including the design of instructional designing a new application in their professional curriculum. Using quantitative and qualitative strategies. field.This course is intended for School of assessment data, learners select best practice ED5803 - Processes of Instructional Design Education learners and should be taken strategies and instruction methods and materials (4 quarter credits). This course provides learners following completion of required course work. for students with diverse reading backgrounds and the opportunity to apply the instructional design ED6891 - Instructional Design for Health Care skills. Learners also review video case studies and principles studied in ED5802. Learners continue Programs (4 quarter credits). Learners in this use them as tools to analyze student achievement their instructional design preparation by focusing course explore various instructional design assessments. on the process of designing and developing methods used in health care programs. In this ED5554 - Sociocultural Context of Reading instructional solutions. Prerequisite(s): ED5802. course, learners examine theoretical frameworks Instruction (3 quarter credits). The focus of this ED5804 - The Delivery of Distance Education upon which the instructional design methods course for P–12 teachers is to create a community (4 quarter credits). This course provides learners are based. Prerequisite(s): ED5802, ED5803. in which student literacy extends beyond the with discussions and experiences that lead to an Directed study, PhD only. classroom and includes family and society. understanding of current delivery systems for ED6895 - Internship for Instructional Design for Learners develop reading curriculum, strategies, distance education including interactive television, Online Learning (4 quarter credits). Internships and materials in a sociocultural context in an satellite dissemination, and wireless networking. offer experiential opportunities for learners effort to increase P–12 students’ comprehension ED5806 - Designing Online Instruction in the area of Instructional Design for Online of and appreciation for a wide range of narrative Learning. The course requires a plan of action, and expository texts. Learners also review video (4 quarter credits). In this course, learners create instructorless (or self-paced) programs that are field supervision, and written documentation case studies and use them as tools to analyze as required components of the internship. sociocultural reading instruction strategies. often multimedia courses or segments and are usually found on CD-ROM or on Web sites. This Prerequisite(s): ED5802, ED5803. ED5555 - Foundational Theories in Reading course focuses on four areas: design, factors Instruction (3 quarter credits). In this course affecting learning, communication, and project for P–12 classroom teachers, learners present management. In addition, the course provides a school- or district-wide balanced reading and a detailed examination of common instructional literacy program using research theories, best methodologies such as tutorials and simulations. practices, and resources provided by professional organizations. Learners examine fiscal, budgetary, ED5810 - Project Management for e-Learning and purchasing practices for operating a balanced Development (4 quarter credits). This course reading program; evaluate the role and alignment addresses topics and techniques in project of department, school, and district missions; and management for courseware development review current state and federal legislation. projects. Learners examine a wide range 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 181

Graduate Course Descriptions, continued

gender, ability, and other forms of diversity descriptio n s School of Education of writing samples, including their own, in order impact the theory and practice of adult education. to understand the effects of writers’ rhetorical Graduate Writing Courses Learners further develop their skills in selecting choices; learn and apply an array of writing and applying appropriate materials, methods, and

DW-R8000 - Dissertation Writer’s Retreat strategies that lead to improved awareness and use techniques used to achieve particular learning course (non-credit). This course supports doctoral learners of voice and style; and revise writing submissions objectives. This course incorporates adult learning in completing their dissertations. This week-long, used in external course work to demonstrate from both theoretical and personal perspectives. writing-intensive retreat focuses on the challenges learning and understanding. Learners are strongly ED7312 - Teaching Adults (4 quarter credits). and needs of dissertation writers and provides encouraged to take the ED7006–ED7007 course

This course presents best practices of higher graduate writing, library, and research resources. sequence before enrolling in this course. education teaching. Learners evaluate multiple ED7004 - Graduate Writing for ESL/EFL Learners ED7009 - Writing for Publication (4 quarter teaching models and strategies and their (4 quarter credits). This course introduces credits). Learners in this course explore the underlying theoretical and research bases. Learners non-native speakers of English to graduate- publication process, beginning with choosing also examine cultural influences on teaching and level academic writing. Learners develop an a publication for submission and ending with learning; identify ways to incorporate technology understanding of the assumptions and intentions a completed manuscript to submit. During the into the teaching-learning process; and assess their that underlie advanced academic writing as it quarter, learners define and research their topic teaching dispositions and educational philosophy. is practiced in the U.S. They develop skills in and publication, write and revise multiple drafts, ED7313 - Global Issues in Adult Education producing effective advanced academic writing participate in peer review, and prepare a cover (4 quarter credits). Learners in this course explore including combining facts and opinions from letter for submission. issues of race, class, gender, and culture as they multiple sources. Learners develop linguistic relate to the practice of adult education in a and content editing skills in order to continue global society. Learners analyze systems of power, improving their own academic writing after they privilege, and inequality in adult education; the complete the course. School of Education, continued impact of globalization on adult education; and ED7006 - Research and Writing for Graduate the ways diversity influences the practice of adult ED7106 - Curriculum Development (4 quarter Learners (4 quarter credits). This course prepares education. credits). Learners in this course explore the graduate learners for the rigors of academic implementation and assessment of curricula based ED7390 - Special Topics in Postsecondary writing, which requires a series of related critical on historical and theoretical perspectives. Learners and Adult Education (4 quarter credits). In this thinking and writing skills, including understanding may examine curricula from any educational course, learners study specific or innovative areas the nature of academic research; developing setting. of interest within the Postsecondary and Adult strong arguments based on primary and secondary Education specialization. Directed study, research; evaluating, summarizing, paraphrasing, ED7107 - Teaching and Learning with Diverse PhD only. and citing sources; drafting, revising, and editing Populations (4 quarter credits). In this course, multiple drafts of major projects; and producing learners explore teaching and learning principles ED7391 - International Aspects of Adult clear, accurate, and error-free prose. Since this and practices as applied to diverse multicultural Education (4 quarter credits). In this course, is a writing course, learners should expect to populations. learners study adult education from an international perspective. Emphasis is on the write a lot: the course includes weekly writing ED7212 - Administration and Leadership of comparative analysis of adult educational systems assignments, several short writing projects, and a Distance Education Programs (4 quarter credits). in terms of individual philosophy, goals, and research plan for a longer project. Learners submit Learners in this course gain an overview of the methods. Directed study, PhD only. a final portfolio at the end of the course. skills and competencies needed to administer, ED7007 - Focused Research and Writing for manage, and lead distance education programs. ED7392 - Special Topics in Teaching Online Graduate Learners (4 quarter credits). In this Topics include the management of existing (4 quarter credits). This course provides learners course, learners refine the principles and strategies distance education programs, the design and an opportunity to study specific or innovative learned in ED7006 by focusing on writing in their implementation of new distance education areas of interest within the Teaching Online disciplines. Learners should expect to spend a programs, and the transformation of existing specialization. Directed study, PhD only. significant amount of time writing, including weekly distance education programs for more efficient ED7495 - Research Strategies and writing assignments, several short writing projects, and effective delivery. Methodologies for Online Learning (4 quarter one long writing project, and a final portfolio. ED7310 - Evaluating the Effectiveness of the credits). Learners in this course investigate and Learners develop a research topic, conduct Educational Process (4 quarter credits). The focus utilize dissertational research in the practice and and write a short literature review, develop an of this course is on higher education program delivery of online learning. Through discussion argumentative essay of significant length (25–35 evaluation. Learners analyze various program and analysis of current research studies, learners pages), and document sources appropriately while evaluation models used to assess the effectiveness formulate models and methodologies that may focusing on the critical thinking and writing skills of college and university education programs. guide their own study. Quantitative and qualitative established in ED7006. Prerequisite(s): ED7006. Learners also design appropriate and effective studies are included for discussion and analysis. ED7008 - Developing Voice and Style in program evaluation models and use them to Prerequisite(s): ED5802, ED5803. Directed Academic and Professional Writing (4 quarter conduct an evaluation of a simulated program. study, PhD only. credits). This course focuses on one of the ED7311 - Theory and Methods of Educating ED7496 - Advanced Instructional Design most challenging components of academic Adults (4 quarter credits). In this course, learners (4 quarter credits). This course provides an writing: developing a voice and style that reflect study adult learning theory and learning styles opportunity for learners with instructional design excellence in scholarship (research, thinking, and and preferences to gain an understanding of the backgrounds or those who have completed communication) while maintaining individuality roles of instructor and student in adult education. the prerequisite courses to explore advanced and style. In this course, learners analyze a variety Learners examine the ways race, ethnicity, class, topics. The course uses a case study approach 182 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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in which learners examine practical applications master’s and doctoral learners who wish to focus ED7545 - Special Education Administration of instructional design in various education and on building level, grade level, or district-level (4 quarter credits). This course provides an industry settings. Learners also research and design curriculum and instruction leadership. overview of special education administration applications of multiple intelligence, electronic ED7540 - Leadership in Higher Education functions and services. Learners identify the human performance support systems, and the use of (4 quarter credits). Learners in this course explore and material resource responsibilities, activities, learning objects. The activities performed in this the leadership philosophies and theories related and challenges associated with integrating class are designed to replicate authentic work in to higher education administration with the overall students with disabilities into an educational contextualized settings. Prerequisite(s): ED5802, goal of preparing to develop decision-making program. Learners also examine the legal, financial, ED5803, ED7620, ED7624. PhD only. structures. and ethical responsibilities administrators have ED7503 - Instructional Media Tools (4 quarter to staff, students, and families working in or ED7541 - Teacher Supervision and Evaluation using special education programs and services. credits). In this course, learners are introduced to (4 quarter credits). Learners in this course examine Prerequisite(s): PhD and EdS Leadership in the wide range of software tools that developers current theories and best practices of teacher Educational Administration learners must have and instructional designers use to create innovative supervision and evaluation. In particular, learners completed the following courses: ED8007, e-learning experiences. Learners gain experience focus on instructional leadership and professional ED8113, ED7820, ED8111. Cannot be fulfilled in using current software tools to apply principles development as part of a systemic plan to improve by transfer. of cognitive learning theory to the design and use student learning. Prerequisite(s): PhD and EdS of instructional media. Leadership in Educational Administration ED7546 - Human Resources in Higher Education ED7504 - Leadership for Instructional Design learners must have completed the following (4 quarter credits). This course examines the (4 quarter credits). Learners in this course gain an courses: ED8007, ED8113, ED7820, ED8111. management of human resources in colleges, understanding of the leadership and management Cannot be fulfilled by transfer. universities and other post secondary institutions. It includes the topics of tenure, collective bargaining, skills necessary for the effective design and ED7542 - The Politics of P–12 Education delivery of Web-based instruction. Through compensation, training, development, selection, (4 quarter credits). This course provides learners termination, and retention. the development of a professional portfolio, with a theoretical foundation of education policy instructional designers participate in evaluating and presents the basic analytical categories of ED7547 - Assessment in Higher Education collaborative team planning, decision making, political science as they apply to education. Topics (4 quarter credits). This course provides an problem solving, and change management. include the influence of federal, state, and local overview of the theory and application of Prerequisite(s): ED5802, ED7624, ED7620. governments in school policy making; school and assessment principles and techniques necessary PhD only. community relations; privatization and choice; for the leader in higher education. Learners will ED7505 - Evaluation and Assessment of decentralization; school finance; desegregation; examine the connection between assessment Instructional Design (4 quarter credits). In this affirmative action; bilingual education; technology; strategies and higher education practices both in course, learners receive specific guidelines and and teacher empowerment. Prerequisite(s): and out of the classroom and from the perspective formats for evaluating and assessing learning PhD and EdS Leadership in Educational of various higher education stakeholders. environments in a Web-based format. Learners Administration learners must have completed ED7550 - Leadership for Director of Special gain knowledge in creating effective assessment the following courses: ED8007, ED8113, Education (4 quarter credits). Learners in this for online learning programs. Prerequisite(s): ED7820, ED8111. course examine the leadership skills needed to ED5802, ED5803. ED7543 - The Superintendency (4 quarter lead and manage special education programs. ED7537 - Emerging Technology and Multimedia credits). In this course, learners explore the The focus of the course is on developing a shared for Curriculum and Instruction (4 quarter credits). complex and challenging position of the school vision, respecting and advocating for the needs of Through an examination of research and literature, superintendent. Learners acquire knowledge exceptional children, leading the change process, learners discuss current trends and issues related and skills related to superintendent roles and and collaborating with families, school personnel, to the impact of technology and multimedia on responsibilities, material and human resource stakeholder organizations, and the community. P–12 student learning. Based on a review of the management, school board relationships, Prerequisite(s): ED7545, ED7820. literature, learners develop course projects that and school district organization and culture. ED7551 - Special Education Curriculum and include the design of curriculum, instruction, Prerequisite(s): PhD and EdS Leadership in Instructional Strategies (4 quarter credits). and assessments enhanced through innovative Educational Administration learners must have This course focuses on planning, delivering, technology and multimedia applications. This completed the following courses: ED8007, and assessing special education curriculum and elective is recommended for learners in the ED8113, ED7820, ED8111, ED7822, ED7823, instruction programs. Learners examine current Curriculum and Instruction specialization who are ED7541, ED7545, ED7542. Cannot be fulfilled practices in the field, such as inclusion and interested in integrating instructional technology by transfer. technology, used to effectively provide special with curriculum and instruction. ED7544 - Introduction to School Business education services. Prerequisite(s): ED7545, ED7538 - Curriculum and Instruction: Program Administration (4 quarter credits). In this course, ED7106. Evaluation (4 quarter credits). Learners in this learners explore an introduction to school business ED7552 - Special Education Law and Finance course, which is designed for P–12 teachers and administration. Topics include an overview of (4 quarter credits). Learners in this course study administrators, develop the skills to engage in accounting, budgeting, information technology, the legal and financial considerations of special critical components of the program evaluation facilities planning and construction, purchasing and education programs. Course topics include process. Learners participate in a process of warehousing, risk management, nutrition services, human resources, finance and budgeting, critical reflection and practical application that maintenance/operations, and transportation. laws and regulations, and political and ethical demonstrates the integral role program evaluation Topics also include legal requirements, considerations. Prerequisite(s): ED7545, ED7822, plays in the improvement of curriculum, instruction, organization, and staffing for each area. ED7823. and assessment at the classroom, school, and district level. This elective is recommended for 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 183

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ED7553 - Internship for Director of Special ED7601 - Higher Education Enrollment environmental scanning, data collection and descriptio n s Education Capstone (4 quarter credits). This is Management (4 quarter credits). This course analysis, quantifying annual and long-term goals, the capstone course for the Special Education provides a comprehensive overview of enrollment developing enrollment management strategies, Leadership specialization. Learners assess their management strategies, essential theories, and and developing and implementing action plans. special education leadership competencies and best practices. The course focuses on fundamental Learners create a strategic enrollment plan and course demonstrate proficiency. They serve a 200-hour, concepts, techniques, and practices used in explore ways to incorporate it into the institution’s field-based internship during which they create, successful enrollment management programs. overall strategic plan. Course topics include sign, and fulfill a competency-based contract Topics include analyzing higher education building institutional support for a strategic with their special education site supervisor and recruitment and choice processes from a marketing enrollment management plan and mobilizing Capella University supervisor. Throughout the perspective, exploring current trends and applying human and financial resources. This is the graduate course, learners maintain a log of their experiences tools related to financial assistance and scholarship capstone course for the Enrollment Management and develop a portfolio as part of their contract to real-world recruitment situations, evaluating specialization and includes the project required materials. Prerequisite(s): Completion of all current recruitment practices in a recruitment for the master’s degree. Prerequisite(s): ED7601, required and elective course work. marketing plan, and integrating leadership and ED7603, ED7605, ED7607, ED7609. ED7554 - Internship for Director of Special management theories. ED7620 - Theoretical Basis of Instructional Education I (2 quarter credits). This the first ED7603 - Effective Retention in Higher Design (4 quarter credits). This course is a survey of two consecutive capstone courses for the Education (4 quarter credits). This course of the major instructional design theories that are Special Education Leadership specialization. provides learners with a comprehensive overview applicable to training and education, regardless of Learners assess their special education leadership of the fundamentals and best practices of effective delivery method. This course provides learners with competencies and demonstrate proficiency. They student retention in higher education. Learners a solid foundation for the rest of the Instructional serve the first 160 hours of a 320-hour field-based analyze and interpret a significant body of research Design for Online Learning curriculum. internship during which they create, sign, and fulfill on student retention and apply this knowledge Prerequisite(s): ED5802, ED5803, ED7624. a competency-based contract with their special to the development and management of an PhD only. education site supervisor and Capella University institutionally based retention plan. ED7624 - Theories of Learning and Instruction supervisor. Throughout the course, learners ED7605 - Technology Applications to Enrollment (4 quarter credits). Learners in this course explore maintain a log of their experiences and develop Management (4 quarter credits). In this course, the key theories of learning and instruction that a portfolio as part of their contract materials. learners explore basic concepts in higher education influence the design of online teaching and ED7554 and ED7555 must be taken in sequence enrollment management technology, focusing on learning environments. Throughout the course and during the learner’s final two quarters. effective technologies for managing enrollment learners focus on the major research findings ED7555 - Internship for Director of Special in colleges and universities. Learners develop that have influenced the development of various Education II (2 quarter credits). This the second an understanding of current technologies used theories of learning. The course provides learners of two consecutive capstone courses for the in recruitment and retention, and synthesize with essential knowledge and skills in preparation Special Education Leadership specialization. and apply emerging technologies to the field of for the capstone course in the Instructional Design Learners assess their special education leadership enrollment management. for Online Learning specialization. Prerequisite(s): competencies and demonstrate proficiency. ED7607 - Financial Assistance and Enrollment ED5802. PhD only. They serve the second 160 hours of a 320-hour Management (4 quarter credits). In this course, ED7631 - Introduction to Training and field-based internship during which they create, learners explore financial assistance and its role Performance Systems (4 quarter credits). Learners sign, and fulfill a competency-based contract in student recruitment and retention and act as in this course gain an overview of the history and with their special education site supervisor and practitioners, synthesizing knowledge acquired evolution of training and performance improvement Capella University supervisor. Throughout the from other courses while using financial assistance systems in business and industry. Learners develop course, learners maintain a log of their experiences principles and policies. The course focuses on an understanding of the important role played and develop a portfolio as part of their contract applying financial assistance principles and by the Human Performance Improvement (HPI) materials. ED7554 and ED7555 must be taken regulations to effective enrollment management process and other supporting and critical services in sequence and during the learner’s final two strategies. Topics include analyzing current and such as performance management, coaching, and quarters. future trends in technology and the impact of career and organizational development. The course ED7580 - Theory and Development of Multiple databases and developing strategies for using presents learners with a macro or systems view Intelligences (4 quarter credits). In this course, technology effectively to manage enrollment. of developing people and organizations. Topics learners use Howard Gardner’s theory of multiple ED7609 - Enrollment Management include numerous structured learning exercises, intelligences as a tool to better understand creative Communications and Marketing Strategies and application activities, discussions, and a final thinking and to explore and develop better Issues (4 quarter credits). This course provides project. teaching strategies and techniques for different learners with an understanding of the purpose and ED7641 - Needs Assessment: Models and levels of intelligence. The course focuses on how to impact of targeted communications and marketing Procedures (4 quarter credits). This course be more effective in working with the differences strategies for enrollment management. Learners is a survey of needs assessment models and and potentials of individual students. analyze institutionally based communications procedures that diagnose the causes of workplace ED7590 - Critical Thinking in Adult Education and marketing documents and prepare a plan performance problems. Learners design and (4 quarter credits). This course provides learners to improve marketing for higher education develop needs assessment instruments, as well with a framework for critical inquiry and reflection. institutions. as collect and then diagnose data in order to Learners examine models and best practices of ED7611 - Strategic Enrollment Management differentiate between a workplace performance thinking, reading, and acting critically in adult Planning (4 quarter credits). This course issue that requires training solutions as opposed to education. Learners also explore ways to evaluate introduces learners to essential concepts of one that requires non-training intervention. and resolve conflicts and negotiate and facilitate strategic planning for higher education, including conflict solutions. 184 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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ED7652 - Evaluating Training and Performance Improvement and be in their last quarter of ED7711 - Course Design and Development Improvement Systems (4 quarter credits). specialization course work. Learners may be (4 quarter credits). Learners in this course explore Learners explore reasons that evaluation is enrolled in additional courses during their last elements of course design that apply to the essential: so that courses or performance solutions quarter of specialization course work. Cannot be comprehensive community college. Various models can be improved and so that it can be clearly fulfilled by transfer or petition. of course (instructional) design and guides for shown how a particular training intervention ED7679 - Survey of Human Resource design are included. Course preparation material, can improve both personal and organizational Development Research (4 quarter credits). instructional techniques, and forms of evaluation performance. This course provides learners with In this course, learners explore the values, purposes, constitute the final units of the course. an understanding of measurement and evaluation methods, and processes of human resource ED7712 - Classroom Assessment in Education theory, principles, and procedures. Topics development research. The focus is on identifying (4 quarter credits). Learners in this course explore include quantitative and qualitative measures, how theory and research can be practical tools to evidence-based classroom assessment and performance objectives, Kirkpatrick’s five levels, solve human resource development challenges that evaluation practices and apply a variety of tools and reporting strategies. practitioners face on a daily basis. This course is and strategies to assess and evaluate learning. ED7662- Designing Training and Performance only applicable to learners enrolled in the School of Learners also develop appropriate formative and Solutions (4 quarter credits). Learners in this Education Training and Performance Improvement summative classroom assessment techniques that course explore a wide variety of potential specialization. address intended learning outcomes and promote training and performance solutions including ED7690 - Critical Skills for Facilitating Online learning in a global society. information, resources, incentives, knowledge, and Learning (4 quarter credits). Learners in this ED7713 - Student Advising and Retention capacity. Learners also explore several theoretical course investigate and examine the facilitator’s (4 quarter credits). Learners in this course models for matching potential solutions to root role in the online learning environment as opposed examine the process of advising and retaining causes and create their own intervention selection to traditional classroom or face to face training. students; faculty roles and institutional support. tool. Learners design and implement a solution Learners examine online learning from a variety of Topics include various advising models, screening for a performance gap taking into consideration perspectives to enhance technical skills, improve methods, and approaches to orientation that the many factors which must be addressed to success, and facilitate learning. support student retention and success. increase the likelihood of a successful performance ED7699 - Practical Applications for Online ED7716 - Faculty Leadership (4 quarter improvement intervention. Although several Teaching and Training (4 quarter credits). In this credits). Learners in this course assess the role courses in the sequence may be taken in the course, learners apply skills, strategies, and tactics of educational leadership in higher education. same quarter, the suggested course sequence from earlier courses in a collaborative learning Learners examine faculty leadership, explore ways is ED7631, ED7641, ED7662, ED7672, ED7652, environment. to build effective relationships and lead ethically, ED7675, and ED7679. Prerequisite(s): Learners should complete ED7690, ED5312, and ED5313 prior to and assess leadership effectiveness based on ED7672 - Delivery Systems for Training and enrolling in this course. theory and self-reflection. Performance Improvement (4 quarter credits). This course provides learners with an in-depth, ED7700 - Learning Theory and the Educational ED7800 - Grant Writing for Higher Education application-based overview of facilitation skills and Process (4 quarter credits). Learners in this (4 quarter credits). This course provides a e-learning initiatives. Learners utilize a variety of course explore major learning theories from the comprehensive overview of grant writing for higher tools and strategies to address these critical issues. behaviorist and cognitive perspectives, including education institutions. Learners research and social cognitivism and constructivism, as well evaluate the types and sources of grant funding, ED7673 - The Future of Corporate and Technical as associated concepts such as memory and formulate strategies for working with grant funders Training: Issues and Trends (4 quarter credits). motivation. Learners apply these theories and and external stakeholders, and analyze and In this course, learners explore the forces that concepts to educational settings. apply grant writing skills. The course includes the shape the evolution of corporate and technical ED7701 - Educational Philosophy and Change relationship of grant writing to institutional mission training, including performance improvement and plans. methodologies, new technologies, and economic (4 quarter credits). Learners in this course examine and cultural forces. Capitalizing on these forces, the philosophical foundations, ideologies, and ED7814 - Interface Design (4 quarter credits). learners study and apply theories and methods theories that have influenced the development of Designing for a human-computer interface is a of performance improvement consultation by educational philosophy and practices in the U.S. complex endeavor that integrates communication, creating a strategic plan for an organization. Learners examine, articulate, clarify, and refine interaction, and information. This course provides basic assumptions and beliefs underlying their learners with a foundation in the critical issues and ED7675 - Return on Investment in Training and personal educational philosophy and practice. concepts that inform effective interface design Performance Improvement (4 quarter credits). ED7703 - Student Development, Challenges, for a broad range of learning applications and This course prepares learners to apply return on environments. Course activities help learners investment (ROI) methodology that has been and Successes (4 quarter credits). In this course, learners examine the theoretical and develop a thorough understanding of the research developed in the field to their own organizations. that has informed current interface design practices, Topics include planning for an evaluation, research literature related to successful student development, developmental issues, and as well as the impact of interface design on users of collecting data, analyzing data, and reporting a diverse range of communication devices. procedures. While utilizing statistics is an important challenges facing U.S. college students. Learners part of ROI evaluation, this course does not include also explore the constructive-developmental ED7818 - The Future of Teaching and Learning: developing competencies in statistical analysis. theoretical claim that the epistemological, Issues for the Educational Leader (4 quarter Upon successful completion of the final deliverable intrapersonal, and interpersonal aspects of student credits). In this course, learners explore for the course, learners are awarded the ROI development are interrelated and essential for and analyze current trends and issues that higher education. impact and shape higher education. Through Certificate from the ROI Institute.Prerequisite(s): futuring methods, learners examine how past, Learners must be enrolled in either the MS or technology, change, and super trends apply to the PhD specialization in Training and Performance improvement of the future of higher education. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 185

Graduate Course Descriptions, continued

ED7820 - Principles of Educational ED7837 - Funding and Managing Education in the success of all students and the continuous Administration (4 quarter credits). This course Enterprises (4 quarter credits). In this course, improvement of staff and programs. In addition to presents an overview of the basic principles of learners examine private and public funding literature specific to high school reform, learners administrative theory and practice and the six patterns and explore practical fund-raising plans. examine and discuss issues of governance, shared Educational Leadership Constituents Council Other topics include the management function that leadership, organizational structures, curriculum, (ELCC) standards. Learners examine business integrates personnel matters as well as marketing planning, scheduling, school improvement, use and public administration models and explore and evaluation. The course also covers evaluation of data, staff development, technology, and theoretical constructs from various disciplines. This methods to assure quality and accountability. community engagement. is the first specialization course for the PhD, EdS,

ED7840 - The Politics of Higher Education ED7855 - Higher Education Administration graduate course descriptions and MS Leadership in Educational Administration (4 quarter credits). This course focuses on (4 quarter credits). This course includes analysis specializations and must be taken before any the changing perceptions of the role of higher of theory, policies, and procedures involved in other specialization course work. May be taken education in the U.S. Learners examine the politics administering institutions of higher education. concurrently with ED8111. Cannot be fulfilled by of competition for resources, the expectations of ED7857 - Personnel Administration (4 quarter transfer. consumers and providers, and the role of state and credits). This course covers staffing assignment, ED7822 - The Funding of Educational Institutions local government. policy making, salary negotiation, grievance (4 quarter credits). Learners in this course examine ED7841 - The History of Higher Education procedures, records, supervision, and the a variety of public education funding issues. In (4 quarter credits). In this course, learners explore evaluation of professional and non-professional particular, learners examine the effect of litigation the history of colleges, universities, and other employees. and politics on present and future funding patterns postsecondary institutions from colonial times ED7901 - Internship in Educational Administration I and school finance reform. Learners also identify the to the present. Learners focus on the trends in ways politics have affected the allocation of resources (4 quarter credits). This capstone course is the postsecondary education that reflect the needs first of two consecutive principal internship courses at all levels of government. Prerequisite(s): PhD within the social structure and that address that provide learners with the academic and field and EdS Leadership in Educational Administration leadership to meet those needs. experiences that are prerequisites for principal or learners must have completed the following ED7852 - P–12 Principalship (4 quarter credits). administrative licensure in most states. Learners courses: ED8007, ED8113, ED7820, ED8111. Learners in this course gain an understanding of the reflect on their program pre-assessment aptitudes ED7823 - Education and the Law (4 quarter responsibilities and issues associated with the role and assess those gained during the program. credits). In this course, learners analyze laws and of the 21st-century P–12 principal. Topics include Learners also participate in field experiences with a legal issues affecting P–12 school systems and their effective P–12 school leadership and management, licensed principal site supervisor that are designed constituents. Learners focus on recognizing legal curriculum and instruction planning and to strengthen their leadership skills and start to issues before they arise and study the methods and assessment, and collaboration with stakeholders. develop a final portfolio that demonstrates their tools used to prevent and resolve legal problems. Prerequisite(s): PhD and EdS Leadership in mastery of program outcomes, competencies, Prerequisite(s): PhD and EdS Leadership in Educational Administration learners must have and standards. Prerequisite(s): ED7852. To be Educational Administration learners must have completed the following courses: ED8007, endorsed for principal or administrative licensure completed the following courses: ED8007, ED8113, ED7820, ED8111, ED7822, ED7823, by Capella, learners must successfully complete ED8113, ED7820, ED8111. ED7541, ED7545, ED7542. Cannot be fulfilled ED7901 and ED7902 in two consecutive quarters. ED7830 - Coaching for High Performance by transfer. For purposes of licensure endorsement, the two (4 quarter credits). In this course, learners become ED7853 - Elementary School Administration courses constitute a single 320-hour internship familiar with effectively guiding individuals (4 quarter credits). In this standards-based experience. Cannot be fulfilled by transfer. to improved learning, decision making, and introductory course in elementary school ED7902 - Internship in Educational performance. Topics include the role of coaching administration, learners consider current theories, Administration II (4 quarter credits). This in organizational performance systems; several principles, and practices needed for effective capstone course is the second of two consecutive theoretical approaches and models for coaching elementary and middle school administration. The principal internship courses that provide learners individuals; essential knowledge, skills, and key role of the administrator in the success of all with the academic and field experiences that attitudes for effective coaching; assessment students and the continuous improvement of staff are prerequisites for principal or administrative of client needs; and communication skills and and programs are the central focus of this course. licensure in most states. Learners continue the techniques for supporting the client through Standards for school leaders form a framework activities started in ED7901 and complete a final personal and professional change. Through for the course, in which learners examine relevant portfolio that demonstrates their mastery of extensive work in both theory and practice, issues including governance, leadership, curriculum program outcomes, competencies, and standards. learners become confident and effective mediators and instruction, staff development, community Prerequisite(s): ED7901. To be endorsed for of people seeking to improve the quality of their engagement, technology, use of data, and school principal or administrative licensure by Capella, personal or professional lives. improvement. learners must successfully complete ED7901 ED7834 - Higher Education and the Law ED7854 - Secondary School Administration and ED7902 in two consecutive quarters. For (4 quarter credits). In this course, learners explore (4 quarter credits). Learners in this standards- purposes of licensure endorsement, the two constitutional, statutory, and case law as related to based introductory course in secondary school courses constitute a single 320-hour internship higher education settings. Learners in the course administration consider current theories, experience. Cannot be fulfilled by transfer. review both federal and state legislation, along competencies, skills, and practices needed for the with implications for both public and private higher effective administration of secondary schools. The education institutions. course focuses on the key role of the administrator 186 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

ED7903 - Internship in the Superintendency I their degree program. Throughout the course, specializations and must be taken before any (4 quarter credits). This capstone course is the learners engage in critical thinking, scholarly other specialization course work. May be taken first of two consecutive superintendent internship inquiry and communication, and research within concurrently with ED7820. courses that provide learners with the academic the context of their specialization. ED8007 must ED8113 - Advanced Study in Research Methods and field experiences that are prerequisites for be taken by PhD and EdS learners in their first (4 quarter credits). Learners in this course superintendent licensure in most states. Learners quarter. Cannot be fulfilled by transfer. explore quantitative and qualitative research participate in field experiences with a licensed ED8050 - Special Topics in Leadership methodologies that are often used in educational superintendent site supervisor and create, sign, in Educational Administration (4 quarter research. Learners analyze and evaluate the and begin to fulfill a contract based on program credits). In this course, learners study specific or characteristics, strengths, and weaknesses of outcomes, competencies, and standards. innovative areas of interest within the Leadership specific quantitative and qualitative research Prerequisite(s): ED7543. To be endorsed for in Educational Administration specialization. methodologies and designs as well as their superintendent licensure by Capella, learners Learners propose and develop appropriate course philosophical foundations. Learners apply must successfully complete ED7903 and topics not covered in the specialization’s elective appropriate statistical analysis software such as ED7904 in two consecutive quarters. For offerings. Directed study, PhD only. Statistical Package for the Social Sciences (SPSS) purposes of licensure endorsement, the two ED8051 - Special Topics in Leadership for to selected quantitative research methodologies. courses constitute a single 320-hour internship Higher Education (4 quarter credits). This course Cannot be fulfilled by transfer. experience taken over two quarters. Cannot be provides learners with an opportunity to study ED8115 - Advanced Quantitative Research fulfilled by transfer. specific or innovative areas of interest within the Methods (4 quarter credits). Learners in this ED7904 - Internship in the Superintendency II Leadership for Higher Education specialization. course explore advanced quantitative research (4 quarter credits). This capstone course is Learners propose and develop appropriate methods and designs that are relevant to the the second of two consecutive superintendent topics not covered in the specialization’s elective School of Education’s specializations and to learner internship courses that provide learners with offerings. Directed study, PhD only. professional development. Learners evaluate, the academic and field experiences that are ED8052 - Special Topics in Professional Studies select, and apply appropriate quantitative prerequisites for superintendent licensure in most research methodologies and designs in response states. Learners continue the activities started in Education (4 quarter credits). In this course, learners study specific or innovative areas of to theoretical, data-based scenarios that require in ED7903 and complete a final portfolio that quantitative analysis and solutions. Learners also demonstrates their mastery of program outcomes, interest within the Professional Studies in Education specialization. Directed study, PhD only. evaluate and apply statistical analyses appropriate competencies, and standards. Prerequisite(s): to different research designs using a statistical ED7903. To be endorsed for superintendent ED8053 - Special Topics in Advanced Classroom software package (SPSS). This course prepares licensure by Capella, learners must successfully Instruction (4 quarter credits). In this course, doctoral learners to research and complete their complete ED7903 and ED7904 in two learners study specific or innovative areas of dissertation using quantitative methodology and interest within the advanced classroom instruction consecutive quarters. For purposes of licensure design. Prerequisite(s): ED8113. endorsement, the two courses constitute a single specialization. Directed study, PhD only. ED8117 - Advanced Qualitative Research 320-hour internship experience. Cannot be ED8056 - Special Topics in Training and Methods (4 quarter credits). This course focuses fulfilled by transfer. Performance Improvement (4 quarter credits). on the major qualitative research designs and ED8002 - Foundations of Theory and Practice In this course, learners study specific or innovative their application to educational research. Learners in Doctoral Studies (4 quarter credits). This areas of interest within the area of training and study the purposes, research questions, key is a foundational course for learners in the performance improvement. Learners propose characteristics, and methods of different qualitative following specializations: Leadership for Higher appropriate course topics that are not covered in traditions. Learners work with qualitative data Education, Instructional Design for Online any of the electives. Directed study, PhD only. collection strategies and data analysis techniques Learning, Postsecondary and Adult Education, ED8100 - The Future of Educational Institutions: and are introduced to the use of software for Professional Studies in Education, and Training Topics and Trends (4 quarter credits). Based on qualitative data analysis. Learners examine a variety and Performance Improvement. Learners are an examination of the formative ideas that have of qualitative research in order to develop their introduced to discipline-specific topics, and begin shaped educational institutions, learners in this ability to frame problems and issues as research to put into practice the academic developmental course explore both the theory and practice of topics and to understand effective approaches and behavioral competencies they are expected changing educational institutions to meet future for reporting research results. Prerequisite(s): to master during their degree program. Learners needs. An understanding of the philosophy of ED8113. engage in critical thinking, scholarly inquiry and education in the U.S. as well as knowledge of ED8119 - Advanced Practicum in Research communication, and research within the context institutional change is necessary in this course. Design (4 quarter credits). In this course, learners of their specialization. ED8002 must be taken by ED8111 - The Historical and Social Foundations identify and research an education-related idea PhD learners in their first quarter. Cannot be of Education (4 quarter credits). In this course, using a competent research design that can be fulfilled by transfer. learners study the historical and social foundations further developed into a dissertation prospectus. ED8007 - Leading Innovation (4 quarter credits). of education to gain an awareness of and a context Learners demonstrate appropriate application This is a foundational course for learners in the for its evolving practice. Learners explore the of research methods and data collection and School of Education’s P–12 specializations. ways educational institutions have emerged and analysis tools and exemplify the critical thinking Learners study change, behavior, and leadership developed, particularly in relation to societal skills needed to analyze a significant professional theories, principles, and case studies to gain an functions and expectations. Learners also develop issue and synthesize it into a researchable form. understanding of educational change processes the knowledge, skills, and points of view needed to Prerequisite(s): ED8113. PhD Leadership in and their associated impacts on the practice of understand the evolution of education as a whole Educational Administration learners must education. Learners also examine discipline- and its contributing sociocultural forces. This is complete either ED7901 and ED7902 or ED7903 specific topics and begin to put into practice the second specialization course in the PhD and and ED7904. Cannot be fulfilled by transfer. the academic developmental and behavioral EdS Leadership in Educational Administration competencies they are expected to master during 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 187

Graduate Course Descriptions, continued

ED8120 - Institutional Research (4 quarter ED8355 - Curriculum Design and Evaluation in ED8515 - Advanced Action Research for Teacher- descriptio n s credits). This course provides learners with an Nursing Education (4 quarter credits). In this Leaders (4 quarter credits). This course, for overview of institutional research within the course, learners develop curricula and explore learners in the doctoral K–12 Studies in Education context of higher education. Learners examine appropriate evaluation models to assess specialization, provides in-depth knowledge the processes of compiling data (e.g., enrollment, curriculum design. Learners evaluate the influence of action research as a means of classroom and course degrees conferred, and retention), conducting ad of accreditation requirements on curriculum school improvement. Learners acquire the skills hoc research studies, and managing institutional development and the accreditation evaluation to define and resolve problems that are barriers systems (e.g., faculty evaluation and alumni process. to student learning and engage in individual and surveys). Learners also evaluate the impact of collaborative research as a means of continuously

ED8360 - The Nurse Educator: Faculty Roles and graduate institutional research on both internal and external Responsibilities (4 quarter credits). This course improving learning outcomes for students. accountability and explore national, organizational, presents the history of higher education nursing Learners who have taken ED5515 - Action administrative, political, and ethical issues in programs and the roles and responsibilities of Research for Teacher-Leaders, should NOT take institutional research. Prerequisite(s): ED8113, nurse educators in higher education and clinical ED8515 - Advanced Action Research for Teacher- ED8119. settings. Topics include clinical site responsibilities, Leaders. Rather, they should select any PhD-level ED8121 - Tests and Measurements for professional and staff development, the course in the School of Education to fulfill their Educational Research (4 quarter credits). In this importance of student preceptors and mentors, specialization requirements. course, learners develop and apply assessment educational program requirements and evaluation, ED8533 - Advanced Curriculum Mapping: instruments and surveys used to collect and and legal and ethical issues. Reflection and Practice (4 quarter credits).In this interpret data for achievement, aptitude, and ED8365 - Teaching Strategies in Nursing course, learners focus on developing a professional personality tests. Learners examine Institutional Education (4 quarter credits). In this course, approach to curriculum design. Following an Review Board (IRB) guidelines and was of writing learners examine nursing education teaching and analysis of curriculum development, learners apply effective questions that can be used on surveys, learning theories, and analyze teaching strategies concepts of curriculum mapping and analyze the questionnaires, and various test instruments. in classroom and clinical settings, including use use of technology as a tool. Reflective practices Prerequisite(s): ED8113. of simulations. Learners also analyze instructional support the development of a personal curriculum ED8222 - Professionalism in the 21st Century strategies for teaching in face-to-face and online development philosophy. Learners who have (4 quarter credits). In this course, learners develop environments. taken ED5533 may not also earn credit for ED8533. Rather, they should select any other foundational understanding and skills that help ED8370 - Nursing Leadership and Professional PhD-level course in the School of Education to them determine what it means to be a professional Practice (4 quarter credits). Learners in this fulfill their specialization requirements. in the 21st century. Learners examine major course explore scholarship in nursing education. historical, ethical, sociocultural, and theoretical Learners investigate professional organizations ED8534 - Advanced Instruction and Assessment: perspectives that have contributed to current and legislative issues, and engage in publication, Theory and Practice (4 quarter credits). Learners multidisciplinary models and definitions of presentation, and grant writing opportunities and in this course focus on the design and evaluation professionalism. Learners in this course identify activities. of instructional models and assessment strategies and analyze critical issues in the professional to meet the diverse needs of students. Through world (such as ethics, social structure, collective ED8444 - Higher Education Curriculum the analysis of theory and research supporting social mobility, esoteric knowledge, and status) Development and Teaching Strategies (4 quarter innovative instructional models and assessment that impact contemporary professionals and credits). The focus of this course is on curriculum strategies, learners develop specific content-area professionalism. Hands-on exercises and practical development in higher education. Learners review and grade-level applications for improved student applications of core concepts help learners the evolution of curriculum design and examine the achievement. The course includes analysis of issues develop and apply the terms “professional” and impact of various design models on instructional and trends related to new and emerging instructional frameworks and strategies. Learners analyze “professionalism” within a hierarchy of elite and models and assessment strategies. Learners who curricula that use face-to-face, online, and hybrid non-elite members. The course also highlights have taken ED5534 may not also earn credit for instructional platforms and develop curricula that the progression of professionalism across various ED8534. Rather, they should select any other PhD- meet diverse individual and cultural needs. disciplines in the current century. level course in the School of Education to fulfill ED8320 - Practicum in College Teaching ED8502 - Advanced Learning Theory and their specialization requirements. (4 quarter credits). This practicum provides Instructional Practice (4 quarter credits). This ED8535 - Advanced Collaboration for the learners with an experience that fosters course, for learners in the doctoral K–12 Studies Improvement of Curriculum and Instruction professional growth and development in the in Education specialization, focuses on current (4 quarter credits). In this course, learners role of college or university instructor. Under the research in cognition, emotion and the brain, collaborate to develop curriculum that improves supervision of a Capella faculty member, learners and the implications for instructional practice. student achievement. Collaborative skills include observe and assist in the instruction of an online Learners apply theory by implementing strategies coaching and mentoring, team building, and course at Capella University. Learners respond for recognizing differences among learners, building communities of practice. Professional to unit discussions, read and grade assignments, including giftedness, and meeting learner needs practice is based on theory and research-based and meet regularly with their supervising faculty through differentiated instruction. Learners models. Course work includes experience-based member for developmental feedback and support. who have taken ED5502 - Learning Theory and learning and case study analysis. Learners who Instructional Practice, should NOT take ED8502 - ED8350 - Advanced Nursing Theory and have taken ED5535 may not also earn credit for Advanced Learning Theory and Instructional ED8535. Rather, they should select any other Concepts (4 quarter credits). In this course, Practice. Rather, they should select any PhD-level learners analyze current nursing concepts and PhD-level course in the School of Education to course in the School of Education to fulfill their fulfill their specialization requirements. theories. Topics include nursing philosophy, specialization requirements. curriculum development, clinical practice, and future trends in the health care system. 188 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

ED8536 - Advanced Application of Research for models and assess the facilitator’s role in the online ED9920 - Dissertation Courseroom (non-credit). the Improvement of Curriculum and Instruction learning environment. Learners develop online This course provides learners with resources, (4 quarter credits). Learners in this course teaching skills and the facilitation strategies and guidance, and peer and mentor support during examine current research as a basis for data- tactics that nurture the interaction and collaboration each dissertation course as they complete the driven decision making. Learners also develop necessary for successful online teaching. required milestones. Grading for this course is research designs that contribute to data-driven ED8810 - Ethics and Social Responsibility in R/NS. Prerequisite(s): ED9919. Cannot be decision making at the school or district level. Distance Education (4 quarter credits). Learners fulfilled by transfer. Learners who have taken ED5536 - Applying in this course analyze, from both conceptual and ED9921–ED9945 - Dissertation Research Research to the Improvement of Curriculum and applied points of views, the interaction between 1–Dissertation Research 25 (5 quarter credits Instruction, should NOT take ED8536 - Advanced education and society. Through an examination of each). Learners complete the required dissertation Application of Research to the Improvement of basic assumptions, attitudes, and values, learners milestones and prepare their dissertation for Curriculum and Instruction. build an ethical foundation for understanding the publication. Grading for this course is R/NS. ED8538 - Advanced Curriculum and Instruction: issues and policies related to distance education. Prerequisite(s): ED9919. Courses must be taken Program Evaluation (4 quarter credits). Learners Prerequisite(s): ED5802, ED7624, ED7620. in sequence. ED9920 is a co-requisite for these in this course develop the skills, knowledge, ED8812 - The Governance of Educational courses. Cannot be fulfilled by transfer. and attitudes necessary for effective program Institutions (4 quarter credits). Learners in this evaluation. The course focuses on trends, issues, course examine the typical P–12 public school and initiatives related to data-based decision governance model, focusing on the environment making, which is one of the desired outcomes as an organic learning space designed to induce School of Education of program evaluation. Through the process and support continuous learning within the staff, of reflection and practical application, learners faculty, students, and organizational structure Colloquia and Residencies become familiar with the integral role program itself. Topics include the current issues, practices, COL-R8921 - PhD Colloquium Track 1. In the first evaluation plays in the improvement of curriculum, and challenges facing this model of governance. instruction, and assessment. residential colloquium, doctoral learners acquire ED8895 - Special Topics in Instructional Design and apply the academic and intellectual skill sets of ED8540 - Internship in Curriculum and for Online Learning (4 quarter credits). In this the scholar-practitioner. The colloquium provides Instruction I (2 quarter credits). This course is course, learners study specific or innovative areas the opportunity to interact with peers, faculty, and the first of two consecutive capstone courses of interest within the area of Instructional Design university staff and participate in academic sessions for the PhD and EdS Curriculum and Instruction for Online Learning. Learners propose appropriate and workshops, contemporary issues seminars, and specializations. Learners assess their curriculum course topics that are not covered in any of the specialization meetings within the school. Learners and instruction competencies and demonstrate electives. Prerequisite(s): ED5802. ED5803. engage in scholar-practitioner self-reflection proficiency. They serve the first 125 hours of a Directed study, PhD only. practices and gain learning experience that 250-hour field-based internship during which addresses the doctoral competencies of becoming they create, sign, and fulfill a competency-based ED8911 - The Minnesota K–12 Principalship a critical thinker, researcher, and professional contract with their curriculum and instruction site (4 quarter credits). This course prepares learners communicator. Learners in academic psychology supervisor and Capella University supervisor. seeking licensure as Minnesota principals. specializations attend this colloquium before Throughout the course, learners maintain a log of Minnesota’s principal licensure is P–12, thus the completing 36 earned and transferred credits. All their experiences and develop a portfolio as part of course includes critical aspects of the principalship other learners attend this colloquium during their their contract materials. ED8540 and ED8541 must at the elementary, middle, and senior high levels. first quarter of enrollment or before completing 56 be taken in sequence and during the learner’s The course addresses the state’s 21 principal earned and transferred credits. final two quarters. Prerequisite(s): Completion of competencies, especially those (such as law and all required and elective course work. finance) that are unique to Minnesota.Cannot be COL-R8922 - PhD Colloquium Track 2. The fulfilled by transfer. second residential colloquium emphasizes ED8541 - Internship in Curriculum and acquiring deeper knowledge as it is applied Instruction II (2 quarter credits). This is the second ED9919 - Doctoral Comprehensive Examination to the theoretical and research foundations of two consecutive capstone courses for the PhD (4 quarter credits). This course includes an within the discipline. The colloquium provides and EdS Curriculum and Instruction specializations. overview of the comprehensive examination the opportunity to interact with peers, faculty, Learners assess their curriculum and instruction process, the university’s expectations of academic and university staff and participate in academic competencies and demonstrate proficiency. They honesty and integrity, the three core themes of sessions and workshops, contemporary issues serve the second 125 hours of a 250-hour field- the examination, and the evaluation criteria. The seminars, and specialization meetings within the based internship during which they create, sign, courseroom mentor provides three questions school. Learning experiences expand learners’ and fulfill a competency-based contract with their addressing the core themes. Learners write intellectual applications and analysis skills and curriculum and instruction site supervisor and answers to the comprehensive examination address the doctoral competencies of becoming Capella University supervisor. Throughout the questions. Answers are evaluated by faculty a critical thinker, researcher, and professional course, learners maintain a log of their experiences readers using point-scale scoring rubrics. Upon communicator. Learners in academic psychology and develop a portfolio as part of their contract passing the comprehensive examination, learners specializations attend this colloquium while materials. ED8540 and ED8541 must be taken are eligible to enroll in the first dissertation course. completing 37–60 credits. All other learners attend in sequence and during the learner’s final two Grading for this course is S/NS. Prerequisite(s): this colloquium while completing 57–72 credits of quarters. Prerequisite(s): ED8540. Completion of all required and elective course work with a cumulative GPA of 3.0 or better. required course work. ED8600 - Effective Online Course Design, Completion of practicum courses, if applicable. Delivery, Facilitation, and Assessment (4 quarter Fulfillment of all residency requirements. Cannot credits). In this course, learners examine learning be fulfilled by transfer. theory and contemporary teaching curriculum design 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 189

Graduate Course Descriptions, continued

CES8768 - Counselor Education Teaching and COL-R8923 - PhD Colloquium Track 3. The third School of Human Services descriptio n s Practice (4 quarter credits). This course provides residential colloquium focuses on expanding Doctoral Counselor Education and an overview of major roles, responsibilities, and applying doctoral competencies to the Supervision Courses and activities of counselor educators. Learners

independent research phase of the program in course study instructional theory and methods and preparation for the comprehensive examination CES8002 - Advanced Research in Adult Human evaluate ethical and legal issues associated and dissertation. The colloquium provides the Development and Behavior (4 quarter credits). with counselor preparation training. Learners opportunity to interact with peers, faculty, and Learners in this course critically analyze theory develop a philosophy of teaching and learning university staff and participate in academic and research in adult development and behavior and examine procedures for engaging students, sessions and workshops, contemporary issues with an emphasis on contemporary research and graduate assessing student needs, and effectively delivering seminars, and specialization meetings. Learning application issues. In addition, learners study the information needed to develop competent experiences addresses critical thinking, research, adult development from biological, psychological, counselors. Prerequisite(s): CES8760. and professional communication competencies social, and multicultural perspectives. Learning and emphasize using intellectual and academic skill to apply principles of adult development to the CES8772 - Counselor Supervision (4 quarter sets to synthesize and analyze theory and research human services professions is central to this credits). Learners in this course examine critical as scholar-practitioners in the discipline. Learners course. CES8002 or HS8002 must be taken by literature in counselor education, including in academic psychology specializations attend PhD learners in their first quarter. CES8002 and history, standards, multicultural concerns, this colloquium while completing 61–95 credits. HS8002 are equivalent courses. Learners may and legal and ethical issues. Learners analyze All other learners attend this colloquium while earn credit for CES8002 or HS8002, but not theories, techniques, and models of counselor completing 73–96 credits as a prerequisite for the both. Cannot be fulfilled by transfer. supervision and develop a personal supervision comprehensive examination. CES8756 - Advanced Counseling Theories model. Learners also study the major dimensions of supervisions and the roles and relationships ED-R8000 - College Teaching Residency. Learners (4 quarter credits). This course presents an associated with them. Prerequisite(s): CES8760. in the Post-Master’s Certificate in College Teaching overview of major counseling theories and the participate in a six-day residential experience that current professional literature and research CES8776 - Leadership and Advocacy in builds career planning and applied classroom supporting them. Learners analyze key concepts Counseling (4 quarter credits). This course and online teaching skills. Learners in the Post- of counseling and evaluate various theories, presents the historical and philosophical Master’s Certificate in College Teaching are approaches, and interventions that can be foundations of counselor education and required to enroll in and complete ED-R8000 applied to a diverse population of clients, issues, supervision practice, including professional identity concurrently with one colloquium session as and settings. Learners also consider the legal and values, leadership styles, client diversity issues, indicated in their program’s requirements. and ethical implications of applying theory to ethical issues, and social advocacy processes. practice and examine methods of demonstrating Learners evaluate leadership theories and their ED-R8010 - Enrollment Management Residency. counseling effectiveness. applications and examine the roles of counselor Learners in the Post-Master’s Certificate in educators and leaders in public and private policy Enrollment Management participate in a six-day CES8760 - Advanced Clinical Practice (4 quarter processes, including professional advocacy. residential experience that engages learners in credits). In this course, learners demonstrate dialogue, application, and evaluation of skills and advanced clinical practice skills that promote CES8780 - Counselor Education and Supervision knowledge related to best practices in enrollment greater social skills and respect for diversity while Practicum (4 quarter credits). This course management. Learners in the Post-Master’s expanding and refining the therapeutic skills they provides a structure of supervised experiences Certificate in Enrollment Management are developed through prior course work and practice. in advanced counseling practice during which required to enroll in and complete ED-R8010 Learners examine the strengths and limitations of learners articulate, synthesize, and demonstrate a concurrently with one colloquium session as various counseling techniques; apply therapeutic range of counseling skills and knowledge bases. indicated in their program’s requirements. models to a variety of contemporary client Learners apply major counseling theories and their populations and issues; and develop a personal associated approaches to working with individuals, theoretical orientation to counseling. Learners groups, systems, and developmental and also conceptualize a clinical case and develop consultation services. Learners also apply effective a treatment plan that is consistent with their case conceptualization, assessment, diagnosis, and theoretical preference and diverse client needs. treatment skills; demonstrate the ability to develop Prerequisite(s): CES8756. ethical therapeutic relationships with a diverse CES8764 - Contemporary Issues in Compulsive population of clients; and establish long- and short- and Addictive Behavior Treatment (4 quarter term goals. This course helps learners synthesize a credits). In this course, learners review current comprehensive theoretical basis for the practice of development, research, and trends within the counseling that is informed by evidence-informed compulsion and addiction treatment field. The practice, professional practice skills, and personal course emphasizes current understanding of meaning. This course requires 100 contact hours. substantive issues in the field. Possible topics Prerequisite(s): All required and elective course include developments in psychopharmacologic work. Cannot be fulfilled by transfer. treatment of compulsive behaviors and addictions, CES8784 - Counselor Education and Supervision the influences of managed care on treatment, Internship I (4 quarter credits). This is the first in a ethics and managed care, the use of Internet sequence of two internship courses in the Counselor resources in the field, the changing role of the Education and Supervision degree program in the counselor, emerging treatment approaches, and School of Human Services. This course provides the development of new treatments. Cultural learners with specific skills in counseling teaching, considerations and influences as they relate to the supervision, and research in a field setting relevant treatment of compulsive and addictive behavior to the learner’s chosen field. It requires 300 contact treatment are also addressed. hours. Prerequisite(s): CES8780. Cannot be fulfilled by transfer. 190 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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CES8785 - Counselor Education and Supervision School of Human Services reimbursement types have on health care provider Internship II (4 quarter credits). This is the second organizations. Learners discuss issues of working in a sequence of two internship courses in the Master’s and Doctoral Human Services capital, capital budgeting, and investment in Counselor Education and Supervision degree Courses relation to net present value and value added program in the School of Human Services. This HS5002 - Survey of Research in Human to the organization, health care organizations’ course provides learners with the opportunity Development and Behavior (4 quarter credits). ratio analysis, cost analysis, and other financial to refine the skills they developed in CES8785. In this course, learners review the major theories of management techniques of primary importance to It requires 300 contact hours. Prerequisite(s): human development and behavior across the entire health care organizations. CES8784. Cannot be fulfilled by transfer. lifecycle. Learners focus on the developing person HS5102 - Nonprofit Organization and CES9919 - Doctoral Comprehensive Examination and connect areas of study such as psychology, Management (4 quarter credits). In this course, (4 quarter credits). This course includes an anthropology, and biology. Research approaches learners examine the origins, history, and societal overview of the comprehensive examination to human development include personality theory, role of nonprofit organizations in the U.S., process, the university’s expectations of academic developmental tasks, and moral development. including their social, political, economic, cultural, honesty and integrity, the three core themes of HS5002(3) must be taken by master’s learners and ideological importance. Learners in the course the examination, and the evaluation criteria. The in their first quarter. HS5002 and HS5003 are also examine the magnitude, scope, and functions courseroom mentor provides three questions equivalent courses. Learners can earn credit for of the nonprofit sector and its relationships with addressing the core themes. Learners write either HS5002 or HS5003, but not both. Cannot business and government. Topics include theories, answers to the comprehensive examination be fulfilled by transfer. general concepts and principles of organization questions. Answers are evaluated by faculty HS5003 - Survey of Research in Human management, governance and leadership in readers using point-scale scoring rubrics. Upon Development and Behavior (4 quarter credits). nonprofit organizations, and the wide range of passing the comprehensive examination, learners In this course, learners review the major theories of external forces and internal dynamics that affect are eligible to enroll in the first dissertation course. human development and behavior across the entire nonprofit organizations. Learners explore the life Grading for this course is S/NS. Prerequisite(s): lifecycle. Learners focus on the developing person and growth cycles of organizations as applied Completion of all required and elective course and connect areas of study such as psychology, to nonprofits and analyze current trends and work with a cumulative GPA of 3.0 or better. anthropology, and biology. Research approaches projections for the future. Completion of practicum courses, if applicable. to human development include personality theory, HS5103 - Strategic Planning for Nonprofit Fulfillment of all residency requirements. Cannot developmental tasks, and moral development. Organizations (4 quarter credits). In this course, be fulfilled by transfer. HS5002(3) must be taken by master’s learners learners view nonprofit operations from a strategic CES9920 - Dissertation Courseroom (non-credit). in their first quarter. HS5002 and HS5003 are perspective. In addition, learners examine the role This course provides learners with resources, equivalent courses. Learners can earn credit for of strategic thinking and planning in enhancing guidance, and peer and mentor support during either HS5002 or HS5003, but not both. Cannot organizational effectiveness within the context each dissertation course as they complete the be fulfilled by transfer. of increased competition for resources and the required milestones. Grading for this course is HS5006 - Survey of Research Methodology range of challenging issues requiring solutions. R/NS. Prerequisite(s): CES9919. Cannot be (4 quarter credits). This course is an overview of Learners analyze organizational missions and goals, fulfilled by transfer. the general approaches to research methodology governance, program development and structure, CES9921–CES9945 - Dissertation Research at the graduate level. Learners study quantitative operational and fiscal controls, information systems 1–Dissertation Research 25 (5 quarter credits and qualitative approaches to rigorous scholarly and monitoring, and evaluation. each). Learners complete the required dissertation inquiry and major research methodologies. This HS5104 - Accounting and Economics for the milestones and prepare their dissertation for course is aimed primarily at master’s learners, NonprofitM anager (4 quarter credits). This publication. Grading for this course is although PhD learners may take it as an elective. course introduces learners to economic principles R/NS. Prerequisite(s): CES9919. CES9920 is a HS5100 - Health Care Management (4 quarter and the fundamental language, underlying co-requisite for these courses. Courses must credits). In this course, learners examine the concepts, and reporting methods of accounting be taken in sequence. Cannot be fulfilled by founding principles and dynamics of health care and financial analysis related to nonprofit transfer. management, the health care system, and basic organizations. Learners evaluate economic concepts and skills in administration. Learners factors that can affect an organization’s financial also analyze institutional, social, and political operations and results and develop innovative and forces in the field of health care. Topics include strategic approaches to achieving and maintaining fundamentals of management in health care, financial stability while upholding the mission of trends in health care financing, and contemporary the organization. Other course topics include issues. accounting and financial management principles and methods of generating long-term financial HS5101 - Health Care Finance (4 quarter credits). viability for nonprofit organizations. This course addresses financial management concepts and practices used by health care HS5105 - Human Resources and Volunteer organizations. Topics include basic accounting, Management in Nonprofits (4 quarter credits). financial statements and ratios, evaluation of This course addresses the theories, concepts, project investment decisions, break-even analysis, practices, and strategies of human resource budgeting, cost allocation, and reimbursement management in nonprofit organizations. Learners methodologies. Additional topics include examine basic HRM issues such as strategic reimbursement mechanisms, managed care, workforce planning, hiring, training, personnel capitation, per-case or per-diagnosis payment, evaluation, and compensation as they relate to mechanics of third-party payers, and the effects nonprofit organizations with their mix of paid staff 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 191

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and volunteers. Additionally, learners evaluate main constructs of personality. Learners also HS8741. Prerequisite(s): Marital, Couple, and descriptio n s the impact of HRM on the board and executive study biological, social, and cultural influences on Family Counseling/Therapy learners must have director, staff, volunteerism, and productivity. personality and the development of personality completed HS5920 and HS-R5920 (or HS5900 and The course focuses particularly on the legal throughout life’s stages. HS-R5900). Mental Health Counseling learners responsibilities of the organization in HRM and the HS5221 - Mental Health Counseling (4 quarter must have completed HS5930 and HS-R5930 course role of the board. credits). Learners in this course review the basic (or HS5900 and HS-R5900). Prerequisites do not HS5106 - Assessment, Tests, and Measures skills, methods, and practices related to mental apply to MS Counseling Studies or MS School (4 quarter credits). Learners in this course health counseling. Topics include basic counseling Counseling learners.

examine the assessment process and the use of skills, treatment planning, special issues in working HS5249 - Health Advocacy in the Community graduate tests and measures in assessment activities. In with diverse populations, and various methods (4 quarter credits). Learners in this course explore addition, learners explore the theory and content of therapeutic interventions. The course applies an important goal in human services, which is to of assessment and testing and measurement current theory and research to clinical practice. develop effective change agents in communities. applicable to the counselor role. Topics include the HS5225 - Human Sexuality (4 quarter credits). Topics include issues such as the purity of drinking history of assessment methods, principles of test Learners in this course study sexuality within water, waste disposal, clean air, health education construction and standardization, interpretation of the larger context of human experience. The and public safety, public and private health care assessment measures, and strategies for the use of course emphasizes physical and psychosexual plans, effects of HMOs and managed care, and assessment measures. development, frequency and significance of various Medicare and Medicaid—all issues that involve HS5107 - Principles of Psychopathology: types of sexual behavior, and health-related issues. health advocacy. Diagnosis and Treatment (4 quarter credits). Topics include treatment of sexual problems HS5252 - Introspective and Personal Growth Learners in this course examine the theory, and concerns of special and diverse populations. Seminar (4 quarter credits). This course helps research, and application of principles of Learners who take HS5225 may not also earn learners identify aspects of their history and psychopathology. Topics include etiology of credit for HS8725. personality that are relevant to professional clinical psychopathology; current methods of assessment; HS5237 - Counseling and Guidance in Diverse work. Learners examine methods of introspective use of the DSM-IV-TR to diagnose mental Populations (4 quarter credits). Learners in this work that facilitate the self-assessment process, disorders; application of psychopathology course examine substantive and theoretical issues including journaling, personal psychotherapy, self- assessment to individuals, couples, families, and concerning guidance and counseling in a variety of expressive artwork, dream work, and specialized groups; and intervention strategies. The course culturally diverse populations. Topics include the readings. The course emphasizes identifying incorporates contemporary issues associated role of culture-specific programming, special issues personal strengths and limitations and the ways with the assessment and treatment of mental and needs of cultural subgroups, and therapeutic they may influence clinical effectiveness. disorders. Prerequisite(s): Marital, Couple, and approaches to working with culture-specific issues. HS5254 - Child and Adolescent Counseling Family Counseling/Therapy learners must have Learners also apply current theory and research to (4 quarter credits). This course is an overview completed HS5920 and HS-R5920 (or HS5900 specific clinical issues. of major theories and current research in the and HS-R5900). Mental Health Counseling HS5239 - Theories of Psychotherapy (4 quarter area of adolescent and child development and learners must have completed HS5930 credits). Learners in this course gain an an exploration of biological and psychosocial and HS-R5930 (or HS5900 and HS-R5900). understanding of major psychotherapy theories, development factors. Topics include normal Prerequisites do not apply to MS Counseling procedures, and techniques. The course provides development, the influence of trauma on Studies or Professional Counseling certificate a review of various schools of therapeutic development, family factors, and the influence of learners. intervention, their philosophical tenets, and community and societal factors on development. HS5108 - Foundations of Addictive and therapeutic skills. The course emphasizes applying Learners who take HS5254 may not also earn Compulsive Behavior (4 quarter credits). In this current theory, research, and techniques to a credit for HS8754. Prerequisite(s): Marital, course, learners explore the theories and research variety of clinical problems. Learners who take Couple, and Family Counseling/Therapy learners that guide treatment for addictive and compulsive HS5239 may not also earn credit for HS8739. must have completed HS5920 and HS-R5920 behavior disorders. Learners review traditional (or HS5900 and HS-R5900). Mental Health HS5240 - Counseling and Guidance with and non-traditional interventions as applied to Counseling learners must have completed HS5930 Children (4 quarter credits). Learners in this inpatient, outpatient, and community-based and HS-R5930 (or HS5900 and HS-R5900). course review current theories, research, and treatment methods for individuals, families, and Prerequisites do not apply to MS Counseling methods of counseling and guidance of children. groups. Topics include assessment, diagnosis, Studies or MS School Counseling learners. treatment planning and evaluation, and emerging Topics include childhood abuse and trauma, the effect of family relationships on children, methods HS5265 - Group Therapy and Compulsive and issues in the field.Prerequisite(s): Marital, of parent education, school counseling issues, Addictive Behavior (4 quarter credits). The Couple, and Family Counseling/Therapy learners and specialized techniques for working with focus of this course is on a variety of theoretical must have completed HS5920 and HS-R5920 challenging children. orientations and relevant research findings. (or HS5900 and HS-R5900). Mental Health Learners develop and practice a number of Counseling learners must have completed HS5241 - Group Counseling and Psychotherapy practical clinical skills based on a thorough HS5930 and HS-R5930 (or HS5900 and (4 quarter credits). Learners in this course review understanding of group process. Emphasis is HS-R5900). Prerequisites do not apply to MS the historical development, major theories, placed on applying current research and theory to Counseling Studies learners. current research, and clinical procedures of group the learner’s clinical setting. Topics include group HS5214 - Theories of Personality (4 quarter counseling and psychotherapy. Topics include the development, styles of leadership, and critical credits). This course is an examination of person- role of the leader and leadership styles, mechanics of incidents in group therapy including members centered, trait, behavioral, psychodynamic, and co-therapy, designing special function groups, and “acting out” (e.g., relapsing to some form of social-cognitive personality theories. Learners handling of critical incidents within groups. Learners addictive or compulsive behaviors), inter-group analyze each theory to identify and discuss the who take HS5241 may not also earn credit for conflict, group transference with leaders, and premature exit from the group by a member. 192 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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HS5266 - Compulsive Behavior and the HS5279 - Life Planning and Career Development HS5317 - Social Systems (4 quarter credits). Disturbance of the Self: Alternatives to the (4 quarter credits). This course provides learners Learners in this course review basic features Addiction Model (4 quarter credits). Learners with theory, research, and opportunities for and factors of social systems theory as it applies in this course investigate the nature of addictive application appropriate for counselors working to groups, families, agencies, institutions or and compulsive behavior problems, discuss the with individuals responding to life transitions. corporations, and government entities. The course development of the addiction model and its tenets, Topics include career and life development, addresses problems inherent in the operation of and review the literature on the validity and efficacy improvement, and transition. Learners who take these systems and explores resolution of these of treatment approaches based on the addiction HS5279 may not also earn credit for HS8779. problems from a systemic viewpoint. Additionally, model. The course presents alternatives to the HS5280 - Introduction to School Counseling learners in the course study issues of social policy addiction model including cognitive behavior (4 quarter credits). This course introduces learners making and decision making that affect conditions therapy and the compulsive behavior model, a to the role and functions of the professional school of social change. psycho-dynamically oriented model. counselor across the P–12 curriculum. Learners HS5318 - Scope of Human Services (4 quarter HS5267 - Intervention with Compulsive and analyze the history and current trends of school credits). This course presents learners with Addictive Behaviors (4 quarter credits). Learners counseling programs and design leadership contemporary social problems addressed by in this course review traditional and nontraditional strategies to improve school environments. human service professionals in the field. Learners approaches to treatment. Topics include inpatient Learners also study models of prevention and examine theories of human service delivery, and outpatient treatment programming, self-help intervention in school settings and the American management, culture, and diversity to gain a broad groups, utilization of community resources and School Counselor Association (ASCA) National understanding of the human services profession alternative treatment approaches, and the use of Model as a professional framework for practice. in diverse delivery settings. Learners also use the individual, group, and family psychotherapy. The Other course topics include community, knowledge, skills, and methods acquired during course also addresses current trends in service environmental, and institutional barriers that the course to address a contemporary social delivery related to ongoing changes in the health enhance or impede student success, and the problem. care delivery system. role of racial, ethnic, and cultural issues in school HS5334 - Ethnic and Cultural Awareness HS5270 - Family Therapy Theory and Methods counseling. (4 quarter credits). This course is a survey of (4 quarter credits). This course is a comparative HS5282 - Developmental School Counseling concepts, theories, and research that highlight study of the prominent schools of thought within and Pupil Services (4 quarter credits). This the importance of race, culture, and ethnicity the field of marriage and family therapy: their course provides a comprehensive, developmental in the experiences of individuals and groups. tenets, therapeutic strategies, and techniques. approach to establishing and delivering school Cultural experiences such as gender, social class, Learners also discuss structural, strategic, counseling programs and services, and the religion, and disabilities are also addressed. The transgenerational, behavioral, communication, management, evaluation, and accountability course provides a general introduction to cross- and analytical approaches to marriage and family needed to sustain them. Learners study the cultural and multicultural dynamics and the role therapy. needs, structure, specialized areas, and evaluation the human service and educational professional HS5271 - Marriage and Family Systems functions of school counseling programs. Learners plays in addressing the multicultural needs of (4 quarter credits). Learners in this course study also examine comprehensive models of guidance clients and colleagues in the workforce. Learners families as systems from theoretical, clinical, and using the American School Counselor Association gain strategies for addressing a wide variety of research perspectives. The course emphasizes (ASCA) National Model and the role of the school cross-cultural issues and practice applying a variety family development, transitions, assessment, counselor as an advocate for social justice. of theoretical approaches and methodologies to and intervention. Learners also explore systems- HS5304 - Ethnic and Linguistic Minorities in these scenarios. oriented assessment models and strategies for the Workplace (4 quarter credits). This course HS5401 - History of Social Welfare (4 quarter initial interviews, hypothesis formulation, designing provides an overview of ethnic and linguistic credits). This course is an advanced historical a strategy for intervention, and the process of minorities found in the American workplace. survey of social services, public policies, social termination. Learners synthesize current theories, methods, welfare, and the profession of social work in the HS5272 - Marriage and Marital Therapy and research related to diversity and cross-cultural U.S. from the colonial era to the present. Learners (4 quarter credits). This course provides a awareness and apply them to linguistic and ethnic in the course explore the historical social welfare comprehensive examination of theories, strategies, minorities in the workplace. Learners examine experience of different groups, including women, techniques, problems, and critical issues in system- employer codes of ethics and the ways minorities Asian-Americans, African-Americans, Native based couples counseling. Learners gain and have been able to achieve success despite Americans, Hispanics, citizens with disabilities, demonstrate the ability to interpret literature and barriers. Learners also analyze the influence ethnic gays and lesbians, and others in the U.S. Some empirical information from the field of marriage and linguistic minorities have on the success of comparisons are made to other social welfare and family therapy with an emphasis on integrating individuals, organizations, and the labor industry. systems, particularly those of England, which theory and practice. Clinical applications focus HS5315 - Professional and Scientific Ethics greatly influenced early U.S. “poor laws.” on learning assessment, treatment planning, and (4 quarter credits). Learners in this course HS5402 - Social Change and Public Policy intervention skills from the major perspectives in examine the evolution of professional ethics (4 quarter credits). Learners in this course are couples and relational counseling. Prerequisite(s): and analyze the effect of ethics on education, introduced to social welfare policies and programs HS5270. Marital, Couple, and Family Counseling/ psychotherapy, law, and institutional guidelines that are designed to improve the well-being and Therapy learners must have completed HS5920 protecting human subjects in research. Learners quality of people’s lives. Learners explore the and HS-R5920 (or HS5900 and HS-R5900). also identify current ethical issues in the human process of development and implementation of HS5920 and HS-R5920 prerequisites do not services field and explore methods used to programs targeted to poverty, mental illness, HIV/ apply to MS Counseling Studies or Marriage and effectively address them. AIDS, children and families, the elderly, ethnic Family Services certificate learners. minorities, and other social problems and groups. Learners also begin to acquire skills in policy and 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 193

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program formation, change, and evaluation. social innovation such as business, environment, review; and the levels of care including the role of descriptio n s Learners become familiar with ways that social education, human services, and government. hospice. Learners acquire a basic understanding welfare policies affect the direct practice of human Topics include practical information about ways of both the social and medical models along this service professionals and social workers, the to identify potential opportunities; necessary continuum of care. professional role of affecting change at the public skills development; competencies for creating, HS5510 - Survey of Current Issues in course policy level, and policy at the agency level. developing, and implementing entrepreneurship Gerontology (4 quarter credits). This course HS5423 - Philosophy of Social Work (4 quarter ideas; and ways of measuring the success of provides an overview of the major theories and credits). Learners in this course review the history, entrepreneurial activity. concepts of gerontology. Learners study the

development, and intervention methods of HS5503 - Contexts and Models of Health behavioral, psychological, and social effects of graduate contemporary social work within the framework of (4 quarter credits). Learners in this course explore aging and their impact on individuals, families, social work philosophy. Learners examine issues the models of health and their contexts as utilized communities, and public policy. Learners also related to a wide range of families, communities, in the contemporary health industry. Learners evaluate current research on aging, advocacy, and systems by conducting analyses of social examine the impact of change on models of health public policy, and continuum of care. welfare systems with the objective of improving care within the context of health delivery systems. HS5514 - Social and Cultural Aspects of Aging social conditions. The course also addresses the implications for (4 quarter credits). The focus of this course is on HS5436 - Utilization of Community Resources health service administration. the social, cultural, and ecological influences of (4 quarter credits). Learners in this course HS5504 - Quality Risk Management and Patient aging and the experiences of individuals across the investigate the influence of larger social systems on Safety (4 quarter credits). Learners in this course aging spectrum. Learners evaluate the perceptions human behavior and various methods of organizing examine important issues associated with being and treatment of the elderly from a cultural and utilizing community resources. The course health care employees, including patient safety, perspective and identify cultural biases toward addresses specific topics such as theories of social risk management, compliance, and medical device the aging population. Learners also examine organization, community organizing, self-help regulations. This course addresses the demands of the effects of socioeconomic status, rapid social organizations, use of volunteers, and the use of the regulatory environment affecting health care in change, ethnicity, and gender on individual and social policy to influence human behavior. the United States today, including the health care community perception and treatment of elders. HS5500 - Multicultural Issues in Health Care administrator’s role in organizational compliance; HS5518 - Biological and Health Aspects of Aging (4 quarter credits). Learners in this course licensing; and the enforcement of federal (4 quarter credits). Learners in this course review examine multicultural issues in health care from guidelines, standards, and regulations. the biological and epidemiological effects of aging. a community and organizational perspective. HS5506 - Managed Care and Health Services Learners examine the functional changes that Learners analyze various solutions used to address (4 quarter credits). This course is an overview accompany the normal aging process, and those multicultural health care disparities and develop of managed care and the variety of techniques associated with disease. This course focuses on the an implementation plan to better meet the diverse employed by the mainstream health system to relationship between changes in physical function, health care needs of the local community. provide quality care in an efficient and affordable environment, and quality of life, and includes a HS5501 - Health Informatics (4 quarter credits). manner. Learners focus on delivery systems, their review of the theoretical perspectives of aging. This course provides a management perspective utilization, and quality management practices of a HS5522 - Psychology of Development and of information technology and ways for health wide variety of organizations. Learners also explore Aging (4 quarter credits). In this course, learners care administrators to use information technology regulatory, legal, and ethical issues. Learners distinguish between primary and secondary to maximize organizational performance. Topics consider the future of our health care system and aging by identifying age-related changes in include fundamental principles of information how the world of providers, receivers, and payers cognitive functions, personality, and interpersonal technology and data management and their may continue to change within the U.S. relationships. Learners study the effects of normal implications for health care administrators. HS5507 - Health Care Communication: Providers age-related physiological changes on an older Learners explore the use of technology, data and Receivers (4 quarter credits). This course adult’s psychosocial functioning and the impact bases, and other analytical tools to construct, is an overview of health communication and an of various psychological changes upon the daily analyze, and present information related to exploration of current theoretical models. Learners functioning of the aging individual. Learners also health care management and problem solving as develop strategies to enhance communication examine the psychological processes involved in well as strategic information systems planning, between professionals, allied health personnel, death and grieving, and the relationship between systems analysis, system design, evaluation, and patients, and their families in both interpersonal formal and informal support services and the selection. In addition, learners examine current and group settings and to facilitate more functional psychological well-being of older adults. applications, such as patient care, administrative and therapeutic communication. HS5526 - The Family in Later Life (4 quarter and strategic decision support, managed health, HS5509 - Long-Term Care (4 quarter credits). credits). This course provides an examination of health information networks, and the Internet to In this course, learners examine how their the evolution of the role of the family within a social determine how they may be used to meet the profession relates to long-term care and the context. Learners explore family diversity from a challenges facing health care administrators today management of personal, social, and medical cultural, gender, and socioeconomic perspective. and in the future. services needed by people who can no longer care Course topics include family rules, family member HS5502 - Nonprofit Entrepreneurship (4 quarter for themselves. While learners explore areas of roles and functions; intergenerational family credits). This course provides an introduction home care and assisted living facilities, the primary relationships; the effects of economic, political, to the theory and practice of entrepreneurship focus of the course is on skilled nursing facilities and social policy on family life; and supportive in the nonprofit sector. The course focuses and the crisis facing this industry today. Topics resources for older families. both on the creation of an innovative mission- include changes in long-term care, institutional based organization and the establishment of an versus non-institutional care; system financing, innovative program or activity within an existing public reimbursement, balancing cost and quality, organization. Learners explore diverse areas of staffing, licensure, certification, inspection, and 194 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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HS5530 - Community Advocacy for Diverse HS5901 - Counselor Education Pre-Practicum and ethical and legal standards. Learners apply Populations (4 quarter credits). The focus of Course II (4 quarter credits). This online course theories, methods, and practices of individual, this course is on programs and services for the must be taken with HS-R5901 - Counselor couple, and family systems counseling. aging demographic. Learners study the principles, Education Pre-Practicum Laboratory II. The course Prerequisite(s): Learners must have completed practices, and ethical considerations used to foster reinforces laboratory skills development including the following courses: HS5002 or HS5003, and community advocacy for diverse populations, and academic assignments and online discussion. HS5214, HS5221, HS5315, HS5334, HS5270, formulate empowerment strategies to increase The course focuses on advanced therapeutic HS5271, HS-R5920. Learners must have older adult involvement in program planning and relationships and special applications of individual completed or be progressing in HS5239. Cannot implementation. Other course topics include social psychotherapy for Axis-I behaviorally disordered be fulfilled by transfer. planning, social and community action, program clients, techniques for group psychotherapy for HS5921 - Marital, Couple, and Family advocacy, and community intervention. unrelated individuals, and systemically oriented Counseling/Therapy Pre-Practicum Course II HS5534 - Leading Across the Continuum of Care therapies for couples and family groups. Learners (4 quarter credits). This online course must be (4 quarter credits). Learners in this course discuss apply theories and practices of individual and taken in the quarter directly following HS-R5921. the history and context of the current long-term family systems counseling relevant to mental The course reinforces the laboratory skill care continuum. Learners evaluate theories and health counselors and marital, couple, and family development and emphasizes the application frameworks for developing and implementing counselors/therapists. Prerequisite(s): Mental of systemic theories for clinical relationship effective organizational policies and practices, Health Counseling and Marital, Couple, and development, relational assessment, individual and examine strategies used to manage and Family Counseling/Therapy learners must have diagnosis, and theory-based treatment planning. lead long-term care organizations. Other course completed the following courses: HS5900, The course also presents group psychotherapy topics include the regulatory, political, and social HS-R5900, HS5241, HS5254, HS5107, HS5108, techniques for unrelated individuals and issues affecting care organization managers and and (for MCFC/T only) HS5272 and HS5225. systemically oriented therapies for couples leaders, financial and budgeting principles, and Cannot be fulfilled by transfer. and family groups. Learners integrate and reimbursement strategies and regulations. HS5910 - School Counseling Pre-Practicum apply systemic theories and methods in clinical HS5597 - Human Service Professional Course I (4 quarter credits). This online course practice with individuals, couples, and families. Development (4 quarter credits). In this course, must be taken with HS-R5910 - School Counseling Prerequisite(s): Learners must have completed or master’s learners demonstrate proficiency by Pre-Practicum Laboratory I. Learners explore be progressing in the following courses: HS5920, applying learning from required and specialization the identity, function, and role of the school HS-R5920, HS5006, HS5106, HS5107, HS5108, courses to the professional human services counselor, and evaluate the assessment and HS5225, HS5241, HS5254, HS5272, HS-R5921. discipline. Professional development activities intervention techniques, consultation processes, Cannot be fulfilled by transfer. include preparing the integrative project for and ethical principles used in clinical practice. HS5930 - Mental Health Counseling publication in a nationally recognized peer- Learners apply counseling theories, methods and Pre-Practicum Course I (4 quarter credits). reviewed human services journal, presenting at a practices. Prerequisite(s): School Counseling This online course must be taken in the quarter national human services conference, participating learners must have completed or be progressing directly following HS-R5930. The course reinforces in a community human services program or in the following courses: HS5002 or HS5003, laboratory skill development and emphasizes intervention, or preparing for professional licensure and HS5280, HS5334, HS5315, HS5254, and therapeutic relationship skills, therapeutic or certification.Prerequisite(s): HS5990. Cannot HS5241. Cannot be fulfilled by transfer. assessment, therapeutic intervention, and ethical be fulfilled by transfer. HS5911 - School Counseling Pre-Practicum and legal standards. Learners apply theories, HS5900 - Counselor Education Pre-Practicum Course II (4 quarter credits). This online course methods, and practices of individual mental health Course I (4 quarter credits). This online course must be taken with HS-R5911 - School Counseling counseling. Prerequisite(s): Learners must have must be taken with HS-R5900 - Counselor Pre-Practicum Laboratory II. The course focuses completed the following courses: HS5002 or Education Pre-Practicum Laboratory I. The course on advanced school counseling techniques HS5003, and HS5214, HS5221, HS5239, HS5315, reinforces laboratory skills development including for P–12 children, families, and communities. HS5334, HS5252, HS-R5930. Learners must have academic assignments and online discussion Learners critique clinical practice theories and completed or be progressing in HS5271. Cannot and emphasizes therapeutic relationship skills, evaluate techniques and methods used during be fulfilled by transfer. therapeutic assessment, therapeutic intervention, the various stages of group counseling. Learners HS5931 - Mental Health Counseling and ethical and legal standards. Learners apply also explore the role of culture, race, and ethnicity Pre-Practicum Course II (4 quarter credits). theories and practices of individual and family in clinical practice settings, and learn to apply This online course must be taken in the quarter systems counseling methods relevant to mental theories and practices of individual and family directly following HS-R5931. The course reinforces health counselors and marital, couple, and family systems counseling relevant to school counselors. laboratory skill development and emphasizes counselors/therapists. Prerequisite(s): Mental Prerequisite(s): School Counseling learners counseling theory, advanced therapeutic Health Counseling and Marital, Couple, and must have completed or be progressing in the relationship skills, individual psychotherapy Family Counseling/Therapy learners must have following courses: HS5910, HS-R5910, HS5282, using the DSM-IV system, group psychotherapy, completed the following courses: HS5002 or HS5240, HS5279, HS5006, HS5106. Cannot be and crisis assessment. Learners apply theories, HS5003; HS5334, HS5214, HS5315, HS5221, fulfilled by transfer. methods, and practices of individual mental HS5271; and HS5252 (for MHC) or HS5270 (for HS5920 - Marital, Couple, and Family health counseling. Prerequisite(s): Learners MCFC/T). Learners must have completed or be Counseling/Therapy Pre-Practicum Course I must have completed the following courses: progressing in HS5239. Cannot be fulfilled by (4 quarter credits). This online course must be HS5930, HS-R5930, HS5106, HS5107, HS5241, transfer. taken in the quarter directly following HS-R5920. HS5254, HS5271, HS-R5931. Learners must have The course reinforces laboratory skill development completed or be progressing in the following and emphasizes therapeutic relationship skills, courses: HS5006, HS5108, HS5225, HS5279. therapeutic assessment, therapeutic intervention, 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 195

Graduate Course Descriptions, continued

HS5990 - Integrative Project for Human Services HS6102 - School Counseling Clinical Practicum and interviewing principles and perform initial descriptio n s Learners (4 quarter credits). In this course, (4 quarter credits). This clinical practicum is a assessments with individuals, couples, and families. master’s learners demonstrate proficiency by requirement for all School Counseling learners This course includes 100 hours of clinical field applying learning from required, specialization, seeking licensure as a part of their academic experience, no less than 40 hours of direct client and elective courses to complete an analysis of program. This course is a supervised field contact, and no less than 12 hours of face-to-face course an organization or system, or the design of a new experience during which learners practice specific contact with field supervisors.Prerequisite(s): application in their professional field. This course clinical skills, including interviewing, assessment, Learners must have completed or be progressing is intended only for School of Human Services intervention, documentation, and consultation in the following courses: HS5920, HS5921. learners. The integrative project course is the in a school counseling field setting. Learners use Cannot be fulfilled by transfer. graduate last course to be taken in the master’s degree fundamental communication and interviewing HS6231 - Marital, Couple, and Family programs, and all other required course work principles and design individual and small-group Counseling/Therapy Clinical Internship I must be completed or in progress. counseling approaches that promote student and (4 quarter credits). This is the first course in a HS6002 - Clinical Practicum (4 quarter credits). school success. This course includes 100 hours of sequence of two clinical internship courses during This clinical practicum is a requirement for all clinical field experience and no less than 15 hours which learners fulfill 600 total required contact learners specializing in Mental Health Counseling of face-to-face contact with field supervisors. hours. Learners must complete 240 hours of direct and Marital, Couple, and Family Counseling/ Prerequisite(s): Learners must have completed client contact, 120 of which must be with couples Therapy who seek licensure as a part of their or be progressing in the following courses: or families, and 24 hours of face-to-face contact academic program. This course offers an online- HS5910, HS-R5910, HS5911, HS-R5911. Cannot with field supervisors. The internship provides directed and intensely supervised one-quarter be fulfilled by transfer. learners with specific clinical skills in interviewing, field experience. Learners receive supervised HS6131 - School Counseling Clinical Internship I assessment, intervention, documentation, and practice in specific clinical skills in interviewing, (4 quarter credits). This is the first course in a consultation in a field setting relevant to the assessment, intervention, documentation, and sequence of two clinical internship courses in the learner’s chosen field of counseling or therapy. consultation in a field setting relevant to their School Counseling specialization in the School Prerequisite(s): HS6202 and all required and chosen field of counseling or marriage and family of Human Services. Learners apply counseling elective course work. Cannot be fulfilled by therapy. Learners meet face-to-face with field skills in a field setting and assist students and transfer. supervisors in scheduled monthly meetings during parents during all phases of educational transition. HS6232 - Marital, Couple, and Family this one-quarter course that includes 100 hours of Learners also create programs that address Counseling/Therapy Clinical Internship II clinical field experience and no less than 15 hours students’ academic, social, emotional, career, and (4 quarter credits). This is the second course in a of face-to-face contact with field supervisors. developmental needs. This internship provides sequence of two clinical internship courses during Prerequisite(s): Mental Health Counseling and learners with specific clinical skills in interviewing, which learners fulfill 600 total required contact Marital, Couple, and Family Counseling/Therapy assessment, intervention, documentation, and hours. Learners must complete 240 hours of direct learners must have completed the following consultation in a field setting relevant to the client contact, 120 of which must be with couples courses: HS5901, HS-R5901, HS5225, HS5279, learner’s chosen field of counseling and requires or families, and 24 hours of face-to-face contact HS5006, and HS5106. Learners must have 300 contact hours. Prerequisite(s): HS6102 and with field supervisors. The internship provides completed or be progressing in HS5990. Cannot all required and elective course work. Cannot be learners with specific clinical skills in interviewing, be fulfilled by transfer. fulfilled by transfer. assessment, intervention, documentation, and HS6031 - Clinical Internship I (4 quarter credits). HS6132 - School Counseling Clinical Internship II consultation in a field setting relevant to the This is the first course in a sequence of three clinical (4 quarter credits). This is the second course in a learner’s chosen field of counseling or therapy. internship courses in the Mental Health Counseling sequence of two clinical internship courses in the Prerequisite(s): HS6231. Cannot be fulfilled by and Marital, Couple, and Family Counseling/ School Counseling specialization in the School of transfer. Therapy specializations in the School of Human Human Services. Learners apply counseling skills HS6302 - Mental Health Counseling Clinical Services. This internship provides learners with and prevention and crisis intervention strategies Practicum (4 quarter credits). This clinical specific clinical skills in interviewing, assessment, in a field setting. Learners also design guidance practicum is a requirement for all Mental Health intervention, documentation, and consultation in approaches to assist students with academic, Counseling learners seeking licensure as a part of a field setting relevant to the learner’s chosen field career, and personal and social development, and their academic program. This course is a supervised of counseling or therapy. This internship requires build teams that promote counseling program field experience during which learners practice 300 contact hours. Prerequisite(s): HS6002 and all objectives and facilitate student achievement. This specific clinical skills, including interviewing, degree course work. internship requires 300 additional hours of clinical assessment, intervention, documentation, and HS6032 - Clinical Internship II (4 quarter credits). field experience.Prerequisite(s): HS6131. Cannot consultation in a mental health counseling field This is the second course in a sequence of be fulfilled by transfer. setting. Learners use fundamental communication three clinical internship courses. It provides 300 HS6202 - Marital, Couple, and Family and interviewing principles and perform initial additional hours of clinical field experience. Counseling/Therapy Clinical Practicum (4 quarter assessments with individuals, couples, and families. Prerequisite(s): HS6031. credits). This clinical practicum is a requirement This course includes 100 hours of clinical field HS6033 - Clinical Internship III (4 quarter credits). for all Marital, Couple, and Family Counseling/ experience, no less than 40 hours of direct client This is the third course in the sequence of three Therapy learners seeking licensure as a part of their contact, and no less than 12 hours of face-to-face clinical internship courses. It provides 300 academic program. This course is a supervised field contact with field supervisors.Prerequisite(s): additional hours of clinical field experience. experience during which learners practice specific Learners must have completed or be progressing Prerequisite(s): HS6032. clinical skills, including interviewing, assessment, in the following courses: HS5930, HS5931. intervention, documentation, and consultation in a Cannot be fulfilled by transfer. marital, couple, and family counseling/therapy field setting. Learners use fundamental communication 196 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

HS6331 - Mental Health Counseling Clinical thinking and writing skills, including understanding School of Human Services, continued Internship I (4 quarter credits). This is the first the nature of academic research; developing HS7500 - Quality Improvement and course in a sequence of three clinical internship strong arguments based on primary and secondary Organizational Performance in Health Care courses during which learners fulfill 900 total research; evaluating, summarizing, paraphrasing, (4 quarter credits). Learners in this course required contact hours. Learners must complete and citing sources; drafting, revising, and editing analyze the concept of quality and its application 360 hours of direct client contact and 36 hours multiple drafts of major projects; and producing in a variety of health care arenas. The course of fact-to-face contact with field supervisors. The clear, accurate, and error-free prose. Since this addresses methods for measuring, benchmarking, internship provides learners with specific clinical is a writing course, learners should expect to and assessing organizational performance along skills in interviewing, assessment, intervention, write a lot: the course includes weekly writing dimensions such as financial results, clinical documentation, and consultation in a field setting assignments, several short writing projects, and a services, utilization, productivity, and the health relevant to the learner’s chosen field of counseling research plan for a longer project. Learners submit of the community. Learners in this course also or therapy. Prerequisite(s): HS6302 and all a final portfolio at the end of the course. evaluate public and private quality review required and elective course work. Cannot be HS7007 - Focused Research and Writing for mechanisms, including the Joint Commission fulfilled by transfer. Graduate Learners (4 quarter credits). In this on Accreditation of Health Care Organizations, HS6332 - Mental Health Counseling Clinical course, learners refine the principles and strategies Professional Review Organizations, and Internship II (4 quarter credits). This is the second learned in HS7006 by focusing on writing in their Accreditation Council for Graduate Medical course in a sequence of three clinical internship disciplines. Learners should expect to spend a Education, and quality control mechanisms in courses during which learners fulfill 900 total significant amount of time writing, including weekly managed care plans, including the National required contact hours. Learners must complete writing assignments, several short writing projects, Committee for Quality Assurance. 360 hours of direct client contact and 36 hours of one long writing project, and a final portfolio. HS7501 - Fundraising Strategies for Nonprofit face-to-face contact with field supervisors. The Learners develop a research topic, conduct Organizations (4 quarter credits). Learners in this internship provides learners with specific clinical and write a short literature review, develop an course examine a variety of strategies for securing skills in interviewing, assessment, intervention, argumentative essay of significant length (25–35 resources for a nonprofit organization such as documentation, and consultation in a field setting pages), and document sources appropriately while donor research, annual giving, endowment and relevant to the learner’s chosen focus of counseling focusing on the critical thinking and writing skills capital campaigns, major gifts, planned giving, or therapy. Prerequisite(s): HS6331. Cannot be established in HS7006. Prerequisite(s): HS7006. social enterprise, and special events. In addition, fulfilled by transfer. HS7008 - Developing Voice and Style in learners analyze the key practices, principles, and HS6333 - Counselor Education Clinical Internship Academic and Professional Writing (4 quarter processes of fundraising to enable the nonprofit III (4 quarter credits). Learners take this clinical credits). This course focuses on one of the executive to create, participate in, and manage internship course to complete the required contact most challenging components of academic fund development programs and staff. hours needed to fulfill graduation and/or state writing: developing a voice and style that reflect HS7502 - Grant Proposal Development and licensure requirements. It provides additional excellence in scholarship (research, thinking, and Administration (4 quarter credits). Grant hours of clinical field experience. Prerequisite(s): communication) while maintaining individuality funding is key to the financial survival of nonprofit HS6032, HS6132, HS6232, or HS6332. and style. In this course, learners analyze a variety organizations. This course provides insights into of writing samples, including their own, in order strategies for grant-seeking, such as effective to understand the effects of writers’ rhetorical School of Human Services research, identification and development of choices; learn and apply an array of writing relationships with appropriate prospective grant Graduate Writing Courses strategies that lead to improved awareness and use sources, and effective writing and proposal of voice and style; and revise writing submissions preparation. The course offers a comprehensive DW-R8000 - Dissertation Writer’s Retreat used in external course work to demonstrate overview of private and corporate philanthropies (non-credit). This course supports doctoral learners learning and understanding. Learners are strongly along with other research resources including the in completing their dissertations. This week-long, encouraged to take the HS7006–HS7007 course Internet. writing-intensive retreat focuses on the challenges sequence before enrolling in this course. and needs of dissertation writers and provides HS8001 - Human Services Practicum (4 quarter HS7009 - Writing for Publication (4 quarter writing, library, and research resources. credits). This is a supervised, hands-on practicum credits). Learners in this course explore the during which learners apply the theory and skills HS7004 - Graduate Writing for ESL/EFL Learners publication process, beginning with choosing from their course work and residencies to a work (4 quarter credits). This course introduces a publication for submission and ending with environment in their professional specialization. non-native speakers of English to graduate- a completed manuscript to submit. During the Topics include study assignments, tracking practicum level academic writing. Learners develop an quarter, learners define and research their topic and supervision hours and monthly reports. Learners understanding of the assumptions and intentions and publication, write and revise multiple drafts, receive a final evaluation from the site supervisor. that underlie advanced academic writing as it participate in peer review, and prepare a cover The four quarter credits include up to 300 hours of is practiced in the U.S. Learners develop skills letter for submission. experience, including but not limited to 12 hours of in producing effective advanced academic HS7503 - Academic and Clinical Writing for face-to-face site supervisor feedback for the learner. writing including combining facts and opinions Human Services (4 quarter credits). Learners Prerequisite(s): HS5315 or equivalent upon faculty from multiple sources. They develop linguistic in this course develop and improve the clinical approval. Contact the School of Human Services and content editing skills in order to continue and academic writing skills needed in the human six months prior to enrollment for application improving their own academic writing after they services field. Learners assess the purpose, materials. Cannot be fulfilled by transfer. complete the course. audience, and format of various clinical and HS7006 - Research and Writing for Graduate academic documents, and develop the skills used Learners (4 quarter credits). This course prepares to plan, write, revise, and edit academic and clinical graduate learners for the rigors of academic papers that exhibit critical thinking and appropriate writing, which requires a series of related critical use of external sources. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 197

Graduate Course Descriptions, continued

HS8002 - Advanced Research in Adult Human in the Social and Community Services curriculum. HS8108 - Financial Analysis and Reporting descriptio n s Development and Behavior (4 quarter credits). Using the special topics course format, the for Nonprofit Executives (4 quarter credits). Learners in this course critically analyze theory elements of this directed study course are focused In this course, learners explore techniques and and research in adult development and behavior on the specific subject matter that the learner principles of financial analysis and management with an emphasis on contemporary research and identifies and the program chair approves. including budgeting, finance and investment course application issues. In addition, learners study HS8100 - Fundamentals of Social Science decision making, revenue management, internal adult development from biological, psychological, Research (4 quarter credits). This course control, and cost management for the nonprofit. social, and multicultural perspectives. Learning introduces learners to social science research, In addition, learners examine current economic to apply principles of adult development to the thinking about the role of nonprofit organizations

particularly in the context of human services. The graduate human services professions is central to this course helps learners become educated consumers in a market economy, cross-subsidization and course. HS8002 or CES8002 must be taken by of research, critically evaluate published research, competition, and cost-benefit analysis; they analyze PhD learners in their first quarter. HS8002 and and utilize research findings in practice. The course timely financial issues, transactions, and trends CES8002 are equivalent courses. Learners may also prepares learners to design research studies in nonprofit finance. Topics include innovative earn credit for HS8002 or CES8002, but not in their fields of interest. Major concepts and financing techniques, complicated organizational both. Cannot be fulfilled by transfer. techniques of social science research are examined, structures, mergers, and bankruptcy. Database HS8051 - Special Topics in Health Care including problem formulation, identification and spreadsheet scenarios and sensitivity analysis Administration (4 quarter credits). This course of variables, literature review, research design, of finance topics, through the use of analytical provides an opportunity for PhD learners to sampling, definition and measurement of study models, are used to create effective tools for engage in an in-depth study of the theory, variables, instrument construction, and data financial decision making. Prior knowledge in the research, and application of subject matter collection and analysis. Prerequisite(s): HS8106. areas of accounting and finance, and familiarity not included in the Health Care Administration Cannot be fulfilled by transfer. with financial statements are expected. curriculum. Using the special topics course format, HS8103 - Principles and Practices of Social Work HS8109 - Nonprofit Public Policy and Advocacy elements of this directed study course are focused (4 quarter credits). This course is an overview (4 quarter credits). This course provides learners on the specific subject matter that the learner of principles, methods, and practice models with a comprehensive view of the current advocacy identifies and the program chair approves. for intervention and social change through strategies utilized by nonprofit executives and HS8052 - Special Topics in General Human work with groups and communities. Learners advocates to advance their organizations’ missions Services (4 quarter credits). This course provides examine theoretical perspectives of group and and to inform public policies and attitudes. These an opportunity for PhD learners to engage in community organizing as well as advocacy models, strategies include advocacy organizing, public an in-depth study of the theory, research, and grassroots participation, and the empowerment education, litigation, mobilization, demonstrations, application of subject matter that is not included of disadvantaged groups. Learners also explore polling, research, lobbying, and working with the in the General Human Services curriculum. Using theories and methods of present-day social media. The course emphasizes best practices for the special topics course format, elements of this work practices with individuals, families, and nonprofit advocates working to advance their goals directed study course are focused on the specific organizations. in the public policy process. subject matter that the learner identifies and the HS8106 - Epistemology of Practice Knowledge HS8110 - Statistics and Quantitative Data program chair approves. (4 quarter credits). Learners in this course Analysis for Human Services (4 quarter credits). HS8053 - Special Topics in Counseling Studies examine theories that guide the acquisition of This course supports learners taking their first (4 quarter credits). This course provides an knowledge within human services professions. course in statistical research and provides opportunity for PhD learners to engage in an Learners critically analyze and evaluate the advanced learners the opportunity to enhance in-depth study of the theory, research, and methods used to develop social science their research, statistical, and data analysis skills application of subject matter that is not included theory as a precursor to examining and using the latest version of SPSS. During the course, in the Counseling Studies curriculum. Using the applying the scientific method. Learners also learners receive step-by-step instruction through special topics course format, elements of this study theory derivation, the link between a combination of demonstrations and exercises directed study course are focused on the specific research methods and theory, and the ways emphasizing practical research skills and gain subject matter that the learner identifies and the scholar-practitioners apply the scientific practical experience interpreting basic statistics program chair approves. method. Cannot be fulfilled by transfer. using SPSS. Topics include frequency distributions; measurement scales; measures of central tendency HS8054 - Special Topics in Management of HS8107 - Marketing and Public Relations for and dispersion; the normal curve and z scores; Nonprofit Agencies (4 quarter credits).This Nonprofits (4 quarter credits). In this course, hypothesis formation; inferential statistics such as t, course provides an opportunity for PhD learners learners examine the importance of establishing an F, and X2 ; effect size, power, and correlation; and to engage in an in-depth study of the theory, integrated marketing system and the specialized bivariate regression. research, and application of subject matter that aspects of marketing strategies in nonprofit is not included in the Management of Nonprofit organizations. Topics include segmentation, HS8111 - Quantitative Research Methods in the Agencies curriculum. Using the special topics complementary positioning, membership Human Services (4 quarter credits). Learners in course format, the elements of this directed study recruitment, products and services, the supply this course examine the application of research course are focused on specific subject matter chain, and promoting intangible products whose methods and designs to specific social problems that the learner identifies and the program chair benefits are often indirect. Learners also explore the encountered in human service disciplines. Topics approves. roles of public relations, advertising, and persuasive include human subjects protection, and issues associated with measurement, development of HS8055 - Special Topics in Social and Community communication with target markets. Learners examine topics such as fundraising, volunteer instruments, data collection, data management, Services (4 quarter credits). This course provides and initial phases of data analysis. Methodological an opportunity for PhD learners to engage in management, and media relations from a marketing perspective, with attention to integrating various adaptations are considered when conducting an in-depth study of the theory, research, and research with special populations and in diverse application of subject matter that is not included techniques into compelling marketing positioning strategies for the organization. human service contexts. Prerequisite(s): HS8100. Cannot be fulfilled by transfer. 198 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

HS8112 - Advanced Qualitative Research and acquisitions, capital budgeting and sources HS8121 - Health in the Workplace (4 quarter M ethods (4 quarter credits). In this course, of capital, and debt and investment. Learners credits). This course presents a step-by-step learners evaluate qualitative research methods analyze high-uncertainty, high-impact trends and approach to planning, implementing, and and apply qualitative research designs. Learners events of importance to health care organizations evaluating health programs in a variety of worksite develop the skills used to synthesize information and investigate current issues in fraud and settings. Learners explore the theoretical concepts related to the qualitative research methodology abuse in the health care environment. Topics of worksite health promotion and their everyday and examine the ethical issues that emerge during include frameworks for conducting advanced applications, and gain an understanding of the role the qualitative research process. Prerequisite(s): strategic financial analyses and related innovative and function of worksite health programs. HS8111. Cannot be fulfilled by transfer. organizational recommendations, scenarios of HS8300 - Diversity in the Workplace (4 quarter HS8113 - Advanced Study in Research Methods possible futures, assessment of the outcomes of credits). In this course, learners analyze (4 quarter credits). Learners in this course trends and events, and identification of possible contemporary theories of diversity in the analyze the relevance and appropriateness of management responses. workplace. Learners compare and contrast specific research methodologies in preparation HS8117 - Strategic Management of Health Care inclusion theories, research and apply best for their use in the dissertation. The course Reimbursement Systems (4 quarter credits). practices for a diverse workplace, and integrate emphasizes conceptualizing, planning, and This course presents an in-depth examination and professional and ethical codes, standards, and laws designing a proposal for doctoral research. Topics analysis of current health care reimbursement in the human services work setting. include planning and sampling, measurement, policies and practices. Topics include research and HS8302 - Stress Management in the Workplace choosing statistical and qualitative analytic analysis of health insurance as a concept, major (4 quarter credits). Learners in this course models, ethical considerations, and planning federal insurance programs (e.g., Medicare Parts study academic research concerning stress in for analyzing and interpreting results. This A–D), state-sponsored health care programs (e.g., the workplace and apply theory to workplace course must be the last academic course before Medicaid), and various health care cost control situations. Learners examine stress management enrolling in comprehensive examination courses. strategies. Learners explore current legislative and focus on related techniques used to enhance Prerequisite(s): HS8112. Cannot be fulfilled by changes in these reimbursement programs and work performance, particularly in high-stress transfer. consider the organizational level data that drives situations. Other topics include the psychological HS8114 - Operations in Health Care Systems the reimbursement process. Learners also examine and physical effects of stress, stress reduction (4 quarter credits). Learners in this course the health care reimbursement spectrum from the methods, and individual and organizational stress apply principles from the field of operations individual provider/hospital level to the federal prevention strategies. level with regard to revenue impact and explore management to the health care industry. Topics HS8413 - Social Influences ofB ehavior (4 quarter include formulating a competitive strategy and strategies that both maximize revenue and provide patients with quality care. credits). Learners in this course explore behavior management decision making, strategic planning, that is influenced by the presence of others, or process design, quality control, and service HS8118 - Health Policies Analysis and Strategy behavior that is under the control of society. delivery. Learners in the course explore and assess (4 quarter credits). In this course, learners analyze Topics include culture and society, large and organizational technology and structure as well selected existing and proposed health policies small group behavior, cross-cultural factors, and as operations and models for organizing work from the perspectives of economic, sociological, interpersonal relationships. Learners in this course such as the matrix structure. In addition, learners and political theory; methodology; and models. review the social psychology of decision making, become familiar with tools of Continuous Quality Learners gain an understanding of how health attitude formation, and social attribution and their Improvement (CQI) and selected quantitative care executives participate effectively in the application to contemporary issues. techniques such as forecasting, queuing, inventory development and analysis of policy and in the analysis, and linear programming that support political processes within which they take place. HS8415 - Advanced Professional Scientific efficient management of health care delivery. Learners in the course evaluate health care issues, Ethics (4 quarter credits). This course explores strategies, and programs that are the subject professional and scientific ethics in human services HS8115 - Managing Human Capital in Health with an emphasis on social and community Care Environments (4 quarter credits). This of comparative analysis for public and quasi- public sector decision making. Topics include services. Doctoral learners analyze the role and course addresses the complex theories, concepts, function of ethics in decision making, social practices, and strategies for human resources alternative methods of policy analysis such as matrix analysis, decision trees, and cost-benefit systems, policy, process, procedures, reality management in health care organizations. Learners testing to ethical existential dilemmas, and examine strategic workforce planning, hiring, analysis. Additionally, learners examine the ethical dilemmas that arise in policy making and analysis. communicative competence. This course prepares training, personnel evaluation, and compensation learners to better understand the ethical nature of as carried out from the unit level through the HS8120 - Families, Systems, and Health Care professionalization. executive level. Topics include recruitment, (4 quarter credits). The focus of this course is interviewing, and selection; retention (including on issues surrounding children with health care HS8447 - Applied/Clinical Sociology (4 quarter compensation and benefits); diversity; performance needs and their families. The importance of credits). This course provides learners with a solid management; and career development. Other family-centered care is emphasized. Learners grounding in sociological practice including the topics include laws and regulations that frame discuss the use of collaborative, interdisciplinary, application of sociological knowledge, research, HRM including employment law and OSHA, fair multidisciplinary, and transdisciplinary practice as and theory to intentional intervention. Learners employment practices, wrongful termination and well as the contributions of different health care explore themes such as working with individuals or privacy, National Labor Relations Act (and unions), professionals, including occupational therapists, families, designing and executing interventions to and strikes and boycotts. physical therapists, speech language pathologists, improve productivity and performance of public social workers, dieticians, psychologists, nurses, and private organizations, or helping to design and HS8116 - Financial Analysis in Health Care implement policy that could affect an entire nation. Systems (4 quarter credits). This course focuses developmental pediatricians, dentists, and health on the knowledge and skills required to conduct care administrators. Learners in the course also advanced strategic financial analyses of an explore legislative and policy issues such as organization’s external environment, mergers Individuals with Disability Act, section 504 of the Rehabilitation Act, the Olmstead Decision, the Americans with Disability Act, and community- based care. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 199

Graduate Course Descriptions, continued

HS8453 - Prevention and Causes of Child Abuse HS8503 - Health Systems Analysis and Evaluation HS8508 - Ethics for Nonprofit Executives descriptio n s (4 quarter credits). This course provides an (4 quarter credits). The focus of this course is on (4 quarter credits). Learners in this course examine overview of child abuse and neglect in the United the structure, process, and outcomes of health the principles and methodologies by which States. Learners evaluate the etiology of child care systems in the U.S. and select international nonprofit executives can understand, analyze, and abuse and neglect from a theoretical/empirical settings at the micro and macro level. Learners resolve ethical issues. Learners explore conceptual course perspective. Learners explore the various forms, analyze health care systems and services research and practical ethical questions and value dilemmas signs, and symptoms of child abuse and neglect and related evaluation measurements. Learners encountered by executives in various types of and how they relate to the prevention practices explore critical issues facing health systems and contemporary nonprofit organizations. Topics used by human services practitioners. In addition, examine the function, financing, and management include personal codes of ethics, organizational learners in the course analyze the efficacy of child of relationships among providers, payers, and philosophy and goals, conflicts of interest, ethics graduate abuse and neglect prevention models. Exploring patients. Learners also evaluate the impact of committees of the board, and allocation of scarce the results of child abuse and neglect allows various independent actors on health care systems resources. learners to evaluate emotional/psychological, and the effects of decisions on the clinical, policy, HS8509 - Law and Nonprofit Organizations cognitive/memory, and sociological developmental and management health care arenas. (4 quarter credits). This course is an overview theories and models. HS8504 - Law and Health Care Administration of the laws and regulations governing the HS8476 - Methods of Family Research (4 quarter (4 quarter credits). Learners in the course focus establishment and operations of nonprofit credits). Learners in this course are introduced on analyzing the impact of law on the way health organizations. Specifically, learners explore the to measurement of family variables, complexities care is delivered in the U.S. Learners also examine laws governing incorporation and tax-exempt of family research design, data collection, and the major legal principles and issues relevant status of nonprofit organizations, and the analysis. Topics include scales of measurement, to health care administration such as those that implications of laws and statutes. Other topics validity and reliability, experimental and non- affect the operational decisions of health care include efforts of nonprofit organizations to experimental designs, and approaches to providers, payors, and managers, and others that influence legislative and rule-making processes. integrating clinical research and practice. Special affect development of markets for health care HS8511 - Resource Management in Nonprofit attention is given to the unique factors in family products and services. Other topics include legal Organizations (4 quarter credits). Learners research. and regulatory constraints imposed on the health in this course examine the theoretical and HS8478 - The Family in Social Context (4 quarter care industry, the liability of health care providers, conceptual economic models fundamental to all credits). Learners in this course explore the the rights of patients, labor relations, and nonprofit organizations. Topics include resource dynamics within families and the systems that administrative law for health care organizations. In allocation, price formation, production and costs, influence the family, such as church, school, and addition, the course covers legal issues related to and economic impact analysis. The course also other societal organizations. Topics include family admission and discharge, emergency treatment, covers trade-offs faced by nonprofits, methods development, cross-cultural perspectives on the medical records, and mental health treatment. for evaluating them, and the economic impact family, roles and functions of the family, alternative HS8505 - Ethics and Decision Making in Health of nonprofit organizations on the people and forms of the family, and the influence of social Care (4 quarter credits). In this course, learners focus communities that they serve. policies on the family. on substantive ethical principles and procedural HS8512 - Organizational Assessment and Program HS8501 - Contemporary Issues in Counseling methodologies by which managers can understand, Evaluation in Nonprofit Organizations (4 quarter Studies (4 quarter credits). In this course, learners analyze, and resolve ethical problems. Learners credits). In this course, learners critically analyze explore counseling professions and the increasing explore issues in medical ethics with an emphasis on the principles and techniques used by nonprofit need to devise research-based methods of practice their impact on administrative policies in health care managers to assess and measure organizational and to better understand the role of the counselor delivery organizations, including the personal and program effectiveness. Learners evaluate the use of in contemporary society. This course focuses on moral dilemmas they may raise for administrators. financial and human resources data in organizational analysis and evaluation of contemporary issues Topics include business ethics versus health care assessment and program evaluation. Learners also that affect the counseling professions, such as ethics, organizational philosophy and mission investigate the ways nonprofit managers can use ethical issues, compassion fatigue and burnout, statements, professional codes of ethics, conflicts the results of assessment processes to enhance an the impaired professional, Internet counseling of interest, ethical committees, the allocation of organization’s mission. scarce resources, informed consent, confidentiality, applications, and multiculturalism and diversity HS8513 - Role and Function of Boards and challenges. human experimentation, determination of death, euthanasia, suicide, abortion, the ethics of managed CEOs (4 quarter credits). This course addresses HS8502 - Health Care Strategic Planning and care, and HIV disease. the responsibilities of boards of directors in Management (4 quarter credits). Learners in this public and private sectors, including policy- course focus on strategic analysis of the mission HS8506 - Leading Organizational Change in making, representing the public, and promoting and goals of an institution; its governance, services, Health Care Systems (4 quarter credits). This the organization. Learners review the functions operational and fiscal components, market, and course is a thorough examination of the complex, of boards as they establish contracts and hire clients. Learners evaluate these elements within dynamic, and rapidly changing health care system executives and general managers, the roles a strategic management framework that links in the U.S. In this course, learners explore the and functions of CEOs, and legal liabilities and planning to operations. In addition, learners health care system’s major components and responsibilities of boards. examine the role of strategic thinking and planning their characteristics with an emphasis on current policy issues, performance challenges, and HS8514 - Management of Human Services in enhancing organizational effectiveness in the Agencies (4 quarter credits). Learners in this context of increased competition for health care program solutions. Learners also trace the social, economic, and political forces that have shaped course examine the principles of management dollars and the wide range of challenging issues practice in nonprofit agencies and a meta- requiring solutions. and continue to influence the health care system. Other topics include policy innovations designed theoretical model of organizational managerial to address performance gaps for federal, state, and effectiveness as a basis for comparisons between private sector programs; potential lessons from for-profit, public, and nonprofit sectors. Special international health care systems; and prospects emphasis is placed on fundraising and government for the future of U.S. health care. resources for nonprofit and charitable agencies as well as to budgeting. 200 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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HS8725 - Human Sexuality (4 quarter credits). influence of individual, family, community, first dissertation course.Grading for this course is In this course, doctoral learners study sexuality multicultural, and societal factors on the S/NS. Prerequisite(s): Completion of all required within the larger context of human experience. development and treatment of childhood and elective course work with a cumulative The course emphasizes physical and psychosexual disorders. Topics include ethical and legal GPA of 3.0 or better. Completion of practicum development, frequency and significance of various requirements, diagnostic treatment planning, courses, if applicable. Fulfillment of all residency types of sexual behavior, and health-related issues. play therapy techniques, and systemic concepts. requirements. Cannot be fulfilled by transfer. Topics include treatment of sexual problems and For PhD in Human Services learners only, unless HS9920 - Dissertation Courseroom (non-credit). concerns of special and diverse populations. For given special permission from the School of This course provides learners with resources, PhD in Human Services learners only, unless Human Services. Learners who take HS8754 may guidance, and peer and mentor support during given special permission from the School of not also earn credit for HS5254. each dissertation course as they complete the Human Services. Learners who take HS8725 may HS8758 - Mental Health and Aging (4 quarter required milestones. Grading for this course is not also earn credit for HS5225. credits). In this course, learners examine the R/NS. Prerequisite(s): HS9919. Cannot be HS8731 - Psychopathology: Assessment and dramatic increase in the population of older persons fulfilled by transfer. Treatment (4 quarter credits). This course and the increase in attention to their mental and HS9921–HS9945 - Dissertation Research is a forum for examining the various forms of physical health. This course addresses mental 1–Dissertation Research 25 (5 quarter credits psychopathology, current methods of psychological health and aging as major psychosocial phenomena each). Learners complete the required dissertation assessment, research on psychodynamics, and integrating biological, psychological, social, and milestones and prepare their dissertation for existing treatment methods. Learners explore the environmental perspectives and factors. Learners publication. Grading for this course is R/NS. politics of mental disorders, emerging diagnoses, explore research in these areas as a function Prerequisite(s): HS9919. HS9920 is a co-requisite and other contemporary issues. of many aspects of modern society: family life, for these courses. Courses must be taken in HS8739 - Theories of Psychotherapy (4 quarter caregivers, community and institutional care, ethnic sequence. Cannot be fulfilled by transfer. credits). This course provides a review of various and sociocultural differences, and urbanization. schools of therapeutic intervention and the current HS8779 - Life Planning and Career Development professional literature and research supporting (4 quarter credits). This course provides doctoral them. Learners analyze major psychotherapy learners with advanced theory, research, and School of Human Services theories, procedures, and techniques, and their application opportunities appropriate for Master’s and Doctoral Public Safety applications to diverse populations and settings. counselors working with individuals responding Courses For PhD in Human Services learners only, unless to life transitions. Topics include career and life given special permission from the School of development, improvement, and transition. For PSF5002 - Survey of Public Safety Issues, Human Services. Learners who take HS8739 may PhD in Human Services learners only, unless Theories, and Concepts (4 quarter credits). This not also earn credit for HS5239. given special permission from the School of course provides learners with foundational public HS8741 - Group Counseling and Psychotherapy Human Services. Learners who take HS8779 may safety academic content that helps them prepare (4 quarter credits). Learners in this course review not also earn credit for HS5279. for course work in their chosen Public Safety the historical development of group counseling HS8900 - Nonprofit Program Development specialization. Learners analyze various public and psychotherapy, and synthesize and apply and Implementation (4 quarter credits). This safety theories, concepts, and research from the the field’s current research, theories, and clinical course is an overview of the theories and issues of practitioner-scholar perspective, including law, procedures. Topics include the role of the leader planning, developing, and implementing programs policy analysis, emergency management and and leadership styles, the mechanics of co-therapy, consistent with the mission and goals of the business continuity, leadership, multiculturalism, special-function groups, and management of nonprofit organization. Topics include conducting criminological theory, and public safety research critical incidents within groups. For PhD in Human and interpreting needs assessments, evaluating methodology. PSF5002 must be taken by Services learners only, unless given special the organization and its programs, and making the master’s learners in their first quarter. Cannot be permission from the School of Human Services. organization’s philosophy and goals operational. fulfilled by transfer. Learners who take HS8741 may not also earn Learners also explore strategic planning, PSF5006 - Research Methodology in Public credit for HS5241. business planning, and development of nonprofit Safety (4 quarter credits). This course presents an HS8745 - Grief and Bereavement Counseling infrastructure. Attention is given to different overview of various graduate-level public safety (4 quarter credits). Learners in this course types of nonprofits, including service agencies, and criminal justice research methodologies. investigate research on death and dying. Topics membership organizations, research institutes, and Learners study major research methodologies include psychological stages of dying common foundations. Learners are encouraged to develop and quantitative, qualitative, and mixed research to all losses, symptomatology of grief, death their skills as leaders of new nonprofits or develop design approaches to rigorous scholarly inquiry. trajectory, hospice model of treatment, and new major programs for existing nonprofits. This course also provides an introduction to dealing with death in the family. Learners explore HS9919 - Doctoral Comprehensive Examination qualitative and quantitative research data analysis case consultations with dying children and their (4 quarter credits). This course includes an overview tools. This course is aimed primarily at master’s parents that utilize techniques of drawing therapy of the comprehensive examination process, the learners, although PhD learners may take it as an and storytelling to elicit psychological material in university’s expectations of academic honesty and elective. the form of unfinished business and techniques for integrity, the three core themes of the examination, PSF5334 - Public Safety Ethnic and Cultural coping with losses of all types. and the evaluation criteria. The courseroom Awareness (4 quarter credits). Learners in this HS8754 - Child and Adolescent Counseling mentor provides three questions addressing course examine the salience of race, ethnicity, (4 quarter credits). This course focuses on the core themes. Learners write answers to the and culture in public safety and the ways public advanced analysis of the major theoretical comprehensive examination questions. Answers safety addresses the diverse needs of multicultural paradigms and their application to child and are evaluated by faculty readers using point-scale citizens. Learners analyze cultural experiences from adolescent counseling. Learners evaluate the scoring rubrics. Upon passing the comprehensive gender, social class, religion, and disabled-status examination, learners are eligible to enroll in the perspectives, and study and apply theoretical approaches for addressing cross-culturalism. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 201

Graduate Course Descriptions, continued

PSF5370 - Juvenile Delinquency (4 quarter personality disorders and general criminal information. Course topics and assignments descriptio n s credits). Learners in this course investigate the behavior from criminal psychopathy and determine reinforce and demonstrate the implications of etiology, nature and extent, and treatment of whether there are ways to identify offenders as accounting choices, especially in public service or juvenile delinquency in contemporary society. The dangerous by analyzing their behavioral cues government-funded organizations. course allows learners to review various theories or crime-scene clues. Learners also study crime- PSF5611 - Managing Training and Performance course and apply current theory and research in order to scene management and its connection to criminal Improvement (4 quarter credits). Internet-based understand the dynamics of juvenile delinquency profiling. learning and the emergence of performance and current methods of intervention. PSF5600 - Public Safety Organizational management in the field of human resource

PSF5371 - Practices of Probation, Parole, and Leadership (4 quarter credits). Learners in development have added importance, complexity, graduate Community Corrections (4 quarter credits). This this course examine the strategic development and increased accountability to the training course is an investigation of historical and current and direction of public safety leadership within manager role. Learners in this course become more community-based correctional practices. Learners policing, law enforcement, fire suppression, prepared to meet these challenges by learning to examine trends in practice and policy that govern emergency management, and emergency determine priorities, assess needs, create a mission community supervision programs and explore medical response in the United States, as well as and goals, develop a budget and a marketing issues surrounding offender rehabilitation and contemporary challenges outside the scope of strategy, plan programs and performance re-entry. public and private security and national defense. interventions, conduct evaluations, hire and PSF5372 - History of the Juvenile Criminal The course focuses on components of public safety manage personnel, and provide leadership. Justice System (4 quarter credits). This course such as risk assessment, preparedness, prevention, PSF5620 - Critical Incident Stress Management offers an intensive study of the juvenile criminal and response in an all-hazards environment. (4 quarter credits). Critical incident stress can justice system and process. Learners examine Topics include the role of the public safety leader, be debilitating to public safety first-responders. theories of causation and innovative intervention the need for the integration of functions in the This course provides insight into critical incident approaches such as “drug court.” Learners also traditional public safety agencies, and threats stress, Critical Incident Stress Disorder (CISD), review the dramatic increase of juvenile violence ranging from potential bio-terror attacks to natural Post-Traumatic Stress Disorder (PTSD), and Critical and crime in U.S. culture over the last quarter disasters. Incident Stress Management (CISM). The course century and focus on the debate between root PSF5601 - Personal Leadership Development focuses on understanding the consequences of causes of juvenile violence and crime (e.g., poverty, (4 quarter credits). This course examines unaddressed critical incident stress and examines literacy, family and community cohesion) versus the learners’ personal leadership attributes, effective stress management strategies. Cannot be the effectiveness of the juvenile court system characteristics, and behaviors. Personal leadership fulfilled by transfer. (recidivism, youthful violent crime offenders, and skills are examined in the context of the type and PSF5621 - Disaster Management (4 quarter incarceration). level of the organization. A variety of leadership credits). Learners in this course examine the PSF5376 - Policy Analysis and Social Change practices and their applications are evaluated. anatomy of a disaster event, both natural and (4 quarter credits). In this course, learners Learners who take PSF5601 may not also earn intentional. Preparedness, post-disaster response, evaluate criminal justice policies and programs, credit for the equivalent course, OM5116. recovery, and mitigation are topics central to the the processes by which they are developed, and PSF5602 - Leadership and Human Resource emerging field of emergency management. their effects on social change. Topics include Management (4 quarter credits). This course PSF5622 - National Incident Management intelligence-led policing, immigration and policing, focuses on organizational planning, staff Systems (4 quarter credits). In this course, learners the USA PATRIOT Act, and socioeconomic acquisition, and team development, which examine the fragmented structure of public safety correlates of crime. Learners identify a current includes assigning project roles, responsibilities, agencies, emerging threats to public safety, and public safety problem and formulate a solution and reporting relationships, staffing, motivation, the formation and development of the National using criminal justice and public safety practices leadership, team development, and conflict Incident Management System (NIMS) and Incident and policies. resolution. Learners gain an understanding of Command System (ICS). Course topics include PSF5380 - Law Enforcement: Intelligence-Led the processes required to make effective use of chemical, biological, radiological/nuclear, and Policing (4 quarter credits). This course focuses people and resources on a project. The relationship explosive (CBRNE) incidents and threats, and a on the planning, operations, and technology of between human resource management and variety of integrated best practices and standards law enforcement organizations. Learners study project management are explored along with for handling weapons of mass destruction (WMD) problem- and community-oriented policing, data- how it relates to the project life cycle. Techniques and protecting critical infrastructures. driven accountability, crime analysis, and crime are covered regarding interfacing with project stakeholders, designing effective organizational PSF5623 - Critical Infrastructure Risk prevention as means to enhance the effectiveness Assessment, Evaluation, and Analysis (4 quarter of law enforcement and intelligence gathering structures, dealing with conflict on projects, communication, and managing stress. Practical credits). The post-9/11 environment demands within the emerging National Response Framework awareness and analysis of our critical resources and (NRF) collaborative model. Learners also examine self-assessment exercises are used to determine learners’ communication, conflict resolution, and infrastructure. Learners in this course examine the national and international case studies to integrate Homeland Security National Priorities and National theory and best practice toward the development leadership styles in addition to power orientation, personality type, and motivation to manage. Preparedness standards and how they can be of a more effective policing model. used to conduct risk assessments, evaluations, and PSF5385 - Psychopathy and Criminal Profiling PSF5610 - Accounting and Finance in Public analyses of critical national infrastructure. (4 quarter credits). As an introduction to the Safety Organizations (4 quarter credits). This course is a survey of the elements of financial PSF5991 - Integrative Project for Public Safety study of criminal profiling, learners in this course Learners (4 quarter credits). In this course, explore criminal and non-criminal psychopathy accounting and ways the activities of organizations are influenced by accounting measurement. The learners demonstrate proficiency in their area of and their comorbities, including compulsive and specialization by applying learning from required, addictive behavior. Learners examine empirical emphasis of the course is on becoming good consumers, rather than producers, of financial specialization, and elective courses to complete an research and theory that differentiate antisocial analysis of an organization or system, or the design of a new application in their professional field.For learners in Public Safety specializations only. 202 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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PSF8002 - Advanced Research in Public Safety causation. Learners also study original theorist who come from diverse backgrounds. Similarly, Issues, Theories, and Concepts (4 quarter writings to help them develop a high level of disproportionate rates and lengths of incarceration credits). This course provides learners with theoretical synthesis and application. between racial and ethnic groups are being advanced public safety academic content that PSF8354 - Psychological and Biological Theories evaluated. Learners in this course explore these helps them prepare for course work in their chosen of Criminal Behavior (4 quarter credits). In this and other issues within correctional practice and Public Safety specialization. Learners critically course, learners develop an understanding of the the criminal justice system. analyze various public safety theories, concepts, psychological and biological factors that affect PSF8372 - Criminal Behavior: A Sociological and research from the scholar-practitioner criminal behavior. Learners study the work of Primus (4 quarter credits). Learners in this course perspective, including law and legal systems, theorists and researchers that identify and analyze evaluate the current “get tough” attitude toward leadership and leadership theory, community essential psychological and biological theories, crime. Learners examine and assess root causes corrections, terrorism, criminological theory, and empirical findings, and projections that attempt of crime that are often ignored by society when public safety research methodology. PSF8002 to explain criminality and further illuminate the discussing crime and causation. Learners examine must be taken by PhD learners in their first criminal mind. the nexus between crime and these social issues as quarter. Cannot be fulfilled by transfer. PSF8358 - Law and Legal Foundations (4 quarter manifested in increased incidences of youth crime, PSF8050 - Special Topics in Public Safety credits). This course presents a historical overview delinquency, and crimes against property and (4 quarter credits). This course provides PhD of the U.S. legal framework and the ways in which persons. A final evaluation is investigated that may learners with an opportunity to engage in an it has established legal policy and operational indicate that the root causes of criminal behavior in in-depth study of the theory, research, and guidelines for public safety personnel and the the U.S. are exacerbated by the way our society is application of subject matter not included in the criminal justice system as a whole. Learners focus organized. Public Safety curriculum. Using the special topics on the Fourth, Fifth, and Sixth Amendments and PSF8373 - Understanding Criminology course format, elements of this directed study their interpretative case laws, and analyze them (4 quarter credits). This course is for learners course are focused on the specific subject matter according to how well they maintain the balance who are interested in understanding crime as it that the learner identifies and the program chair between civil liberties and public safety. relates to the field of criminology and focuses on approves. PSF8362 - Criminal Justice Policy Analysis defining crime. Topics include developing a better PSF8210 - Issues in Police-Community Relations (4 quarter credits). Learners in this course analyze understanding of reasons that people break the (4 quarter credits). Learners in this course the ways criminal justice policies are implemented, law; ways that society responds to offenders; and study issues in police communication and their administered, and evaluated. Learners examine comparisons of the ways that criminologists and impact on society in the context of police- the actual and perceived effects of implemented criminals define crime and view its effects. community relations. The course covers a variety policies on both the criminal justice agencies PSF8374 - Current Research on Violent Behavior of law enforcement structures in large and small responsible for implementing them and the criminal (4 quarter credits). Through an examination of communities, urban and rural areas, and suburban justice system as a whole. Learners also review case sociological and psychological perspectives in districts. Learners examine resident expectations study examples to analyze the ways in which political current research, learners in this course develop of police, sheriff, and legal systems in their agendas, organizational initiatives, accepted a coherent approach to understanding violent local communities, focusing particularly upon operational practices, and legislation have affected behavior. The course also focuses on the ways in disparities between relationships with the police the criminal justice system and administration of which violence is defined by the criminal justice in mainstream communities versus those in racial justice. Case study examples include the Kansas City system. Learners practice using the vocabulary of minority resident areas. Preventive Patrol Experiment; Broken Windows, criminal justice practitioners in writing. PSF8301 - Ethics and Social Responsibility the police and neighborhood safety study; PSF8375 - Deviance: The Interactionist (4 quarter credits). This course examines ethical plea bargaining; federal sentencing guidelines; Perspective (4 quarter credits). This course behavior in public safety organizations and the mandatory sentencing and truth-in-sentencing advances a new sociology of deviance by role of public safety in society. Learners develop legislation; and abolishment of parole. focusing on ways that people stereotype one and apply their own ethical responsiveness by PSF8370 - The Criminal Mind (4 quarter credits). another with regard to their involvement in crime. examining relevant public safety issues through the In this course, learners examine the lifestyles, Relationships between individuals based on such lenses of dominant ethical theories. Learners study practices, and motivations of serial killers, robbers, stereotypes identify an important link between ethical approaches to a variety of public safety and those who assault citizens in our communities. “crime in the streets” and “crime in the suites” issues, including organizational responsibility; Learners review psychosocial theories used to and highlight the differences between the two. organizational accountability and liability; analyze and evaluate deviant human behavior This perspective helps the learner understand the organizational collaboration and responsibility and the environment that precipitates repetitive interactionist approach and distinctions between during times of crisis; the changing local, state, criminal conduct. The course is also an introduction deviance and crime by examining deviance as national, and global environment; diversity in the to profiling criminals and predicting criminal a social phenomenon that consists of a set of workplace; information technology; and personal behavior. interpretations and social reactions. accountability, responsibility, and obligation and duty. PSF8371 - Race/Culture in Criminal Justice PSF8376 - Correlates of Crime (4 quarter (4 quarter credits). Learners in this course credits). In this course, learners explore one of the PSF8350 - Sociological Theories of Crime examine topics such as the increased diversity most perplexing problems faced by any person (4 quarter credits). In this course, learners of our communities and the heightened need to with a basic knowledge of statistics: the confusion examine the sociological theories that explain understand and address how racial and cultural of correlation with cause. Learners in this course crime causation from the early 19th century to the pluralism affect human behavior. Learners study examine social class, race, sex, and gender as present. Topics include the ways the environment how the criminal justice system, like larger correlates of crime to determine if patterns exist for contributes to criminal behavior, specifically, society, must reflect changes in social attitudes. understanding their development. the effects of association, informal and formal Law enforcement agents, in particular, are being social control mechanism, and location on crime monitored for their relationships with those 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 203

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PSF8377 - The Penal System: Its Role in the U.S. PSF8622 - Needs Assessment: Models and PSF8630 - Critical Incident Stress (4 quarter descriptio n s Society (4 quarter credits). Learners in this course Procedures (4 quarter credits). This course credits). Critical incident stress can be debilitating examine the social and historical foundation of the is a survey of needs assessment models and to first responders. Learners in this course analyze U.S. correctional institution in depth. The course procedures that diagnose the causes of workplace the dynamics of critical incident stress and evaluate focuses primarily on issues related to structure performance problems. Learners design and psychological and physiological disorders such course and social processes of institutions of confinement develop needs assessment instruments, as well as Critical Incident Stress Disorder (CISD) and and to problems of treatment and rehabilitation. as collect and then diagnose data in order to Post-Traumatic Stress Disorder (PTSD). Learners Topics include a systemic evaluation of recidivism, differentiate between a workplace performance develop a hypothesis that supports a proposal for a general and specific deterrence, rehabilitation, issue that requires training solutions as opposed to comprehensive approach to Critical Incident Stress incapacitation, and retribution in the U.S. one that requires non-training intervention. Management (CISM). graduate correctional system. The emphasis of the course PSF8623 - Legal Systems, Labor Relations, and PSF8631- Case Studies in Critical Incident is on philosophies of punishment, sentencing Regulatory Practices (4 quarter credits). Learners Management (4 quarter credits). This course strategies, the prison community, alternatives to in this doctoral course examine key components focuses on case studies in critical incident incarceration, various reform efforts, and critical of domestic and international legal systems, labor management connected with chemical, biological, issues facing corrections. relations, and regulatory practices as they relate radiological/nuclear, and explosive (CBRNE) PSF8601 - Contemporary Public Safety to public safety organizational structure, public incidents in order to understand best practices in Leadership (4 quarter credits). Changing sector business activities, and human capital emergency event management. Learners evaluate demographics, globalization, new technologies, management in government settings. Topics the National Incident Management System (NIMS) and terrorism are some of the factors contributing include law making, enforcement agencies, labor for its effectiveness during CBRNE events and to increased demands on public safety agencies relations, legal processes, and litigation reduction explore topics such as how NIMS could best and the need for effective leadership at all levels and management. Available online only. Cannot coordinate interagency responses to weapons of within the public safety domain. Learners in this be fulfilled by transfer. mass destruction (WMD) events. course explore emerging issues, challenges, and PSF8624 - Designing Training and Performance PSF8632 - Philosophy and Practice of Disaster theoretical assumptions of leadership in a public Solutions (4 quarter credits). The design of Preparedness (4 quarter credits). This course safety field. Learners examine the impact of public training and performance solutions is both a focuses on examining natural and intentional safety paradigms on the ability to lead in an era of systematic and an artful process. Alternative disasters and integrating the philosophical rapid and constant change. solutions are often possible. In this context, design paradigms of disaster management with best PSF8602 - Theories of Leadership (4 quarter is informed by multiple factors: the needs of the practice. Topics include analysis of the philosophy, credits). This doctoral seminar course explores learner, the circumstances, the organization, history, and practices of disaster management and the numerous theories of leadership which inform and the experience and savvy of the designer. preparedness, post-disaster response, recovery, research and practice. Research articles explore In this course, learners are exposed to learning and mitigation. Cannot be fulfilled by transfer. foundational tenants of leadership theory, creating theories, several instructional and performance PSF8633 - Advanced National Incident a compare and contrast of the theories for their design models, and case studies. Learners design Management Systems (4 quarter credits). In this impact on organizations, leaders and followers. performance solutions by diagnosing the results course, learners study the development and Learners who take PSF8602 may not also earn of needs assessments, specifying objectives and effectiveness of the National Incident Management credit for the equivalent course, OM8101. applying the principles and procedures of learning System (NIMS) from its inception to its current PSF8605 - Race and Culture in American Society solution design, selecting appropriate methods, state. Topics include examining integrated best (4 quarter credits). This course focuses on the and continuous evaluation. Learners who take practices, standards, and techniques critical to impact of increased diversity in our communities PSF8624 may not also earn credit for the successfully managing national emergencies and and the heightened need to understand and equivalent course, ED7662. leading the successful implementation of a national address how racial, ethnic, and cultural pluralism PSF8625 - Grant Writing (4 quarter credits). This standard of practice for emergency response. affect human behavior. Topics include ways in course provides a comprehensive overview of grant Cannot be fulfilled by transfer. which public safety organizations must reflect writing. Learners research and evaluate the types PSF8637 - Paradigms of Continuity of Operations changes in social attitudes, practices, policies, and sources of grant funding, formulate strategies (4 quarter credits). In this course, learners and concepts such as transparency, diversity, and for working with grant funders and external evaluate and analyze the implementation of inclusion within public safety organizations. stakeholders, and analyze and apply grant writing Continuity of Operations (COOP) as an all-hazards PSF8620 - Principles of Organization Theory and skills. Learners also examine the relationship of model deployed in both the private and public Practice (4 quarter credits). Learners in this course grant writing to institutional missions and plans. safety sectors. Learners analyze the ability of examine developments in organization theory and Learners who take PSF8625 may not also earn various organizations to recover from a disaster explore organizations as rational, natural, and open credit for the equivalent course, ED7800. or emergent event, specifically with regard to systems. The course prepares doctoral learners PSF8626 - Stress Management in Public Safety disaster impact analysis, recovery methods, to synthesize and integrate organizational theory. Organizations (4 quarter credits). Learners in and business continuity. Learners also examine Learners who take PSF8620 may not also earn this course study the role and management of organizational and operational issues related to credit for the equivalent course, OM8010. stress in the workplace. Emphasis is placed on the COOP and disaster recovery, including personnel, PSF8621 - Theories of Executive Human management of distress and stress management technology, and administrative functions. This Resource Management (4 quarter credits). This techniques to enhance performance, particularly course highlights the need for proactive COOP doctoral seminar course presents current trends in high-stress situations. Topics include the planning and preparedness given today’s advances in human resource research and the numerous psychological and physical effects of stress, in information technology and the criticality of theories of human resource management. methods of stress reduction, and individual and rapid disaster recovery. Research articles compare and contrast theories for organizational strategies for preventing high levels their impact on the human asset management of of stress. the organization. Learners who take PSF8621 may not also earn credit for the equivalent course, OM8201. 204 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

School of Human Services economics in the public policy decision-making and evaluate how these theoretical constructs process. Learners analyze national income theories identify community health needs and address Master’s Public Health Courses and price theories, evaluate the behavior of health inequalities. The course presents theories PUBH5002 - Survey of Public Health Concepts organizations under varying economic conditions, from an interdisciplinary perspective, and building and Issues (4 quarter credits). This course and assess the economic roles of public health on these theoretical bases, recommends practical provides an overview of the major theories and organizations, governments, and households. problem-solving approaches to promote health concepts of public health. Learners study the Prerequisite(s): PUBH5002, PUBH5500, in individuals, communities, and populations. psychological, social, and behavioral factors that PUBH5503, PUBH5506, PUBH5509, PUBH5512. Prerequisite(s): PUBH5002, PUBH5500, affect individual and population health. Learners PUBH5116 - Strategic Planning and Operations PUBH5503, PUBH5506, PUBH5509, PUBH5512. also evaluate the epidemiological, environmental, Management (4 quarter credits). In this course, PUBH5208 - Public Health Program Planning and administrative research related to public health learners examine the concepts, tools, and and Evaluation (4 quarter credits). In this course, concepts and measures. PUBH5002 must be evidence-based best practices needed to plan, learners study the core functions of public health taken by master’s learners in their first quarter. implement, and manage public health programs. program planning and evaluation, including Cannot be fulfilled by transfer. The course provides an overview of the theories assessment, policy development, programmatic PUBH5100 - Management of Health Service and approaches used in strategic and operational intervention, and quality assurance. Learners Organizations (4 quarter credits). This course planning, including administration and evaluation, identify social and behavioral determinants provides an overview of organizational and quality assurance, information systems integration, associated with public health issues, and examine managerial principles and practices. Learners budgeting, and compliance. Prerequisite(s): and evaluate programs and their impact on the study organizational theory and behavior, PUBH5002, PUBH5500, PUBH5503, PUBH5506, health of individuals, organizations, communities, principles of evidenced-based decision making, PUBH5509, PUBH5512. and nations. Prerequisite(s): PUBH5002, health problem analysis, intervention strategies, PUBH5120 - Evidence-Based Management of PUBH5500, PUBH5503, PUBH5506, PUBH5509, and monitoring and evaluation. This course Public Health Programs (4 quarter credits). PUBH5512. emphasizes the systems approach to management, Learners in this course evaluate evidence-based PUBH5212 - Assessment and Surveillance in building organizational teams that foster cross- public health programs and policies, and identify Public Health (4 quarter credits). This course functional efficiencies and organizational and guidelines on how to select, administer, and presents the knowledge and skills needed to system integration. Prerequisite(s): PUBH5002, evaluate them. Learners study and apply the develop community assessment and surveillance PUBH5500, PUBH5503, PUBH5506, PUBH5509, tools and practices of evidence-based decision- strategies, and design programs and services PUBH5512. making, including using scientific evidence to that positively impact community and population PUBH5104 - Fundamentals of Health Care develop guidelines and intervention strategies. health. Learners explore approaches to early Finance (4 quarter credits). In this course, learners Prerequisite(s): PUBH5002, PUBH5500, detection, assessment, and disease surveillance analyze the basic theories and principles of PUBH5503, PUBH5506, PUBH5509, PUBH5512. and intervention strategies. Prerequisite(s): finance as applied in public health and review the PUBH5124 - Public Health Leadership and PUBH5002, PUBH5500, PUBH5503, PUBH5506, fundamentals of accounting needed to prepare Politics (4 quarter credits). This course presents PUBH5509, PUBH5512. and analyze financial statements. Learners examine significant issues affecting U.S. health policy. PUBH5216 - Public Health Information for the development, utility, and interpretation of Learners evaluate public administration theories Diverse Populations (4 quarter credits). The focus accounting information used to make managerial and their application to the public health system. of this course is the social and behavioral context decisions, and identify and compare governmental Learners examine the health policy development of health communication and its effect on the financial compliance and reimbursement standards process and analyze the factors affecting health success of health outreach efforts. Learners study and strategies. Prerequisite(s): PUBH5002, policy initiatives and their limitations on policy the elements of health information messages, PUBH5500, PUBH5503, PUBH5506, PUBH5509, and regulatory implementation. Learners also the process by which they are created, and how PUBH5512. formulate leadership strategies to create political they are understood and heeded by diverse PUBH5108 - Public Health Communication compromise. Prerequisite(s): PUBH5002, populations. Learners analyze communication Strategies (4 quarter credits). Learners in PUBH5500, PUBH5503, PUBH5506, PUBH5509, theory and evaluate effective public information this course study communication theories and PUBH5512. campaigns. Prerequisite(s): PUBH5002, strategies, focusing on the development of PUBH5200 - Social and Behavioral Research PUBH5500, PUBH5503, PUBH5506, PUBH5509, cogent and persuasive written and oral media Methods (4 quarter credits). This course provides PUBH5512. messages. The course emphasizes building skills an overview of social and behavioral sciences PUBH5220 - Health Disparities in the United needed to create consumer-oriented public research within the context of public health. States (4 quarter credits). Learners in this course health intervention and advocacy efforts, such Learners examine social and behavioral factors explore the social factors contributing to racial, as formative research, audience segmentation, that impact health status, and analyze health ethnic, socioeconomic, and gender disparities in and channel analysis. Learners also examine risk indicators and long-term trends in morbidity health and health care. Learners examine health crisis communication strategies and advanced and mortality. Learners analyze theories that disparities on a local, regional, and national basis, technologies, media, and community networks explain health disparities across populations calculating their impact on overall health status used to disseminate information. Prerequisite(s): and study and apply quantitative, qualitative, and health service use. Learners also develop PUBH5002, PUBH5500, PUBH5503, PUBH5506, and evaluation research methods and research community-based intervention strategies to PUBH5509, PUBH5512. ethics. Prerequisite(s): PUBH5002, PUBH5500, address identified disparities.Prerequisite(s): PUBH5112 - Health Economics (4 quarter PUBH5503, PUBH5506, PUBH5509, PUBH5512. PUBH5002, PUBH5500, PUBH5503, PUBH5506, credits). This course addresses allocation of scarce PUBH5204 - Theories of Social and Behavioral PUBH5509, PUBH5512. resources to meet public health needs. It provides Sciences (4 quarter credits). Learners in this an overview of theories, tools, and methods course examine social and behavioral theories of economic analysis and the role of health applied in public health research and practice, 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 205

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PUBH5224 - International Public Health PUBH5512 - Principles of Epidemiology descriptio n s (4 quarter credits). This course focuses on the (4 quarter credits). This course provides an COL-R8922 - PhD Colloquium Track 2. The second spread and control of disease and presents public overview of epidemiology, including an evaluation residential colloquium emphasizes acquiring deeper health policy and program design, implementation, of the nature of disease, the interaction among knowledge as it is applied to the theoretical and and evaluation from an international perspective. agent, host, and environment, and the chain of research foundations within the discipline. The course Learners explore the determinants of health and transmission. Learners examine epidemiological colloquium provides the opportunity to interact with evaluate the quality of life of rural, urban, and research methods for identifying and describing peers, faculty, and university staff and participate in ethnically diverse populations. Learners also variables, determining key data sources, and academic sessions and workshops, contemporary compare the public health policies of established formulating interventions to control disease issues seminars, and specialization meetings within and developing countries and interpret how occurrence and transmission. Prerequisite(s): the school. Learning experiences expand learners’ graduate they impact disease control and promote health. PUBH5509. intellectual applications and analysis skills and address the doctoral competencies of becoming Prerequisite(s): PUBH5002, PUBH5500, PUBH5993 - Integrative Project for Public a critical thinker, researcher, and professional PUBH5503, PUBH5506, PUBH5509, PUBH5512. Health Learners (4 quarter credits). In this course, communicator. Learners in academic psychology PUBH5500 - Introduction to Public Health master’s learners demonstrate proficiency by specializations attend this colloquium while Administrative Systems (4 quarter credits). This applying learning from required, specialization, completing 37–60 credits. All other learners attend course provides an overview of the elements of the and any elective courses to complete an analysis of this colloquium while completing 57–72 credits of public health system and reviews the administrative a public health organization or system, or propose required course work. processes that foster integration and managerial a new application in their professional field. This effectiveness across the system. Learners study course is intended only for learners in the Public COL-R8923 - PhD Colloquium Track 3. The third the organizational, financial, and managerial Health Program. The integrative project course is residential colloquium focuses on expanding and structure and function of the public health system taken after all required and specialization courses applying doctoral competencies to the independent and analyze the impact of health policy on are completed or are in progress. Prerequisite(s): research phase of the program in preparation for administrative systems, including health insurance PUBH5002, PUBH5500, PUBH5503, PUBH5506, the comprehensive examination and dissertation. and reimbursement policy. PUBH5509, PUBH5512. Cannot be fulfilled by The colloquium provides the opportunity to interact with peers, faculty, and university staff and PUBH5503 - Environmental Health Concepts transfer. participate in academic sessions and workshops, in Public Health (4 quarter credits). This course PUBH5997 - Public Health Professional contemporary issues seminars, and specialization surveys the major issues related to environmental Development (4 quarter credits). In this course, meetings. Learning experiences addresses critical and occupational health and health hazards. master’s learners demonstrate proficiency by thinking, research, and professional communication Learners identify the sources of biological, applying learning from required and specialization competencies and emphasize using intellectual chemical, and physical agents found in the courses to the professional public health discipline. and academic skill sets to synthesize and analyze environment and analyze their effects on water, Professional development activities include theory and research as scholar-practitioners in food, and land resources in community and preparing the integrative project for publication the discipline. Learners in academic psychology occupational settings. Learners also examine the in a nationally recognized peer-reviewed public specializations attend this colloquium while legal framework, policies, and practices associated health journal, presenting a community public completing 61–95 credits. All other learners attend with controlling environmental and occupational health conference, or participating in a community this colloquium while completing 73–96 credits as a hazards. public health program or intervention, or prerequisite for the comprehensive examination. PUBH5506 - Psychological, Behavioral, and preparing for professional licensure or certification. HS-R5900 - Counselor Education Pre-Practicum Social Issues in Public Health (4 quarter credits). Prerequisite(s): PUBH5993. Cannot be fulfilled Laboratory I. This first pre-practicum residency Learners in this course explore psychological, by transfer. focuses on initial development of counselor social, and behavioral science theories and education clinical proficiencies: therapeutic concepts applied throughout the health-illness relationship skills, therapeutic assessment, spectrum. Learners identify the health concerns therapeutic intervention, and ethical and legal of individuals, organizations and communities, School of Human Services standards. It integrates effective theories and and examine the resources needed to develop Colloquia and Residencies practices of individual and family systems counseling social and behavioral policy and public health methods relevant to mental health counselors and interventions. Learners also evaluate the efficient COL-R8921 - PhD Colloquium Track 1. In the first marital, couple, and family counselors/therapists. use of scarce health care resources and the residential colloquium, doctoral learners acquire Prerequisite(s): Mental Health Counseling and participation of communities in adopting healthy and apply the academic and intellectual skill sets of Marital, Couple, and Family Counseling/Therapy self-care practices and developing programs to the scholar-practitioner. The colloquium provides learners must have completed the following enhance the quality of life. the opportunity to interact with peers, faculty, and university staff and participate in academic sessions courses: HS5002 or HS5003; HS5334, HS5214, PUBH5509 - Principles of Biostatistics (4 quarter and workshops, contemporary issues seminars, and HS5315, HS5221, HS5271; and HS5252 (for MHC) credits). This course provides an introduction specialization meetings within the school. Learners or HS5270 (for MCFC/T). Learners must have to the objectives, principles, and methods of engage in scholar-practitioner self-reflection completed or be progressing in HS5239. The pre- biostatistics for health sciences. Topics include practices and gain learning experience that practicum residency has a companion academic statistical vocabulary; methods for descriptive data addresses the doctoral competencies of becoming online course, HS5900. analysis; fundamentals of probability and sampling a critical thinker, researcher, and professional HS-R5901 - Counselor Education Pre-Practicum distribution; methods for statistical inference and communicator. Learners in academic psychology Laboratory II. This residency focuses on hypothesis testing; and data analysis and linear specializations attend this colloquium before advanced development of counselor education regression for continuous, binary, and survival data. completing 36 earned and transferred credits. All clinical proficiencies: therapeutic relationship Learners conduct statistical data analysis using other learners attend this colloquium during their skills, therapeutic assessment, therapeutic SPSS. first quarter of enrollment or before completing 56 intervention, ethical and legal standards, and earned and transferred credits. program evaluation and supervision. It integrates 206 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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effective theories and practices of individual and HS-R5921 - Marital, Couple, and Family Harold Abel School of Psychology family systems counseling relevant to mental Counseling/Therapy Pre-Practicum Laboratory II. health counselors and marital, couple, and family This residency focuses on advanced development Graduate Writing Course of marital, couple, and family counseling/ counselors/therapists. Prerequisite(s): Mental DW-R8000 - Dissertation Writer’s Retreat therapy clinical proficiencies, including advanced Health Counseling and Marital, Couple, and (non-credit). This course supports doctoral learners therapeutic relationships, special applications of Family Counseling/Therapy learners must have in completing their dissertations. This week-long, individual psychotherapy for Axis-I behaviorally completed the following courses: HS5900, writing-intensive retreat focuses on the challenges disordered clients, group psychotherapy HS-R5900, HS5241, HS5254, HS5107, HS5108, and needs of dissertation writers and provides techniques for unrelated individuals, and and (for MCFC/T only) HS5272 and HS5225. writing, library, and research resources. The pre-practicum residency has a companion systemically oriented therapies for couples and academic online course, HS5901. family groups. It integrates effective theories of HS-R5910 - School Counseling Pre-Practicum and approaches to individual, couple, and family Laboratory I. This first pre-practicum residency systems counseling relevant to martial, couple, Harold Abel School of Psychology focuses on initial development of clinical and family counselors/therapists. Prerequisite(s): school counseling proficiencies, including Learners must have completed or be progressing Courses in the following courses: HS5920, HS-R5920, building relationship skills, assessing children PSY5002 - Orientation to Graduate Learning HS5006, HS5106, HS5107, HS5108, HS5225, and adolescents, performing interventions in Psychology (5 quarter credits). In this course, HS5241, HS5254, HS5272. Cannot be fulfilled with children and adolescents, consulting with learners improve their ability to navigate the virtual by transfer. The pre-practicum residency has a teachers and parents, and applying ethical and campus and become familiar with library, career companion academic online course, HS5921. legal standards of practice. It integrates effective center, and writing center resources. This course theories and approaches of individual counseling HS-R5930 - Mental Health Counseling requires the articulation of a professional identity and consultation relevant to school counselors. Pre-Practicum Laboratory I. This first pre- based on master’s-level training in psychology. Prerequisite(s): School Counseling learners practicum residency focuses on initial development Learners examine professional roles, organizations, must have completed or be progressing in the of counselor education clinical proficiencies, specialization requirements, and codes of ethics following courses: HS5002 or HS5003, and including therapeutic relationship skills, in psychology. Learners choose a focused area of HS5280, HS5334, HS5315, HS5254, and HS5241. therapeutic assessment, therapeutic intervention, study within the field of psychology and identify The pre-practicum residency has a companion and ethical and legal standards. It integrates the educational steps necessary to successfully academic online course, HS5910. effective theories of and approaches to individual complete the master’s degree in their chosen HS-R5911 - School Counseling Pre-Practicum counseling relevant to mental health counselors. specialization. Prerequisite(s): Learners must have completed Laboratory II. This residency focuses on advanced PSY5201 - Integrative Project for Master’s the following courses: HS5002 or HS5003, and development of clinical school counseling Degree in Psychology (5 quarter credits). HS5214, HS5221, HS5239, HS5315, HS5334, proficiencies, including working with difficult Learners enrolled in the master’s program in the HS5252. Learners must have completed or be populations, crisis counseling, substance abuse Harold Abel School of Psychology enroll in this final progressing in HS5271. Cannot be fulfilled by prevention and intervention strategies, group capstone project after all course requirements have transfer. The pre-practicum residency has a counseling in schools, and program evaluation been met for the master’s degree. Learners are companion academic online course, HS5930. and supervision. It integrates effective theories expected to demonstrate mastery of knowledge, and approaches of individual counseling, group HS-R5931 - Mental Health Counseling scholarship, and research proficiencies in an counseling, and consultation relevant to school Pre-Practicum Laboratory II. This residency identified field of psychology.Prerequisite(s): counselors. Prerequisite(s): HS5282, HS5240, focuses on advanced development of counselor Completion of all course work. Cannot be HS5279, HS5006, HS5106. The pre-practicum education clinical proficiencies, including advanced fulfilled by transfer. residency has a companion academic online therapeutic relationship skills, special applications PSY5202 - Master’s Integrative Project, School course, HS5911. of individual psychotherapy for Axis-I behaviorally Psychology (5 quarter credits). Learners enrolled disordered clients, group psychotherapy, and HS-R5920 - Marital, Couple, and Family in the master’s School Psychology specialization in crisis assessment. It integrates effective theories of Counseling/Therapy Pre-Practicum Laboratory I. the Harold Abel School of Psychology enroll in this and approaches to individual counseling relevant This first pre-practicum residency focuses on final capstone project after all course requirements to mental health counselors. Prerequisite(s): initial development of marital, couple, and family have been met for the master’s degree. Learners Learners must have completed the following counseling/therapy clinical proficiencies, including are expected to demonstrate mastery of courses: HS5930, HS-R5930, HS5106, HS5107, therapeutic relationship skills, therapeutic knowledge, scholarship, and research proficiencies HS5241, HS5254, HS5271. Learners must have assessment, therapeutic intervention, and ethical as identified by the National Association of completed or be progressing in the following and legal standards. It integrates effective theories School Psychologists (NASP) practice domains. courses: HS5006, HS5108, HS5225, HS5279. of and approaches to individual, couple, and family Prerequisite(s): Completion of all course work. The pre-practicum residency has a companion systems counseling relevant to marital, couple, Cannot be fulfilled by transfer. and family counselors/therapists. Prerequisite(s): academic online course, HS5931. PSY6010 - Human Prenatal Development Learners must have completed the following (5 quarter credits). This course provides learners courses: HS5002 or HS5003, and HS5214, with an overview of prenatal and postnatal HS5221, HS5315, HS5334, HS5270, HS5271. development through the first three months of Learners must have completed or be progressing life. Learners analyze genetic and reproductive in HS5239. Cannot be fulfilled by transfer. technology and its impact on families and society. The pre-practicum residency has a companion Learners study the stages of prenatal development academic online course, HS5920. (embryonic and fetal), focusing specifically on 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 207

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brain development and fetal life, and examine Learners also assess children’s evolving needs PSY7330 - Psychopharmacology (5 quarter descriptio n s various prenatal illnesses and physical problems and apply theory and research to recommend credits). Learners in this course explore the resulting from birth complications. The course appropriate responses to those needs. behavioral and therapeutic effects of psychoactive presents research, theory, and best practices PSY7225 - Child and Adolescent Psychology drugs. Course topics include synaptic transmission, related to promoting healthy newborn and infant (5 quarter credits). This course focuses on the behavioral role of specific neuromodulatory course development. study of children and adolescents from infancy systems, pharmacological treatment of mental and PSY6020 - Topics in Child and Adolescent through adolescence. Learners apply in-depth neurological disorders, addiction, and the various Development (5 quarter credits). Learners in knowledge of the physical, cognitive, and side effects of psychoactive drugs. Drug effects on learning, creativity, memory, sleep, perception, this course use Bronfenbrenner’s systems theory psychosocial development of this age group to graduate framework to explore issues in child and adolescent school-related functioning. Learners examine all and sexual functioning receive special attention. development. Learners analyze the impact of major stages of life from prenatal to adolescence, Learners also examine the efficacy of treating public policy legislation involving education, focusing on development as the progressive patients with a combination of psychotherapy health, mental health, the military, and the reorganization of psychological functioning. and psychotropic medications for a number of economy on the lives of children and adolescents. These developmental factors are examined within diagnosed mental disorders including depression, Learners also consider selected topics related the context of a child’s home, school, culture, bipolar disorder, anxiety, obsessive compulsive to family, school, and social relationships from and community. Learners integrate cognitive, behavior, schizophrenia, and childhood disorders. theoretical systems and public policy perspectives. emotional, and social processes within these Prerequisite(s): PSY7310. Prerequisite(s): PSY6010 (or permission from developmental stages. PSY7340 - Human Sexuality (5 quarter credits). instructor), PSY7220, PSY7230. PSY7230 - Adolescent Psychology (5 quarter This course is an investigation of sexuality within PSY7050 - Writing Within the Discipline of credits). This course is an overview of major the larger context of human experience and Psychology (5 quarter credits). This course theories and current research in adolescent individual development, emphasizing physical is designed to assist learners in developing behavior and development. Learners examine the and psychosexual development; frequency and the proficiencies necessary for graduate-level physical, psychosocial, emotional, sexual, moral, significance of various types of sexual behavior; psychology writing. Learners identify and and cognitive changes associated with adolescent health related issues; and the application of apply essential scholarly writing skills, including development and analyze these changes in scientific information to sexual issues and American Psychological Association (APA) style the contexts of family, school, work, and social problems. Issues related to sexual deviation, sexual and formatting. Learners further develop their relationships. Learners also study the nature of inadequacy, treatment of sexual problems, and critical thinking and writing skills and produce adolescent society and the influences of gender, concerns of special and diverse populations are a comprehensive literature review and critical socioeconomic status, health, ethnicity, and culture also addressed. analysis founded in primary, peer-reviewed on adolescents. PSY7411 - Learning Theories in Psychology research. Learners also compile a portfolio PSY7240 - Adult Psychology (5 quarter credits). (5 quarter credits). This course focuses on the demonstrating the writing skills required for This course is an analysis of major contemporary theoretical principles and concepts of learning scholarly, graduate-level writing as they apply to theories and research on continuity and change and on related research findings, especially those the discipline of psychology. during the period of maturity, from the end of connected to cognition. Course topics include PSY7110 - History and Systems of Psychology the dependency of childhood to the beginning applying principles and concepts to teaching and (5 quarter credits). Learners in this course examine of the dependency of old age. Learners explore learning experiences in a variety of settings. Although historical and contemporary schools of psychology the application of current theory and research to several different theories of learning are discussed, with an emphasis on key contributors to the the workplace, family and social relationships, and the course focuses on cognitive perspectives. discipline. Paradigmatic approaches (e.g., behavioral, psychological changes to the self. PSY7421 - Cognitive/Affective Psychology cognitive, psychoanalytic, humanistic, etc.) are PSY7310 - Biological Basis of Behavior (5 quarter (5 quarter credits). This course is an introduction to analyzed in relation to the cultural context existing credits). This introduction to the biological basis of normal and psychopathological factors of cognitive in the U.S. Special emphasis is given to systems of behavior includes an overview of genetic factors, and emotional functions on behavior including psychology that have emerged in response to radical functional neuroanatomy, and physiology in learning, perception, imagining, language, and rapid social changes experienced since the relation to such topics as sensation, movement, memory, reasoning, affective processes, and mid-twentieth century and to implications of those motivation, emotion, sleep, learning and memory, judging. Learners examine the organization of the systems for professional practice. consciousness, and abnormal behavior. Special perceptual world into a unified and hierarchical PSY7210 - Lifespan Development (5 quarter attention is given to the relationship between pattern of belief, attitudes, and expectancies. credits). This course is a comprehensive survey of brain functions and behavioral disorders (e.g., These dynamics are applied to contemporary issues contemporary and classical theory and research addictions, eating disorders, effects of chronic and psychological problems in human behavior. related to physical, cognitive, psychological, and stress, learning disorders, sexual dysfunctions, PSY7510 - Psychology of Personality (5 quarter social development throughout the lifespan. sleep disorders, and mood disorders). credits). This course is an examination of Particular attention is given to topics in the areas PSY7320 - Advanced Biological Psychology personality development from the perspective of of human development that have applications for (5 quarter credits). Learners in this course examine several theoretical orientations: psychodynamic, psychologists working in clinical, educational, and the biological factors related to psychopathology. humanistic/existential, dispositional, and learning organizational settings. The course emphasizes research problems and theory. Learners analyze and evaluate these theories PSY7220 - Child Psychology (5 quarter credits). methods currently being explored in biological and consider how other factors such as culture and This course addresses the developmental stages of psychology. Topics include the role of genetic gender contribute to personality development. children from the prenatal period to adolescence. factors in psychopathology, the influence of This course also allows learners to apply personality Learners examine how children develop physically, physical and emotional trauma on brain function, theory to their professional practice. emotionally, socially, and intellectually, and biological considerations in treatment planning, evaluate the influences of family, society, and addictive phenomena, and other clinically relevant culture on child and adolescent development. subjects. Prerequisite(s): PSY7310. Cannot be fulfilled by transfer. 208 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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PSY7520 - Social Psychology (5 quarter credits). PSY7610 - Tests and Measurements (5 quarter and analyze data, interpret and communicate the This course provides an overview of behavior that credits). This course is an introduction to the results of analysis, and apply statistical concepts to is influenced by the presence of others or behavior general area of mental measurement. Learners professional research. During the course, learners that is under the control of society. Interpersonal review theory and content of measuring devices are expected to develop an understanding of the relationships, social cognition, social inference, in the fields of intelligence, interests, personality, fundamental concepts of quantitative analysis emotion, and personality are considered within and special aptitudes. The course includes and advanced techniques, including analysis this framework. The social psychology of decision an analysis of the psychometric procedures of variance (ANOVA), analysis of covariance making, attitude formation, and social attribution used to develop and validate educational and (ANCOVA), correlations, multiple regression, and are reviewed and applied to contemporary issues. psychological instruments with special attention their nonparametric alternatives. Prerequisite(s): Learners also explore the application of social given to appropriate applications for each type PSY7620. Cannot be fulfilled by transfer. psychological theory and research to various of methodology. Learners in the course discuss PSY7625 - Advanced Inferential Statistics clinical, educational, and organizational settings. specific techniques for correctly interpreting test (5 quarter credits). Learners in this course examine PSY7530 - Group Psychology (5 quarter credits). scores such as percentiles, standard errors of multivariate analysis, including step-wise and Learners in this course consider influence processes measurement, validity and reliability indices, and multilinear regression. Learners are expected to important in group settings including conformity, standard scores. Topics also include professional demonstrate proficiency in the use of software rejection of deviant group members, and minority standards for test development and use. For packages appropriate to dissertation-level member influence. The course is also a review learners in the School Psychology specialization, research. Prerequisite(s): PSY7620. Cannot be of research into stages of group development, this course must be taken during the learner’s fulfilled by transfer. second quarter, immediately following PSY5002. the formation of group norms, communication PSY7626 - Multivariate Statistics: Theory among group members, group decision making, PSY7612 - Functional Behavioral Assessment and Application (5 quarter credits). This leadership, and group productivity. (5 quarter credits). Learners apply functional course focuses on the theory and application PSY7540 - Multicultural Perspectives in Human behavior assessments to the development of multivariate statistics, including discriminant Behavior (5 quarter credits). This course is an of behavioral support plans. Learners gain analysis, factor (components) analysis, multiple examination of substantive and theoretical issues knowledge working collaboratively with others to analysis of variance (MANOVA), and logistic concerning the cultural differences of individuals design strategies that help students who exhibit regression. Using SPSS, learners perform and and groups and their influence on the practice challenging behaviors to be more successful in interpret the results of these analyses. Learners of professional psychology. Learners explore the school. Learners apply strategies including the also apply multivariate analysis, read and role of culture-specific programming, the needs implementation of environmental supports and understand research results in peer-reviewed and values of cultural subgroups, and approaches skills training as well as behavioral interventions. psychology journals, and utilize SPSS to produce to providing psychological services to culturally Prerequisite(s): PSY7610 or school approval. output consistent with the correct parameters and diverse populations. Learners also critically PSY7615 - Data Analysis with SPSS (5 quarter assumptions of specific multivariate procedures. analyze the interactions of multiple dimensions of credits). Learners in this course examine the In addition, learners have the option of exploring diversity to better understand the ways in which fundamental procedures for using SPSS statistical the mathematical aspects of multivariate and individual differences contribute to professional software to transform and analyze data acquired inferential statistics theory and application. psychological practice. from psychological research. Course topics include Prerequisite(s): PSY7625. PSY7543 - Ethics and Multicultural Issues in file structures and manipulation, graphical and PSY7630 - Qualitative Analysis (5 quarter Psychology (5 quarter credits). In this course, descriptive functions, variable transformation and credits). This course covers qualitative methods learners analyze multicultural perspectives and recoding, and syntax. Learners create a syntax appropriate for phenomenological, observational, factors such as ethnicity, socioeconomic status, and program in SPSS that performs sophisticated and ethnological content in research. The course gender, and their influences on the ethical behavior merge and transformation operations on provided emphasizes methods such as data analysis of psychology professionals. Learners evaluate data files, including computing new variables techniques for qualitative data. derived from the provided data. multicultural issues within the context of different PSY7640 - Methods of Clinical Inquiry (5 quarter settings and learn to apply ethical reasoning PSY7620 - Inferential Statistics (5 quarter credits). This course provides a theoretical and principles and standards within their profession. credits). This course focuses on applying practical review of the ways in which psychologists Prerequisite(s): PSY5002 or PSY8002. parametric statistical procedures to psychological demonstrate accountability. Learners study field PSY7550 - Process of Professional Development research and the strengths and limitations research methods, program evaluation, empirical (5 quarter credits). Learners in this course of conducting quantitative studies. Learners validation of treatment methods, and the strengths address developmental theories and research, examine sampling issues, experimental design, and limitations of various methods of inquiry, and important issues related to the process and concerns of internal validity and study tests and apply scientific methods to human behavior of professional development. Topics include of difference between and among groups, and problems found in real-world settings. correlations. This course may involve the use of biological, cognitive, social, cultural, and PSY7650 - Research Methods (5 quarter credits). multicultural factors across adult professional software in the analysis of data sets provided by the instructor. This course provides learners with the tools needed development, including leader development. The to critically read and evaluate research. Learners process by which these factors come together to PSY7624 - Advanced Inferential Statistics for explore and develop research design skills, and create and maintain professional development is Quantitative Research (5 quarter credits). This gain an understanding of the scientific methods of the focus of this course, integrating interpersonal is an advanced course in inferential statistics that inquiry and the ethical considerations of research. and intrapersonal factors to create a context for emphasizes the practical application of statistical This course prepares learners to critically analyze development and applications within psychology concepts and communication of statistical analyses and apply research methodologies, validity, specializations. Prerequisite(s): PSY7543. leading to the research report. Learners formulate reliability, and other components of scientific research questions and hypotheses based on research. data characteristics, use software to manipulate 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 209

Graduate Course Descriptions, continued

PSY7656 - Advanced Research Methods PSY8001 - Orientation to Professional counseling practice. A residential component descriptio n s (5 quarter credits). This course addresses Psychology (5 quarter credits). In this course, intended to assist learners in achieving behavioral advanced issues of research design and learners improve their ability to navigate the virtual proficiency in the skills is required for this course. methodological consideration in the selection and campus and become familiar with library, career The residency involves the use of role-playing and execution of a research proposal. Relationships center, and writing center resources. This course other simulation techniques to provide feedback course between problem formulation, hypothesis testing, requires the articulation of a professional identity to learners. Prerequisite(s): Learners taking this sampling, data collection, and data analysis are based on doctoral-level training in psychology. course must be enrolled in one of HASOP’s covered in detail. The final project for this course Learners examine professional roles, organizations, professional psychology specializations. is a research paper that may be applicable to a specialization requirements, and codes of ethics

PSY8093 - Professional Standards and Ethics of graduate dissertation proposal. Prerequisite(s): PSY7650. in psychology. Learners choose a focused area of Counseling (5 quarter credits). Through the use Cannot be fulfilled by transfer. study within the field of psychology and identify of case studies, learners explore the application of PSY7657 - Advanced Quantitative Research the educational steps necessary to successfully professional and personal codes of ethics to the Methods in Professional Psychology (5 quarter complete the doctoral degree in their chosen practice of counseling. Ethical guidelines applicable credits). In this course, learners develop advanced specialization. to the multiple professional roles associated knowledge of quantitative research design PSY8002 - Orientation to Doctoral Learning in with counseling are also explored. The course methodology by studying the foundations, Psychology (5 quarter credits). In this course, emphasizes strategies and methods for identifying strategies, and practice of research in the field of learners improve their ability to navigate the virtual ethical conflicts and the appropriate professional professional psychology. Learners engage in the campus and become familiar with library, career response. Prerequisite(s): Learners taking this scholarly critical analysis of current quantitative center, and writing center resources. This course course must be enrolled in one of HASOP’s research, construct their own quantitative research requires the articulation of a professional identity professional psychology specializations. proposals, and exchange critical, constructive based on doctoral-level training in psychology. PSY8100 - Principles of Educational Psychology project feedback with their peers. Research Learners examine professional roles, organizations, (5 quarter credits). This course orients learners designs developed in this course may form specialization requirements, and codes of ethics to the field of educational psychology with an the basis for learners’ dissertation proposals. in psychology. Learners choose a focused area of emphasis on learning and instruction across Prerequisite(s): PSY7650, PSY7625. Cannot be study within the field of psychology and identify the lifespan. In the course, learners study core fulfilled by transfer. the educational steps necessary to successfully principles and theories of learning and instruction PSY7660 - Survey Construction and complete the PhD degree in their chosen supported by empirical research in psychology Administration (5 quarter credits). Learners in specialization. and education. Topics include historical and this course explore the conceptual and applied PSY8090 - Counseling Theories (5 quarter contemporary theories of learning; cognitive, aspects of survey construction and administration credits). This course presents an overview of social, and emotional development; and processes. Course topics include comparative major counseling theories, the assumptions that motivation as they pertain to instruction design. study designs (cross-sections versus panels); underlie them, and the historical and cultural Prerequisite(s): Learners cannot take this course sampling techniques; data collection procedures contexts in which they developed. Learners explore until they complete the required foundation and methods (face-to-face, telephone, paper, and counseling research, techniques, limitations, course (PSY5002 or PSY8002) and must take it Internet); survey question design that accurately and ethics. Learners compare and contrast before any other specialization course(s). measures behavior, attitude, and personality; data theories to create an integrated understanding PSY8110 - Teaching Psychology (5 quarter processing and analysis; results reporting; ethics of disparate counseling perspectives and apply credits). This course is a review of traditional and of surveys; causal inference; and survey critiques. theory to hypothetical client cases to foster their current methods of formulating the objectives Prerequisite(s): PSY7615, PSY7620. conceptualization skills. of instruction. Topics include examining student PSY7670 - Psychological Principles of Strategic PSY8091 - Group Counseling (5 quarter credits). characteristics that affect learning; discussing Planning (5 quarter credits). In this course, In this course, learners explore the theories and basic learning processes; analyzing instructional learners examine the process of strategic techniques underlying the use of the group format variables that affect learning; selecting instructional planning, including developing organizational in counseling. Learners examine the dynamics of methods, technologies, and materials; evaluating missions, visions, and values. Learners study group facilitation, therapeutic movement within learning outcomes; and evaluating instructional strategic planning models and identify leader groups, and group development. Additional topics methods and systems for their appropriateness in responsibilities at the various stages of strategic include the use of groups across the intervention teaching psychology courses. plan development. Other course topics include spectrum (prevention to tertiary), issues specific PSY8120 - Computer-Mediated Instruction/ integrating multicultural and multinational to particular populations, and integration of Learning (5 quarter credits). This course focuses perspectives into strategic intent, establishing developmental theory within group counseling and on the theories and applications of computer- accountability for and evaluating the effectiveness co-facilitation. Prerequisite(s): Learners taking mediated communication used to improve of strategic plans, and the process of assessing, this course must be enrolled in one of HASOP’s learning, productivity, and personal satisfaction diagnosing, and implementing strategic plans. professional psychology specializations. in information processing and cognitive tasks. Prerequisite(s): PSY5002, PSY7210, PSY7543, PSY8092 - Counseling Skills and Procedures Learners evaluate the ways in which people PSY7610, PSY7620, PSY7650. (5 quarter credits). This course focuses on learn, and apply appropriate theory and research PSY7690 - Leading Organizational Change the specific skills underlying the counseling strategies to develop computer-mediated (5 quarter credits). Learners in this course study relationship. From the development of the communication processes. Learners also examine and apply organizational change theories, models, therapeutic alliance through termination, computer-based training and other distance and practices. Course topics include change and counseling relies on the intentional use of skills learning techniques as well as available online transition, systemic and incremental change, and to promote client growth and development. This instructional resources. organizational culture and multicultural influences course provides an introduction to the basic skills on change. Learners also examine the ethical and core conditions associated with effective issues that change agents face. Prerequisite(s): PSY7670. 210 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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PSY8130 - Adult Learner in the Classroom PSY8210 - Principles of Psychopathology school populations and the established standards (5 quarter credits). This course reviews the special (5 quarter credits). The course is an examination of educational and psychological testing. issues related to education of adult populations in of the assessment and treatment of various forms Learners synthesize norm-referenced assessments traditional and distance education programming. of psychopathology. Learners in the course with observational assessments to develop Topics include learning styles, tenets of adult review the etiology of psychopathology, current recommendations that include research- education, curriculum considerations in the design methods of psychological assessment, research on supported interventions and create audience- of adult education, implementing advanced psychodynamics, and existing treatment methods. appropriate psychological reports. The course technological methods, and uses for emerging The politics of mental disorders, emerging covers measurement and measurement tools, technological developments. diagnoses, and other contemporary issues are also including instruments used to assess cognitive PSY8140 - Mentoring Psychological Research addressed. function and intelligence. Prerequisite(s): (5 quarter credits). This course covers the PSY8220 - Advanced Psychopathology (5 quarter PSY7610. This course is restricted to learners psychologist’s role in teaching research design credits). Learners examine theory and research in the School Psychology specialization. There including execution, analysis of data, and associated with major psychological disorders; the is a residency requirement associated with this interpretation of results. The course addresses course emphasizes the transition from concepts course. Test kits are required, and a limited the necessity of writing skills for preparing and terminology of DSM-IV TR to actual clinical supply are available for rental at psytestkits@ publication-ready manuscripts and emphasizes the situations. Learners also examine in depth the capella.edu. Learners are required to obtain test collaborative and consultative roles necessary for concepts of psychopathology, focusing on areas kits from another source if none are available successful adult learning. related to the learner’s practice emphasis. In to rent through Capella. Cannot be fulfilled by transfer. PSY8150 - Exceptional Children in the Classroom particular, learners familiarize themselves with (5 quarter credits). In this course, learners applications of theoretical concepts in a clinical PSY8234 - Psychological Assessments for examine different disabling conditions in children setting. Additional topics include the controversy School Psychologists II (5 quarter credits). In and adolescents and study their theoretical of “empirically validated” treatments, the interplay this course, learners further develop the skills perspectives, characteristics, etiology, assessment, of social and biological factors in etiology and necessary for the correct administration and and remediation. Learners also explore recent treatment, and a review of Axis I and II disorders. interpretation of norm-referenced intelligence trends in the field, research-based interventions, Prerequisite(s): PSY8210. Learners taking this tests (verbal and non-verbal), achievement tests, and the predominant special education law that course must be enrolled in one of HASOP’s and adaptive functioning while simultaneously impacts the practice of school psychology. professional psychology specializations. considering diagnostic issues within multiculturally diverse school populations and the established PSY8160 - Strategies for Career and Life PSY8230 - Psychological Testing (5 quarter credits). This course covers the administration standards of educational and psychological testing. Planning (5 quarter credits). This course is a survey Learners synthesize norm-referenced assessments of current methods and criteria used in career of psychological tests and behavioral measures associated with the assessment of cognitive and with observational assessments to develop development, placement, and follow-up. Career recommendations that include research-supported entry, mid-career transition, and the special needs intellectual function, adaptive function, special aptitudes function, and achievement. At the interventions and create audience-appropriate of handicapped and disadvantaged populations psychological reports. The course covers receive special attention. Learners in the course conclusion of the course, learners are expected to be proficient in the administration and scoring measurement and measurements tools, including also consider current theory and research in clinical, instruments used to assess cognitive function and educational, and organizational settings. of instruments that assess the behavioral domains above and in appropriately reporting findings intelligence, academic achievement, and adaptive PSY8162 - Career Counseling Theory (5 quarter of such assessments to lay and professional functioning. Prerequisite(s): PSY8233. This course credits). This course presents a survey of the audiences. Ethical and professional standards is restricted to learners in the School Psychology history of career counseling, the development of for using psychological tests are also covered. specialization. There is a residency requirement career counseling theory, and the basic tenets of Learners enrolled in this course are expected associated with this course. Test kits are current vocational psychology. It covers theories to either purchase or gain access to the use of required, and a limited supply are available for of career development, the relationship between standard and commonly used tests of cognitive rental at [email protected]. Learners are training and vocation, and the application of function, adaptive functioning, and achievement. required to obtain test kits from another source career counseling interventions in various settings Prerequisite(s): PSY7610. Learners taking this if none are available to rent through Capella. and among diverse populations. Learners are course must be enrolled in one of HASOP’s Cannot be fulfilled by transfer. encouraged to participate in experiential exercises professional psychology specializations. There PSY8235 - Psychological Assessments for School and discussion topics that may include disclosing is a residency requirement associated with this Psychologists III (5 quarter credits). Learners in information that is personal. course. Test kits are required, and a limited this course demonstrate mastery of the diagnostic PSY8170 - Principles of Instructional Design supply are available for rental at psytestkits@ skills needed to assess the social-emotional (5 quarter credits). This course presents methods capella.edu. Learners are required to obtain test functioning and personality of a multiculturally of instructional design and the learning principles kits from another source if none are available diverse population of school-age children. and cognitive information processes used to to rent through Capella. Cannot be fulfilled by Learners conduct clinical interviews and behavioral develop effective instructional design strategies. transfer. observations; synthesize and interpret data from Learners critique course development and apply PSY8233 - Psychological Assessments for teachers, parents; and self-report behavior rating appropriate instructional design principles to School Psychologists I (5 quarter credits). In this scales and objective and projective techniques. ensure that course objectives are met. Learners course, learners develop the skills necessary for Learners score, interpret, and integrate assessment also examine the importance of designing the correct administration and interpretation of results to make recommendations and write instructional strategies that meet the learning norm-referenced intelligence tests (verbal and psychological reports. Prerequisite(s): PSY7610, needs of individual students. non-verbal) while simultaneously considering PSY8233. This course is restricted to learners in diagnostic issues within multiculturally diverse the School Psychology specialization or School Psychology specialist certificate program. There 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 211

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is a residency requirement associated with this considerations, current research supporting the PSY8331 - Principles of School Psychology descriptio n s course. Test kits are required, and a limited efficacy of treatment methods, and ethical issues (5 quarter credits). This course is an examination supply are available for rental at psytestkits@ are considered. of the practice of school psychology, its history, capella.edu. Learners are required to obtain test PSY8312 - Clinical Interventions (5 quarter and current trends, with a focus on how school kits from another source if none are available credits). Learners review the basic issues and psychologists are part of the school organization course to rent through Capella. Cannot be fulfilled by skills necessary to function in a clinical setting. and participate as members of an educational transfer. The course begins with an exploration of one’s team. Legal, social, and professional considerations PSY8240 - Advanced Psychological Testing motivations for working in the psychology influencing the work of the school psychologist are also considered. Learners review the application of

(5 quarter credits). This course covers the profession. Learners in the course are introduced graduate administration of such measures of psychosocial to basic psychotherapy skills such as warmth, psychological research and theory in the context of functioning as the MMPI-2, the MMPI-A, and empathy, concreteness, confrontation, practicing school psychology. related measures of personality. The major focus motivational interviewing, treatment planning, PSY8332 - Advanced Methods in School of the course is the use of these instruments in case management, and clinical documentation. Psychology (5 quarter credits). In this course, assessing psychopathology and for treatment Prerequisite(s): Learners taking this course must learners explore major issues encountered by planning. Another important course goal be enrolled in one of HASOP’s professional practicing school psychologists. Course topics is assimilating psychosocial measures with psychology specializations. include social functioning, violence in schools, cognitive and achievement measures to obtain PSY8315 - Research in Psychotherapy and school phobia, peer mediation, social skills a comprehensive appraisal of the individual in a Empirically Supported Treatments (5 quarter instruction, and confidentiality and ethics. Learners social context. Preparation of psychological reports credits). Learners in this course examine the also assess childhood disabilities and analyze and the consultation process is emphasized. scientifically derived foundation of empirically the social and psychological needs of children Learners enrolled in this course are expected supported treatments and evidence-based practice who have them. Prerequisite(s): This course is to purchase or acquire access to MMPI-2 or the in psychology. The course focuses on the ways restricted to learners in the School Psychology MMPI-A and related measures of psychosocial generation and evaluation of research are relevant certificate program. functioning. Prerequisite(s): PSY7610, PSY8230. to psychological practice. Historical development, PSY8335 - Consultation and Collaboration in Learners taking this course must be enrolled issues of ethics, measurement, and methodology the School (5 quarter credits). In this course, in one of HASOP’s professional psychology for integration of research and practice are also learners examine optimal approaches for effective specializations. There is a residency requirement addressed. The current APA policy, Evidence- consultation and collaboration within the school associated with this course. Test kits are Based Practice of Psychology, is reviewed in terms setting. Learners synthesize results of assessments required, and a limited supply are available for of best research evidence, clinical expertise, and formulate effective ways to communicate with rental at [email protected]. Learners are and client characteristics as they are relevant to parents, school administrators and teachers, and required to obtain test kits from another source effective practice. other support service providers. Learners who if none are available to rent through Capella. PSY8322 - Advanced Group Psychotherapy successfully complete this course demonstrate the Cannot be fulfilled by transfer. (5 quarter credits). Learners in this advanced ability to facilitate understanding of assessment PSY8251 - Neuropsychological Assessment course enhance their knowledge of the historical outcomes and intervention implementation. (5 quarter credits). Learners study current theory, development, major theories, current research, PSY8336 - Organization and Operation of methods, and research in neuropsychological and clinical procedures of group counseling and the School (5 quarter credits). Learners who assessment of mental disorders. Administration psychotherapy. Course content includes the role successfully complete this course demonstrate a of test batteries and preparation of psychological of the leader and leadership styles, mechanics of mastery of general education, special education, reports are required in this course. Prerequisite(s): co-therapy, group development, and methods and other educational and related services that PSY7610, PSY8230, PSY8240. Learners taking of group intervention. Learners also become school psychologists need in order to work in this course must be enrolled in one of HASOP’s familiar with designing special function groups schools. Learners conduct a systems analysis of professional psychology specializations. Cannot and handling critical incidents within groups. schools and other settings in order to propose be fulfilled by transfer. The course emphasizes developing clinical how best to work with individuals and groups to PSY8260 - Advanced Psycho-Neurological competence by applying theory and research to facilitate the development and maintenance of Assessments (5 quarter credits). This is an the group experience. Prerequisite(s): Learners policies and practices that are the basis for safe, advanced course covering the Halstead-Reitan in the course are encouraged to participate in supportive, and effective learning environments. Battery, Luria-Nebraska Neuropsychological experiential exercises and discussion topics PSY8337 - Legal and Ethical Issues in the School Battery, and other neuropsychological tests that that may include disclosure of information that (5 quarter credits). In this course, learners apply may be used in assessing brain injury or other is personal. Learners taking this course must professional codes of conduct to the practice neurological disorders/trauma. Interpretation and be enrolled in one of HASOP’s professional of school psychology. Learners study federal report writing are the primary focus for this course. psychology specializations. laws governing school psychology practice and Prerequisite(s): PSY8251. PSY8330 - Ethics and Standards of Professional examine legal and ethical considerations of PSY8310 - Theories of Psychotherapy (5 quarter Practice (5 quarter credits). In this course, learners psycho-educational assessments, school-related credits). This course involves discussing and examine the historical origins of professional interventions, and testing. Course topics include elaborating the underlying assumptions and ethics, including issues affecting education, privacy, confidentiality, informed consent, duty to clinical techniques, and methods of intervention psychotherapy, law, and institutional guidelines inform, and record keeping. of major schools of psychology. The course also for protecting human participants in research. The covers applying these theories and techniques to current APA Ethical Principles of Psychologists and the change of human behavior and the analysis Code of Conduct and standards of practice for of clinical cases for treatment planning. Client- professional psychology are reviewed. Learners therapist process issues, treatment outcome also work to identify effective methods for addressing ethical dilemmas and exploring current ethical issues in professional psychology. 212 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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PSY8340 - Psychology and the Law (5 quarter PSY8377 - School Psychology Practicum I to those whose internship application has credits). The primary focus of PSY8340 is to (3 quarter credits). Practicum I is the first field been approved by the Clinical Training Office. prepare learners for the advanced practical training training course and coincides with the learner’s Application deadline is at least three months prior covered in PSY8350 and PSY8360, emphasizing initial work with students, families, and staff in the to intended start date. Refer to the current manual basic theoretical, ethical, and empirical bases school psychologist-in-training role. Throughout for further details. Cannot be fulfilled by transfer. of forensic psychology. This course also helps this course learners use the information gained PSY8386 - School Psychology Internship II learners develop skills in forensic assessment through research and previous course work. (5 quarter credits). This course is a continuation of methodologies. Topics include psychology’s They apply theoretical understanding to real- the previous quarter of internship, PSY8385. The role in the judicial system, differences between life situations, analyzing their experiences and purpose of this course is to integrate and apply clinical and forensic psychological practice, comparing them to best practice within the field. skills that address the competencies of professional and parameters of ethical practice in forensic Learners should be able to identify their school practice outlined by professional standards in the psychology. Basic functions of forensic practice in setting’s strengths as well as the challenges of field. The internship provides supervision as well criminal, civil, juvenile, and family law contexts and meeting the needs of the children and families it as formative and summative performance-based basic principles of testimony are also addressed. serves. Learners should also be able to identify and evaluation of the intern’s work. The internship Prerequisite(s): PSY8210, PSY8230, PSY8240, describe ways in which their school setting ensures requires that learners work 1,200 hours (40 hours PSY8330. comprehensive service delivery. Upon successful per week) in a school setting during one academic PSY8350 - Techniques of Forensic Practice completion of practicum, learners are prepared to year. Prerequisite(s): PSY8385. Cannot be (5 quarter credits). The primary focus of PSY8350 move from shadowing, interviewing, and observing fulfilled by transfer. to a role in which they take on a more independent is on the methodology and mechanics for PSY8387 - School Psychology Internship III role as an intern under supervision. Cannot be performing different forensic activities including (5 quarter credits). This course is a continuation fulfilled by transfer. training in methodology. The course also focuses of the previous two quarters of internship, on practical applications and skill-building in PSY8378 - School Psychology Practicum II PSY8385 and PSY8386. The purpose of this different forensic practice areas. The course (2 quarter credits). The second quarter of the course is to integrate and apply skills that address introduces forensic evaluation methodologies school psychology practicum is a continuation the competencies of professional practice including competency to stand trial, insanity of the integrated field experience of school outlined by professional standards in the field. defense, child custody, fitness to parent, mitigating psychology training, incorporating the academic The internship provides supervision as well as defenses, and recidivism. Evaluating malingering and clinical skills learners have acquired, and formative and summative performance-based and understanding the guidelines for ethical building on the skills and knowledge from the first evaluation of the intern’s work. The internship practice are emphasized throughout the course. practicum course. In the second practicum course, requires that learners work 1,200 hours (40 hours Prerequisite(s): PSY8340. learners spend less time observing their supervisor per week) in a school setting during one academic PSY8360 - Current Issues and Trends in Forensic and more time practicing skills under close year Successful completion of the internship is Practice (5 quarter credits). Learners in this course supervision. The full practicum experience and its contingent upon passing a final portfolio review analyze current issues within forensic psychology. two courses, School Psychology Practicum I and II, that reflects proficiency across competency areas. The course emphasizes the application of scientific is conducted over two quarters for a total of 350 Prerequisite(s): PSY8386. Cannot be fulfilled by methods to forensic situations. Topics include hours of direct and indirect activities at the field transfer. eye-witness identification, legal decision making, site. This experience gives learners the opportunity to observe and practice and participate in daily PSY8391 - Master’s Practicum I (5 quarter forensic assessment and reporting, criminal credits). This practicum course provides supervised defenses, profiling, polygraphy, risk assessment, life in a school setting while under the guidance of an experienced school psychologist supervisor. training appropriate to the master’s level in jury composition, scientific jury selection, and psychological testing, interviewing, assessment, other selected topics of interest to both the The course also allows learners to synthesize these site experiences with academic knowledge from intervention techniques, community consultation, psychological and legal fields.Prerequisite(s): and applied research in a setting selected by the PSY8210, PSY8230, PSY8240, PSY8340, previous course work. The school psychology practicum prepares learners for the school learner and approved by the director of training. PSY8350. The online course emphasizes increased awareness psychology internship. Prerequisite(s): PSY8150, of the learner’s clinical strengths and limitations, PSY8371 - Strategies of Clinical Supervision PSY8235, PSY8332, PSY8337, PSY8377, psychological assessment and understanding of and Consultation (5 quarter credits). This and completion of all course work for the DSM-IV TR, introduction to treatment planning, course provides an overview of the theory, basic master’s degree with a specialization in School case documentation, ethical issues, and work functions, and methods of clinical supervision Psychology. Cannot be fulfilled by transfer. and consultation. Topics include supervisory and with specific clinical populations. Prerequisite(s): consultative contracts and relationships, various PSY8385 - School Psychology Internship I Approval of the practicum application by styles of supervision and consultation, and the (5 quarter credits). This course is taken concurrently the director or associate director of clinical legal and ethical issues related to these services. with supervised clinical training experience. The training. Enrollment in one of the professional Learners in the course review the research on purpose of this course is to integrate and apply psychology specializations in HASOP. For Clinical supervision and consultation, and these findings skills that address the competencies of professional Psychology: PSY5002, PSY7210, PSY7543, are applied to service delivery. Learners are practice outlined by professional standards in the PSY7610, PSY8210, PSY8230. For Counseling encouraged to develop their own theory and field. The internship provides supervision as well Psychology: PSY5002, PSY7210, PSY7543, approach to clinical supervision. Prerequisite(s): as formative and summative performance-based PSY7610, PSY8090, PSY8092, PSY8210, Learners taking this course must be enrolled evaluation of the intern’s work. The internship PSY8230. Cannot be fulfilled by transfer. in one of HASOP’s professional psychology requires that learners work 1,200 hours (40 hours specializations. per week) in a school setting during one academic year. Prerequisite(s): Completion of all School Psychology MS and specialist certificate courses and all residency courses. Enrollment restricted 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 213

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PSY8392 - Doctoral Practicum I (5 quarter psychology issues with particular emphasis PSY8420 - Multicultural Issues in Addiction descriptio n s credits). Learners in the first practicum receive on DSM-IV TR Axis II conditions, V codes, and (5 quarter credits). In this course, learners examine supervised training appropriate to the doctoral other psychosocial concerns. As an addition to ethnic and cultural issues that influence the level in psychological testing, interviewing, field experience the online course provides an etiology, perception, and treatment of compulsive assessment, intervention techniques, community opportunity for in-depth examination of various and addictive behavior. Topics include the need course consultation, and applied research in a setting psychopathological conditions appropriate to the for specialized treatments and training, the needs selected by the learner and approved by the doctoral level. This course is designed for learners of various special populations, the impact of racial director of training. The online course emphasizes whose state regulatory or licensure boards require identity on self-perception, and culture-specific increased awareness of the learner’s clinical more than two academic quarters of practicum or methods of treatment. The course emphasizes strengths and limitations, psychological assessment for learners who want to extend their field training. applying scientific research and theory to clinical graduate and understanding of DSM-IV TR, introduction Prerequisite(s): PSY8394. Cannot be fulfilled by work. to treatment planning, case documentation, transfer. PSY8430 - Issues and Trends in Addiction- ethical issues, and working with specific clinical PSY8397 - Advanced Practicum (5 quarter Related Treatments (5 quarter credits). This populations. Prerequisite(s): Approval of credits). This course offers continued supervised course presents current addiction research, the practicum application by the director or training in professional psychology issues with clinical trends, and substantive field-related issues. associate director of clinical training. Enrollment particular emphasis on case presentations. The Learners use evidence-based practice and practice- in one of the professional specializations in course also provides an opportunity to develop based evidence to examine ways of identifying and HASOP. For Clinical Psychology: PSY8001, case presentations and to consult with colleagues defining addictions and behaviors with addictive PSY7110, PSY7210, PSY7320, PSY7421, about treatment issues. In addition, the course features and to explore pharmacologic and other PSY7520, PSY7540, PSY8220, PSY8230, facilitates in-depth examination of various emerging treatment approaches. Other course PSY8330. Cannot be fulfilled by transfer. psychopathological conditions and treatment topics include managed care, mental health parity, PSY8393 - Master’s Practicum II (5 quarter issues. Prerequisite(s): PSY8396. Cannot be Internet resources used in addiction training and credits). The second practicum course provides fulfilled by transfer. treatment, and the changing role of the counselor continued supervised training in professional PSY8401 - Internship I (5 quarter credits). in the addiction field. psychology issues with particular emphasis on In internship, learners work with a range of clients PSY8440 - Substance-Related Program DSM-IV Axis I. As an addition to field experience, in various institutions and settings. The course Evaluation (5 quarter credits). This course covers the online course provides learners with the emphasizes academic psychology principles, various methods used to evaluate substance-use opportunity for in-depth examination of various development of diagnostic and clinical skills, and treatment programs. Learners examine quasi- psychopathological conditions appropriate for clarification of personal strengths and limitations as experimental designs, study sampling procedures, master’s learners. Prerequisite(s): For Clinical a clinician. Prerequisite(s): PSY8394. Completion and analyze program evaluation and ethical field Psychology: PSY8391, PSY8312. For Counseling of all course work including practicum course(s) research-related issues. Psychology: PSY8091, PSY8391. Cannot be and approval of the internship application by the PSY8450 - Compulsive Behavior and the fulfilled by transfer. director of clinical training. Refer to the current Disturbance of the Self (5 quarter credits). PSY8394 - Doctoral Practicum II (5 quarter manual for further details. Enrollment in a This course defines the nature of addictive credits). The second practicum course provides doctoral program in Clinical Psychology. Cannot and compulsive behavior problems; learners continued supervised training in professional be fulfilled by transfer. in the course discuss the development of the psychological issues with particular emphasis on PSY8402 - Internship II (5 quarter credits). This addiction model and its tenets and review the DSM-IV TR Axis I conditions. As an addition to course is a continuation of the previous quarter of literature regarding the validity and efficacy of the field experience, the online course provides internship, PSY8401. Prerequisite(s): PSY8401. treatment approaches based on the addiction learners with the opportunity for in-depth Cannot be fulfilled by transfer. model. Alternatives to the addiction model are examination of various psychopathological discussed, including cognitive behavior therapy. conditions appropriate for doctoral learners. PSY8403 - Internship III (5 quarter credits). This course is a continuation of the previous quarter of The course provides a detailed examination of the Prerequisite(s): PSY8392, PSY8240. Cannot be internship, PSY8402. psychodynamically oriented Compulsive Behavior fulfilled by transfer. Prerequisite(s): PSY8401, PSY8402. Cannot be fulfilled by transfer. Model. PSY8395 - Master’s Practicum III (5 quarter PSY8404 - Internship IV (5 quarter credits). This PSY8460 - Dual Diagnosis (5 quarter credits). This credits). The third practicum course provides course addresses the complexities of comorbidity, continued supervised training in professional course is a continuation of the previous quarter of internship, PSY8403. Prerequisite(s): PSY8401, diagnosis, and treatment of clients with various psychology issues with particular emphasis on substance-related disorders and other mental DSM-IV Axis II conditions, V codes, and other PSY8402, PSY8403. Cannot be fulfilled by transfer. illnesses (both Axis I and Axis II disorders), and psychosocial concerns. As an addition to field emphasizes application of scientific research experience, the online course provides learners PSY8410 - Substance-Related Therapies in clinical and programmatic settings. Learners with the opportunity for in-depth examination of (5 quarter credits). This course presents various review current research and theory on the etiology, various psychopathological conditions appropriate approaches to substance-use treatment, including psychodynamics, and treatment of individuals with to the master’s level. This course is designed for assessment and diagnostic issues. Learners study comorbid disorders and examine specific methods learners whose state regulatory or licensure boards in- and out-patient treatment programming; self- of psychotherapy and the role of pharmacotherapy require more than two academic quarters of help group therapy; and individual, group, and in their treatment. Learners also evaluate case practicum or for learners who want to extend their family-based treatments. Learners also examine studies to develop applications skills needed field training.Prerequisite(s): PSY8393. Cannot ways the community and other resources can to work with individuals with comorbid features be fulfilled by transfer. be used to treat addictive behavior and analyze in research and other face-to-face settings. current trends and changes in service delivery. PSY8396 - Doctoral Practicum III (5 quarter Prerequisite(s): PSY8210, PSY8410. credits). The third practicum course provides Prerequisite(s): PSY7310; PSY7330; PSY7510; continued supervised training in professional PSY7610; PSY7640 or PSY7650; PSY8210; PSY8330. 214 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

PSY8510 - Family Systems Theories (5 quarter PSY8570 - Family Systems Approach to Addictive PSY8660 - Coping with Chronic Physical Illness credits). Families are studied as systems from Behavior Problems (5 quarter credits). Learners (5 quarter credits). This course examines the theoretical, clinical, and research perspectives. in this course examine current theory and research psychological impact of a variety of medical The course emphasizes family development, family on family dynamics and treatment methods of conditions and their bio-psycho-social etiologies transitions, assessment, and intervention. Learners addictive and compulsive behavior problems. and treatments. Emphasis is placed on the role of in the course explore systems-oriented assessment The course covers a variety of theoretical the interdisciplinary team in treatment planning models as well as strategies for initial interviews, approaches to treatment including the disease and implementation. Medical conditions addressed hypothesis formulation, strategy design for model, brief therapy, structural/strategic therapy, in the course include pain syndromes such as intervention, and the process of termination. and psychoanalytically oriented treatment. headaches, back pain, gastrointestinal disorders, PSY8520 - Couples Therapy (5 quarter credits). Topics include the role of family in the etiology, auto-immune, and other chronic diseases. This course is an overview of theory and research maintenance, and treatment of various problems; PSY8670 - Cognitive/Affective Basis of on marriage and the couple relationship in emerging approaches to family interventions; Physical Illness (5 quarter credits). This course contemporary society. Topics include relationship the role of self-help groups in family intervention; emphasizes the assessment and treatment of development, maintenance, and termination; and ethical issues related to family treatment of psychosomatic conditions from a cognitive/ conflict-resolution skills; communication styles addictive and compulsive problems. affective perspective. Learners explore the ways and skills; couple adjustment and assessment of PSY8610 - Principles of Health Psychology assessment and treatment interventions from this interpersonal relationships; cultural variations; and (5 quarter credits). This course is a review perspective are applied to patients with acute and issues related to gender. Major approaches to of behavioral and biomedical theory and chronic conditions housed both in medical care couples therapy are reviewed. research with the objective of understanding facilities and treated as out-patients. The use of PSY8530 - Family Therapy (5 quarter credits). the contributions of psychological factors to self-instruction strategies, relaxation techniques, This course is an analysis and comparative study the prevention, diagnosis, and treatment of imagery, meditation, hypnosis, and other stress of the prominent schools of thought within the disease and illness. Topics include psychosocial management strategies are reviewed. field of family psychology, their tenets, therapeutic factors contributing to health and disease, PSY8711 - Principles of Industrial/ strategies, and techniques. Structural, strategic, health promotion, mind-body relationships, and Organizational Psychology (5 quarter credits). trans-generational, behavioral, communication, psychological approaches to the prevention In this course, learners identify and confirm and analytical approaches to family therapy are and treatment of physical illness. Cognitive theories and research of industrial/organizational discussed. and behavioral interventions for health-related psychology. Learners examine the various problems and the collaborative roles of medical psychological constructs affecting individuals, PSY8540 - Current Issues and Methods in Family specialists and psychologists are emphasized. Research (5 quarter credits). This course provides groups, teams, and organizations in the workplace. learners with an overview of family variables, PSY8630 - Health Care Delivery (5 quarter Learners also evaluate the differences between complexities of family research design, data credits). Learners in this course examine the industrial and organizational psychology and collection, and analysis. Topics include current role of the psychologist as a health care provider explore various assessment methods, models, and scales of measurement, validity and reliability, within managed health care. Consultative interventions applicable across workplace settings. experimental and non-experimental designs, and collaborative roles for the psychologist PSY8720 - Psychology of Leadership (5 quarter and approaches to integrating clinical research are reviewed and learners explore working in credits). This course provides a comprehensive and practice. Special attention is given to current an integrated and interdisciplinary team and review of various leadership models. Learners factors in family research. Prerequisite(s): alternative health care delivery models. evaluate current leadership theories and PSY8510 or PSY8530. PSY8640 - Community Psychology (5 quarter identify their applications to clinical, counseling, PSY8550 - Bereavement and Loss Therapy credits). This course addresses the role of the educational, organizational, and sports settings. (5 quarter credits). This course covers the process psychologist as an agent of change in the community. Course topics include trait and personality theory, of dealing with expected and traumatic losses as Social change strategies that community-oriented team building and leading, leader development, well as the impediments to that process. Topics psychologists can use in facilitating community leadership styles, and multicultural issues relevant include phases of bereavement, special issues improvements and alleviating adverse social to leadership in various settings. This course also related to suicide survivorship, coping with loss conditions are given special attention. Legal, allows learners to apply leadership theories and following chronic illness, the role of emotion in social policy, medical, familial, and psychological leader development processes to their professional the grief process, and the clinical methods of viewpoints are considered in the analysis of practices. bereavement treatment. Current theory, relevant community problems and their prevention. Other PSY8721 - Introduction to Business Practices for research, and application to clinical, educational, topics include child abuse, delinquency, crime, Psychologists (5 quarter credits). In this course, and organizational settings are considered in this poverty, powerlessness, inadequate social support, learners analyze business models and the effects course. and forms of discrimination. of business structure and processes within specific PSY8560 - Principles of Family Pathology PSY8650 - Innovative Health Care Practices settings on coaching performance. Learners also (5 quarter credits). This course offers a (5 quarter credits). This course is an examination examine internal and external issues affecting conceptualization of pathology based on a family of the emerging trends in health practices. business professions, including organizational systems model. The etiology and maintenance Topics include integrating spiritual resources change and transition. Prerequisite(s): PSY7650. of pathology are presented as a function of into treatment, “alternative” therapies, current family interaction and family structure rather than issues in mind/body relationships, and the impact individual dynamics. Topics include styles of family of managed care in the delivery of psychological interaction, family boundaries, family roles, and the services. Interdisciplinary practice and collaborative family life cycle. relationships are emphasized. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 215

Graduate Course Descriptions, continued

PSY8730 - Consultation Psychology (5 quarter PSY8765 - Testing and Assessment in Workplace PSY8790 - Workplace Safety and Health descriptio n s credits). Learners in this course explore the Psychology (5 quarter credits). Learners in this Psychology (5 quarter credits). This course variety of roles and interventions that engage course review relevant theories and research addresses contemporary issues relevant to psychological consultants in an applied setting. methods of workplace psychology, coaching, employee safety and health environments in the

Learners examine psychological consultants’ and consultation assessment. Learners study the workplace setting. Topics include Occupational course contributions to clinical, educational, industrial, assessment process, identify assessment tools and Safety and Health Administration awareness, and organizational settings and demonstrate the their applications, and examine how to evaluate management’s commitment to a safe work competencies required to evaluate and conduct and deliver assessment feedback. Topics include environment, conducting safety surveys, critical psychological consultative services through applied individual, group, and organizational assessment, incidents, preventing accidents, and health issues case work, practice, self-appraisal, feedback, and psychometric testing, as well as quantitative/ and interventions found in workplace environments graduate discussion. Other course topics include current qualitative principles and research methods. and occupational settings. consultation theories, consultation ethics, models Prerequisite(s): PSY7610. PSY8810 - Geriatric Psychology (5 quarter of consultation research, and the dynamics of the PSY8768 - Theory and Practice of Psychological credits). Age-related cognitive and personality consultant-client relationship. Coaching (5 quarter credits). This course presents changes in the elderly are examined, along with an PSY8740 - Psychology Practices in Personnel the fundamentals of psychological coaching. analyses of the causes and mechanisms of aging. and Human Resource Management (5 quarter Learners study current coaching models and Content includes interpersonal relationships credits). This course provides a broad overview identify elements of effective coaching such as between the aged individual and significant others of psychologically based methods, tools, and establishing a coaching plan and developing (especially family members) and the importance practices used in personnel psychology and human appropriate coaching relationships. Course topics of these relationships for further development resource management. Learners identify the include applying principles of group process and aging. Learners also explore psychological underlying psychological theories and approaches and personality theory, using a multidimensional interventions appropriate to the treatment applicable to personnel and HRM practice and approach, and identifying factors that may interfere of disorders of the elderly, current research synthesize these theories to develop enhanced with effective coaching. Prerequisite(s): PSY7610. supporting treatment of cognitive dysfunction application and scholarship. Course topics include PSY8770 - Psychology of Motivation and in the aged, and the characteristics of successful needs assessment, personnel selection, job Performance (5 quarter credits). In this course, aging. analysis, performance management and appraisal, learners explore various psychological theories, PSY8820 - Research in the Aging Process organizational effectiveness, motivation, training concepts, and principles of motivation. Learners (5 quarter credits). This course is a comprehensive and development, competency development, and evaluate the factors of motivation that influence review of past and current research as well as quality management. personal and professional performance, success, research methods and trends in the area of aging. PSY8750 - Managing Psychological Services and satisfaction. Learners also synthesize Topics include biological factors, cognitive and (5 quarter credits). This course addresses the research in order to identify, assess, and integrate personality changes, interpersonal and family current challenges of managing an industrial/ motivational strategies and apply models of relationships, spiritual concerns, and relevant organizational (I/O) psychology practice. Learners performance enhancement. medical factors. Factors that facilitate successful explore issues involved in both “external” and PSY8780 - Psychology of Organizational negotiation of age-related issues receive special “internal” practice, multicultural issues, ethics, Ergonomics in the Workplace (5 quarter credits). attention. Learners examine aspects of human marketing a practice, contemporary business Learners in this course study the connection aging both in contemporary American society and practices, and risk management issues. The course and interface of individuals interacting in their cross-cultural and ethnic perspectives. gives learners the opportunity to develop an workplace setting, office design, and physical PSY8840 - Principles of Sport Psychology overall business plan or a business proposal. workplace environment. Topics include industrial/ (5 quarter credits). An overview of the field of PSY8760 - Vocational Psychology (5 quarter organizational workplace ergonomics as a sport psychology, this course covers a broad credits). This course is a comprehensive review response to environmental change in industry range of topics, including personality, attention, of major theories and research in vocational as a result of computerization, human-computer anxiety and arousal, arousal adjustment psychology and implications for the work of interaction, automation, and information display. strategies, cognitive-behavioral intervention, the counseling and consulting psychologist. Specific approaches to work design include causal attribution, motivation, self-confidence, In this course, learners study an individual’s anthropometry, biomechanics, and physiological psychology, and social issues of sport. Learners occupational behavior, occupational choice, considerations in the work environment. who complete this course gain a comprehensive and motivational development surrounding PSY8785 - Compensation and Benefits Planning understanding of sport psychology. work choice patterns. Industrial/organizational Psychology (5 quarter credits). This course Prerequisite(s): PSY7411. practitioners, psychologists, and career counselors emphasizes workplace compensation issues and PSY8841 - Performance Enhancement in Sports are the primary audiences for this course, which benefits planning, and addresses current trends in (5 quarter credits). Learners in this course examine combines industrial/organizational psychology with compensation issues, the process of job evaluation, the mechanisms athletes use to exceed their vocational counseling. establishing pay rates, and conducting salary perceived physical and mental limitations. Learners PSY8763 - Program Evaluation (5 quarter surveys. The psychology of employee benefits also begin to apply performance enhancement credits). This course provides an examination of planning, insurance programs and services, theories and techniques to help clients’ improve the theories, techniques, methods, and processes retirement planning, Employee Assistance athletic performance. Topics include strategies of program evaluation. Learners synthesize the Programs, workplace options, and flexible such as visualization, meditation, hypnosis, knowledge and skills gained from prior course work workplace programs are also addressed. autogenic training, biofeedback, and progressive to design, implement, and communicate the results relaxation. Prerequisite(s): PSY8840. of a simulated program evaluation. Prerequisite(s): PSY7620 or equivalent experience upon school approval. 216 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

PSY 8842 - Applied Sport Psychology (5 quarter PSY8992 - Selected Topics in Psychology credits). Learners in this course explore methods of (2 quarter credits). This course is intended to be Harold Abel School of Psychology applying fundamental sport psychology concepts taken concurrently with two four-credit elective to their chosen profession. Learners consider courses from outside Capella’s Harold Abel School Colloquia and Residencies ethical issues, their personal approach to sport of Psychology. Learners select a topic from each of COL-R8921 - PhD Colloquium Track 1. In the first psychology practice, and ways to use research the four-credit courses and develop it for further residential colloquium, doctoral learners acquire to inform their work. Learners also examine the study. Learners explore professional literature and and apply the academic and intellectual skill sets of significance of working with diverse populations apply theory and research to produce projects the scholar-practitioner. The colloquium provides and expanding their areas of expertise. that support the relevance and application of the the opportunity to interact with peers, faculty, and Prerequisite(s): PSY8841. selected topics to their specialization. Course may university staff and participate in academic sessions be repeated for credit. PSY8843 - Exercise Psychology (5 quarter and workshops, contemporary issues seminars, and credits). This course addresses psychological PSY8993 - Selected Topics in Psychology specialization meetings within the school. Learners aspects related to exercise. Learners in the (3 quarter credits). This course is intended to be engage in scholar-practitioner self-reflection course investigate the theoretical foundations taken concurrently with three four-credit elective practices and gain learning experience that behind the reasons people exercise, exercise courses from outside Capella’s Harold Abel School addresses the doctoral competencies of becoming adherence, personality factors in exercise, and of Psychology. Learners select a topic from each of a critical thinker, researcher, and professional the psychological effects of exercise. Other topics the four-credit courses and develop it for further communicator. Learners in academic psychology include applied issues such as motivation, cognitive study. Learners explore professional literature and specializations attend this colloquium before and behavioral change strategies, leadership, and apply theory and research to produce projects completing 36 earned and transferred credits. All counseling in exercise. that support the relevance and application of the other learners attend this colloquium during their PSY8844 - Psychology of Injury (5 quarter selected topics to their specialization. Course may first quarter of enrollment or before completing 56 credits). Learners in this course examine the be repeated for credit. earned and transferred credits. psychological effects experienced by the injured PSY9919 - Doctoral Comprehensive Examination COL-R8922 - PhD Colloquium Track 2. The second athlete. Psychological factors of injury from athlete, (5 quarter credits). This course includes an residential colloquium emphasizes acquiring deeper coach, physician, and sport psychologist’s points overview of the comprehensive examination knowledge as it is applied to the theoretical and of view are also explored. Learners examine process, the university’s expectations of academic research foundations within the discipline. The behavioral risk factors, injury prevention, and honesty and integrity, the three core themes of colloquium provides the opportunity to interact with over-training as a means of prevention. Injury the examination, and the evaluation criteria. The peers, faculty, and university staff and participate in assessment and the management of injury courseroom mentor provides three questions academic sessions and workshops, contemporary treatment including the biomedical issues of addressing the core themes. Learners write issues seminars, and specialization meetings within injury is a central focus. The course also covers the answers to the comprehensive examination the school. Learning experiences expand learners’ interaction of the sport psychologist and the sport questions. Answers are evaluated by faculty intellectual applications and analysis skills and medicine team. readers using point-scale scoring rubrics. Upon address the doctoral competencies of becoming PSY8845 - Current Issues in Sport Psychology passing the comprehensive examination, learners a critical thinker, researcher, and professional (5 quarter credits). In this course, learners critically are eligible to enroll in the first dissertation course. communicator. Learners in academic psychology analyze the research, theories, and practices Grading for this course is S/NS. Prerequisite(s): specializations attend this colloquium while of sport psychology. Learners examine current Completion of all required and elective course completing 37–60 credits. All other learners attend issues in sports and explore ways to ethically and work with a cumulative GPA of 3.0 or better. this colloquium while completing 57–72 credits of professionally apply sport psychology practices Completion of practicum courses, if applicable. required course work. Fulfillment of all residency requirements. Cannot to educate sports participants and improve COL-R8923 - PhD Colloquium Track 3. The third be fulfilled by transfer. the performance of athletes. Prerequisite(s): residential colloquium focuses on expanding PSY8842. PSY9920 - Dissertation Courseroom (non-credit). and applying doctoral competencies to the PSY8990 - Independent Readings (5 quarter This course provides learners with resources, independent research phase of the program in credits). This course allows learners to read about guidance, and peer and mentor support during preparation for the comprehensive examination and critically analyze specific topics in psychology each dissertation course as they complete the and dissertation. The colloquium provides the in greater depth under the guidance of the course required milestones. Grading for this course is R/ opportunity to interact with peers, faculty, and instructor. May only be taken once. NS. Prerequisite(s): PSY9919. Cannot be fulfilled university staff and participate in academic by transfer. PSY8991 - Selected Topics in Psychology sessions and workshops, contemporary issues (1 quarter credit). This course is intended to PSY9921–PSY9945 - Dissertation Research seminars, and specialization meetings. Learning supplement one four-credit elective from outside 1–Dissertation Research 25 (5 quarter credits experiences addresses critical thinking, research, Capella’s Harold Abel School of Psychology. each). Learners complete the required dissertation and professional communication competencies Learners select a topic from the four-credit course milestones and prepare their dissertation for and emphasize using intellectual and academic skill and develop it for further study. Learners explore publication. Grading for this course is R/NS. sets to synthesize and analyze theory and research professional literature and apply theory and research Prerequisite(s): PSY9919. Courses must be taken as scholar-practitioners in the discipline. Learners to produce a project that supports the relevance in sequence. PSY9920 is a co-requisite for these in academic psychology specializations attend and application of the selected topic to their courses. Cannot be fulfilled by transfer. this colloquium while completing 61–95 credits. All other learners attend this colloquium while specialization. Course may be repeated for credit. completing 73–96 credits as a prerequisite for the comprehensive examination. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 217

Graduate Course Descriptions, continued

PSY-R8363 - Assessment: Diagnosis, Case descriptio n s PSY-R6161 - Psychology MS Colloquium Track I. Harold Abel School of Psychology Formulation, and Treatment Planning. In this Through the residential colloquia, Capella learners weekend-in-residence, lectures and small gain a stronger sense of academic community by Clinical Psychology Year-in-Residence group discussions focus on case formulation

networking and discussing course work, projects, course PSY-R8360 - Professional Issues in Clinical and development of a differential diagnosis and research issues face-to-face with fellow Psychology and Residency Preparation. In the as a working hypothesis that incorporates learners and faculty. This experience provides a opening weekend of the clinical year-in-residence, developmental, biological, and cognitive/affective learning environment that fosters the application learners are oriented to year-in-residence activities, factors. The residency includes discussion of of critical thinking and integrates knowledge to requirements, and logistics. During the weekend, case studies and the use of different theoretical professional and practice issues. Track I offers basic graduate learners are introduced to concepts and activities approaches to case formulation and treatment. or introductory workshops in effective interviewing that develop the learner’s professional identity as a Using prior records, interviews, and test results skills and skills in psychological assessment psychologist and as a scholar-practitioner and that contributes to the evaluation process with (administration and scoring of Wechsler series). initiate the process of cohort-formation and group attention given to oral and written communication PSY-R6162 - Psychology MS Colloquium Track II. cohesion. of diagnostic conclusions. Learners apply these Through the residential colloquia, Capella learners skills as they work with individuals, families, and PSY-R8361 - Extended Seminar I: Relationships, gain a stronger sense of academic community by couples and as they incorporate their use of the Assessment, and Professional Issues. The networking and discussing course work, projects, current DSM-IV TR. Through role play, learners extended seminar plays an important role in and research issues face-to-face with fellow demonstrate the ability to form a therapeutic socializing learners into careers in the profession learners and faculty. This experience provides a alliance, communicate the conceptualization of the of psychology as well as increasing and extending learning environment that fosters the application problem, the treatment plan, and the selection of learners’ knowledge and skill competencies. The of critical thinking and integrates knowledge to interventions to clients and other professionals. professional issues weekend and accompanying professional and research issues. Track II offers two weeks include presentations, lectures, PSY-R8364 - Intervention: Treatment intermediate workshops in counseling and discussion groups, and small group labs that offer Implementation. Learners explore ways to psychotherapy interventions, psychological testing experiential training in counseling/psychotherapy implement empirically supported treatments that skills (including tests of achievement and adaptive and assessment skills. Learners have opportunities are derived from case formulation and differential functioning), and group counseling skills. for individual mentoring, advising, and attending diagnosis. Activities include group discussions PSY-R6163 - Psychology MS Colloquium Track III. meetings involving all clinical learners as well as regarding theoretical approaches to treatment Through the residential colloquia, Capella learners learners from other specializations in the school implementation and derived outcome measures. gain a stronger sense of academic community by of psychology. Learners and faculty hear guest Through role play, learners demonstrate the networking and discussing course work, projects, speakers, attend evening programs, and engage in ability to maintain a therapeutic alliance and to and research issues face-to-face with fellow social activities that contribute to networking. communicate a treatment plan and amendment of learners and faculty. This experience provides a therapeutic goals to clients and to professionals. Week I - Relationship: Interviewing and learning environment that fosters the application Learners develop clinical skills that help individuals, Constructive Working Alliances. Learners of critical thinking and integrates knowledge of families, and couples progress toward mutually explore basic individual counseling and professional and research issues. Track III offers agreed-on therapy goals. Learners demonstrate psychotherapy skills and factors that contribute advanced workshops in psychological assessment the ability to modify diagnostic hypotheses to empirically supported relationships. Role skills (including test selection and interpretation) with each therapeutic intervention in order to plays and feedback sessions train learners to and ethical applications and solutions. accommodate additional input. develop a therapeutic alliance with clients as well as collegial interactions that support PSY-R8365 - Diversity: Individual Differences. professional relationships. In this weekend-in-residence, learners explore issues of diversity, culture, and individual Week II - Assessment: Test Administration, differences that must be incorporated into all Scoring, and Interpretation. In small groups, aspects of professional functioning in psychology. instructors demonstrate test administration, Lectures and small and large group discussions scoring, and interpretation. In pairs, learners emphasize personal reflection and self-monitoring practice intensively, acquiring beginning regarding diversity issues and developing assessment skills. Learners explore test personally tailored strategies to acquire sensitivity selection, psychometric properties such as to diversity issues about which learners or reliability and validity, and target populations professionals may not be knowledgeable. within the context of ethical and effective assessment procedures. PSY-R8366 - Assessment: Cognitive, Achievement, and Adaptive Testing. In this PSY-R8362 - Ethics and Standards of Professional weekend-in-residence, learners practice Practice. Learners explore ethics and standards administering, scoring, and interpreting a battery of professional practice through lectures, role of psychological tests assessing intelligence, play, and discussion. Learners study the APA achievement, and adaptive or developmental Ethical Principles of Psychologists and Codes abilities. Working in pairs, learners act as examiner of Conduct and the differences between ethics and test taker to gain practical experience. and mental health law. Using case studies and Scoring exercises increase their ability to properly relevant experiential materials, learners discuss score responses and to calculate protocol possible ethical violations and practice methods scores. Learners gain report writing techniques that are successful for preventing ethical violations. that integrate results in support of a diagnostic Learners develop problem-solving strategies to impression and implications for a treatment plan. resolve professional, legal, and ethical dilemmas. 218 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Graduate Course Descriptions, continued

PSY-R8367- Assessment: Personality Testing. Week I - Consultation, Supervision, and PSY-R6562 - Academic/Behavioral Interventions. In this weekend-in-residence, learners acquire Professional Issues. Learners demonstrate In this weekend-in-residence, learners explore hands-on experience in scoring, analyzing, the ability to compare and contrast the roles specific skills that school psychologists need to interpreting, and integrating select psychological involved in consultation and supervision. coordinate and consolidate efforts at the school test profiles/data. Learners integrate results Learners practice consultation and supervision site that ultimately help children. Learners gain from a complete battery to support a diagnostic skills in small groups and examine the skills in developing and implementing academic impression and implement a treatment plan. responsibilities, cultural, ethical, and legal and behavior interventions in an efficient and Learners explore report writing techniques to issues that arise. effective manner, using a school instructional team produce a succinct, accurate report. Week II - Professional Issues. Learners approach. Learners also analyze ways to provide PSY-R8368 - Assessment: Neuropsychological conclude the year-in-residence with discussions support for teachers, parents, and students and Testing. Clinical neuropsychology is a highly of professional issues and practice writing ways to assist with behavior intervention strategies specialized area of practice within the profession integrative reports. Faculty teams conduct that help teachers generalize interventions and of clinical psychology. In this weekend-in- the portfolio review. Learners demonstrate activities. Prerequisite(s): PSY-R6560, PSY-R6561. residence, learners gain a solid foundation for competencies as specified by program goals PSY-R6563 - School Interventions: Basic and recognizing diagnostic evidence that requires and objectives, demonstrate the formation of a Advanced Interviewing. In this weekend- further neuropsychological assessment. Learners professional identity, and respond to questions in-residence, learners diagnose learning and assimilate knowledge of neuroanatomy, surrounding any of the issues of training. emotional problems. They also conduct fact- neuropathology, and neuropsychological Successfully passing the portfolio review is finding and rapport-building clinical assessment assessment processes as well as a working required for passing the year-in-residence. interviews and elicit information needed to make knowledge of neurological assessment instruments appropriate diagnoses and individual educational and administrative procedures and their diagnostic plan (IEP) goals. Learners explore practices for value. Harold Abel School of Psychology interviewing the child, parents, teachers, and other PSY-R8369 - Research and Evaluation. The School Psychology Year-in-Residence individuals familiar with the child. Learners analyze scholar-practitioner model emphasizes skills interventions during crisis situations as well as the necessary to support the tradition of empirically PSY-R6560 - Professional Issues in School ethical issues related to crisis intervention. Other supported knowledge, theories, and systems in Psychology and Residency Preparation. This topics include acquiring skills for maintaining psychology and to conduct outcome evaluations of opening weekend begins the School Psychology professional boundaries and helping relationships. programs and interventions for their effectiveness. year-in-residence. It orients learners to year-in- Learners conduct clinical assessment interview In this weekend-in-residence, learner lectures residence activities, requirements, and logistics. practice sessions, individually with the instructor and small and large group discussions emphasize This weekend-in-residence introduces a variety of and in small groups. Prerequisite(s): PSY-R6560, critical analysis of professional literature for concepts and activities aimed at developing the PSY-R6561, PSY-R6562. appropriate research designs and statistical learner’s professional identity as a psychologist PSY-R6564 - School Psychology Counseling analysis. Learners demonstrate their ability and as a scientist-practitioner. It also initiates the Skill Development. In this weekend-in-residence, to synthesize professional literature in order process of cohort-formation and group cohesion. learners develop and practice basic counseling to support conclusions and provide direction PSY-R6561 - Extended Seminar I: Assessment, skills within school systems. Learners advance their for future research. Through small group Ethics, and Professional Issues. By engaging in counseling skills through demonstration and role- collaboration, learners develop a research mock testing sessions, observing testing sessions, play related to situations commonly occurring in proposal. Learners demonstrate in discussion and scoring test results, reviewing reports, and taking schools at P–12 levels. Learners also develop skills practice the ability to create strategies to evaluate notes from faculty presentations, learners gain for structuring and guiding group and individual program effectiveness and deliver empirically valuable skills for conducting academic and counseling sessions and practice some of the skills supported interventions to meet the unique needs intellectual assessments and for scoring and needed for counseling special needs students and of programs and relevant stakeholders. interpreting test results. Learners analyze the for working within multicultural settings. Learners PSY-R8370 - Crisis Intervention and Risk knowledge of ethical principles as they relate to the review and explore the parameters of counseling Assessment. In this weekend-in-residence, learners practice of school psychology. Discussions include conducted by school psychologists including practice crisis intervention and risk assessment. privacy, informed consent, confidentiality, record ethical standards and general legal requirements, In lectures and small and large group discussions, keeping, due process procedures, ethical and both state and federal as appropriate. learners examine therapeutic, legal, and ethical legal issues in psycho-educational assessments; Prerequisite(s): PSY-R6560, PSY-R6561, PSY- issues including Duty to Warn, Involuntary counseling, working with teachers and parents, R6562, PSY-R6563. Detention, and thorough documentation of and the education of students with disabilities. PSY-R6565 - Non-Verbal Assessments. In this records. Role plays with feedback provide practice Learners review the National Association of weekend-in-residence, through role-plays and in crisis intervention skills including the need to School Psychologists’ Principles for Professional feedback from their peers and an experienced consult with colleagues following a difficult session. Ethics, the American Psychological Association’s professional psychologist, learners develop skills in Ethical Principles of Psychologists and Code of PSY-R8371 - Extended Seminar II: Consultation, administering non-verbal assessment instruments; Conduct. Working together in small and large Supervision, Reports, and Professional Issues. following specific, recognized procedures; and groups, learners explore ways to respond to cases This extended seminar continues the development assessing and interpreting test results. Learners and vignettes that illustrate ethical principles. of the learner’s professional identity as a clinical are introduced to and practice interpreting Prerequisite(s): PSY5002, PSY7610, PSY8233. psychologist. In addition to plenary presentations, assessment results to parents, teachers, and other This prerequisite applies only to learners who workshops, and lectures, learners make short professionals. Through these experiences, learners matriculated into the specialization in July 2005 professional presentations to their peers and gain the skills necessary for practicing school or later. continue their training in empirically supported psychologists. Prerequisite(s): PSY-R6560, PSY- assessment and treatment approaches. R6561, PSY-R6562, PSY-R6563, PSY-R6564. 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 219

Graduate Course Descriptions, continued

PSY-R6568 - Personality and Behavioral of the characteristics of a good report. Each descriptio n s Assessment. In this weekend-in-residence, section of a psychological/psycho-educational learners administer and score individual personality report is introduced and discussed, along with and behavior tests, focusing on the Behavior basic principles for writing good psychological/

Assessment System for Children (BASC), Conners’ psycho-education reports. Learners engage course Rating Scales-Revised (CRS-R), Kinetic Drawing in report writing practice sessions, individually System for Family and School (KDSFS), House- with the instructor and in small groups. Learners Tree-Person (H-T-P), Roberts Apperception Test develop basic skills for presenting assessment and for Children (RATC), and Sentence Completion evaluation data in a narrative format. Treatment Test. Learners work individually and in small plan formats and case examples are discussed. graduate groups to score measures of personality and Learners also discuss scenarios in groups and work behavior, interpret the results, and provide a on cases individually. Learning supervision skills written summary of their interpretation. Learners appropriate for a school setting are presented. gain skills in conducting clinical interviews and Prerequisite(s): PSY-R6568, PSY-R6569, PSY- behavioral observations; in synthesizing and R6570. Completing PSY-R6571 is contingent interpreting data from teacher, parent, and self- upon passing the formative portfolio review report behavior rating scales, as well as objective during the residency. and projective techniques; and in scoring, interpreting, and integrating the results in order to make recommendations and write psychological reports. In discussions learners analyze student case studies with attention-deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), depression, anxiety, and conduct disorders. Prerequisite(s): PSY-R6560, PSY-R6561, PSY- R6562, PSY-R6563, PSY-R6564, PSY-R6565. PSY-R6569 - Functional Behavioral Assessment. In this weekend-in-residence, through the use of guided notes, example exercises, observations, converting and graphing data and role-playing interventions, learners gain valuable skills needed to conduct functional behavioral assessments and write behavioral improvement plans. Learners analyze behavior and develop interventions to improve behavior, to understand the principles of reinforcement and punishment, to conduct structured observations in order to collect data that can be converted and graphed, and to analyze the data to develop appropriate interventions that are included in a behavioral improvement plan. Prerequisite(s): PSY-R6568. PSY-R6570 - Behavioral Interventions. This weekend-in-residence helps learners become effective school psychologist consultants, focusing primarily on developing learner skills in creating and implementing behavioral interventions and evaluating their effectiveness. The course addresses building rapport with teachers and parents, expanding their knowledge-base of interventions, and building a library of professional resources. Learners discuss topics including interventions for externalizing and internalizing disorders, social skills training, counseling groups, parent training, and resistance to intervention. The course includes extensive use of role-playing. Prerequisite(s): PSY-R6568, PSY-R6569. PSY-R6571 - Extended Seminar II: Report Writing, Treatment Planning, Supervisory, and Professional Issues. Learners explore the skills necessary for writing psychological/psycho- educational reports. Learners conduct an analysis 220 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Governance

Administration Board of Directors School Directories

The administration of Capella University Capella University School of Undergraduate Studies is committed to excellence in all aspects of The board of directors provides oversight and the institution. Along with an enthusiasm Dean guidance regarding Capella University’s policies Feranda B. Williamson, EdD for working with adult learners, Capella’s and programs. administrators bring many years of experience Associate Deans to designing and delivering higher education Marcia S. Ballinger, PhD Michael J. Miller, MBA programs. Patricia Cardenas-Adame, PhD (board chair) Lee Owens, MEd Christopher Cassirer, ScD, MPH Chancellor Sue Talley, EdD Willie B. Garrett, EdD Stephen G. Shank Patricia D. Hill, MEd (learner representative) Assistant Dean BA, University of Iowa Sharan B. Merriam, EdD Janice Aanenson, PhD MA, The Fletcher School Stephen G. Shank, JD Faculty Chairs JD, Harvard Law School Tina M. Stavredes, PhD (faculty representative) Brian F. Barton, MBA Acting University President Kimberly F. Stephan, JD (board secretary) William Burkett, PhD Christopher Cassirer Eileen Dittmar, MA BA, Rutgers University Michael Lavelle, PhD MPH, Yale University Capella Education Company Laina Molaski, PhD ScD, The Johns Hopkins University Stephen G. Shank, JD Keith Morneau, EdD Mark N. Greene, PhD Vice President of Learner Support John Sullivan, PhD Jody G. Miller, JD Linda Muehlbauer Shailendra “Shaily” Verma, PhD James A. Mitchell, BA BS, University of Minnesota Andrew M. Slavitt, MBA Core Faculty MBA, University of Minnesota David W. Smith, MBA Casey Armour-Price, PhD Director of Academic Support Jeffrey W. Taylor, BS Mary Brown, MS Trenda Boyum-Breen Sandra E. Taylor, JD Sheila Fry, MBA BA, Concordia College – Moorhead Darrell R. Tukua, BS Paul Gold, MS MS, Winona State University J. Dennis Hart, MBA Greg Thom, JD (board secretary) EdD, University of Minnesota Kevin D. Krier, MBA Joseph Johnson, MBA Director of Assessment and David Odett, PhD Institutional Research John Padgett, MEd Kimberly Pearce Susan Perry, PhD BS, Appalachian State University Mansour Sharha, MS MS, University of North Carolina at Chapel Hill Tina Stavredes, PhD Director of Financial Aid Jan Wentz, MA Michael Nylund School Administration Staff BS, Michigan State University Juan-Carlos Bates, MBA Justin Countryman, MBA Ashley Graf, BS Nneka Ikeme, BS Kathryn Jensen, BM Sara Leiste, MS Kyle Muñoz, MA Kathy Saulton, PhD Bachelor’s Academic Advisors Stephanie Deming, BS April Felt, MEd Currie Gasche, BA Josh Girardin, BS Marisa Johnson, MEd Kendra Kohn, BA Holly Laudenbach, BA Stephanie Luetgers, BS Stephanie Moen, BA Karl Overland, BA Jessica Rattmann, BA JJ Rogalski, BS Michael Sanford, BA Shakira Smith, BS Stacy Swenson, MS Nikki Tiff, BS Tara Warrick, BS Jennifer Williams, MA 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 221

Governance, continued

School of Business and Technology, continued School of Education, continued

School of Business and Technology go v er n a ce Dean Master’s, MBA, and Certificate Melissa McIntyre-Brandly, PhD Kurt Linberg, PhD Academic Advisors Carmen Myers, PhD Casey Reason, PhD Associate Dean Tony Ajsenberg, MA Larry Reynolds, PhD Barbara Butts Williams, PhD Sue Cracraft, BS Kate Davis, BS Leone Snyder, PhD Assistant Dean Leah Hadler, MA William Tetu, EdD Thomas Henderson, MBA Dick Hansen, MA School Administration Manager Colloquia Lead Laura Heineman, BS Michael Higgs, BA William Reed, PhD Amanda Lhotka, MA Sarah Luedtke-Jones, BA School Administration Staff Faculty Chairs Betsey Maloney, MS Saniya Asdi, MEd Sheila Fournier-Bonilla, PhD Kelley McClure, MS Jeremie Bellenir, BA Tsun Chow, PhD Matt McElwee, MA Mandy Booth, BA Jack Krichen, PhD Natasa Saremi, MA Andrea Dow, MEd Gary Robinson, PhD Laura Sylvester, BA Nate Otto, BA John Whitlock, PhD Jesse Tejeda, BS Brenda Samson, MS Interim Faculty Chairs Kris Sandoz, BS Jean Gordon, DBA BreAnne Schwinghammer, BA Kelly Sundsmo, BA William Reed, PhD School of Education Senior Faculty Doctoral Academic Advisors Dean Garvey House, PhD Dave Adamson, MA Harry McLenighan, EdD Shelley Robbins, PhD Kendra Corneliusen, MS Associate Dean Angela Hendrick, MA Core Faculty Jim Wold, PhD Sheryl Hess, MS Cheryl Bann, PhD Naomi Jaeger, MAEd Assistant Dean Steven Brown, DBA CJ Jundt, MBA Alyce LeBlanc, PhD Alan Chmura, PhD Tim Meendering, MS Richard Flor, PhD Colloquia Lead/ Lian Partlow, PhD Stephanie Fraser-Beekman, PhD Faculty Development Specialist Nicole Swanson, MA Edward Goldberg, DM Vernon L. Czelusniak, PhD Werner Don Gottwald, PhD Master’s and Certificate Toni Greif, PhD Faculty Chairs Academic Advisors Maudie Holm, PhD Jamie Barron, EdD Natalie Bernard, BA Kris Jamsa, PhD William Brown, EdD Caleb Johnson, BS Forest Jourden, PhD, JD Kathryn Campbell, EdD Michael Johnson, MA Joseph LeVesque, DBA Beverly Enns, EdD Michelle Lange, MA Gregory McLaughlin, DBA Christine Jax de Castillo, PhD Chris Sonnek, MFA Rebecca Snarski, PhD Adell Newman-Lee, PhD Victoria Webb, MA Linda Terry, PhD Carolyn Rogers, PhD Rochelle Williams, MS Mary Whitman, DBA Kim Spoor, PhD Megan Yang, MS Nan Thornton, PhD School Administration Staff Jennifer Alf, MS Senior Faculty Emeritus Lola Ducrepin, BA Mark H. Rossman, EdD School of Human Services Gladys Ekisola, BA Distinguished Senior Faculty Acting Dean Sandy Leppanen, BA Bruce Francis, PhD Paula Stechschulte, PhD Amy J. Petterson, BS Senior Faculty Assistant Deans Margaret Pidde Jerry Halverson, PhD Thomas (Bill) Clyburn, PhD Lora Roussanova, MBA Elizabeth Bruch, PhD Margo Weiss, PhD Sandra Running, MA Amy Sweeney, MA Core Faculty Faculty Chairs Phil Corkill, EdD Curtis Brant, PhD Doctoral Academic Advisors Cheryl Doran, PhD Steven Barthemleus, EdD Parra Byron, MA, MEd Suzanne Dunn, PhD Kelly Coker, PhD Tracy Griffin, MA Karla Gable, MEd, MC Mia Holland, EdD Janice Knight, MA Pamela Hanfelt, PhD Suzanne Holmes, DPA Bryan Kujawski, MA, MS Paul Hardt, EdD Charles Lorbeer, PhD Joe Mitzel, JD Sonja Irlbeck, EdD Charles Tiffin, PhD Scott Schiefelbein, MA Keith Johansen, PhD Angela Shepherd, MA Elena Kays, PhD Stephen Young, BA, ABD Barbara Keener, EdD Dennis Mills, PhD 222 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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School of Human Services, continued School of Human Services, continued Harold Abel School of Psychology, continued Core Faculty Doctoral Academic Advisors Core Faculty Angela Banks Johnson, PhD Jay Bergland, MA Angela Adams, PhD, LP Linda Beeler, PhD Dana Forbes, MA Sharlene Adams, PsyD K. Candis Best, PhD Sheran Huhner, MEd, MBA Rebecca D.B. Behrend, PhD, LP Michael Bishop, PhD Kim Jurowski, MS, BCBA Kelley Chappell, PhD Janice J. Caron, EdD Shelly Reinisch, MSSW Bruce Fischer, PhD, LP, LMFT Ann Leslie Claesson, PhD Susan Robertson, MSW Thyra Fossum, PhD, LP Amanda Costin, PhD Melissa Williams, BA, ABD Victoria A. Gamber, PhD John Darland, PsyD Master’s and Certificate Hilda Glazer, EdD Amy Donovan, PhD Academic Advisors Malcolm Gray, PhD Neil Duchac, PhD Nancy Ackerman, MA April Harris-Britt, PhD Alicia Fahr, PhD Jennifer Alexander, BS Chris Heffner, PsyD Alice Yick Flanagan, PhD Lisa Beckman, BS Robert Jacobs, PsyD Vicki Foster, PhD Kelly Blondell, MA, LAMFT Sheldon Kleine, PhD, LP Dana Gonzales, PhD Perry Boyden, MEd Lori La Civita, PhD Deborah Hickey, PhD Mark Cowen, MA Gina Langan, PhD Charlyn Hilliman, PhD Jo Davis, MA Adrienne Leslie-Toogood, PhD Truc-Nhu Ho, PhD Kevin delaCerna, MA Antanas Levinskas, PhD Yvonne Kochanowski, PhD Amber Franz, BA Rebecca Loehrer, PhD Melissa Lang, PhD Nakeela Hall, MEd Marilyn Marks-Frey, PhD, ABPP Mee-Gaik Lim, PhD Donna Harris-Barrett, PhD Elizabeth McEvoy-Rumbo, PhD Christopher Lucies, EdD Jennifer Koontz, MS William Percy, PhD, LP, LMFT Maureen Lutterman, PhD Eric Lederman, BA Nancy Piotrowski, PhD, LP Paul Maione, PhD Annie Ryman, MEd David Sarnoff, PhD, ABPP Michele Mannion, PhD Adriana Taborda, MA Christine Woolf, PhD Sherri McIntyre, PhD Zane ThimmeschGill, MFA Karen Yasgoor, PhD, SPHR Carol Messmore, PhD Katherine Townsend, BA School Administration Manager Marian Mosser, PhD Veronica Uzarski, BA Kevin Price, MBA Ron Muchnick, PhD Bryan Worden, MEd School Administration Staff Sherri Muchnick, PhD Erin Zerwekh, MA Edward Muldrow, PhD Mark Anderson, BA Kimberly Nelson, PhD Kyle DeLaHunt, BA Benjamin Noah, PhD Kelly Dykstra, MHR Joseph Pascarella, PhD Harold Abel School of Psychology Bridget Gaer, BA AnnaLynn Schooley, PhD Interim Dean Benjamin Imker, MA Jocelyn Sherman, PhD Deborah Bushway, PhD, LP Kristin Lang, BA LoriAnn Stretch, PhD Meghann McKasy, BA Interim Associate Dean Kathryn van Asselt, PhD Jennifer Meyer, BA Jody Neuman-Aamlie, PhD, LP Charles Walker, PhD Doctoral Academic Advisors Lonnie Wederski, PhD Assistant Dean Farrah Fossum, MS Jana Whiddon, PhD Gail Lorenz, PhD Dutch Handlang, MS Debra White, PhD Director of Clinical Training Heidi Kopacek, MA Rosalyn Young, PhD Jody Neuman-Aamlie, PhD, LP Vera Kovacovic, PhD Adam Soderlind, MA School Administration Manager Associate Director of Clinical Training Jennifer Morgan, MBA, PMP Shannon Tilley, MS Seth Williams, PsyD, LP Susan Tormoen, MA School Administration Staff Associate Director of Clinical Training Master’s and Certificate Pam Castro, PhD Laura Jarrett, PhD Jenelle Davis, MS Academic Advisors Leigh Johnson, BA MS and PhD Colloquia Lead/ Nicole Franklin, MA Katlyn Kaiser, BA Faculty Development Specialist Gretchen Koenig, BA Letitia Lark, AAS Randy Johnson, EdD Nicole Neist, MA Krystianna Nguyen, MA Beth O’Hara Muller, BA Faculty Chairs Steven Pope, MA Eric Nelson, BA Dean Ginther, PhD Jamie Woodburn, MA Erin Reichelt, BA Randy Johnson, EdD Jaclyn Zacharias, MS Siri Rustad, BS Robert Schnedler, PhD, LP Kelley Shea, BA Fox Vernon, PhD Shannon Stordahl, BA William Wilson, PhD, LP Laren Winter, EdD Faculty Emeritus Brian Austin, PhD 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 223

Faculty facult y

School of Undergraduate Studies Blanton, Bretta, BS, Spelman College; MS, University D of Wisconsin – Madison; PhD, Howard University Daniels, Dawn, BS, East Carolina University; MSIT, Core and Adjunct Faculty Blessinger, Patrick, BS, Auburn University; MS, Colorado Technical University Georgia Institute of Technology A Daniels, Glenn, BS, Washington University in St. Bobowski, Kenneth, BFA, The School of the Art Louis; MS, University of Texas at Dallas; MBA, Adams, Katherine, BA, St. Olaf College; MS, Winona Institute of Chicago; MBA, University of St. Thomas State University University of Texas at Dallas Bolden-Ingram, Libbia, BS, University of Maryland; Davis, Stephen, BS, Appalachian State University; Airapetian, Vladimir, MSci Yerevan State University – MS, Central Michigan University Armenia; PhD, Byurakan Astrophysical Observatory – MS, Appalachian State University Armenia Boyd, Michael, BA, Jacksonville University; MBA, Davis, Tamra, BA, Oklahoma State University; MS, University of North Florida Andersen, Jill, BA, Augustana College; MS, Cardinal Oklahoma State University; PhD, Oklahoma State Stritch University Brain, Hank, BS, Florida Southern College; MA, University University of Phoenix Ansoorian, Andrew, BS, James Madison University; DeFrench, Melissa, BA, University of Findlay; JD, MS, California State University, San Bernardino Brancazio, Steven, BS, Lynn University; MS, Kaplan Cleveland State University University Archbold, Nataly, BS, University of Florida; MFA, Dervis, Jocelyn, BS, University of Central Florida; Savannah College of Art and Design Brewer, Jackie, BA, Ottawa University; MA, Ottawa MBA, Southeastern University University; PhD, Capella University Armer, Laura, BS, Sam Houston State University; Devaney, John, BBA, Pace University; MS, Lynn BA, Sam Houston State University; MS, University of Brooks, Rochelle, BS, University of Wisconsin – University; MBA, Lynn University Houston – Clear Lake Stout; ME-PD, University of Wisconsin – La Crosse; Devillier, John, BS, Florida State University; MA, PhD, Capella University Armour-Price, Casey, BS, Grand Valley State California State University, Dominguez Hills; MA, The University; MS, North Dakota State University; PhD, Brown, C. Allen, BS, Arkansas Tech University; MS, George Washington University University of North Dakota University of Missouri – Rolla Diemer, Robert, BA, Saint Leo University; MEd, Brown, Mary, BS, Metro State University; MS, National Louis University; PhD, Union Institute & B Capella University University Backlund, Greg, BS, Iowa State University; MS, Buchholz, Robert, BS, State University of New York Dittmar, Eileen, BS, Western Michigan University; Pepperdine University at Plattsburgh; MS, The Sage Colleges MA, Western Michigan University Barker, Gwen, BS, University of Wisconsin – River Buffkin, Sally, BSBA, University of Wisconsin – Eau Domine, Lawrence, BA, University of Wisconsin – Falls; MBA, University of Minnesota – Twin Cities Claire; MBA, University of Central Florida Milwaukee; MS, University of Wisconsin – Milwaukee Barnes, Laurie, BS, Virginia Tech; MS, Old Dominion Burkett, William, BS, Palm Beach Atlantic College; Duff, Susan, BA, Illinois Institute of Arts; MA, University; MBA, Saint Leo University MS, Nova Southeastern University; PhD, Nova University of Phoenix Southeastern University Barton, Brian F., BS, University of Michigan; MBA, University of Michigan Buszta, Robert, BS, Central Michigan University; MS, E University of Phoenix Basl, Barbara, BS, Virginia Commonwealth University; Edwards, Anne, BA, Wells College; MA, University of MBA, Virginia Commonwealth University Oklahoma; PhD, University of Oklahoma C Basta, Alfred, BS, Alexandria University – Egypt; F MS, Alexandria University – Egypt; PhD, Alexandria Cannon, Regina, BS, Paul Quinn College; MBA, University – Egypt Amberton University Farfsing, Gregory, BS, Xavier University; MBA, Xavier University, PhD, Union Institute & University Batali, Michael, BS, Central Washington University; Carter, Stephen, BA, Olivet Nazarene University; MS, MEd, Central Washington University DePaul University; PhD, DePaul University Feliu, Genevieve, BA, University of North Carolina at Asheville; MA, East Carolina University Baugh, Clifford, BS, San Jose State University; MBA, Casey, Rickey, BS, University of the Ozarks; University of Redlands; DBA, Nova Southeastern MBA, University of Central Arkansas; DBA, Nova Flanders, Gordon, BA, Augsburg College; MBA, University Southeastern University University of Minnesota – Carlson School of Management Becker, John, BA, California State University, Cattapan, Mary Catherine, BS, University of Illinois Stanislaus; MA, Boston University; MA, Emory at Chicago; MBA, DePaul University Fok, Matt, BS, California Polytechnic State University; University; JD, University of Denver; PhD, University Champion, John, BS, Central Michigan University; MBA, University of San Francisco of Denver MS, Walsh College Forte, Anne, BS, Wayne State University; MS, Wayne Benson, John, BA, Augsburg College; BD, Luther Chin, Darian, BA, University of Southern California; State University Seminary; PhD, Columbia University MA, California State University, Los Angeles; MBA, Forte, Joseph, BS, University of Detroit; MS, Walsh Benson, Kristina, BA, University of South Florida; California State University, Los Angeles College MA, Florida Gulf Coast University; DBA, University Chrisman, James, BS, Eastern Kentucky University; Fox, Susan, BA, University of Wisconsin – Madison; of Sarasota MBA, University of Phoenix MA, Binghamton University; PhD, Binghamton Benton, Bradley, BS, Morningside College; MBA, Coito, Deborah, BA, Humboldt State; MFA, University University of Nebraska California Institute of the Arts Franklin, Paul, BS, Rockhurst University; MS, Berman, Arthur, BA, Bowdoin College; MBA, The Crelin, Sheryl, BS, Southern Connecticut State University of Missouri – Kansas City; MBA, Keller Wharton School of the University of Pennsylvania University; MA, University of Phoenix Graduate School of Management Frantz, William, BS, Pennsylvania State University; MA, University of Wisconsin – Madison 224 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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Froh, James, BS, University of Wisconsin – Oshkosh; Herrera, Jennifer, BA, Dallas Baptist University; Krier, Kevin, BA, Marquette University; MBA, MS, Milwaukee School of Engineering; PhD, Capella MBA, Dallas Baptist University Cardinal Stritch University University Houle, Lisa, BS, North Dakota State University; MA, Kruse, Clemens, BS, United States Military Academy; Fry, Sheila, BBA, Davenport University; MBA, Baker North Dakota State University MS, University of Texas at San Antonio; MBA, College of Flint University of Texas at San Antonio; MHA, Baylor Hudson, Sharon, BA, Governors State University; University MA, Governors State University; EdD, Northern G Illinois University L Geppert, Cynthia, BS, Thomas Edison State College; Huff, Gerald, BS, Chapman University; MA, University MBA, University of Maryland of Phoenix; MS, The George Washington University Lackey, Gregory, BS, University of Redlands; MBA, University of California, Riverside Gerber, Lisa, BA, University of New Mexico; MA, Hurley-O’Hara, Jennifer, BS, St. Mary’s University; University of Montana; PhD, University of New MS, University of Northern Iowa Lamey, Camelia, BA, University of Minnesota Duluth; Mexico MS, University of Oklahoma Gessner, Kevin, BS, Northern Kentucky University; I Landry, Melvin, BS, Southern University at Baton MBA, Northern Kentucky University Rouge; MS, University of Arkansas, Fayetteville; MBA, Incarnacao, Fernando, BS, Universidade Federal University of New Orleans Gino, Colleen, MSc, Swinburne University of Fluminense – Brazil; MS, Nova Southeastern University Technology – Australia Lattas, Robert, BS, DePaul University; MBA, Indiana University; JD, Indiana University Gold, Paul, BA, Metropolitan State University; MS, J St. Mary’s University of Minnesota Graduate School Lauer, David, BS, University of Illinois; MBA, DePaul Jackson, Eric, BS, Barber-Scotia College; MA, The University Goldwasser, Robert, BA, University of North Ohio State University; PhD, Capella University Carolina at Chapel Hill; MBA, University of Phoenix; LaVake, Jeff, BA, University of Wisconsin – Eau Jalinous, Alidad, BS, University of Colorado at DBA, Grenoble Ecole de Management – France Claire; MBA, University of Minnesota – Twin Cities Boulder; MS, University of Colorado at Boulder Gotches, Gregory, BS, University of Illinois at Lavelle, Michael, BS, North Dakota State University; Jenkins, Neisa, BS, University of Illinois; MA, College Chicago; MA, University of Illinois at Chicago; MS, MS, University of Mary; PhD, Capella University of St. Scholastica Benedictine University Leary, Margaret, BS, University of Phoenix; MBA, Jerome, Lawrence, BS, Florida State University; MS, Grant, Carissa, BS, Mount Olive College; MBA, Nova University of Phoenix Florida State University Southeastern University; MPH, Emory University Lowery, LaRonda, BS, University of North Carolina Johnson, Joseph, BS, University of Wisconsin – Gruber, Robert, BS, University of the State of New at Pembroke; MA, University of North Carolina at Stevens Point; MBA, University of Minnesota York; MS, Capitol College Pembroke Jones, Darice, BS, Indiana University; MS, Indiana Lum, Jason, BA, Washington University in St. Louis; Wesleyan University H MPP, Harvard University; JD, University of California, Berkeley Hackett, Jill, BA, Vassar College; MEd, Harvard K Graduate School of Education; PhD, Union Institute Lyons, David, BA, Loyola University – Chicago; MFA, & University Kakish, Kamal, BS, Georgia Institute of Technology; University of Wisconsin – Madison MS, Georgia Institute of Technology; DMIT, Lawrence Hadley, Mari, BS, Detroit College of Business – Technological University Dearborn; MBA, Detroit College of Business – M Dearborn Kemerling, Garth, BA, Milligan College; MA, Majzner, Gerald, BS, Embry-Riddle Aeronautical University of Iowa; PhD, University of Iowa Hagedorn, Rodney, BS, Minnesota State University, University; MS, Embry-Riddle Aeronautical University Mankato; MBA, Drake University; MS, Iowa State Khan, Lorrinda, BA, The Ohio State University; MFA, Matias, Anthony, BA, Immaculate Conception University Goddard College College; MBA, Boston College Graduate School of Haggerty, Patrick, BGS, University of Michigan; MS, Kiefer, Ann, BS, University of Wisconsin – Stout; MS, Business; DBA, Nova Southeastern University Eastern Michigan University University of Wisconsin – Stout McCarthy, Tara, BS, University of Maine; MA, Halperin, Patrick, BA, Eastern Illinois University; MA, King, David, MS, Air Force Institute of Technology; Syracuse University; PhD, University of Rochester Governors State University; EdD, Loyola University – MA, Indiana University; PhD, Indiana University McCracken, Holly, BA, Illinois Wesleyan University; Chicago Kingston, Peter, BA University of Quebec; MA MA, University of Illinois at Springfield Halwani, Nasser, BS, University of Southern University of Toronto; LLB, Osgoode Hall Law School McNamara, Michael, BA, The Johns Hopkins California; MS, California State University, Los Kinzler, Carol, BA, Indiana University of Pennsylvania; University; JD, Boston University Law School; MBA, Angeles EdS, Nova Southeastern University Boston University School of Management; LLM, Hart, J. Dennis, BS, The Ohio State University; MBA, Knauf, Fred, BS, John Carroll University; MBA, Fordham University Law School Central Michigan University Cleveland State University; MLRHR, Cleveland State Moha, Carla, BA, Western State College of Hashmi, Ali, BS, University of Maryland; MS, The University Colorado; MBA, Regis University George Washington University; MBA, Carnegie Kozak, Andrew, BS, United States Naval Academy; Moland, Kathryn, BS, Florida A&M University; Mellon University MBA, Nichols College MS, Southern University; PhD, Nova Southeastern Hawes, John, BA, University of California, Santa Kotsiovos, Jean, BS, University of Illinois; MA, University Barbara; MIM, Thunderbird, The American Graduate Governors State University Molaski, Laina, BA, Rochester College; MBA, Indiana School of International Management Kraft, Theresa, BS, Polytechnic Institute of Brooklyn; Wesleyan University; PhD, Northcentral University Healy, Richard, AB, Tufts University; JD, Boston MS, Rensselaer Polytechnic Institute; MBA, University Moore, Leslie, BS, Northern Illinois University; MS, University School of Law of Detroit Mercy DePaul University Helwig, Steven, BS, University of Phoenix; MS, Kraus, Neil, BA, LeMoyne College; MA, State Morissette, Scott, BA, Palm Beach Atlantic College; Capella University University of New York at Albany; PhD, State MBA, Nova Southeastern University University of New York at Albany 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 225

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School of Undergraduate Studies, continued facult y Morneau, Keith, BS, Florida Institute of Technology; Rose, Vasse “Joy,” BA, National Louis University; T MS, George Mason University; EdD, Pepperdine MS, National Louis University; PhD, Capella University University Taylor, Sharon, BA, University of Colorado at Roth-Davies, Mary, BA, Charter Oak State College; Boulder; MBA, Regis University Musil, Liz, BS, Antioch University; MA, Antioch MA, The American International University – United University; MIT, American Intercontinental University Kingdom Therrian, Michael, BA, Walsh College; MBA, Walsh College Rueda-de-Leon, Rolando, BS, California Polytechnic N State University; MS, Nova Southeastern University; Thomas, Jerry, BS, Mississippi College; MBA, Mississippi College Narjes, Shayne, BS, Mankato State University; MBA, PhD, Nova Southeastern University University of St. Thomas Tovbin, Paul, BA, Lvov University; MBA, Fordham University; PhD, Institute of World Economy Newell, Susan, BA, Glenville State College; MS, S University of Maryland Sahlin, Julie, BBA, Campbell University; MS, Central Tran, Ami, BA, Florida Atlantic University; MS, Nova Michigan University Southeastern University; MS, University of Florida Newmaker, Meredith, BS, Furman University; MSCS, Colorado Technical University Saltsman, Terry, BS, Vanderbilt University; MS, Tucker, Lewis, BS, Pennsylvania State University; University of Tennessee; PhD, Union Institute & MBA, Columbia University; PhD, Pennsylvania State Noe, Nancy, BS, Portland State University; MA, University University Oregon State University Sankovich, Laura, BA, DePaul University; MBA, Torok, Judit, BA, Westmar University; MA, The Webster University McGregor School of Antioch University; MA, The O New School Odett, David, BA, Madonna University; MA, Central Sarmiento, M. Renee, BS, Middle Tennessee State University; MS, West Virginia University; MBA, West Michigan University; MBA, University of Notre Dame; V PhD, Wayne State University Virginia University Verma, Shailendra “Shaily,” BS, University of Delhi – Orgill, Ken, BA, Brigham Young University; MS, Scholder, S. Lee, BS, University of California, Davis; JD, William Mitchell College of Law India; MA, University of New Orleans; MBA, Northern Brigham Young University Kentucky University; PhD, University of New Orleans Schultz, Darcy, BS, Central Missouri State University; P MA, University of Nebraska – Kearney; PhD, Vynne, Adrienne, BS, University of North Carolina at University of Nebraska – Lincoln Chapel Hill; MSCIS, University of Miami; EdD, Nova Padgett, John, BBA, Brenau University; MEd, Troy Southeastern University State University Schurino, Thomas, BBA, Western Michigan University; MS, California State University, Long Padula, Laura, BS, Barry University; MBA, Nova Beach W Southeastern University Ward, Patrick, BS, University of Wisconsin – La Schwabe, Oliver, BSc, The New School for Crosse; MA, University of Kentucky Palmer, Sheila, BA, Walla Walla College; BA, Walla Social Research; MBA, Keller Graduate School of Walla College (second); MA, Andrews University; MS, Management Walker, Loran, BA, University of Michigan; MA, Western Washington University Oakland University; MS, Lawrence Technological Scott, Andrew, BA, Florida International University; University Palmeri, Samuel, BA, Villanova University; MS, MS, St. Thomas University Eastern Michigan University Watson, Robert, BS, Brigham Young University; Scott, David, BS, University of Colorado; MA, MBA, Indiana University Perry, Susan, BA, Hastings College; MA, University University of Colorado; MBA, University of Colorado of Nebraska – Kearney; PhD, Texas Woman’s Wentz, Jan, BA, Gettysburg College; MA, Northern Sharha, Mansour, BS, La Roche College; MS, University Illinois University University of Pittsburgh Phillips, Alice, BS, Cameron University; MS, North Whale, Robert, BA, Brigham Young University; MBA, Shelton, Doug, BS, Pennsylvania State University; Texas State University Loyola Marymount University; MS, Brigham Young MBA, University of Colorado at Boulder Polak, Rhonda, BS, Palm Beach Atlantic University; University Shove, Gregory, BS, University of Illinois at Urbana- MBA, Nova Southeastern University; MEd, University Whitby, Annette, BA, University of Arkansas; JD, Champaign; MD, University of Illinois at Chicago of Phoenix; DBA, Nova Southeastern University University of Arkansas School of Law Simmons, Stephen, BS, Central Connecticut State Post, Carl, BA, Long Island University, MA, University White, Lori, BS, Indiana University – Bloomington; University; MBA, Florida Metropolitan University of Kentucky; PhD, University of Kentucky MBA, Butler University Sims, William “Marshall,” BS, DePauw University; Priestman, Ian, BA, Lincoln University – United White Thunder, Joanne, BS, Oglala Lakota College; MBA, University of Chicago Kingdom; MBA, Lincoln University – United Kingdom MS, University of South Dakota; EdD, University of Smith, Mark, BA, Purdue University; MBA, Webster South Dakota University R Wibbeke, Eileen, BA, Loyola Marymount University; Redlin, Jennifer, BS, North Dakota State University; Smith, W. James, BS, San Jose State University; MA, MBA, American Graduate School of International MS, North Dakota State University Brigham Young University Management; DM, University of Phoenix Robinson, Bill “Willie,” BS, Cleveland State Stavredes, Tina, BS, University of Minnesota; MEd, Wilkins, Nancy, BS, St. Cloud State University; MS, University; MBA, Baldwin-Wallace College University of Minnesota; PhD, University of Minnesota Mercy College Rochester, Donna, BS, Central Michigan University; Stewart, Mel, BS, Gordon College; MDiv, Williams, Travis, BA, California Institute of the Arts; MS, Central Michigan University Westminster Theological Seminary; STM, Newton MBA, University of Phoenix Theological School; MA, University of Connecticut; Rogers, Debra, BS, University of Phoenix; MS, Worley, Jennifer, BS, The Ohio State University; MA, PhD, University of Minnesota University of Phoenix; PhD, University of Phoenix University of Cincinnati Stone, Eric, BBA, Georgia Southwestern State Rogers, Gary, BA, University of Florida; MA, Webster University; MBA, Georgia Southern University University; PhD, Walden University Sullivan, John, BS, Lynn University; MS, National- Lewis University; PhD, Capella University 226 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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School of Undergraduate Studies, continued Z Beekman, Carl, BS, Indiana State University; MS, Coxon, Valerie, BS, University of Washington; Indiana State University; PhD, Union Institute & MS, University of Washington; PhD, University of Zeidan, Henry, BSc, Cairo University; MSc, Fairleigh University Washington Dickinson University; PhD, University of Hawaii Benson, Ronald, BS, University of Iowa; MA, Cunat, Patricia, BA, University of Wisconsin – Eau Zgola, Melissa, BA, West Virginia University; MA, University of Iowa; PhD, University of Iowa Claire; MBA, University of St. Thomas West Virginia University; MS, University of Pittsburgh Berry, Juliana, BS, Clarion University; MA, Saint Francis University; EdD, University of Hartford D Bigelow, Robert, BA, University of New Mexico; JD, Danet, Theon, BS, University of Maryland; MBA, School of Business and Technology Georgetown University Florida Institute of Technology; PhD, Nova Southeastern University Blagg, Michael, BS, Eastern Illinois University; MBA, Senior Faculty Eastern Illinois University Davis, Phillip, BS, Texas A&M University – Corpus Christi; MS, Texas A&M University – Corpus Christi; House, Garvey, BS, Texas Christian University; Bolland, Eric, BA, University of Wisconsin – Madison; EdD, Nova Southeastern University MS, Texas A&M University – Commerce; PhD, Texas MA, University of Wisconsin – Madison; DBA, Nova A&M University – Commerce Southeastern University DeCaro, Frank, BBA, St. Francis College; MBA, Long Island University; PhD, New York University Robbins, Shelley, BS, University of Illinois at Urbana- Bonilla, Claribel, BS, University of Texas at El Paso; Champaign; MBA, University of Chicago; PhD, MBA, Arizona State University; PhD, Texas A&M DeNigris III, John, BS, Indiana University; MBA, Northwestern University University Florida Metropolitan University; PhD, Walden University Born, Apiwan, BS, Chulalongkorn University – Core and Adjunct Faculty Bangkok, Thailand; MS, Mississippi State University; Dereshiwsky, Mary, BS, Southern Connecticut A MBA, Mississippi State University; PhD, Southern State University; MS, University of New Haven; PhD, Illinois University University of Massachusetts – Amherst Achilles, Wendy, BS, East Carolina University; MS, East Carolina University; PhD, Virginia Braxton-Lieber, Sherri, BS, Wake Forest University; Dew, Katherine, BA, Colby College; MBA, Babson Commonwealth University MS, North Carolina State University; ScD, The College; PhD, Walden University George Washington University Akins, William, BA, San Francisco State University; DiBella, Anthony, BA, Trinity College; MA, American MS, Kansas State University Braye, Rubye, BA, Hollins University; MBA, Boston University; MBA, University of Rhode Island; PhD, University; PhD, Walden University Massachusetts Institute of Technology Almasude, Amar, BA, Evergreen State College; MA, Ohio University; PhD, Ohio University Brown, Steven, BS, City College of New York; MBA, Dinson, Alphonso, BS, Chicago State University; BS, Pace University; DBA, Nova Southeastern University University of Central Florida; MS, Florida Institute of Andrews, Letitia, BA, Roosevelt University; MEd, Technology; DBA, Nova Southeastern University National-Louis University Buchen, Irving, BA, New York University; MA, New York University; PhD, The Johns Hopkins University Driver, Thomas, BS, Park College; MPA, Golden Anthony, Kimberly, BS, East Carolina University; MA, Gate University; MA, Liberty University; DMin, Trinity Buck, Douglas, BS, Wright State University; MS, Mary Baldwin College; PhD, Capella University Theological University; PhD, Walden University American University; DPA, Nova Southeastern Avella, Joseph, BS, Rensselaer Polytechnic Institute; University Duff, Susan, BFA, Illinois Institute of Arts; MA, MA, The Catholic University of America; MBA, University of Phoenix Capella University; PhD, The Catholic University of Butler, Clifford, BS, California State Polytechnic America University; MBA, Golden Gate University; DBA, Nova Southeastern University E B Butts Williams, Barbara, BA, Morgan State Ecker, George, BA, Cornell University; MA, Cornell University; MA, Hamline University; MA, Fielding University; PhD, Stanford University Babb, Danielle, BS, University of California, Riverside; Graduate University; PhD, Fielding Graduate MBA, University of Redlands; PhD, Capella University Eggersman, Denise, BS, Kennesaw State University; University MS, University of Phoenix; PhD, Capella University Bailey, Barbara, BBA, Georgia State University; Evans Kasala, Mary, BA, University of Connecticut; MS, Georgia State University; PhD, Georgia State C University MBA, Syracuse University; PhD, Syracuse University Callender, Stephen, BA, Davidson College; MS, Baker, Keith, BS, Purdue University; MBA, Virginia Polytechnic Institute and State University; F University of Iowa; MS, Benedictine University; PhD, EdD, Virginia Polytechnic Institute and State Benedictine University University Fandt, Patricia, BS, University of Georgia; MBA, Bandow, Diane, BS, Iowa State University; MS, University of West Florida; PhD, Texas A&M Cammann, Cortlandt, BS, Yale University; MPhil, University National-Louis University; MA, Fielding Graduate Yale University; PhD, Yale University University; PhD, Fielding Graduate University Flor, Richard, BS, University of Wisconsin; PhD, Caraballo, Ervin, BA, Inter American University of University of Minnesota Banescu, B. Chris, BS, New York University; JD, Puerto Rico; MBA, Webster University; DBA, Nova Southwestern University School of Law Southeastern University Forbes, Judith, BA, California State University, Fullerton; MS, California State University, Los Bann, Cheryl, BA, University of Minnesota; BS, Chmura, Alan, BA, College of Wooster; MS, Case University of Minnesota; MBA, University of St. Angeles; MBA, California State University, Los Western Reserve University; PhD, University of Angeles; PhD, Claremont Graduate University Thomas; PhD, Capella University Southern California Fournier-Bonilla, Sheila, BS, Rensselaer Polytechnic Barker, Gwen, BA, University of Wisconsin – River Chow, Tsun, BS, University of California, Los Falls; MBA, University of Minnesota Institute; MS, Rensselaer Polytechnic Institute; PhD, Angeles; PhD, University of California, Berkeley Texas A&M University Barrow, Lisa, BA, Capital University; MS, State Costello, Richard, BS, North Carolina State University of New York at Buffalo; DM, University of Framan, Ted, BS, University of Southern California; University – Raleigh; MA, North Carolina State MBA, University of Texas at Austin Phoenix University – Raleigh 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 227

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Francis, J. Bruce, BA, University of Detroit; MA, Herr, John, BS, Elizabethtown College; MS, Kavli, Suzanne, BS, University of North Dakota; MS, University of Detroit; PhD, University of Michigan American University; MA, Fielding Graduate North Dakota State University; MS, North Dakota University; PhD, Fielding Graduate University State University; PhD, Capella University Fraser-Beekman, Stephanie, BS, Indiana University; MA, Fielding Graduate University; PhD, Fielding Hinrichs, M. Virginia, BA, Miami University – Ohio; Kenagy, John, BS, Stanford University; MHA, Graduate University BS, St. Ambrose University; MM, Northwestern University of Southern California; PhD, Capella University; MS, Benedictine University; PhD, University Benedictine University G King-Metters, Kathleen, BS, East Stroudsburg Gagnon, Sharon, BS, University of Maryland; MS, Hockin, Robert, BA, Moravian College; MA, State College; MA, The Ohio State University; MBA, University of Maryland; PhD, Capella University University of Minnesota; PhD, University of Minnesota University of North Carolina at Chapel Hill; PhD, Capella University Garsombke, H. Perrin, BS, California State Hoehn, Lilburn, BS, Missouri University; MEd, University, Los Angeles; MBA, University of Missouri University; PhD, Michigan State University Klingaman, Stephen, BA, Syracuse University; MS; Syracuse University; MS, State University of New York California, Los Angeles; PhD, University of California, Hoekstra, Perry, BS, Minnesota State University, at Morrisville Los Angeles Mankato; MS, University of St. Thomas Klocinski, John, BBA, University of Toledo; MEd, Goldberg, Edward, BS, University of New Haven; Hollis, Martha, BA, The College of William & Mary; University of Toledo; EdS, University of Toledo; PhD, MBA, University of New Haven; DM, University of MS, The George Washington University; PhD, Arizona University of Toledo Phoenix State University Krichen, Jack, BS, University of Wisconsin – Gordon, Jean, BS, University of Miami; MS, Nova Holm, Maudie, BA, Cleveland State University; MEd, Milwaukee; MS, University of St. Thomas; PhD, Southeastern University; DBA, Nova Southeastern Cleveland Sate University; PhD, Cleveland State Capella University University University Krolik, James, BS, Eastern Michigan University; Gorriaran, Adolfo, BA, California State University, Howard, Caroline, BA, Fairliegh Dickenson MA, Eastern Michigan University; PhD, University of Chico; MBA, Webster University; MPA, Troy State University; MBA, The Wharton School of the Michigan University; DBA, Nova Southeastern University University of Pennsylvania; PhD, University of Gottwald, Werner “Don,” BBA, Northwood California, Irvine Krout, Jill, BSB, University of Minnesota; MBA, University of Minnesota University; MS, Central Michigan University; PhD, Huber, Dennis, BA, State University of New York at Wayne State University Buffalo; BS, State University of New York at Buffalo; Granberry, Kenneth, BS, Florida State University; JD, State University of New York at Buffalo; MBA, L MS, University of Miami; DIBA, Nova Southeastern State University of New York at Buffalo; MA, State Laendner, Geoffrey, BS, New York University; MA, University University of New York at Buffalo; MS, State University The New School; PhD, New York University of New York at Buffalo; MEd, State University of New Grant, Keith, BS, Davenport University; MA, Central York at Buffalo; DBA, University of Sarasota Lahoud, Hilmi, BS, Campbell University; MS, Capella Michigan University; PhD, Union Institute & University University; PhD, Capella University Green, Kerry, BS, Central Washington University; I Laibe, Michael, BS, Indiana University; MA, Fielding MA, University of Phoenix Graduate University; PhD, Fielding Graduate Igein, Godwin, BBA, University of Texas at El Paso; University Greif, Toni, BA, Fairfield University; MBA, University MBA, City University of Seattle; MA, Union Institute of Connecticut; MA, Fielding Graduate University; & University; PhD, Union Institute & University Lasley, Martha, BS, Mansfield University; MBA, PhD, Fielding Graduate University Syracuse University Grillo, John, BS, Troy State University; MA, Webster J Latham, John, BS, Wayland Baptist University; MBA, University; DBA, Northcentral University Chapman University; PhD, Walden University Jamsa, Kris, BS, United States Air Force Academy; Gull, Gregory, BS, West Chester University; MA, MEd, Aspen University; MS, University of Nevada, Lathan, Calvin, BS, State University of New York at Pennsylvania State University; PhD, Union Institute & Las Vegas; MBA, San Diego State University; PhD, Albany; MA, Webster University; EdD, University of University Arizona State University; PhD, Capella University Southern California Jeddeloh, Steven, BS, Minnesota State University, Leahy, Martin, BA, University of New Orleans; MA, H Mankato; MEd, University of Minnesota – St. Paul; Fielding Graduate University; PhD, Fielding Graduate Haan, Perry, BS, The Ohio State University; MBA, MA, Fielding Graduate University; PhD, Fielding University Graduate University Xavier University; DBA, University of Sarasota Lees, Martin, BS, McMaster University; MS, Central Hackett, Jill, BA, Vassar College; MEd, Harvard Jin, Zhenhu, BA, Shanghai Teachers University; MA, Michigan University; MD, University of Ottawa; PhD, University; PhD, Union Institute & University University of Houston; MBA, University of Houston; Walden University PhD, University of Houston Hannon, John, BIE, University of Dayton; MBA, Lennox, Susan, BA, Douglass College at Rutgers University of Dayton; DBA, Nova Southeastern Jourden, Forest, BA, San Jose State University; JD, University; JD, Harvard Law School; MA, Fielding University Stanford Law School; PhD, Stanford University Graduate University; PhD, Fielding Graduate University Hargiss, Kathleen, BS, University of Illinois at Judson, G. Thomas, BA, Lafayette College; MA, Chicago; MA, Northwestern University; MBA, Lehigh University Lepervanche, Jose, License, Venezuelan Naval University of Miami; PhD, University of South Florida Academy; MS, Massachusetts Institute of Technology; PhD, Capella University Harris, Marilyn, BA, University of Michigan; MA, K University of Michigan; PhD, University of Michigan Kalidonis, George, BS, Wayne State University; MBA, LeVesque, Joseph, BA, Our Lady of the Lake Wayne State University; MA, University of Illinois at University; MBA, University of Dallas; DBA, University Hassan, Nik, BS, City University – London; MBA, Chicago; PhD, University of Illinois at Chicago of Sarasota University of North Texas; PhD, University of North Texas Kariotis, Theodore, BA, University of Calgary – Linberg, Kurt, BS, University of Wisconsin – Stout; Canada; MA, American University; PhD, University of MS, University of St. Thomas; PhD, Walden University Henry, Kathleen, BS, Southern Illinois University, Athens – Greece Carbondale; MA, Fielding Graduate University; PhD, Livingood, Richard, BS, Bob Jones University; MA, Fielding Graduate University Liberty University; PhD, Capella University 228 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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Ludwig, Germain, BA, State University of New York Miresan, Mirela, BS and MS, Babes Bolyai University – Petrick, Jane, BA, Barnard College; MA, Columbia at Buffalo; MS, American University; MA, Columbia Cluj-Napoca, Romania; MA, Technical University – University; MS, State University of New York at University; EdD, Columbia University Cluj-Napoca, Romania; MS, Central European Albany; PhD, Saybrook Institute University – Budapest, Hungary; PhD, Technical Pizur, Tony, BA, Canisius College; MA, Brown University – Cluj-Napoca, Romania M University; PhD, International University of Kyrgyzstan Morgan, James, BBA, University of Wisconsin – Machnic, John, BA, Niagara University; MA, Ball Polakoff, Michael, BA, State University of New York Milwaukee; MBA, University of Wisconsin – Madison; State University; PhD, Virginia Polytechnic Institute at Binghamton; MBA, State University of New York PhD, Capella University and State University at Binghamton; PhD, State University of New York at Manderscheid, Steven, BS, St. Cloud State Morris, Johnny, BBA, University of Miami; MBA, Binghamton Nova Southeastern University; PhD, Capella University; MEd, University of Minnesota; EdD, Pollack, Bary, BS, Massachusetts Institute of University University of St. Thomas Technology; MS, Stanford University; PhD, Stanford Markos, Laura, BA, North Central College; MBA, Mosely, Alisa, BS, Florida A&M University; MBA, University Florida A&M University; PhD, University of Nebraska Northern Illinois University; MA, Fielding Graduate Pratt, Keith, BSOE, Wayland Baptist University; University; PhD, Fielding Graduate University Muchnick, Marc, BA, University of Texas at Austin; MS, Chapman University; MA, Fielding Graduate MA, California School of Professional Psychology; University; PhD, Fielding Graduate University Maronick, Thomas, BA, Saint Thomas Seminary; PhD, California School of Professional Psychology MS, University of Denver; DBA, University of Price, Tim, BS, Pennsylvania State University; MBA, Kentucky; JD, University of Baltimore School of Law Murphy, Richard, BA, St. Peter’s College; MBA, University of South Florida; PhD, University of South Fordham University; DBA, Nova Southeastern Florida Martin-Lewis, Betty, BA, University of South Florida; University MPA, Southeastern University; MA, Fielding Graduate University; PhD, Fielding Graduate University R N Massey, Joseph “Eric,” BA, University of Oklahoma; Raghavan, Gayathri, BE, University of Madras; MS, MA, University of Arizona; PhD, University of Arizona Natale, Samuel, BA, LaSalle University; MA, Capella University University of Maryland; PhD, University of Oxford – Matias, Haziel, BA, Stella Maris College – Manila, Rahman, Syed, BS, Bangladesh University – Dhaka; England Philippines; MBA, University of St. Thomas MS, North Dakota State University; PhD, North Ness, Lawrence, BS, California State University, Dakota State University McConnaughey, Cheryl, BA, Rollins College; MS, Dominguez Hills; MBA, California State University, University of Central Florida; EdD, University of Randall, Phillip, BS, Youngstown State University; Dominguez Hills; PhD, Northcentral University Central Florida MS, University of Michigan; PhD, University of Akron Neuhauser, Charlotte, BA, DePauw University; MEd, McCready, Douglas Jackson, BA, University of Reed, William, BS, Thomas Edison State College; Wayne State University; PhD, Wayne State University Windsor; MS, University of London; PhD, University MS, Thomas Edison State College; PhD, Union of Alberta Newman, Charles, BS, Case Western Reserve Institute & University University; MS, University of Southern California; McGaughey, Nick, BS, University of Chattanooga; Reinke, Gary, BS, University of Wisconsin – La DPS, Pace University MS, University of Tennessee; MBA, Western Kentucky Crosse; MS, Central Michigan University Nieves, Jose, BA, Cornell University; MEA, The University; PhD, Walden University; DBA, Nova Richards, Thomas, BA, San Jose State University; George Washington University; PhD, George Mason Southeastern University MA, San Jose State University; PhD, University of University McGivern, Michael, BS, Central Connecticut State Massachusetts Nnolim, Anene, BS, State University of New York University; MS, Ransselaer Polytechnic Institute; PhD, Richins, Suzanne, BS, St. Joseph’s College; MBA, at Buffalo; MBA, Stephen F. Austin State University; Walden University Utah State University; DHA, Medical University of DM, Lawrence Technological University McLaughlin, Gregory, BS, Florida State University; South Carolina MS, Florida State University; DBA, Nova Southeastern O Ring, Monique, BS, Southern New Hampshire University University; MBA, Southern New Hampshire McNaughton, Robert “Drumm,” BS, United States O’Connor, R.D. “Buck,” BS, University of Southern University; DBA, Argosy University, Sarasota Campus Mississippi; MS, University of Southern Mississippi; Naval Academy; MA, Fielding Graduate University; Rivera, Luis, BA, St John’s University; MA, The New PhD, University of Southern Mississippi PhD, Fielding Graduate University School for Social Research; PhD, The New School for Mendonca, John, BA, University of California, Irvine; Orem, Sara, BA, University of Minnesota; MA, Social Research United Theological Seminary of the Twin Cities; MA, MLS, University of California, Berkeley; MBA, Saint Robbani, Mohammad G., BS, University of Dhaka – Fielding Graduate University; PhD, Fielding Graduate Mary’s College of California Bangladesh; MS, University of Dhaka – Bangladesh; University Menon, Shanker, BA, Delhi University – India; MA, MBA, University of Massachusetts – Amherst; PhD, Delhi University – India; MBA, University of Mysore – Florida International University P India; PhD, University of South Florida Robinson, Gary, BA, Southern Illinois University; Mikell, Ted, BS, Mississippi State University; MBA, Padula, Laura, BS, Barry University; MBA, Nova PhD, Case Western Reserve University Southeastern University Amber University; MM, University of Dallas; PhD, Robinson Lind, Mary, BS, Duke University; MBA, Nova Southeastern University Pal-Freeman, Bill, BA, Park College; MBA, University North Carolina State University; PhD, University of Miller, Brett, BS, Park University; MS, The George of North Dakota North Carolina at Chapel Hill Washington University; MS, Capitol College; MS, Pandya, Shardul, BE, Bangalore University – India; Rovira, Margarita, BS, Georgia Institute of United States Army War College; PhD, Northcentral MS, Colorado State University – Fort Collins; PhD, Technology; MS, Georgia Institute of Technology; University Old Dominion University MS, Rensselaer Polytechnic Institute; PhD, Rensselaer Minchella, K., BS, Mercy College of Detroit; MEd, Petkovich, Michael, BS, University of Pittsburgh; MA, Polytechnic Institute Wayne State University; PhD, Wayne State University Michigan State University; MS, University of Nevada; Rowden, Robert, BS, Thomas Edison State College; Mirabella, James, BS, United States Air Force PhD, University of Minnesota MBA, Brenau University; PhD, Georgia State Academy; MBA, Auburn University; DBA, Nova University Southeastern University 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 229

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School of Business and Techology, continued facult y Rusaw, A. Carol, BA, Lake Superior State University; Strickland, Cyd, BA, Antioch University; MA, Fielding Y MA, University of Missouri – Kansas City; MPA, Graduate Institute; PhD, Fielding Graduate Institute Golden Gate University; MA, Hartford Seminary; Yellen, Richard, BS, San Jose State University; MBA, Szostek, Lynn, BA, Missouri Valley College; MA, EdD, Virginia Polytechnic Institute and State University of California, Los Angeles; PhD, University Antioch University; PhD, Union Institute & University University of Arizona Yorkovich, Scott, BS, North Dakota State University; Rusnak, John, BS, Massachusetts Institute of T Technology; MEng, Massachusetts Institute of MA, Regent University; DSL, Regent University Technology; MS, Harvard University; PhD, Harvard Terry, Linda, BA, Goddard College; MA, Goddard University College; MA, Fielding Graduate University; PhD, MBA Coaches Fielding Graduate University Alexander-Stearns, Cheryl, BA, University of S Tidwell, Steven, BBA, Northwood University; MBA, Minnesota; Certification for Coaching, Center for Amberton University; DBA, Argosy University, Salinas, Alberto, BS, New Mexico State University; Character-Based Leadership Sarasota Campus MBA, Harvard University Augspuger, Richard, BS, The Ohio State University; Tousignant, Steven, BS, University of St. Thomas; Salmons, Janet, BS, Cornell University; MA, Empire PhD, Northwestern University; coaching certificates, MS, University of St. Thomas State College; PhD, Union Institute & University DePaul University/Linkage, Inc. Tran, Vincent, BS, Florida Atlantic University; MS, Sharghi, Einollah George, BS, National University Cerchio, Patrick, BS, Fairleigh Dickinson University; Florida Atlantic University of Iran; MS, University of Dallas; DBA, United States MBA, Fairleigh Dickinson University; Certified Coach International University Tvorik, Stephen, BS, Ohio University; BFA, Ohio Program – Coach Training Alliance University; MA, New Mexico State University; MBA, Sharum, Bernard, BS, University of Arkansas; Jeddeloh, Steven, BS, Mankato State University; Laverne University; PhD, Walden University MS, University of Arkansas; PhD, George Mason MEd, University of Minnesota – St. Paul; MEd, University University of Minnesota – St. Paul; MA, Fielding V Graduate University; PhD, Fielding Graduate Singh, Raj, BS, University of Allahabad – India; University MEng, Asian Institute of Technology – Thailand; MS, van Langen, Cornelus, BA, Brigham Young University of Southern California; PhD, University of University; MA, Brigham Young University Kuentz, Mary, BS, Southern Illinois University Edwardsville; Certified Professional Co-Active Coach, Southern California Vucetic, Jelena, BS, University of Belgrade; MS, The Coaches Training Institute Smith, Douglas E., BBA, Western Michigan University of Belgrade; MBA, University of Phoenix; University; MBA, Nova Southeastern University; DBA, PhD, University of Belgrade Lasley, Martha, BS, Mansfield University; MBA, Nova Southeastern University Syracuse University; Leadership and Co-Active W Coaching, The Coaches Training Institute; Executive Snarski, Rebecca, BA, University of Alaska; MS, Coaching, Corporate Coach University Capella University; PhD, Capella University Wainio, Lisa, BS, California State University, Los Lennox, Susan, BA, Douglass College; MA, Fielding Angeles; MA, University of Phoenix; MA, Fielding Solberg-Tapper, Pamela, BS, University of Wisconsin – Graduate University; PhD, Fielding Graduate Graduate University; PhD, Fielding Graduate Superior; MS, University of St. Francis University; JD, Harvard Law School; Certified University Spangenburg, Janice, BA, Saint Leo College; Focusing Trainer, The Focusing Institute Wall, April Boyington, BA, Queen’s University – MS, Troy State University; MA, Fielding Graduate Miller, Barbara, BA, Vanderbilt University; MA, Ontario; MSW, University of Toronto; PhD, Union University; PhD, Regent University University of Minnesota; Professional Certificate in Institute & University Spector, Kathleen, BS, Charter Oak State College; Individual and Organizational Coaching, Hudson PhD, Union Institute & University Wallace, J. Craig, BS, University of Tennessee; MA, Institute University of West Florida; PhD, Georgia Institute of Miner, Louise, BA, Bryn Mawr College; MEd, Antioch Spencer, Joe, BA, Baylor University; MDiv, Temple Technology Baptist Seminary; MBA, Vanderbilt University; MS, New England Graduate School; Advanced Coaching University of Colorado at Boulder; DBA, Argosy Walsh, Vicky, BS, Iowa State University; MA, Training; Mobius, Inc., The Coaches Training Institute University of Minnesota; PhD, University of Minnesota University Nelson-Garrison, Marcy, BA, University of Iowa; Stanford, Naomi, BA, University of Sheffield – United Warner, John T., BS, Baker College; MBA, Baker MA, St. Mary’s University of Minnesota; Certified Kingdom; MEd, University of New Castle – United College Center for Graduate Studies; DM, University Professional Co-Active Coach, The Coaches Training Kingdom; MSc, South Bank University – United of Phoenix Institute Kingdom; PhD, University of Warwick – United Waters, Rhonda, MEd, Cambridge College; PhD, Orem, Sara, BA, University of Minnesota; MA, Kingdom Union Institute & University United Theological Seminary of the Twin Cities; MA, Stauber, Randy, MS, Capitol College Waugh, Wendy, BS, Wayne State College; BA, Fielding Graduate University; PhD, Fielding Graduate Wayne State College; MS, University of Nebraska – University; Certification Intensive, James Flaherty, Steiner, Thomas, BA, University of St. Thomas; MS, New Ventures West University of Arizona; PhD, University of Arizona Kearney; MBA, Chadron State College; PhD, Capella University Rudner, Mal, BS, United States Air Force Academy; Steinhagen, Thomas, BS, University of Cincinnati; MS, North Carolina State University; MBA, Harvard MBA, Nova Southeastern University; MDE, Athabasca Whitby, Anita, BA, University of Arkansas; JD, University of Arkansas Business School; Certified Professional Co-Active University – Canada; DBA, Nova Southeastern Coach, The Coaches Training Institute University Whitlock, John, BA, St. Mary’s University – San Schnichels, Barbara, BA, Concordia College – Stottlemyer, Diane, BA, Indiana University; MS, Antonio; MA, Ball State University; PhD, Bowling Green State University Moorhead; MS, University of Wisconsin – Madison; California State University, Dominguez Hills; MBA, Institute of Life Coach Training Northcentral University; PhD, Northcentral University Whitman, Mary, BA, University of Minnesota Duluth; MS, University of Minnesota Duluth; DBA, University Solberg-Tapper, Pamela, BS, University of Wisconsin – of Sarasota Superior; MS, University of Saint Francis; Certified Professional Co-Active Coach, Coaches Training Institute; Professional Certified Coach, International Coaches Federation; Certified Trainer, Dale Carnegie Training 230 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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School of Business and Techology, continued Sumner, Jennifer, BA, Chatham College; MEd, School of Education Benson, Tracy, BS, St. Lawrence University; MA, University of Pittsburgh; PhD, International College; Northern Arizona University; EdD, University of Coach Training, Personnel Decisions Inc., Center Arizona For Creative Leadership, and Academy for Coach Senior Faculty Emeritus Berg-O’Toole, Carol, BS, North Dakota State Training Rossman, Mark H., BA, New York University; MS, University; MA, University of Minnesota – Twin Cities; University of Bridgeport; MHL, Ottawa University; Young, Martha, BA, University of Michigan; MBA, PhD, University of Minnesota – Twin Cities; JD, EdD, University of Massachusetts – Amherst University of Michigan; JD, University of Michigan; University of Minnesota – Twin Cities Coach Training Certificate, Goldwin Coaching Distinguished Senior Faculty Bickford-Jordan, Nancy, BA, Florida State University; MS, University of Southern Maine; PhD, Florida State Francis, J. Bruce, BA, University of Detroit; MA, University University of Detroit; PhD, University of Michigan – Bourque, Thomas, BA, Salem State College; MA, Ann Arbor Villanova University; MST, Regis College; MDiv, University of Saint Michael’s College; EdD, University Senior Faculty of San Francisco Bruch, Elizabeth, BA, Elmhurst College; MS, Indiana Boyd, Sandy, BA, California State University, University – Fort Wayne; PhD, University of Wisconsin – Sacramento; MA, Sonoma State University; EdD, Madison University of San Francisco Halverson, Jerome, BA, Saint Mary’s University; MA, Bronner, Julia, BSN, College of St. Teresa; MS, Saint Louis University; MEd, Saint Mary’s University; Winona State University; PhD, Capella University PhD, Michigan State University Brown, William R., BBA, Eastern Kentucky University; BA, University of Kentucky – Lexington; MA, Eastern Core and Adjunct Faculty Kentucky University; EdD, Nova Southeastern A University Adkins, Mac, BA, Heritage Christian University; MA, Bullock, Cheryl, BA, Sangamon State University; Regions University; MDiv, Regions University; EdD, MA, University of Illinois at Urbana-Champaign; PhD, Auburn University University of Illinois at Urbana-Champaign Almasude, Amar, BA, Evergreen State College; MA, Ohio University; PhD, Ohio University C Anderson-Sathe, Laurie, BA, Concordia College; Calvin, Chris, BS, University of Louisiana at Lafayette; EdD, University of St. Thomas MEd, Texas A&M University; PhD, Texas A&M University Augustus, Mary, BS, McNeese State University; MA, McNeese State University; PhD, Union Institute & Campbell, Kathryn, BA, University of California, Los University Angeles; MS, Dominican University of California; EdD, University of the Pacific Auten, Anne, BA, Michigan State University; MEd, University of Illinois at Urbana-Champaign; PhD, Clayton, Phyllis, BSW, Pittsburg State University; University of Minnesota – Twin Cities MS, Pittsburg State University; EdS, Pittsburg State University; EdD, University of Arkansas B Cook, James H., BS, Henderson State University; MBA, Henderson State University; EdD, University of Barron, Jamie, BS, University of Pittsburgh; MEd, Arkansas at Little Rock Indiana University of Pennsylvania; EdD, Indiana University of Pennsylvania Corkill, Phil, BA, Wesleyan University; MAEd, Northern Illinois University; EdD, Northern Illinois Bartelme, Lois, BA, Mt. Holyoke College; MA, University University of Alabama; PhD, University of Iowa Covington, Marsha, BA, California State University, Bartleson, Eric, BS, Mankato State University; Sacramento; MEd, Montana State University – MS, Mankato State University; PhD, University of Bozeman; EdD, Montana State University – Bozeman Minnesota Crawford, Linda, BA, Emmanuel College; PhD, Bassett, Caroline, BA, Tufts University; MA, University of Minnesota – Minneapolis University of Vermont; PhD, University of Iowa Czelusniak, Vernon, BA, St. Leo College; MS, Florida Baworowsky, John, MA, University of Miami; MS, International University; PhD, Nova Southeastern Loyola University – Chicago University Beazley, Jackson, BS, University of Maryland; MA, Chapman University; EdD, Arizona State University D Bedford, Laurie, BA, University of South Dakota; Dereshiwsky, Mary, BS, Southern Connecticut MS, University of South Dakota; PhD, University of State University; MS, University of New Haven; PhD, Wyoming University of Massachusetts – Amherst Benraouane, Sid, BA, University of Algiers; MA, DeWalt, Delores, BS, Savannah State University; University of Minnesota – Twin Cities; PhD, University MEd, Georgia State University; EdS, Troy State of Minnesota – Twin Cities University; EdD, University of Sarasota 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 231

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School of Education, continued facult y DeWitt, Douglas, BA, University of Redlands; MA, G Holzberg, Carol S., BA, McGill University; MA, University of Redlands; PhD, Claremont Graduate University of Iowa; PhD, Boston University University Gable, Karla, BA, Arizona State University; MEd, Arizona State University; MC, Arizona State University Horgen, Jerold, BS, Minnesota State University, Dickey, Corinne, BA, University of Minnesota; MA, Mankato; BS, Minnesota State University, Mankato University of Minnesota; PhD, University of Minnesota Gao, Grace, BA, Beijing Commerce University – (second); MS, Minnesota State University, Mankato; China; MSA, Ohio University; MAIA, Ohio University; EdS, Minnesota State University, Mankato; EdD, Doran, Cheryl, BA, Sonoma State University; BBA, PhD, Ohio University University of North Dakota Boise State University; MS, Capella University; PhD, Capella University Gaskins, Amy, BS, Texas Tech University; MEd, East Howell, Cynthia, BA, The College of William & Mary; Central University; EdD, University of Nevada, Las MA, Western Washington University; EdD, Northern Dougall, Ron, BA, San Diego State University; MA, Vegas Arizona University Indiana University – Bloomington; EdD, Northern Arizona University Gibson, Adrienne, BA, Rutgers University; MNS, Hruskocy, Carole, BA, Purdue University; MS, Purdue Arizona State University; ScEdD, Curtin University – University; PhD, Purdue University Dunn, Suzanne, BA, Texas Tech University; MS, Australia University of North Texas; PhD, University of North Hughes, Gail, BS, University of Minnesota – Twin Texas Gilbert, Deborah, BA, State University of New York Cities; MA, University of Minnesota – Twin Cities; at Oswego; MA, University of Phoenix; EdD, Nova PhD, University of Minnesota – Twin Cities Dusseau, Ray, BS, Martin Luther College; MEd, Southeastern University University of Wisconsin – Milwaukee; PhD, Marquette Humphreys, Richard, BA, Cleveland State University; University Giraud, Gerald, BS, Regents College; MA, University JD, Cleveland State University of Nebraska – Lincoln; PhD, University of Nebraska – Lincoln E I Graham, Gordon, BEd, University of Calgary; BA, Elmore, Robert, BM, Eastern Illinois University – Ambassador University; MCE, University of Calgary; Ingman, Ann, BA, California State University, Long Charleston; MS, University of Illinois at Urbana- PhD, University of Calgary Beach; MA, Alliant International University – Irvine; Champaign; PhD, University of Minnesota – Twin EdD, Alliant International University – San Diego Cities Green, Katherine E., BS, Regents College; MS, Troy State University; PhD, University of Tennessee Irlbeck, Sonja, BS, Montana State University – Emmons, Katherine, BA, University of California, Bozeman; MA, University of Minnesota – Twin Cities; Santa Cruz; MA, University of California, Santa Grunwald, Cristie, BS, Texas Tech University; MA, EdD, University of Minnesota – Twin Cities Barbara; PhD, University of California, Santa Barbara University of Texas at San Antonio; PhD, University of Texas at Austin Englesberg, Paul, BA, University of California, J Guerrazzi, Elaine R., BS, Illinois State University; Berkeley; MAT, University of New Hampshire; MA, Jacobs, Howard R., BA, Fairleigh Dickinson MA, The Ohio State University; PhD, The Ohio State Yale University; EdD, University of Massachusetts – University; MA, Montclair State University; PhD, University Amherst Walden University Enns, Beverly, BA, Bemidji State University; MS, H Javetz, Esther, BA, Tel Aviv University; MA, The Bemidji State University; EdS, University of St. Ohio State University; PhD, The Ohio State University Thomas; EdD, University of St. Thomas Halverson, Taylor, BA, Brigham Young University; MA, Yale University; PhD, Indiana University Jax de Castillo, Christine, BA, University of Evans, Karen, BA, University of Maryland; MA, Minnesota; MA, Hamline University; PhD, University University of South Florida; PhD University of Virginia Ham Garth, Phyllis, BA, Roosevelt University; MA, of Minnesota Evans-Coleman, Jo-Anne, BA, University of Governor’s State University; MSW, University of Chicago; EdD, Northern Illinois University Jazzar, Michael, BA, Western Michigan University; Southwestern Louisiana; MA, University of Minnesota; MA, Western Michigan University; EdS, Michigan EdS, St. Mary’s University of Minnesota; PhD, Hanfelt, Pamela, BA, Ottawa University – Phoenix; State University; PhD, Michigan State University University of Minnesota MA, Ottawa University – Phoenix; PhD, Capella University Jeizan, Salha Salim, BA, University of Nairobi – Everette, Pauline, BA, Wayne State University; MSW, Kenya; MA, University of Nairobi – Kenya; MA, McGill Wayne State University; PhD, Capella University Hanson, JoAnn, BA, University of Wisconsin – University – Canada; EdD, University of Minnesota Milwaukee; MA, University of Wisconsin – Milwaukee; PhD, University of Wisconsin – Madison Johansen, Keith J., BS, University of Minnesota; MS, F Queens College; MA, The New School for Social Felix, Dionne D., BA, Oakwood College; MA, Hardt, Paul O., BS, University of Minnesota; EdD, Research; PhD, University of Minnesota University of Alabama in Huntsville; PhD, Capella University of Minnesota Johnson, Diane, BA, Mercer University; MA, Nova University Harris-John, Mary, BA, Washington and Jefferson Southeastern University; MEd, Nova Southeastern Fischer, Joshua T., BA, Oral Roberts University; College; MA, Washington and Jefferson College; University MA, Oral Roberts University; PhD, Oklahoma State EdD, University of Pittsburgh Johnson, Evelyn, BA, Boston University; MEd, Saint University Hauger, Donna, BS, Minnesota State University – Martin’s University; EdD, University of Washington – Fitzgerald, Shawn, BA Lebanon Valley College; MEd, Moorhead; MA, Saint Mary’s University of Minnesota Seattle University of Toledo; PhD, University of Toledo Hoang, Thienhuong, BA, California State University, Flood, Dennis, BS, University of Nebraska – Omaha; Sacramento; MA, California State University, K Sacramento; EdD, University of San Francisco MS, University of Nebraska – Omaha; PhD, University Kamson, Dolapo, BA, University of Lagos; MS, of Nebraska – Lincoln Hobbs, Stephen, BA, Lakehead University; HBOR, Boston University; MA, Michigan State University; Flood, Donna, BS, Concordia Teacher’s College; Lakehead University; MSc, University of Calgary; EdD, MA, Michigan State University (second); PhD, Kent MA, Concordia Teacher’s College; PhD, University of Nova Southeastern University State University Nebraska – Lincoln Hokanson, Brad, BA, Carleton College; BArch, Kays, Elena, BFA, Centenary College; MA, East Ford, Thomas, BS, Widener University; MBA, University of Minnesota – Twin Cities; MArch, Stroudsburg University; PhD, Capella University Widener University; EdD, Widener University Harvard University; PhD, University of Minnesota – Twin Cities 232 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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School of Education, continued Keener, Barbara, BA, Colorado College; MS, Miami M Morgan, Debra, BA, Southwest State University, MS, University – Ohio; MA, University of Wyoming; EdD, Bemidji State University, PhD, Capella University University of Florida MacIntyre, Donald J., AB, University of Detroit; MA, University of Iowa; PhD, University of Iowa Mosley-Jenkins, Shirlan, BA, Arizona State Kelley, Lisa, BS, Spalding University; MEd, University University; MEd, University of Southwestern of Nevada, Las Vegas; EdS, University of Georgia Marin, Patricia, BS, University of Toronto; MA Louisiana; EdS, South Carolina State University; EdD, University of British Columbia; EdD, University of South Carolina State University Kijas, Johanna, BA, University of Adelaide; MA, British Columbia University of Melbourne; PhD, University of Mottaz, Carole, BA, University of Lancaster – Technology – Sydney Marschhausen, John, BA, Wittenberg University; MS, England; BS, University of Wisconsin – River Falls; University of Dayton; PhD, Capella University MST, University of Wisconsin – River Falls; EdD, Kirby, William, BS, Towson State University; PhD, University of St. Thomas University of Maryland Mayberry, Ed, BS, Northern Illinois University; MS, Northern Illinois University; EdD, Northern Illinois Musial, Diann, BA, Rosary College; MA, Roosevelt Klein, David, BA, Colorado State University; MA, University University; CAS, University of Chicago; EdD, Colorado State University; PhD, University of Iowa McCoy, Douglas, BS, Illinois State University; Northern Illinois University Klimoski, Victor J., BA, Saint John’s University; MS, Illinois State University; EdD, Northern Illinois Myer, Russ, BS, University of Pittsburgh; MS, MA, Saint John’s University; MS, St. Cloud State University University of Pittsburgh; CAS, University at Albany; University; PhD, University of Minnesota McCracken, Holly, BA, Illinois Wesleyan University; PhD, Capella University Koelln, Rebecca, BA, Augsburg College; MA, MA, University of Illinois at Springfield Myers, Carmen, BA, University of South Florida; Augsburg College; PhD, University of Minnesota McDaniel, Gary, BS, Florida Southern College; MS, MEd, North Carolina State University; PhD, Florida Korth, Sharon, BS, Miami University – Oxford; Rollins College; EdS, Nova Southeastern University; State University MEd, Miami University – Oxford; EdD, University of EdD, Nova Southeastern University Cincinnati McDaniel, Heather, BS, Florida Southern College; N Kozoll, Charles, BS, University of Michigan; MA, MS, Nova Southeastern University; EdD, Nova Newman-Lee, Adell, BA, Western Illinois University; Boston University; EdD, Columbia University Southeastern University MA, Western Illinois University; EdD, Northern Illinois Krebs, Tyler, BA, University of St. Thomas; MA, McDermott, James, BS, North Dakota State University College of St. Scholastica; PhD, Capella University University; MS, University of Texas at Tyler; EdD, Newton, Janet, Teaching certificate, Durham Kuo-Newhouse, Amy M., BA, National Kaohsung Texas A&M University University – England; BS, Regents College; MA, Normal University; ME-PD, University of Wisconsin – McGivern, Michael, BS, Central Connecticut California State University, San Bernardino; PhD, River Falls; PhD, University of Minnesota – Twin Cities University; MS, Ransselaer Polytechnic Institute; PhD, Walden University Walden University L McGlynn, Maureen, BA, Immaculate Heart College; O Lacey, Tracey, BS, University of Georgia; MS, MA, Pacific Oaks College; PhD, Capella University O’Brien, Stephen, AB, STL, St. Mary’s Seminary and Southern Polytechnic State University; PhD, Capella McIntyre-Brandly, Melissa, BS, University of Central University; MEd, University of Virginia; MEd, Virginia University Texas; MA, University of Phoenix; MEd, University of Commonwealth University; EdD, Virginia Tech Lane, Carla, BS, Washington University; MA, Webster Phoenix; MAOM, University of Phoenix; PhD, Capella Onderdonk, James C., BA, The College of William University; EdD, University of Missouri – St. Louis University & Mary; MS, Old Dominion University; PhD, Old Dominion University Lane, Molly M., BA, Purdue University; MS, Purdue McLenighan, Harry, BA, University of Minnesota – University; PhD, Purdue University Twin Cities; MA, University of St. Thomas; EdD, Owens-Kristenson, Jodi, BS, University of University of St. Thomas Minnesota; BA, Mankato State University; MEd, Lawrence, Dennis, BA, Rockhurst University; MA, Mankato State University University of Kansas; EdD, University of Kansas McNeil-Hueitt, Teronda, BA, Methodist College; MS, Central Michigan University; PhD, Capella University Özkan, Betül, BA, Ankara University; MA, Hacettepe LeBlanc, Alyce, BMus, Oberlin College; University; PhD, Hacettepe University Staatsexamen, Hochschule für Musik – Cologne, Menzel, Lydia, BA, University of Connecticut; MA, Germany; MS, University of Southern California; PhD, University of Connecticut; EdD, Harvard University Old Dominion University Merrill, Herbert, BA, State University of New York P Lee, Tyjaun, BSS, Ohio University; MEd, Ohio at Buffalo; MEd, State University of New York at Palma de Schrynemakers, Gladys, BA, Saint University; PhD, Ohio University Buffalo; MS, State University of New York at Buffalo; John’s College; MS, City College of New York; MA, EdD, Columbia University Columbia University; EdD, Columbia University Lessner, Janet E., BA, University of Michigan; MA, University of Iowa; PhD, University of Iowa Mills, Dennis W., BA, Western Washington Pasanen, Carol, J., BS, Bemidji State University; MA, University; MEd, Western Washington University; College of St. Thomas; EdD, University of St. Thomas Lewis, Barbara, BJ, New Mexico State University; PhD, University of Minnesota – Twin Cities BA, New Mexico State University; MBA, State Persky, Barry, BA, Brooklyn College; MS, Brooklyn University of New York at Oswego; MSM, State Minchella, K., BS, Mercy College of Detroit; MEd, College; MS, Bank Street College; PhD, New York University of New York at Oswego; PhD, Syracuse Wayne State University; PhD, Wayne State University University University Misite, Phyllis, BS, Framingham State College; MA, Phillips, Elaine, BS, Southern Illinois University; MA, Loring, Ruth, BA, Baylor University; MEd, University Boston College; PhD, Boston College Indiana University; MA, University of St. Thomas; EdS, University of Minnesota of North Texas; PhD, University of North Texas Mondell, Kathleen, BSJ, Ohio University; MA, University of Toledo; PhD, University of Toledo Price, Bill, BA, Bethel College; MSW, Washington University in St. Louis; EdS, University of Minnesota – Monroe, Lee, BA, Shaw University; MEd, University Twin Cities; EdD, University of Minnesota – Twin of Cincinnati; EdD, Virginia Polytechnic Institute and Cities State University Morales, Carlota, BEd, University of Miami; MEd, University of Miami; EdD, University of Miami 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 233

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School of Education, continued facult y R S Turner, Terilyn, BS, The Ohio State University; MA, The Ohio State University; PhD, University of North Rasmussen, Chris, BA, Gustavus Adolphus College; Sabet, Behrooz, BSc, Tehran College of Economics – Carolina at Chapel Hill MS, Minnesota State University, Mankato; PhD, Tehran; MEd, State University of New York at Buffalo; University of Michigan – Ann Arbor EdD, State University of New York at Buffalo V Ratcliff, Terry, BS, University of Idaho; MEd, Arizona Sampson, Randall G., BS, The Ohio State University; State University; EdD, University of California, MEd, The Ohio State University; PhD, Capella Van Erp, Nancy, BA, University of Minnesota – Berkeley University Morris; MA, University of Saint Thomas Ray, Theodore, BS, University of North Carolina Schreck, Richard, BA, Illinois State University; MA, Van Tiem, Darlene, BA, Albion College; MS, Central at Pembroke; MA, University of North Carolina at University of Illinois at Urbana-Champaign; PhD, Michigan University; MEd, Marygrove College; Pembroke; EdD, Nova Southeastern University University of Illinois at Urbana-Champaign MA, Michigan State University; PhD, Wayne State University Reason, Casey, BA, Bowling Green State University; Senior, Fernando, BA, University of Puerto Rico; MS, MA, Bowling Green State University; PhD, Bowling Rochester Institute of Technology; PhD, University of Green State University Illinois at Urbana-Champaign W Walker, Colleen, BA, Hunter College; MS, Brooklyn Reason, Lisa, BEd, University of Toledo; MS, Bowling Sharpe, La Tanya, BS, Rochester Institute of College; PhD, The Ohio State University Green State University; PhD, Capella University Technology; MS, City University; MEd, Georgia State University; PhD, Georgia State University Wall, David, BS, Oklahoma State University; MS, Redden, Charlotte, BA, Indiana State University; MA, University of Tulsa; PhD, University of Tulsa University of Denver; MA, University of Colorado; Shepherd, Glenn, BS, University of North Carolina at PhD, University of Denver Greensboro; BS, Appalachian State University; MEd, Walling, Griffin, BS, Hobart College; MS, State Elon College; EdD, North Carolina State University – University of New York at Albany; EdD, State Redditt, Charisse, BS, Georgia Southern University; Raleigh University of New York at Albany MPA, Savannah State University; PhD, Capella University Silber, Kenneth, BA, University of Rochester; MS, Ward, Jason, BA, Florida State University; MA, University of Southern California; PhD, University of University of Phoenix; EdD, Nova Southeastern Reed, John, BS, University of Idaho; MEd, Whitworth Southern California University College Sims, Roderick, BA, Macquarie University; Diploma Wellington, Eric R., BA, Youngstown State Reinartz, Thomas, BA, St. John’s College; BA, of Education, Sydney Teacher’s College; MA, University; MA, West Chester University; PhD, University of Minnesota; MEd, University of Macquarie University; PhD, University of Wollongong Capella University Minnesota; PhD, University of Minnesota Smith, Robert, BS, Baptist College at Charleston; Welstead, Callie, BA, Fordham University; MEd, Reynolds, Larry, BSEd, Washington University in St. MA, Webster University; MS, Troy State University; Beaver College; PhD, Walden University Louis; MSEd, Washington University in St. Louis; PhD, EdS, University of West Florida; EdD, University of University of Oregon – Eugene Wencel, Janice, BA, Elmira College; MS, Florida West Florida State University; PhD, Florida State University Rice-Crenshaw, Mary, BA, Voorhees College; MAT, Snyder, Leonard, BA, Metropolitan State University; University of South Carolina; EdS, South Carolina White, Ronald, BA University of Georgia, MEd, MA, University of Minnesota – Twin Cities State University; EdD, South Carolina State University University of Georgia; EdD, University of Georgia Snyder, Leone, BS, University of Minnesota – Twin Riley Ordu, Sharon, BA, Georgia State University; White-Johnson, Adair, BA, Daemen College; MEd, Cities; MEd, University of Minnesota – Twin Cities; MEd, West Georgia College; EdS, West Georgia State University of New York at Buffalo; PhD, State PhD, Capella University College; EdD, South Carolina State University University of New York at Buffalo Spencer, Pamela, BS, Mercer University; MA, Robertson, Judy, BSEd, University of Arkansas, Wilcox, Bonita, BS, Edinboro State College; MEd, The George Washington University; PhD, Capella Fayetteville; MSEd, Kansas State University; EdD, Edinboro University of Pennsylvania; PhD, University University University of Arkansas, Fayetteville of Pittsburgh Spoor, Kimberly, BA, College of St. Scholastica; Rogers, Carolyn B., BS, Morgan State University; Wiley, Susan, BA, University of California, Santa EdM, Harvard Graduate School of Education; PhD, MA, University of South Carolina – Columbia; PhD, Barbara; MA, University of California, Santa Barbara; Capella University Capella University PhD, University of California, Santa Barbara Suter, Marcia, BA, University of Northern Colorado; Ronneberg, Jeffrey, BA, Augsburg College; MS, Willett, Benjamin, BA, University of Wisconsin – MA, University of Nebraska – Lincoln; MEd, University Minnesota State University, Mankato; EdD, University Madison; MA, University of Iowa; PhD, University of of Nebraska – Lincoln; PhD, Capella University of Minnesota – Twin Cities Iowa Swenk, Jean, BA, Pitzer College; MA, University Rowland, Ann, BS, University of Iowa; MEd, Williams, Cindy, BS, State University of New York of California, Davis; MA, Stanford University; PhD, Colorado State University; PhD, University of Arizona at Cortland; MS, State University of New York at Stanford University Cortland; EdD, Nova Southeastern University Ruff, William, BS, Colorado State University; MA, Webster University; MA, University of Texas at San T Williams, Julia M., BS, University of Minnesota – Antonio; EdD, University of Texas at San Antonio Twin Cities; MA, University of St. Thomas Taylor, Felicia, BS, University of Florida; MS, Rynearson, Kimberly, BA, University of Texas at Williams, Thomas, BA, Sacramento State University; University of Florida; MEd, University of Florida; PhD, Austin; MEd, University of Phoenix; MA, Texas Tech MA, Sacramento State University; PhD, Capella University of Florida University; PhD, Texas Tech University University Taylor, Susan S., BS, University of Minnesota; MS, Wilson, Phyllis, BS, Southern Illinois University, Florida State University; PhD, Florida State University Carbondale; MA, Roosevelt University, Chicago; PhD, Tetu, William, BS, United States Military Academy; The Ohio State University MMA, School of Advanced Military Studies; MBA, Wold, James, BA, St. Mary’s University; MA, Boston University; MS, University of Kansas, University of St. Thomas; PhD, Peabody College at Lawrence; PhD, Argosy University Vanderbilt University Thornton, Nan, BA, College of St. Catherine; MS, Wold, William F., BA, Saint Mary’s College; MA, Washington University; PhD, Arizona State University College of Saint Thomas; MA, Saint Mary’s University; EdD, Saint Mary’s University 234 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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School of Education, continued Woods, Manuel, BA, University of Minnesota; MEd, School of Human Services Best, K. Candis, BS, St. John’s University; MBA, University of Hartford; PhD, University of Minnesota Adelphi University; JD, Villanova University School of Law; PhD, Stony Brook University Wordell, Jennifer, BA, Bridgewater State College; Core and Adjunct Faculty MA, Bridgewater State College Bishop, Michael, BA, Lubbock Christian University; A MS, Texas Woman’s University; PhD, Texas Woman’s Z Adkins, Donna, BA, Drake University; MA, Iowa State University University; EdD, Drake University Zender, Wendy, BA, York University – Toronto; BEd, Bivens, Nicola, BS, South Carolina State University; University of Toronto; MEd, Arizona State University; Adkison-Bradley, Carla, BS, University of Akron; MS, MS, University of North Carolina at Charlotte; EdD, PhD, University of Southern California University of Dayton; PhD, Kent State University Nova Southeastern University Zuba, Marge Tye, BA, Saint Mary-of-the-Woods Allen, Carolyn, BA, Pennsylvania State University; Borda, Charmaine, BS, Nova Southeastern College; MSW, University of Illinois at Chicago; EdD, MSS, Bryn Mawr College; MA, Temple University; University; MS, Nova Southeastern University; PhD, Northern Illinois University PhD, Temple University Nova Southeastern University Allen, Craig, BS, Brigham Young University; MS, Borges, Ray, BS, Wayland Baptist University; MA, Brigham Young University; PhD, University of New Texas Tech University; MBA, Wayland Baptist Hampshire University; PhD, Nova Southeastern University Anderson, Cheryl, BAPT, College of St. Scholastica; Brant, Curtis, BA, Kent State University; MA, Bowling MBA, University of St. Thomas; PhD, Walden Green State University; PhD, Bowling Green State University University Armenioux, Leslie, BA, Clemson University; MCAT, Brehm, William, BA, State University of New York Hahnemann Medical College; PhD, University of at Albany; MS, Springfield College; PhD, Walden North Carolina at Greensboro University Arnason, Phyllis, BS, Virginia Commonwealth Brooke, Stephanie, BA, Moravian College; MS, University; MS, University of North Carolina at Chapel North Carolina State University; PhD, Walden Hill; EdD, The George Washington University University Auxier, C.R., BA, Graceland College; MS, Central Brown, Terrence, BS, Ohio University; MHSA, Ohio Missouri State University; MA, Adams State College; University; PhD, Ohio University PhD, Idaho State University Bryan, Herbert Leon, BS, James Madison University; MA, The University of The District of Columbia; EdD, B The George Washington University Baker, Edward, BS, University of Texas at Arlington; Bryant, Rhonda, BA, University of Virginia; MEd, MA, Texas Woman’s University; PhD, University of University of Virginia; PhD, University of Virginia Texas Southwestern Medical Center Bundy, Ruth, BSN, California State University, Chico; Baker, Scott, BA, University of Dayton; MSEd, MPA, California State University, Long Beach; PhD, Youngstown State University; PhD, Kent State Claremont Graduate University University Burcin, Michelle, BS, University of Cincinnati; MPH, Bamond, Roxanne, BA, University of Florida; University of South Carolina; PhD, University of South MS, Nova Southeastern University; PhD, Nova Carolina Southeastern University Byous, Rosslynn, BA, University of California, Santa Banks-Johnson, Angela, BS, University of North Barbara; MS, University of La Verne; DPA, University Carolina at Greensboro; MS, Western Carolina of La Verne University; PhD, University of Virginia Barthelmeus, Steven, BS, Mercy College; EdD, C University of Sarasota Cabanilla, Anne, BS, University of California, Davis; Beaumaster, Suzanne, BBA, Ohio University; MS, Chaminade University; PsyD, University of MPA, Northern Kentucky University; PhD, Virginia Northern Colorado Polytechnic Institute and State University Caron, Janice J., BS, University of New Hampshire; Beauvais, Bradley, BS, Colorado State University; MEd, Salem State University; EdD, Sarasota MA, University of Oklahoma; MBA, Colorado State University University; PhD, Pennsylvania State University Carter, Hellen, BA, Arizona State University; MS, Beckham, Laurel Gulish, BA, University of California, Northern Arizona University; PhD, Walden University Davis; MA, Syracuse University; PhD, University of Cauthen, Delores, BS, University of South Carolina; Georgia MEd, University of South Carolina; PhD, Walden Bemker, Mary, BS, Indiana University; BSN, University University of Alabama at Birmingham; MS, Indiana Claesson, Ann Leslie, BFA, Syracuse University; BSN, University; MS, Spalding University; PsyS, University Regents College; MA, The Fielding Institute; PhD, of Alabama at Birmingham; DSN, University of The Fielding Institute Alabama at Birmingham Clyburn, Thomas W., BA, Eckerd College; MA, Vermont College of Norwich University; PhD, Walden University 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 235

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Coker, Kelly, BA, University of North Carolina at Dixon, Stephen, BA, Rollins College; MA, University Freville, Michael, BS, Western Kentucky University; Greensboro; MA, Appalachian State University; PhD, of Illinois at Urbana-Champaign; PhD, University of MS, U.S. Army War College; MA, Western Kentucky University of North Carolina at Greensboro Illinois at Urbana-Champaign University; PhD, University of Kentucky Cole, Karesha, BA, University of South Carolina – Dobbert, Duane, BA, Albion College; MA, Michigan Frusha, Carl, BA, Northeast Louisiana University, MA, Aiken; MA, University of South Carolina; EdS State University; PhD, Capella University Northeast Louisiana University; PhD, University of University of South Carolina; PhD, University of Iowa Louisiana at Monroe Dominique, Jill, BS, The Ohio State University; MBA, Comeau, Joan, BS, Iowa State University; MA, University of North Florida; MA, Saybrook Graduate Chapman University; PhD, University of Minnesota School; PhD, Saybrook Graduate School G Conis, Peter, BS, Iowa State University; MS, Iowa Donovan, Amy, BA, St. Olaf College; MA, University Gambone, James, BA, Duquesne University; MA, State University; PhD, Iowa State University of Minnesota – Twin Cities; PhD, University of University of New Mexico; PhD, University of New Minnesota – Twin Cities Mexico Conrad, Damaris, BA, Thomas Edison State College; MS, National University; MA, National University; Dorre, Anne, BA, Arizona State University; MC, Gangl, Amy, BS, University of Wisconsin – Madison; PhD, Capella University Arizona State University; PhD, Arizona State PhD, University of Minnesota – Twin Cities University Cooper, Barbara, BA, New Mexico State University; Garcia, Chris, BS, Northeast Missouri State MA, Nicholls State University; PhD, Saint Mary’s Dozier-Madison, Norma, BA, Wayne State University; MBA, Florida State University; PhD, University University; MA, Wayne State University; PsyD, Pennsylvania State University Michigan School of Professional Psychology Cooper, Mary Ellen, BA, Augusta College; MA, Gardner, Jolynn, BS, Iowa State University; MA, The Liberty University; MBA, Brenau Online University; Duchac, Neil, BS, University of Dayton; MS, Ohio State University; PhD, The Ohio State University PhD, Walden University University of Dayton; PhD, University of Toledo Garris, Bill, BS, Wofford College; MA, Reformed Coppola, Nicholas, BSc, Liverpool University – Duffy, Jean, BA, Mercyhurst College; MA, Edinboro Theological Seminary; PhD, Iowa State University England; BA, State University of New York at University of Pennsylvania; EdD, Pennsylvania State Gonzales, Dana, BS, University of Central Arkansas; Potsdam; MSA, Central Michigan University; MHA, University MS, University of Arkansas at Little Rock; PhD, Baylor University; PhD, Virginia Commonwealth Durante, Joan, BA, Florida Atlantic University; MSW, University of Arkansas University Barry University; PhD, Barry University Graham, Robert, BS, Buffalo State College; MS, Costin, Amanda, BA, University of Vermont; MEd, Durham, Alexis, BA, New College; MA, University of Canisius College; EdD University of Sarasota University of Virginia; PhD, Kent State University Pennsylvania; PhD, University of Pennsylvania Gray, Dovie, BA, University of Arkansas at Pine Bluff; Cox, Su, BA, Wellesley College; PhD, Michigan State MA, Clark Atlanta University; EdS, University of West University E Georgia; EdD, University of Sarasota Cuartas, Andre, BA, Loyola University; MEd, Embar-Seddon, Ayn, BS, University of Pittsburgh; Green, Jeff, BS, Virginia Commonwealth University; University of New Orleans; PhD, University of New BA, University of Pittsburgh; MA, Edinboro MS, Virginia Commonwealth University; PhD, Capella Orleans University of Pennsylvania; PhD, Indiana University of University Cummins, Linda, BS, Thomas More College; MSW, Pennsylvania The Ohio State University; PhD, The Ohio State Esmail, Ashraf, BA, Louisiana State University – H University Baton Rouge; MA, Georgia State University; EdD, Hale, David, BS, University of Southern Mississippi; Union Institute & University MS, Nova University; PhD, Nova University D Eubanks, Rob, BA, University of Mobile; MA, Hardesty, Rachel, BA, Cambridge University; MEd, Daneker, Darlene, BA, Eastern Washington University of Mobile; PhD, Nova Southeastern University of Minnesota; MA, Cambridge University; University; MS, Eastern Washington University; PhD, University PhD, University of Arizona University of North Carolina at Greensboro Harding, Deborah, BS, Texas Tech University; D’Angelo, Fabio, BS, University of Hawaii; PhD, F MA, West Texas A&M University; PhD, Texas Tech Union Institute & University Fahr, Alicia, BA, Pennsylvania State University; MEd, University Pennsylvania State University; PhD, Western Michigan Darland, John, BA, Hamline University; MPP, Hardy-Desmond, Stacey, BA, University of California, University Humphrey Institute of Public Affairs; PsyD, Minnesota Riverside; MSW, University of California, Los Angeles; School of Professional Psychology Farris, Kimberly, BA, University of Georgia; MSW, MA, California School of Professional Psychology; Dawson, Beverly, BA, Hunter College; MSW, Clark Atlanta University; PhD, University of Texas at PhD, California School of Professional Psychology; University of Michigan – Ann Arbor; PhD, University Austin JD, University of Nevada, Las Vegas of Michigan – Ann Arbor Finley, Patricia, BFA, University of Arizona; MS, Hart, Andrea, BA, Utah State University; MS, Utah Dean, Christian, BA, University of New Orleans; University of Oregon; PhD, University of Oregon; State University; PhD, Utah State University PhD, Walden University MEd, University of New Orleans; PhD, University of Hawkins, Stephanie, BA, Pennsylvania State New Orleans Flanagan, Alice Yick, BA, Williams College; MSW, University; MA, Goucher College; PhD, Union Deaton, John, BA, San Diego State University; MPS, Columbia University; PhD, University of California, Institute & University Los Angeles Loyola University; MA, San Diego State University; Heisler, Jackie, BS, Indiana University of PhD, The Catholic University of America Forrest, Sandy, BS, Florida International University; Pennsylvania; MPH, University of Pittsburgh; PhD, De Paris, Richard, BPA, National University; MPA, MEd, Florida International University; MS, University Capella University of Texas at Austin; PhD, University of Texas National University; MBA, National University; DPA, Henderson, Howard, BS, Middle Tennessee State University of LaVerne Foster, Vicki, BA, California State University, Long University; MCJ, Tennessee State University; PhD, Disch, William, BA, California State University, Beach; MA, John F. Kennedy University; PhD, Walden Sam Houston State University University San Marcos; MA, University of Rhode Island; PhD, Henfield, Malik, BS, Francis Marion University; MEd, University of Rhode Island University of South Carolina; EdS, University of South Carolina; PhD, The Ohio State University 236 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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Hertenstein, Matt, BA, Luther College; MA, Jones, Lynn A., BA, University of Michigan – Ann Krell, Raina, BA, University of California, Los University of California, Berkeley; PhD, University of Arbor; BA, University of Michigan – Flint; MA, Angeles; MS, University of Southern California; PhD, California, Berkeley Oakland University; PhD, Temple University University of Southern California Hickey, Deborah, BA, Chapman University; MA, Jones, Lynn K., BA, Drew University; MSW, Yeshiva Kress, Victoria, BA, Baldwin-Wallace College; Chapman University; MA, Chapman University University; PhD, Yeshiva University MEd, University of Akron; PhD, Youngstown State (second); PhD, Alliant International University University Joyce, Jill, BS, West Chester University; MEd, Hilliman, Charlyn A., BS, John Jay College of University of Miami; PhD, Nova Southeastern Kushner, Jason, BA, University of South Florida; Criminal Justice – CUNY; MPA, John Jay College of University MA, University of South Florida; PhD, University of Criminal Justice – CUNY; MPhil, The Graduate School Arkansas Jurkanin, Thomas, BA, University of Illinois at and University Center – CUNY; PhD, The Graduate Springfield; MA, University of Illinois at Springfield; Kwiecien, Susan, BA, University of Minnesota – Twin School and University Center – CUNY PhD, Southern Illinois University Carbondale Cities; MA, University of Minnesota – Twin Cities; Ho, Truc-Nhu, BA, University of Michigan – Ann PhD, University of Minnesota – Twin Cities Arbor; MA, California State University, Sacramento; K PhD, Rutgers University Kalill, Paul, BA, Norwich University; MEd, Springfield L Holland, Mia, BA, University of Massachusetts – College; JD, Suffolk University; PhD, Union Institute Lang, Melissa, BA, Boston College, MEd, University Dartmouth; MEd, Bridgewater State College; EdD & University of Massachusetts – Boston; PhD, Nova Southeastern Nova Southeastern University University Karjalainen, Terry, BS, University of Michigan – Flint; Holmes, Suzanne, BA, University of California; MA, MPA, University of Michigan – Flint; PhD, Capella Lazar, Bruce, BA, Arizona State University; MBA, The George Washington University; DPA, University University University of Phoenix, PhD, University of Phoenix of LaVerne Kavanaugh, Frank, BA, Lake Forest University; PhD, Lehan, Tara, BS, The College of William & Mary; MS, Hope Kearns, Ellen, BS, New York Institute of Union Institute & University East Carolina University; PhD, Florida State University Technology; MS, State University of New York at Stony Brook; PhD, University of Central Lancashire Keefer, Autumn, BA, Pennsylvania State University; Lee, Nani, BA, Chaminade University; MSW, MS, Indiana State University; PhD Indiana State University of Hawaii; JD, William S. Richardson School Hotaling, Marjorie, BA, Allegheny College; MEd, University of Law; PhD, University of Southern California Kuntztown University; EdS, Ball State University; EdD, Ball State University Kennedy, Bernice, BS, University of South Carolina; Lester, Cherri, BS, University of Wyoming; MS, MS, University of South Carolina; PhD, Walden University of Wyoming; PhD, University of Wyoming Howard, Ronald, MS, Florida A&M University; PhD, University Florida State University Lexandra, Dolores, BA, Barry University; MSW, Barry Kenya, Sonjia, BA, University of California, Los University; PhD, Nova Southeastern University Huang, Wei, BA, Guangxi Institute for Nationalities; Angeles; MA, Columbia University; MS, Columbia Lim, Mee-Gaik, BS, University of Montevallo; MA, MA, Bradford University; MEd, Millersville University; University; EdD, Columbia University PhD, Kent State University Southwestern Baptist Seminary; PhD, Texas Woman’s Killam, Wendy, BA, Baylor University; MS, Texas University Hunt, Jean, BA, University of Tennessee; PhD, A&M – Commerce; MBA, University of Phoenix; PhD, London, Ray, BS, Weber State College; MSW, University of Tennessee University of Arkansas University of Southern California; MBA, University Hurd, Debra, BA, University of Arkansas; MPA, Kippers, Sola, BGS, University of New Orleans; MEd, of Southern California; PhD, University of Southern University of Arkansas; PhD, University of Arkansas University of New Orleans, PhD, University of New California Orleans Hurd, F. Coy, BA, Arkansas State University; MPA, Loos, Michael, BA, Parsons College; MEd, University of Arkansas; PhD, University of Arkansas Kladopoulos, Chris, BA, State University of New Springfield College; PhD, University of Arkansas, York at Stony Brook; MA, Queens College – CUNY; Fayetteville MPhil, The Graduate School and University Center – J Lorbeer, Charles, BA, Florida State University; MSW, CUNY; PhD, The Graduate School and University Jackson, Kimya, BA, Spelman College; MS, Florida State University; PhD, Walden University Center – CUNY Pennsylvania State University; PhD, Pennsylvania Lucies, Christopher, BS, Lesley College; MS, Lesley University Kladopoulos, Toni, BA, Queens College – CUNY; College; EdD, University of Sarasota MA, The Graduate School and University Center – James, Susan, BA, Sarah Lawrence University; PhD, CUNY; MPhil, The Graduate School and University Lutterman, Maureen, BS, South Dakota State New York University Center – CUNY; PhD, The Graduate School and University; MS, South Dakota State University; PhD, Jeffrey, Christina, BA, University of Plano; MA, University Center – CUNY University of Wyoming University of Alabama in Huntsville; PhD, University Klem, Pamela, BA, Eastern Washington University; of Alabama in Huntsville BS, Eastern Washington University; MEd, Washington M Johll, Michael, BA, University of Wisconsin – Madison; State University; EdD, Nova Southeastern University Macari, Daniel, BA, State University of New York; PhD, State University of New York at Buffalo Kochanowski, Yvonne, BA, Mundelein College; MSW, University of Nevada; PhD, University of Johnson, Antonio, BBA, University of Louisiana at MBA, Loyola University – Chicago; MPA, University Nevada Monroe; MS, Chicago State University; MBA, Saint of Southern California; DPA, University of Southern Maione, Paul, BA, State University of New York; Xavier University; DBA, Argosy University California MA, Hofstra University; PhD, Nova Southeastern Johnson, Joyce, BA, University of Memphis; MS, Korn, Leslie, MA, Lesley University; MPH, Harvard University University of Memphis; PhD, Andrews University University; PhD, The Union Institute & University Maldonado, Jose, BA, East Stroudsburg University; Johnson, Kit, BA, College of New Rochelle; MA, Kornegay, Donna, BA, University of North Carolina MEd, Lehigh University; MS, Wilkes University; PhD, Manhattanville College; EdD, Florida Atlantic at Wilmington; MA, North Carolina Central University of Arkansas University; PhD, Barry University University; PhD, North Carolina State University Manning, Suzanne, BS, University of Texas at Johnson, Wanda, BME, University of Central Krabill, Paige, BS, Central Connecticut State Arlington; MA, Southern Methodist University; MS, Oklahoma; MEd University of Central Oklahoma; University; MS, Miami Institute of Psychology; PsyD, University of North Texas; PhD, University of North PhD, Oklahoma State University Miami Institute of Psychology Texas 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 237

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Mannion, Michele, BA, Boston College; MEd, Moore-Richardson, Melody, BA, Grand Canyon Onafowora, Laura, BA, Rutgers University; MPA, Harvard University; PhD, Pennsylvania State College; MA, University of Nebraska; PhD, University New York University; PhD, University of North University of Houston Carolina at Greensboro Marbury, Ja’Nitta, BA, Bowling Green State Moran, Nathan, BS, Midwestern State University; Oomen-Early, Jody, BA, Brigham Young University; University; BS, Bowling Green State University; MA, MA, Sam Houston State University; PhD, Sam MS, Brigham Young University; PhD, Texas Woman’s Bowling Green State University; PhD, Kent State Houston State University University University Morgan, Carla, BS, Indiana University; MS, Indiana Orr, Marian, BS, Slippery Rock University; MEd, Martin, Magy, BS, Colorado State University; MEd, University; PhD, Indiana University University of Pittsburgh; MPM, Carnegie Mellon Colorado State University; EdS, Colorado State University; PhD, University of Pittsburgh Morton, Roger, BA, Claremont McKenna College; University; EdD, University of Tulsa MPA, California State University, Fullerton; PhD, Ostby, Alan, BS, Macalester College; MA, Yale Mathur, Neil, BA, Carleton University; MEd, University of California, Irvine University; MS, Montana State University; PhD, Cambridge College; PhD, Union Institute & University Pacifica Graduate Institute Mosser, Marian, BA, Thiel College; MS, Youngstown McDougall, Betsy, BS, University of North Dakota – State University; MS, Command and General Staff Owens, David, BA, West Virginia University; MS, Grand Forks; MS, University of North Dakota – Grand College; PhD, Walden University West Virginia University; PhD, University of Pittsburgh Forks; PhD, University of North Dakota – Grand Forks Muchnick, Ron, BS, University of Missouri; MA, McGreevy, Mary Helen, BA, University of Illinois Lindenwood College; MS, Nova Southeastern P at Springfield; MA, Adler School of Professional University; PhD, Nova Southeastern University Page, Betsy, BSEd, University of Maine; MAPE, Psychology; PsyD, Adler School of Professional Muchnick, Sherri, BA, University of Missouri; MS, University of Florida; MS, University of Southern Psychology University of Missouri; PhD, St. Louis University Maine; EdD, University of Maine McIntyre, Sherri, BA, University of West Florida; MA, Mueller, Dale, BA, University of California, Los Palacios, Lisa, BS, Nova Southeastern University; University of West Florida; PhD, University of West Angeles; MS, California State University, Long MS, Nova Southeastern University; PhD, Nova Florida Beach; MSN, Saint Joseph’s College of Maine; EdD, Southeastern University McKenna, Lisa, BA, Florida International University; Pepperdine University Palloff, Rena, BA, University of Wisconsin – Madison; MS, Florida International University; PhD, Florida Muldrow, Edward, BA, Philander Smith College; MSW, University of Wisconsin – Milwaukee; MA, International University MHA, Governors State University; MSW, University of Fielding Graduate University; PhD, Fielding Graduate McNamara, Robert, BS, Western Connecticut Houston; PhD, University of Houston University State University; MS, Southern Connecticut Mullen, Michael, BA, University of West Florida; Paone, Tina, BA, University of Tampa; MA, University State University; MA, Yale University; MPhil, Yale MA, Pepperdine University; PhD, Alliant International of Nevada, Reno; PhD, University of Nevada, Reno University; PhD, Yale University University Pascarella, Joseph, BA, Rowan University; MA, John Mentor, Kenneth, BAS, Central Michigan University; Jay College of Criminal Justice – CUNY; PhD, City MA, Central Michigan University; JD, Syracuse N University of New York University College of Law; PhD, Syracuse University Neal, Crystal, BA, Grambling State University; MA, Pennington, Lawrence, BA, Indiana University of Messina, James, BA, Catholic University of America; Argosy University; PhD, Walden University Pennsylvania; MIR, St. Francis University; MEd, MEd, State University of New York at Buffalo; PhD, Indiana University of Pennsylvania; EdD, Indiana Nelson, H. Wayne, BA, Portland State University; State University of New York University of Pennsylvania MA, Portland State University; MA, California State Messmore, Carol, BA, Florida Atlantic University; University; MBA, City University; PhD, Oregon State Piccolino, Adam, BA, University of Minnesota – MS, Nova Southeastern University; PhD, Nova University Twin Cities; MA, Minnesota School of Professional Southeastern University Psychology; PsyD, Minnesota School of Professional Nelson, Kimberly, BA, Minot State University; MS, Psychology Meyer, Allen, BA, Bob Jones University; MA, Bob Eastern Washington University; PhD, University of Jones University; MA, Indiana University; PhD, Northern Colorado Pietrzak, Dale, BS, Minnesota Bible College; MA, Indiana University University of South Dakota; EdD, University of South Newmeyer, Mark, BA, Malone College; MEd, Kent Dakota Meyers, Ann, BME, Wittenberg University; MA, Ball State University; EdD, University of Cincinnati State University; PhD, Walden University Pilkington, Cyndra, BS, Armstrong Atlantic State Nguyen, Trent, BS, University of Texas at Arlington; University; MS, Georgia Southern University; MA, Miller, Kathryn, BA, University of Texas at San MA, Catholic Theological Union; MA, Dallas Baptist Fielding Graduate University; PhD, Fielding Graduate Antonio; MS, St. Mary’s University; PhD, St. Mary’s University; PhD, University of Texas at Arlington University University Nieves, Kourtney, BS, University of Central Florida; Pomeroy, Nancy, BA, University of Minnesota – Twin Minelli, Mark, BS, Central Michigan University; MA, MSHS, University of Central Florida; PhD, University Cities; MS, University of Houston; PhD, University of Central Michigan University; MPA, Western Michigan of Central Florida University; PhD, Union Institute & University Texas at Houston Noah, Benjamin, BS, State University of New York; Popcak, Gregory, BA, Franciscan University; MSW, Mire, Scott, BA, University of Louisiana at Monroe; MS, Eastern Washington University; PhD, Walden University of Pittsburgh; PhD, Capella University MA, University of Louisiana at Monroe; PhD, Sam University Houston State University Portela, Heloisa, BS, Universidade Federal do Rio de Monell, Jack, BA, Towson University; MSW, Howard O Janeiro; MA, Universidade Federal do Rio de Janeiro; University; PhD, Walden University MA, North Carolina State University; PhD, North O’Boyle, Irene, BS, Central Michigan University; MA, Carolina State University Moore, Deborah, BA, York College; MS, Fordham Central Michigan University; PhD, Union Institute & University; PhD, Capella University University Powell, Charles, BA, University of Missouri; MA, University of Missouri; MA, Antioch University; MBA, Moore, Julia, BS, University of Houston; MS, O’Malley, Angie, BS, Purdue University; MA, National University; PhD, University of Missouri University of Houston; MS, University of Houston; Montclair State University; PhD, Oklahoma State PhD, Mississippi State University University Proctor, Michelle, BSW, University of South Florida; MSW, University of South Florida; PhD, Wayne State University 238 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

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School of Human Services, continued Putterman, Ilene, BA, Emory University; MSW, Sessoms, Isaiah, BA, Kentucky State University; MA, T University of Houston; EdD, University of Houston California Lutheran College; PhD, Cornell University Thauberger, Gerald, BA, University of California, Shearer, William, BS, East Carolina University; MA, Berkeley; MS, California State University, Hayward; R Kean University; MBA, Pepperdine University; MPH, PhD, University of Phoenix Riolo, John, BA, Fordham University; MSW, Fordham Loma Linda University; EdD, University of Tennessee; PhD, Columbia Pacific University Tiffin, Charles M., BAS, Guilford College; MA, Duke University; PhD, Fordham University University; PhD, Union Institute & University Shelton, Dawn, BA, Gordon College; MS, Nova Robbins, John, BA, University of Tennessee; MS, Tirrito, Terry, BA, Queens College; MSW, Adelphi Florida State University; PhD, Florida State University Southeastern University; PhD, Nova Southeastern University University; PhD, Fordham University Rockey, Mary, BS, Edinboro University of Trimble, Jeanne, BS, Edinboro University of Pennsylvania; MEd, Edinboro University of Sherman, Jocelyn, BS, Slippery Rock University; MS, Shippensburg University; PhD, Capella University Pennsylvania; MEd, Edinboro University of Pennsylvania; PhD, Walden University Pennsylvania; MS, Cornell University; PhD Cornell Rogers-Larke, Christie, BA, Converse College; MA, Shreve, Barry, BA, Millersville University; MA, University Webster University; EdD, Argosy University, Sarasota Appalachian State University; PhD, University of Campus Tennessee V Silitsky, Cindy, BA, Florida Atlantic University; MSW, Ross, William, BA, Luther College; MA, Northern Vaillancourt, Kourtney, BS, New Mexico State Barry University; PhD, Nova Southeastern University Arizona University; EdD, Texas Southern University University; MS, New Mexico State University; PhD, Rounds-Bryant, Jennifer, BS, Northern Illinois Silvestro, Kenneth, BS, University of Rhode Island; Virginia Tech MS, University of Rhode Island; PhD, University of University; MA, University of North Carolina; PhD, Van Asselt, Kathryn, BS, University of New Mexico – Connecticut University of North Carolina Albuquerque; MEd, Western Carolina University; Rowan, Roseline, BS, Gregorian University; MS, Smith, Thomas, BS, University of Washington; PhD, University of Northern Colorado MSW, University of Washington; PhD, University of Gregorian University; PhD, Florida State University; Vela, Robert, BA, Texas A&M University; MS, Texas Washington JD, Thomas M. Cooley Law School A&M University; EdD, Texas A&M University Sneed, Katti, BS, Purdue University; MSW, Indiana Rowell, Clay, BS, Birmingham-Southern College; MA, Verrill, Stephen, BS, University of Southern Maine; University; PhD, Capella University University of Alabama at Birmingham; EdS, University BS, Florida Gulf Coast University; MS, University of of Alabama at Birmingham; PhD, University of North Stalling, Janice, BS, Wayne State College; MS, South Florida; PhD, University of South Florida Carolina at Greensboro Wayne State College; EdD, University of South Vriesman, Leah, BA, Luther College; MBA, University Dakota Ruby, James, BA, Western Kentucky University; of Minnesota – Twin Cities; MHA, University of MA, Northeastern Illinois University; PhD, Loyola Stechschulte, Paula, BS, Eastern Michigan University; Minnesota – Twin Cities; PhD University of California, University MS, Central Michigan University; PhD, Capella Los Angeles Rush, Jeffrey, BS, University of Alabama at University Birmingham; MEd, University of Alabama at Stika, Nita, BA, Concordia University; MS, Cardinal W Birmingham; MS, University of Alabama at Stritch University; PhD, Capella University Walker, Charles, BA, California State University, Birmingham; DPA, University of Alabama St. John, Lee, BA, Grand Canyon University; MA, Northridge; MA, Phillips Graduate Institute; PhD, Russ-Trent, Lana, BA, Florida Atlantic University; Fielding Graduate University; PhD, Fielding Graduate Pacifica Graduate Institute MS, Nova Southeastern University; PhD, Nova University Walsh, Susan, BA, St. Cloud State University; MA, Southeastern University Stork, Elizabeth, BA, Louisiana State University; Southwestern Baptist Theological Seminary; MA, Ryser, Rudolph, BA, Washington State University; MA, University of Pittsburgh; MSW, University of Southwestern Baptist Theological Seminary (second); PhD, Union Institute & University Pittsburgh; PhD, University of Pittsburgh PhD, Walden University Stretch, LoriAnn, BA, Longwood University; MA, Watkins, Daphne, BA, University of North Carolina at S Longwood University; PhD, North Carolina State Wilmington; PhD, Texas A&M University University Sadik, Sue, BA, University of South Carolina; MA, Waugh, Catherine, BS, Old Dominion University; MS, University of South Carolina; MEd, University of Sturm-Mexic, Jannette, BFA, Tulane University; Georgia State University; PhD, University of Maryland South Carolina; EdS, University of South Carolina; MEd, University of New Orleans; PhD, University of Wayman, Dale, BS, Southern Nazarene University; PhD, University of South Carolina New Orleans MS, Western Washington University; PhD, Ohio Schafer, Joseph, BA, University of Northern Iowa; Svensson, Travis, BLS, St. Edward’s University; MPH, University MS, Michigan State University; PhD, Michigan State The George Washington University; MD, The George Wederski, Lonnie, BA, Ottawa University; MBA, University Washington University; PhD, University of Wales University of Phoenix; PhD, Walden University Schmidt, John, BA, St. Michael’s College; MAT, St. Swansea Wehrman, Joseph, BS, Montana State University; Michael’s College; EdD, University of North Carolina Swickert, Mary Lee, BA, Aurora University; MEd, MS, St. Cloud State University; PhD, University of at Greensboro National-Louis University; EdS, Northern Illinois South Dakota Schoen, Eva, BA, University of Regensburg; MA, University; EdD, Northern Illinois University Weiss, Margo, BS, Florida International University; University of Northern Iowa; MA, University of Szirony, Gary, BA, Ottawa University; MEd, Kent MS, Barry University; PhD, Nova Southeastern Northern Iowa (second); PhD, Ball State University State University; PhD, Kent State University University Schooley, AnnaLynn, BA, Western Illinois University; Szymkowiak, Ken, BA, Temple University; MA, Wendt, Roger, BA, University of Minnesota; MAPA, MS, Nova Southeastern University; PhD, Nova University of Hawaii; PhD, University of Hawaii Southeastern University University of Minnesota; MALS, Dartmouth College; MS, University of Northern Colorado; PhD, South Dakota State University Whiddon, Jana, BS, Florida Southern College; MS, Troy State University – Florida; PhD, Barry University 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 239

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School of Human Services, continued facult y White, Debra, BA, University of California, Los Harold Abel School of Psychology C Angeles; MS, California State University; PhD, University of California, Santa Barbara Caffaro, John, BA, Long Island University; MA, Faculty Emeritus United States International University; PhD, Fielding Williams, James, BS, Georgia Southern University; Austin, Brian, BA, Monmouth College; MSEd, Graduate University MS, Fort Valley State University; EdD, Argosy Southern Illinois University; PhD, Southern Illinois University Cameron, William, BA, California State University, University; Post-doctoral Certificate in Clinical Sacramento; MA, California State University, Williams, Sheara, BS, Southern University A&M; Psychology, University of North Carolina at Sacramento; PhD, Texas Christian University MSW, Louisiana State University; PhD, University of Greensboro North Carolina at Chapel Hill Carter-McWoodson, Charletta, BA, Trinity College; MA, Towson State University; PhD, Union Institute & Williams, Yolanda, BA, The Claremont Colleges – Core and Adjunct Faculty University Pomona; MPH, University of California, Los Angeles; A EdD, Argosy University Chapman, David, AB, University of Missouri; MA, Acadia, Phyllis, BA, The City College of Liberal Arts Luther Theological Seminary; MA, University of St. Willingham, Heath, BS, Auburn University; MA, and Science; MS, The City College; MA, Fielding Thomas; PsyD, University of St. Thomas Lipscomb University; MS, University of South Graduate University; PhD, Fielding Graduate Alabama; PhD, Auburn University Chappell, Kelley, BA, University of South Carolina; University MA, University of South Carolina; PhD, University of Wilson, Dawn, BS, Central Michigan University; MA, Ackerman, Rosalie, BS, Iowa State University; MS, South Carolina Central Michigan University; DHA, Central Michigan Iowa State University; PhD, Iowa State University University Contreras, Carlos, BA, University of Texas at Austin; Adams, Angela, BS, University of Alabama at MA, University of Texas at Austin; PhD, University of Wilson, Jeannette, BS, Manchester College; MS, The Birmingham; MS, University of Nevada, Las Vegas; Texas at Austin Ohio State University; PhD, University of Tennessee PhD, University of Missouri – Columbia Cooke, Phyliss, BA, Baldwin Wallace College; MA, Wilson, Nona, BA, Ohio University; MEd, Ohio Adams, Sharlene, BA, Manchester College; MS, Cleveland State University; PhD, Kent State University University; PhD, Ohio University Northeastern State University; PsyD, Forest Institute Cooper, Mark, BS, Youngstown State University; MA, Witherspoon, Karen, BA, Marquette University; MA, of Professional Psychology Towson State University; PhD, Kent State University Loyola University – Chicago; PhD, Loyola University – Anderson, Justin, BA, University of Minnesota Chicago Craig, Jeanne Anne, BS, Ball State University; MEd, Duluth; MS, Boston University; PhD, University of St. University of Washington; PhD, Fielding Graduate Witherspoon, Sheila, BA, South Carolina State Thomas University University; MEd, South Carolina State University; Astacio, Victor, BA, Central Bible College; MS, PhD, University of South Carolina – Columbia Crawford, Theresa, BS, The Ohio State University; Miami Institute of Psychology; PsyD; Carlos Albizu MS, The Ohio State University; PsyD, University of Wood, Kathy, BSBA, Appalachian State University; University; PhD, Carlos Albizu University Denver MBA, Winthrop College; PhD, Capella University Cree, Lisa, BA, Southern Illinois University; MA, Woods, Manuel, BA, University of Minnesota; MEd, B Roosevelt University; PhD, California School of University of Hartford; PhD, University of Minnesota Bangert, Arthur, BA, Kent State University; MS, Professional Psychology Worthington, Michael T., BS, Campbell College; Youngstown State University; EdD, University of Crews, Catherine, BA, Newcomb College of MSE, University of Wisconsin – Superior; PhD, South Dakota; EdS, University of Nebraska – Kearney Tulane University; MA, University of Kentucky; PhD, Capella University Baumberger, Julie, BS, Dakota State University; University of Kentucky MEd, South Dakota State University; EdD, University Y of South Dakota D Young, Rosalyn, BS, The Ohio State University; MA, Bausch, Kenneth, BA, Duns Scotus College; MA, Damiani, Joseph, BA, Ohio Northern University; University of Missouri – St. Louis; PhD, St. Louis State University of West Georgia; PhD, Saybrook MSW, University of Michigan; PsyS, Center for University Graduate School Research Center Humanistic Studies; PhD, Union Institute & University Younger, Crystal, BS, Louisiana State University Behrend, Rebecca, BA, Gustavus Adolphus College; Diamond, Thomas, BA, Evergreen State College; Health Sciences Center; MS, Georgia State MDiv, Moravian Theological Seminary; MSE, MA, California School of Professional Psychology; University; PhD, University of New Orleans University of Wisconsin; PhD, Walden University PhD, California School of Professional Psychology Benton, Frances, BS, University of Texas at Dallas; DiMatteo, Donna, BA, University of San Diego; MS, Z MA, University of Houston – Clear Lake; PhD, Texas California School of Professional Psychology – Zakrajsek, Rebecca, BS, Baldwin-Wallace College; A&M University San Diego; MS, California School of Professional MS, West Virginia University; MA, West Virginia Bertrand, Art, BS, Westfield State College; MA, Psychology – San Diego (second); PhD, California University; EdD, West Virginia University American International College; PhD, University of School of Professional Psychology – San Diego Zeng, Heather, BA, Loyola University – New Orleans; Connecticut Drogosz, Lisa, BA, Ohio University; MA, University of MS, Troy State University; PhD, Colorado State Bostain, Nancy, BA, University of Cincinnati; MS, Akron; PhD, University of Akron University – Fort Collins New Mexico Highlands University; PhD, Walden Duva, Chris, BA, California State University; MA, Zisman, Stuart, BS, Lewis and Clark College; MW, University California State University; PhD, University of British University of Michigan; MPH, University of California, Brashears, Michael, BA, Azusa Pacific University; Columbia Berkeley; DPH, University of California, Berkeley MA, Azusa Pacific University; PsyD, Azusa Pacific University Brue, Alan, BA, State University of New York at New Paltz; MA, University of Florida; EdS, University of Florida; PhD, University of Florida Bushway, Deborah, BA, Central University of Iowa; MS, Iowa State University; PhD, Iowa State University 240 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

Faculty, continued

Harold Abel School of Psychology, continued E Greenstone, James, BA, University of Oklahoma; Jean, Rojeanne, BA, Florida International University; BS, Northwestern California University School of Law; MS, Florida International University; PhD, Union Eckstein, Donna, BS, Presbyterian College; MS, MS, North Texas State University; EdD, University of Institute & University Georgia State University; PhD, Alliant International North Texas – Denton; JD, Northwestern California Johnson, Randy, BA, Valdosta State University; MRC, University – San Diego University School of Law University of Florida; EdD, Argosy University Enright, Mary, BA, University of Wisconsin – Grillo, Joseph, BA, The American University; PsyD, Jordan, Caren, BS, Boston College; BA, Boston Madison; MA, University of Wisconsin – Madison; The American School of Professional Psychology – College; MA, New York University; PhD, University PhD, University of Wisconsin – Madison Argosy University of Florida F H K Fischer, Bruce, BA, University of Minnesota; MS, Handley, Kevin, BS, Virginia Tech; MA, Fairleigh Kavar, Louis, BA, Dusquesne University; MA, University of Minnesota; PhD, University of Minnesota Dickinson University; PhD, Fairleigh Dickinson Dusquesne University; PhD, University of Pittsburgh Fisher, Deborah, BA, Boise State University; MA, University Klein, Richard, BA, The Ohio State University; MA, Idaho State University; PsyD, University of Northern Harper, Elizabeth, BA, Chapman University; MA, Kent State University; PhD, Kent State University Colorado Southern Methodist University; PhD, Southern Flynn, John, BS, State University of New York at Methodist University Kleine, Sheldon, BA, Temple University; MA, Trenton State College; PhD, Purdue University Cortland; MS, Indiana University; EdD, Indiana Harris, Sandra, BA, California State University; MEd, University Auburn University; MA, California State University; Kostere, Kim, BA, Mercy College; MA, Center for Fossum, Thyra, BS, Gustavus Adolphus College; PhD, Auburn University Humanistic Studies; PsyS, Center for Humanistic Studies; PhD, Union Institute & University MS, Pennsylvania State University; PhD, Pennsylvania Harris-Britt, April, BA, University of North Carolina State University at Chapel Hill; MA, University of North Carolina at Kostere, Sandra, BA, Madonna College; MA, Center Fremont, Paula, BA, University of Miami; MA, Chapel Hill; PhD, University of North Carolina at for Humanistic Studies; PsyS, Center for Humanistic University of Missouri – Kansas City; PhD, Walden Chapel Hill Studies; PhD, Union Institute & University University Heffner, Chris, BA, Malone College; MS, Nova Kramer, Thomas, BA, University of Massachusetts; Southeastern University; PsyD, Nova Southeastern MA, Long Island University C.W. Post Campus; PhD, G University City University of New York Graduate Center Gamber, Victoria, BA, University of Oklahoma; PhD, Henderson, Davis, BA, University of Georgia; MSW, Krebs, Krista, BA, University of Nebraska; MS, Iowa University of Pittsburgh University of South Carolina – Columbia; PhD, State University; PhD, Iowa State University University of Memphis Gibson, William, BA, Gannon University; MA, The New School for Social Research; PhD, St. John’s Huang, Jiafen, MEd, Shanghai Teachers University; L University PhD, University of Iowa La Civita, Lori, BA, Western Illinois University; MS, Gillies, Bruce, BS, State University of New York at Huenefeld, Nancy, BA, University of Arizona; Capella University; PhD, Capella University Albany; MA, United States International University – MS, University of Kentucky – Lexington; PhD, Langan, Gina, BA, Oakland University; MA, Wayne San Diego; MS, United States International University – Pennsylvania State University State University; PhD, Wayne State University San Diego; PsyD, Alliant International University – Husenits, Kimberely, BA, Indiana University of San Diego Leslie-Toogood, Adrienne, BA, University of Pennsylvania; MA, Indiana University of Pennsylvania; Manitoba; MA, University of Manitoba; PhD, Ginther, Dean, BA, DePauw University; MA PsyD, Indiana University of Pennsylvania University of Manitoba University of Illinois at Urbana-Champaign; PhD, University of Illinois at Urbana-Champaign Levinskas, Antanas, BA, Governors State University; I MA, Arizona State University; PhD, Arizona State Glazer, Hilda, BA, Beaver College; MS, University of Inserto, Fathiah, Diploma, University of Singapore; University North Texas; EdM, Rutgers University; EdD, Rutgers MA, Fielding Graduate University; PhD, Fielding University Lifrak, Stephen, BA, University of Rhode Island; MS, Graduate University University of Rhode Island; PhD, University of Rhode Glidewell, Reba, BA, Arkansas Tech University; MS, Isenhart, Carl, BA, DePauw University; MS, Indiana Island University of Southern Mississippi; PhD, University of State University; MBA, University of St. Thomas; Southern Mississippi Liu, Yuliang, BA, Hengyang Teachers University – PsyD, University of Denver China; MA, Northwest Normal University – China; Golin, Daniel, BA, Vassar College; MS, Colorado PhD, Texas A&M University State University; PhD Colorado State University J Loehrer, Rebecca, BA, Baylor University; MS, Gontarz, Michael, BA, University of Dallas; MSEd, Jacobs, Robert, BA, William Paterson College; Radford University; PhD, Texas A&M University University of Wisconsin – La Crosse; EdD, Indiana MA, University of Southern California; MA, United Longo, Nancy, BA, University of Southern California; University States International University; PsyD, United States MEd, University of Southern California; PhD, International University Goodwin, Beverly, BA, Claremont College; MS, University of Southern California University of Pittsburgh; PhD, University of Pittsburgh James, Catherine, BA, Metropolitan State College; Lorenz, Gail, BA, Carleton College; MA, University of MA, University of Colorado; PhD, Walden University Gore, Paul, BS, Saint Louis University; MS, University Minnesota; PhD, University of Minnesota of New Orleans; MA, Northeastern Illinois University; Jarrett, Laura, BA, University of Missouri – Columbia; PhD, Loyola University MA, University of Minnesota – Twin Cities; PhD, Graham, Robert, BS, Buffalo State College; MS, University of Minnesota – Twin Cities Canisius College; EdD, University of Sarasota Jarvis, Sara, BA, University of Florida; MEd, Gray, Malcolm, BS, Oklahoma State University; University of Florida; EdS, University of Florida; PhD, MA, Oklahoma State University; PhD, University of Union Institute & University Colorado at Boulder 1.888.CAPELLA • Volume 08–09, No. 2 Capella University 241

Faculty, continued

Harold Abel School of Psychology, continued facult y M R V Makatura, Tim, BA, Youngstown State University; Reddout, Jeffery, BS, Cornell University; MS, Vail, Thomas, BS, Florida State University; MTh, MS, Youngstown State University; PhD, Illinois Syracuse University; PhD, Syracuse University Harding Graduate School of Theology; PhD, Institute of Technology Saybrook Institute Reed, Linda, BS, Wright State University; MS, Wright Malpass, Diane, BA, California State University; MA, State University; PhD, Walden University Van Haveren, Richard, BS, Carroll College; MSEd, Pepperdine University; PhD, Pepperdine University University of Miami; PhD, Oklahoma State University Malpass, John, BS, United States Military Academy; S Vernon, Fox, BA, Stanford University; PhD, University MS, Indiana University; MA, Central Michigan Santonastasi, Antonio, BS, University of Maryland; of Southern California University; MS, West Coast University; MBA, MHR, University of Oklahoma; PhD, Walden Vogele-Welch, Deborah, BA, Hawaii Pacific Pepperdine University; PhD, University of Southern University University; MA, Professional School of Psychological California Sarnoff, David, BA, Harvard University; MS, Studies; PhD, Union Institute & University Mankoff, Robert, BA, Wesleyan University; MA, University of Kentucky; PhD, University of Kentucky Georgia State University; PhD, Georgia State W University Schatzman, Bard, BA, Westminster College; MS, Central Missouri State University; PhD, University of Warren, Stephanie, BA, Duke University; MS, Marks-Frey, Marilyn, BA, Roosevelt University; MS, Missouri – Columbia University of Pittsburgh; PhD, University of Pittsburgh Illinois Institute of Technology; PhD, Illinois Institute of Technology Schnedler, Robert, BA, Florida State University; MS, Wilkinson, Lee, BA, Syracuse University; MS, State Washington State University; PhD, Washington State University of New York; EdS, Nova Southeastern McEvoy-Rumbo, Elizabeth, BS, Arizona State University University; EdD, University of Sarasota University; MEd, Northern Arizona University; PhD, Walden University Schneider, Steven, BA, Southern Illinois University; Williams, Seth, BA, University of Virginia; MA, MS, Southern Illinois University; PhD, University of Minnesota School of Professional Psychology – Mills, John, BA, University of Delaware; MEd, Wisconsin – Madison Argosy University; PsyD, Minnesota School of University of Delaware; MS, Indiana University of Professional Psychology – Argosy University Pennsylvania; PhD, State University of New York at Secrest, Wayland, BA, University of California, Santa Buffalo Cruz; MA, University of Oregon; PhD, University of Williamson, Gordon, BA, University of Portland; MS, Oregon Portland State University; PhD, University of Maryland Murphy, Annemarie, BA, State University of New York; MS, Rutgers University; PhD, Rutgers University Shen, Jeff, BS, Soochow University – China; MS, St. Wilson, William, BS, United States Military Academy; John’s University; PhD, St. John’s University MS, University of Miami; PhD, University of Rhode Island N Small, Linwood, BA, Wesleyan University; MA, University of Florida; PhD, University of Florida Winter, Laren, BS, Kansas State University; MS, Neuman-Aamlie, Jody, BS, Grand Valley State Kansas State University; MDiv, The University University – Allendale; PhD, University of Minnesota – St. Germaine, Jacquelyn, BS, Old Dominion of South Sewanee; EdD, University of Northern Twin Cities University; MSEd, Old Dominion University; MA, Colorado Pepperdine University; PhD, University of Arizona Nocita, Andrew, BA, Michigan State University; MA, Wolskee, Patricia, BA, Catholic University of Miami University; PhD, Miami University Stacks, James, BS, East Texas State University; MS, America; MA, Catholic University of America; PhD, Texas A&M University; PhD, Texas A&M University Catholic University of America O Styles, Deborah, BFA, Emerson College; MFA, Woolf, Christine, BA, Oglethorpe University; MA, University of San Diego; MA, California Institute Ottomanelli, Gennaro, BS, Manhattan College; MS, University of South Florida; EdS, University of South of Integral Studies; PsyD, California School of Fordham University; PhD, New York University Florida; PhD, University of South Florida Professional Psychology P Styles, Douglas, BA, University of California, Santa Y Cruz; MA, California Institute of Integral Studies; Peck, Deborah, BS, University of Nebraska – Lincoln; PsyD, California School of Professional Psychology – Yasgoor, Karen, BA, University of Cincinnati; MA, PhD, Capella University Alameda Pepperdine University; PhD, Walden University Percy, Bill, BA, St. John’s College; MA, Goddard Sumpter, Roy, BA, Bob Jones University; MS, Florida College; PhD, Union Institute & University State University; PhD, Florida State University Pimpinelli, Angelo, BA, University of South Florida; MS, Nova Southeastern University; PhD, Union T Institute & University Terlizzi, Charlene, BA, Mundelein College; MA, Piotrowski, Nancy A., BA, Rice University; MA, Adler School of Professional Psychology; PsyD, Adler University of Houston – University Park; PhD, School of Professional Psychology University of Houston – University Park Troiani, Joseph, BA, Northeastern Illinois University; Posner, Rita, BA, Fairleigh Dickinson University; MHSA, Governors State University; MA, Fielding MA, Fairleigh Dickinson University; PhD, Seton Hall Graduate University; PhD, Fielding Graduate University University; MSSI, Joint Military Intelligence College Preussler, Donald, BA, Pillsbury College; BA, Trunk, Barry, BA, University of California, Los University of Minnesota; MS, University of Texas at Angeles; MA, California State University, Long Beach; Dallas; PhD, University of North Dakota PhD, The Ohio State University 242 Capella University 1.888.CAPELLA • Volume 08–09, No. 2

State Regulatory Information

Capella University is licensed, registered, authorized, Minnesota Office of Higher Education South Carolina Commission on Higher Education or certified in the following states: 1450 Energy Park Drive, Suite 350 1333 Main St., Suite 200 St. Paul, MN 55108-5227 Columbia, SC 29201 Alabama Commission on Higher Education 651.642.0533 803.737.2260 100 N. Union St. P.O. Box 302000 Capella University is registered as a private Licensure indicates only that minimum standards have Montgomery, AL 36130-2000 institution with the Minnesota Office of Higher been met; it is not an endorsement or guarantee of 334.242.1998 Education pursuant to sections 136A.61 to 136A.71. quality. Licensure is not equivalent to or synonymous Registration is not an endorsement of the institution. with accreditation by an accrediting agency Alabama Department of Postsecondary Education Registration does not mean that credits earned at the recognized by the U.S. Department of Education. P.O. Box 302101 institution can be transferred to all other institutions. Montgomery, AL 36130-2101 State Council of Higher Education for Virginia 334.242.2900 Nevada Commission on Postsecondary Education James Monroe Bldg., Ninth Floor 1820 E. Sahara Ave., Suite 111 101 N. 14th St. Arizona Department of Education Las Vegas, NV 89104 Richmond, VA 23219 1535 W. Jefferson St. 702.486.7330 804.225.2609 Phoenix, AZ 85007 602.542.4391 University of North Carolina Board of Governors Washington Higher Education Coordinating Board University of North Carolina P.O. Box 43430 The Leadership in Educational Administration, School Office of the President Olympia, WA 98504-3430 Counseling, and School Psychology specializations 910 Raleigh Road 360.753.7800 are approved by the Arizona Department of Chapel Hill, NC 27515 Education. Capella University is authorized by the Washington The following degree programs are licensed by Higher Education Coordinating Board (HECB) and Arizona State Board for Private the North Carolina Board of Governors: Master of meets the requirements and minimum educational Postsecondary Education Science in Education, Master of Science in Human standards established for degree-granting 1400 W. Washington St., Room 260 Services, Master of Science in Psychology. Capella institutions under the Degree Authorization Act. Phoenix, AZ 85007 University is authorized to conduct postsecondary This authorization is valid until March 4, 2009, and 602.542.5709 activity in North Carolina for these programs based authorizes Capella University to advertise and recruit http://azppse.state.az.us on approval from the Board of Governors under in Washington State for the following distance Arkansas Higher Education Coordinating Board North Carolina general statute § 116-15. learning programs: Bachelor of Science in Business; 114 E. Capitol Bachelor of Science in Information Technology; Prior to enrollment, North Carolina learners are Little Rock, AR 72201-3918 Bachelor of Science in Public Safety; Master of advised to contact their local school administrative 501.371.2065 Science in Human Resource Management; Master of offices and the North Carolina Department of Public Science in Organization and Management; Master of Arkansas Higher Education Coordinating Board Instruction for specific advanced licensure and Science in Organizational Development; Master of certification does not constitute an endorsement of payment requirements in their program areas. The Science in Information Technology; Master of Science any institution or program. Such certification merely North Carolina Department of Public Instruction is in Education; Master of Science in Human Services; indicates that certain minimum standards have been located at: http://www.dpi.state.nc.us/. Master of Science in Public Health; Master of Science met under the rules and regulations implementing Ohio Board of Regents in Public Safety; Master of Science in Psychology; institutional certification as defined in Arkansas Code 30 E. Broad St., 36th Floor Master of Business Administration; Education §6-61-301. The Doctor of Philosophy in Organization Columbus, OH 43215-3414 Specialist; Doctor of Philosophy in Organization and and Management does not meet requirements for 614.466.6000 Management; Doctor of Philosophy in Information teacher or administrator licensure in Arkansas. Technology; Doctor of Philosophy in Education; The following degree programs and specializations Colorado Commission on Higher Education Doctor of Philosophy in Human Services; Doctor of are authorized by the Ohio Board of Regents: 1380 Lawrence St., Suite 1200 Philosophy in Public Safety; Doctor of Philosophy in Bachelor of Science in Business, Bachelor of Science Denver, CO 80204 Psychology; and Doctor of Psychology. Any person in Information Technology, Master of Science in 303.866.2723 desiring information about the requirements of the Organization and Management, Master of Science Act or the applicability of those requirements to the Florida Commission for Independent Education in Information Technology, Master of Business institution may contact the HECB office at P.O. Box 325 W. Gaines St., Suite 1414 Administration, Master of Science in Education, 43430, Olympia, WA 98504-3430. Tallahassee, FL 32301 Master of Science in Human Services, and the Clinical 850.245.3200 Psychology, Counseling Psychology, and General Prior to enrollment, Washington state learners are License #2809 Psychology specializations in the Master of Science advised to contact the Office of the Superintendent in Psychology. of Public Instruction at 360.725.6320 or profed@ Georgia Nonpublic Postsecondary k12.wa.us to determine teacher certification or Education Commission Ohio State Board of Career Colleges and Schools endorsement requirements, and contact their 2082 E. Exchange Place, Suite 220 35 E. Gay St., Suite 403 school district regarding qualifications for salary Tucker, GA 30084-4113 Columbus, OH 43215-3138 advancement. 770.414.3235 614.466.2752 West Virginia Higher Education Policy Commission Illinois Board of Higher Education Capella University is registered with the Ohio 1018 Kanawha Blvd. E., Suite 700 431 E. Adams St., Second Floor State Board of Career Colleges and Schools, and Charleston, WV 25301 Springfield, IL 62701-1418 three graduate certificate programs have program 304.558.2101 217.782.8548 authorization under the provisions of Chapter 3332 of the Ohio Revised Code and the standards, rules Wisconsin Educational Approval Board Kentucky Council on Postsecondary Education and regulations of the Ohio State Board of Career 30 W. Mifflin St., Ninth Floor 1024 Capital Center Drive, Suite 320 Colleges and Schools. Registration No. 04-03-1709T. Madison, WI 53707-8696 Frankfort, KY 40601-8204 608.266.1354 502.573.1555 Pennsylvania Department of Education 333 Market St. The School of Education specializations for P–12 Harrisburg, PA 17126-0333 teachers may not be recognized by the Kentucky Right to Change Requirements 717.787.5820 Education Professional Standards Board. Neither the Capella University Catalog, nor any of Capella University has been granted a Certificate of the information and requirements contained herein, Authority for marketing and recruitment purposes constitute a contract or create any contractual only in Pennsylvania. commitments between Capella University and any student, any prospective student, or any third party. The information and program requirements contained in the Capella University Catalog are regularly updated and are subject to change without notice. All updates to the catalog will be posted on Capella’s Web site. telephone 612.977.5100 • toll-free 1.888.CAPELLA • fax 612.977.5060 email [email protected] • web www.capella.edu 225 South Sixth Street • Ninth Floor • Minneapolis, Minnesota 55402

Jan09.back cover.FINAL.indd 1 11/7/08 10:58:46 AM Capella University Addendum 1

2008–2009 University Catalog, Volume 08–09, No. 2 Catalog Addendum Effective April 6, 2009

Page 11 - University Policies The following university policies have been updated to reflect the addition of a new Doctor of Education (EdD) degree program and/or a new MS Addiction Counseling specialization. Capella University policies apply to all Capella learners. Since some policies may be updated after publication, learners, faculty, and staff should refer to iGuide for current policies and procedures. Learners are responsible for understanding and following the most current version of all Capella University policies. 2.01.01 Admission 2.01.02 Maximum Time to Degree Completion 2.02.07 Changing Program, Specialization, Certificate 3.01.06 Comprehensive Examination Requirements 3.01.07 Dissertation Requirements 3.01.08 Academic Degree Requirements 3.04.05 Attendance at Residencies 4.03.01 Tuition and Fees 4.03.02 Tuition Refunds

Page 13 - University Policies The following admission components have been updated to reflect the addition of a new Doctor of Education (EdD) degree program.

Admission Components

School e-Admissions AcknowledgementO fficial Previous Transcript Institution fromInternational Letters of Acknowledgement and Pre-Assessment Certification of Certification of EdD Educational ResearchFaculty Interview Application Agreement Applicants: Recommendation Understanding of the Form Teaching Experience Licensed Teaching Site Confirmation Components Proof of English Curriculum Form Form Form Equivalency Undergraduate Studies 3 3 3* 3

Business and Technology 3 3 3 3 PhD and EdS, PhD, EdS, and MS, Curriculum EdD, Education Leadership in MS, Leadership and Instruction; Educational Educational in Educational MS, Early Childhood Leadership Administration; Administration; Education; and 3 3 3 3 3 PhD, Special PhD, Special MS, K–12 Studies Management Education Education in Education; MS, specialization Leadership Leadership Reading and Literacy specializations specializations specializations Human PhD, General Services Counselor 3 3 3 3 Education and 3 Supervision specialization

Harold Abel PsyD, Clinical PsyD, Clinical School of Psychology; Psychology; 3 3 3 3 MS, School 3 Psychology MS, School Psychology Psychology specializations specializations

Page 14 - University Policies The following admission requirements included in university policy 2.01.01 Admission have been updated to reflect the addition of a new Doctor of Education (EdD) degree program.

Admission Requirements Minimum Cumulative Minimum Level of Grade Point Average Capella Degree Education Completed (on a 4.0 scale) Additional Requirements BS High school diploma or equivalent. None Applicants must be at least 24 years old. (This age requirement may be waived for active military applicants, veterans, and applicants with 90 or more quarter credits of prior college/ university course work.) Applicants are required to provide official transcripts for every institution where they have earned or attempted college/ university credits. These must all be reviewed by Capella prior to the admission decision for the bachelor’s degree program. Any discrepancies or inaccuracies regarding previous course work may result in denied or revoked admission or administrative withdrawal.

Post-Bachelor’s Bachelor’s degree from an institution 2.30 cumulative GPA from a

Certificate accredited by a U.S. Department of bachelor’s degree granting

Education-recognized accrediting agency or institution. an internationally recognized institution.

MS Bachelor’s degree from an institution *2.30 cumulative GPA from a Applicants to the School of Education’s MS Leadership in accredited by a U.S. Department of bachelor’s degree granting Educational Administration specialization must have three years Education-recognized accrediting agency institution. of licensed teaching experience. or an internationally recognized institution. MBA Bachelor’s degree from an institution 2.30 cumulative GPA from a accredited by a U.S. Department of bachelor’s degree granting Education-recognized accrediting agency institution. or an internationally recognized institution. Post-Master’s Master’s degree from an institution 3.00 cumulative GPA from Applicants to the Harold Abel School of Psychology’s Specialist Certificate accredited by a U.S. Department of a master’s degree granting Certificate in School Psychology must have a master’s degree Education-recognized accrediting agency institution. with a specialization in School Psychology from Capella University. or an internationally recognized institution. EdS Master’s degree from an institution 3.00 cumulative GPA from Applicants to the School of Education’s EdS Leadership in accredited by a U.S. Department of a master’s degree granting Educational Administration specialization must have three years Education-recognized accrediting agency institution. of licensed teaching experience. or an internationally recognized institution.

PhD Master’s degree from an institution 3.00 cumulative GPA from Applicants to the School of Education’s PhD Leadership in accredited by a U.S. Department of a master’s degree granting Educational Administration and Special Education Leadership Education-recognized accrediting agency institution. specializations must have three years of licensed teaching or an internationally recognized institution. experience. Applicants to the School of Education’s PhD Nursing Education specialization must have a current license as a registered nurse and a master’s degree in nursing. Applicants to the PhD in Counselor Education and Supervision degree program must have completed a CACREP-accredited or CACREP curriculum equivalent master’s degree program. Applicants will also be assessed on professionalism and academic fit to the program as determined by the school.

EdD Master’s degree from an institution 3.00 cumulative GPA from

accredited by a U.S. Department of a master’s degree granting Education-recognized accrediting agency institution. or an internationally recognized institution. PsyD Master’s degree from an institution 3.00 cumulative GPA from Applicants to the Harold Abel School of Psychology’s PsyD accredited by a U.S. Department of a master’s degree granting Clinical Psychology specialization must have a master’s Education-recognized accrediting agency institution OR a combined degree in psychology or a related field. Applicants will also be or an internationally recognized institution. score of 1,000 on the GRE assessed on professionalism and academic fit to the program as General Exam. determined by the school.

* Selected degree programs have higher GPA and/or additional admission requirements. Refer to the procedures section II of this policy and Capella’s University Catalog for more information. Capella University Addendum 3

Page 15 - University Policies The following maximum time limits for completing degree or certificate programs included in university policy 2.01.02 Maximum Time to Degree Completion have been updated to reflect the addition of a new MS Addiction Counseling specialization.

Capella University requires learners Time limits for Capella University degree and certificate programs are as follows: to complete all degree or certificate Degree and Maximum Time from Program program requirements within specific Certificate Level Start Date to Completion time limits in order to be eligible to Bachelor’s Degree 8 years graduate. Learners who do not complete Master’s Degree* 4 years their degree or certificate program Graduate Certificate** 3 years requirements within required time limits, Education Specialist Degree 4 years which are based upon their degree or Doctoral Degree 7 years certificate level, will be administratively * Learners enrolled in the Master of Science in Public Health with a specialization in Health Management and Policy or Social and Behavioral Sciences have a maximum of five years to withdrawn from the university. These complete their degree program. time limits are the outside dates for * Learners enrolled in the Master of Science in Human Services with a specialization in Addiction completion and do not supercede Counseling; Marital, Couple, and Family Counseling/Therapy; Mental Health Counseling; or School the obligation to maintain satisfactory Counseling have a maximum of six years to complete their degree program. academic progress throughout the ** Learners enrolled in the specialist certificate program in the Harold Abel School of Psychology have a maximum of four years to complete their certificate program. learner’s program of study. Time limits for degree and certificate programs are outlined in this policy. Capella University Addendum 4

Page 106 - School of Business and The Global Operations and Supply Chain licensure requirements for P–12 public school Technology Degree Programs and Management Capstone course should be taken teachers or administrators. during the learner’s final quarter. Specializations Twelve Required Courses 72 quarter credits MBA6320 * Global Operations and Supply Chain All courses taken in sequence: The following new specialization has been added Management Capstone: Judgment, Planning, and Action ELM8100 Foundations of Educational Leadership in the School of Business and Technology. and Management I Total 48 quarter credits ELM8102 * Foundations of Educational Leadership Master of Business Administration Review of this specialization is pending in: AL, AR, and Management II (MBA) Specialization AZ, FL, GA, KY, MN, OH, SC, VA, WA, and WI. ELM8104 * Leadership Through Personal and Professional Development Global Operations and Supply Chain ELM8106 * Creating a Culture of Learning Management Page 121 - School of Education Degree ELM8108 * Data-Informed Decision Making for The Global Operations and Supply Chain Programs and Specializations Educational Leaders ELM8110 * Leading and Managing Change I Management MBA specialization provides The following new degree program and ELM8112 * Leading and Managing Change II learners with a foundational understanding of specialization have been added in the School of ELM8114 * Practicum in Educational Leadership company operations from a global perspective Education. and emphasizes the leveraging effects of the and Management supply chain on organizational performance. Doctor of Education (EdD) ELM9920 * Dissertation Courseroom (non-credit) The curriculum presents field-related theories, ELM9921 * Dissertation Research 1 paradigms, and best practices and focuses on The School of Education’s Doctor of Education (6 quarter credits) global environment assessment; global supply degree program, structured as a cohort, ELM9922 * Dissertation Research 2 chain management strategy; demand forecasting; integrates recognized theory and case method (6 quarter credits) process orientation; and global supply chain learning in a collaborative environment, ELM9923 * Dissertation Research 3 (6 quarter credits) management functions associated with marketing enabling practicing professionals to advance ELM9924 * Dissertation Research 4 and sales, product and inventory, integrated their understanding and skills in the essential (6 quarter credits) logistics, and personnel and customer service. areas of leadership, career, and management Total 72 quarter credits Upon successful completion of this specialization, preparedness. The degree program fosters learners are prepared to pursue careers as creative and critical thinking, application of general and operations managers, industrial inquiry and research skills, analysis of complex production managers, or management analysts. systems, and the development of leadership Page 136 - School of Human Services Degree Programs and Specializations Sixteen Required Courses 48 quarter credits and management skills. These competencies Core courses: support effective decision making and change The following new specialization has been added First two courses taken first and in sequence: management, enabling learners to excel as in the School of Human Services. scholar-practitioners and forward-thinking MBA6010 Professional Effectiveness: Stretch, Impact, Reposition educational leaders. This degree program does Master of Science (MS) in Human MBA6020 Leading for Results not satisfy licensure requirements for P–12 public Services Specialization MBA6110 Marketing and Brand Management school teachers or administrators. Addiction Counseling MBA6130 Operations and Process Management Review of this program is pending in: AL, AZ, FL, MBA6140 Applied Managerial Statistics GA, KY, MN, SC, VA, WA, and WI. The Addiction Counseling master’s specialization MBA6150 Accounting is designed to prepare learners to pursue MBA6160 * Financial Management careers in addiction counseling, treatment, and MBA6180 Managing Information Assets and Doctor of Education (EdD) prevention or mental health counseling. The Technology Specialization curriculum presents theories and models of MBA6190 Strategy addictive and compulsive behavior assessment, Educational Leadership and diagnosis, and treatment; principles of Specialization courses: Management psychopathology and personality disorders; and MBA6121 Foundations of Supply Chain The EdD specialization in Educational Leadership therapeutic intervention methods, including Management and Management, structured as a cohort, is individual and group counseling. Learners also MBA6123 * Supply Chain Design and Management designed to prepare practicing professionals consider ethnic and cultural awareness and MBA6125 * Logistics to effectively lead colleges; universities; P–12 professional and scientific ethics associated with MBA6127 * Effective Global Strategic Sourcing public, private, religious, charter, and non- the general field of counseling and addiction MBA6129 * Knowledge Management Systems traditional schools; and corporate, nonprofit, counseling in particular. This specialization requires course work and clinical experience; see In addition, choose one from the following courses and governmental educational institutions. AND the Capstone course: Throughout the specialization, learners focus Clinical Experience. MBA6120 Sales and Customer Relationship on financial, human resource, operations, and Management change management; effective decision-making MBA6210 Building Relationships strategies, models, and tools; curriculum and MBA6220 Developing and Coaching Others instruction improvement processes; and cultural MBA6230 Leading Teams competence and advocacy. The curriculum MBA6240 Facilitating Change is based on current industry knowledge and MBA6250 Leveraging Workplace Diversity standards and provides learners with the opportunity to strengthen their inquiry, analysis, MBA6260 Negotiating for Results communication, decision-making, and leadership MBA6270 Regulatory and Ethical Environment of Business skills and use them to address critical, real-world problems. This specialization does not satisfy

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. Capella University Addendum 5

Residency Requirement(s): Effective April 6, 2009, the title of and course Page 144 - Clinical Experience Two six-day residencies (HS-R5940, HS-R5941). requirements for the Addictions Counseling The following clinical experience requirements certificate program will change. The following have been updated to reflect the addition of a new Twenty-Three Required Courses 92 quarter credits requirements include new courses that have master’s Addiction Counseling specialization. Core courses: been developed as part of a new Addiction HS5003 Survey of Research in Human Counseling specialization in the MS in Human Clinical Experience Development and Behavior Services degree program. HS5006 Survey of Research Methodology Master of Science learners enrolled in the HS5106 Assessment, Tests, and Measures Certificate Addiction Counseling; Mental Health Counseling; HS5107 * Principles of Psychopathology: Diagnosis Marital, Couple, and Family Counseling/Therapy; and Treatment Addiction Counseling and School Counseling specializations complete HS5214 Theories of Personality (formerly Addictions Counseling) clinical courses as a requirement of their HS5215 Professional and Scientific Ethics for The Addiction Counseling certificate is designed specialization. The clinical experience consists Counselors/Therapists for professionals in agencies or in private practice of online courses and supervised laboratory HS5221 Mental Health Counseling who want to build their knowledge related to practice/client interactions as follows: HS5239 Theories of Psychotherapy substance abuse, addiction, and compulsive The Clinical Laboratories are online courses HS5241 * Group Counseling and Psychotherapy behaviors. The Addiction Counseling certificate is combined with two corresponding six-day HS5279 Life Planning and Career Development not designed to meet licensure requirements for pre-practicum residencies (40 contact hours HS5334 Ethnic and Cultural Awareness the counseling professions. each). The residencies provide clinical skills All academic courses listed below are 10-week Four Required Courses 16 quarter credits development coordinated with an online course. online courses. Each includes specific residency HS5258 Group Therapy and Treatment of The Practicum (HS6402 for Addiction days or field experience. Learners must complete Compulsive and Addictive Behaviors Counseling; HS6202 for Marital, Couple, and prerequisites and residency or field training HS5260 Theories and Models for the Treatment requirements to be eligible to complete each course Family Counseling/Therapy; HS6302 for Mental of Addictive and Compulsive Behaviors in the sequence. Health Counseling; and HS6102 for School HS5262 Interventions with Substance Abuse and Counseling) is an online course that includes a HS5940 * Addiction Counseling Pre-Practicum Dependence Course I (4 quarter credits) AND 100-hour clinical experience. Learners apply the HS5264 Current Issues in Compulsive and skills developed throughout the course of the HS-R5940 * Addiction Counseling Pre-Practicum Addictive Behavior Treatment Laboratory I (non-credit) program in a mental health or school counseling Total 16 quarter credits HS5941 * Addiction Counseling Pre-Practicum setting where the practicum is completed. Course II (4 quarter credits) AND The Clinical Internships (HS6431 and HS6432 HS-R5941 * Addiction Counseling Pre-Practicum for Addiction Counseling; HS6231 and HS6232 Laboratory II (non-credit) for Marital, Couple, and Family Counseling/ HS6402 * Addiction Counseling Clinical Practicum Therapy; HS6331 and HS6332 for Mental (4 quarter credits plus 100 hours field Health Counseling; and HS6131 and HS6132 experience) for School Counseling) consists of two to three HS6431 * Addiction Counseling Clinical Internship I (4 quarter credits plus field experience) online courses. Each internship includes an intensive, 300-hour hands-on field experience at HS6432 * Addiction Counseling Clinical Internship II (4 quarter credits plus field experience) an agency/program that provides agreed-upon clinical counseling opportunities. The internship Specialization courses: represents a significant time of learning and HS5108 * Foundations of Addictive and applying clinical proficiencies that are critical to Compulsive Behavior the provision of addiction counseling; mental HS5225 Human Sexuality health counseling; marital, couple, and family HS5258 Group Therapy and Treatment of counseling/therapy; and school counseling Compulsive and Addictive Behaviors services. HS5260 Theories and Models for the Treatment of Addictive and Compulsive Behaviors Learners should consult the Counselor Education HS5262 Interventions with Substance Abuse and Handbook for details about the clinical Dependence experience. HS5264 Current Issues in Compulsive and Addictive Behavior Treatment HS5990 * Integrative Project for Human Services Page 150 - Harold Abel School of Learners Psychology Degree Programs and Total 92 quarter credits Specializations Review of this specialization is pending in: AL, AZ, Effective April 6, 2009, PSY5004 - Orientation FL, GA, KY, MN, NC, OH, SC, VA, WA, and WI. to Graduate Learning in Psychology, School Capella university cannot guarantee licensure, Psychology will replace PSY5002 - Orientation certification, or endorsement. state regulations to Graduate Learning in Psychology as the vary. it is learners’ responsibility to understand new first course for the MS School Psychology and comply with requirements for their state. specialization. State regulations vary regarding course requirements for professional licensure. For assistance with state-mandated course requirements for licensure, contact the designated school representative.

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details. Capella University Addendum 6

Page 160 - Graduate Course from specialization course work with collateral ELM8108 - Data-Informed Decision Making Descriptions knowledge acquired during the MBA experience. for Educational Leaders (6 quarter credits). In this course, learners examine the use of data The following new and revised courses have been The course uses an online simulation that allows in the planning, execution, and assessment of added. learners to demonstrate their capacity for high-level management in the strategic global educational decision making. Learners consider marketplace. Prerequisite(s): Completion of all research, multiple perspectives, laws and School of Business and Technology required MBA course work. Cannot be fulfilled regulations, organizational resources, and ethics to make data-informed decisions using a variety MBA6121 - Foundations of Supply Chain by transfer or petition. of decision-making strategies, models, and Management (3 quarter credits). Learners in tools. For EdD learners only. Prerequisite(s): this course study the fundamental concepts School of Education ELM8106. Cannot be fulfilled by transfer. of supply chain management from a systems theory perspective and examine the changes in ELM8100 - Foundations of Educational ELM8110 - Leading and Managing Change I scope and scale that globalization has brought Leadership and Management I (6 quarter (6 quarter credits). This is the first of two to internal business processes. Learners use this credits). This course is the first of two consecutive courses in which learners apply knowledge to develop a broad understanding of consecutive introductory courses for all EdD the leadership and management competencies management best practices in global markets. learners in the School of Education. It provides gained from previous course work to real-world an overview of the degree program’s structure, situations. Learners identify and demonstrate MBA6123 - Supply Chain Design and competencies, and requirements and presents the inquiry, analysis, communication, decision- Management (3 quarter credits). In this course, the fundamental principles and skills of making, and leadership skills needed to learners examine supply chain management leadership and management. Learners study address and solve problems; plan, implement, as a logistics network that provides strategic the leader’s role in achieving organizational and evaluate change; improve processes; and advantage to global managers. Learners also objectives and developing shared mission, vision, demonstrate cultural competence. For EdD study customer relationship management and its and values. Learners also explore methods learners only. Prerequisite(s): ELM8108. Cannot effect on the overall supply chain. Learners use of effective financial, human resource, and be fulfilled by transfer. online computer simulations to gain hands-on operations management and examine principles ELM8112 - Leading and Managing Change II experience in managing distribution and risk. of inquiry and systems thinking. For EdD learners (6 quarter credits). This is the second of two Prerequisite(s): MBA6121. only. Cannot be fulfilled by transfer. consecutive courses in which learners apply MBA6125 - Logistics (3 quarter credits). ELM8102 - Foundations of Educational the leadership and management competencies Learners in this course examine the traditional Leadership and Management II (6 quarter gained from previous course work to real-world logistics of the delivery of goods in today’s credits). This course is the second of two situations. Learners continue to identify and business-to-business environment. Learners consecutive introductory courses for all EdD demonstrate the skills exhibited during ELM8110. identify the cost components of the supply chain, learners in the School of Education. Learners For EdD learners only. Prerequisite(s): including an efficient and effective logistics build on the knowledge gained during ELM8100 ELM8110. Cannot be fulfilled by transfer. system, and analyze their individual and collective and continue their study of fundamental ELM8114 - Practicum in Educational effects on organizational performance. Learners leadership and management principles and Leadership and Management (6 quarter also explore five disciplines for top-performing skills. For EdD learners only. Prerequisite(s): credits). The practicum is the final course prior logistics networks. Prerequisite(s): MBA6121. ELM8100. Cannot be fulfilled by transfer. to the dissertation course sequence. Learners MBA6127 - Effective Global Strategic Sourcing ELM8104 - Leadership Through Personal and identify skills or knowledge related to specific (3 quarter credits). This course emphasizes fully Professional Development (6 quarter credits). competencies in their degree program that integrating the supply chain to position quality In this course, learners analyze the personal, require further development and under the as a strategic competitive advantage. Learners relational, and metacognitive dimensions of supervision of a Capella faculty member and identify ways to use strategic resourcing to leadership. Learners reflect on personal values site supervisor, create an improvement plan to achieve consistent quality, thus enabling market and behaviors and use metacognitive skills to address them during a 100-hour field experience. share growth and preventing market share examine their own learning and growth. Learners The course culminates in a final professional erosion. Learners also examine the importance also employ the language and tools of various portfolio review. For EdD learners only. of managing relationships with global suppliers systems models to frame and solve problems Prerequisite(s): ELM8112. Cannot be fulfilled and establishing consistent quality benchmarks. and examine ways to negotiate and influence by transfer. Prerequisite(s): MBA6121. outcomes within organizations. For EdD learners ELM9920 - Dissertation Courseroom MBA6129 - Knowledge Management only. Prerequisite(s): ELM8102. Cannot be (non-credit). This course provides learners with Systems (3 quarter credits). This course covers fulfilled by transfer. resources, guidance, and peer and mentor knowledge management and its associated ELM8106 - Creating a Culture of Learning support during each dissertation course as they functions in social, cultural, and professional (6 quarter credits). Learners in this course complete the required milestones. Grading for disciplines. Learners explore ways to establish identify the leadership and management skills this course is R/NS. Prerequisite: ELM8114. knowledge management systems in support of needed to develop an assessment-, knowledge-, Cannot be fulfilled by transfer. logistics, supply chain management, and quality learning-, and community-centered culture. ELM9921–ELM9945 - Dissertation Research 1– to achieve long-term strategic goals. Learners Learners explore ways to advocate for students Dissertation Research 25 (6 quarter credits also identify ways to use effective knowledge and institutions; lead continuous and data- each). Learners complete the required management to differentiate their organizations driven curriculum and instruction improvement dissertation milestones and prepare their and dominate their markets. Prerequisite(s): processes; and promote academic excellence dissertation for publication. Grading for this MBA6121. and cultural competence. For EdD learners only. course is R/NS. Prerequisite(s): ELM8114. MBA6320 - Global Operations and Supply Prerequisite(s): ELM8104. Cannot be fulfilled Courses must be taken in sequence. ELM9920 Chain Management Capstone: Judgment, by transfer. is a co-requisite for these courses. Cannot be Planning, and Action (3 quarter credits). This fulfilled by transfer. is an integrative course for learners completing the MBA Global Operations and Supply Chain Management specialization. Learners synthesize and integrate knowledge and skills gained Capella University Addendum 7

School of Human Services HS5214 - Theories of Personality (4 quarter HS5258 - Group Therapy and Treatment of credits). In this course, learners examine the main Compulsive and Addictive Behaviors (4 quarter HS5003 - Survey of Research in Human constructs of personality by analyzing person- credits). In this course, learners analyze theory Development and Behavior (4 quarter centered, trait, behavioral, psychodynamic, and and research of compulsive and addictive credits). This course presents theories of social-cognitive personality theories. Learners behavior treatment. Learners study the group human development and behavior throughout also study biological, social, and cultural therapy process and apply clinical theories, the lifecycle. Learners examine approaches for influences on personality and the development of research, and skills to their clinical setting. Topics researching human development, including personality throughout the lifecycle. include group therapy development, leadership personality and moral development theory. styles, and critical incident management in HS5215 - Professional and Scientific Ethics Learners also focus on the developing person group therapy, including members “acting out” for Counselors/Therapists (4 quarter credits). using the theoretical lenses of disciplines such (e.g., relapsing), inter-group conflict, and group Learners in this course examine the evolution as psychology, anthropology, and biology. member transference with leaders. Learners also of professional counselor/therapist ethics and HS5002(3) must be taken by master’s learners consider ethics, managed care, and culture and analyze the effect of ethics on education, in their first quarter. HS5002 and HS5003 are their influences on compulsive and addictive psychotherapy, law, and institutional guidelines equivalent courses. Learners can earn credit behavior treatment. for either HS5002 or HS5003, but not both. protecting human subjects in research. Learners HS5260 - Theories and Models for the Cannot be fulfilled by transfer. also identify current ethical issues in the addiction counseling field and explore methods used to Treatment of Addictive and Compulsive HS5006 - Survey of Research Methodology effectively address them. Behaviors (4 quarter credits). Learners in this (4 quarter credits). This course provides an course investigate the nature of addictive and HS5221 - Mental Health Counseling (4 quarter overview of graduate-level approaches to compulsive behavior problems and study various credits). Learners in this course review the skills, research methodology. Learners study major addiction models and their tenets to evaluate methods, and practices associated with mental research methodologies and quantitative and the validity and efficacy of associated treatment health counseling and apply current counseling qualitative approaches to scholarly inquiry. approaches. Learners also explore alternatives to theory and research to clinical practice. Topics addiction models, including cognitive behavior HS5106 - Assessment, Tests, and Measures include treatment planning, therapeutic therapy and the psycho-dynamic compulsive (4 quarter credits). Learners in this course intervention methods, and working with diverse behavior model. examine the assessment process and the use populations. of tests and measures in counseling assessment HS5262 - Interventions with Substance HS5225 - Human Sexuality (4 quarter credits). activities. Learners also explore the evolution Abuse and Dependence (4 quarter credits). Learners in this course study sexuality within the of assessment methods, test construction and Learners in this course evaluate traditional broad context of human experience. Learners standardization, and assessment strategies and and non-traditional treatment approaches of examine physical and psychosexual development interpretation. substance abuse, addiction, and recovery and and evaluate the frequency and significance of relapse. Topics include inpatient and outpatient HS5107 - Principles of Psychopathology: sexual behavior in individuals. Learners also study treatment programming; self-help groups; and Diagnosis and Treatment (4 quarter credits). health issues associated with sexuality, explore the use of alternative treatment approaches, In this course, learners examine the theory, treatments for various sexual problems, and community resources, and individual, group, research, and principles of psychopathology. identify sexuality-related concerns of special and and family psychotherapy in the treatment of Learners study the etiology of psychopathology diverse populations. Learners who take HS5225 compulsive and addictive behaviors. The course and explore current psychopathology assessment may not also earn credit for HS8725. methods and applications, including the use of also addresses current trends in service delivery the DSM-IV-TR to diagnose mental disorders. HS5239 - Theories of Psychotherapy (4 quarter related to ongoing changes in the health care Learners also analyze intervention strategies credits). This course presents various schools delivery system, including managed care. of therapeutic intervention and their respective and contemporary issues associated with the HS5264 - Current Issues in Compulsive and philosophical tenets and associated therapeutic assessment and treatment of mental disorders. Addictive Behavior Treatment (4 quarter skills. Learners examine current psychotherapy Prerequisite(s): Addiction Counseling learners credits). In this course, learners review theories, procedures, and techniques and apply must have completed HS5940 and HS-R5940. current research, developments, and trends in them to a variety of clinical problems. Learners Marital, Couple, and Family Counseling/ compulsion and addiction treatment. Learners who take HS5239 may not also earn credit for Therapy learners must have completed HS5920 examine the effects of global terrorism on HS8739. and HS-R5920. Mental Health Counseling society, the addictive nature of society, and the learners must have completed HS5930 and HS5241 - Group Counseling and Psychotherapy changing rates of drug-related imprisonment. HS-R5930. (4 quarter credits). Learners in this course Other course topics include emerging addictive HS5108 - Foundations of Addictive and examine the clinical theories, research, behavior treatments and treatment approaches, Compulsive Behavior (4 quarter credits). and procedures of group counseling and the influence of managed care on treatment, In this course, learners explore the theories psychotherapy. Topics include leadership and the changing role of addiction counselor. and research that guide the treatment of responsibilities and styles, co-therapy mechanics, Learners also consider culture and its influence addictive and compulsive behavior disorders. special-function group design, and critical on the treatment of compulsive and addictive Learners analyze traditional and non-traditional incident management within groups. Learners behavior treatment. who take HS5241 may not also earn credit interventions as applied to inpatient, outpatient, HS5279 - Life Planning and Career for HS8741. Prerequisite(s): Addiction and community-based treatment for individuals, Development (4 quarter credits). In this course, Counseling learners must have completed couples, families, and groups. Topics include learners study theory and research related to HS5940 and HS-R5940. Marital, Couple, and assessment, diagnosis, and treatment planning working with individuals responding to life Family Counseling/Therapy learners must and evaluation. Prerequisite(s): Addiction transitions. Learners explore career and life have completed HS5920 and HS-R5920. Counseling learners must have completed development, improvement, and transition. Mental Health Counseling learners must have HS5940 and HS-R5940. Marital, Couple, and Learners who take HS5279 may not also earn completed HS5930 and HS-R5930. School Family Counseling/Therapy learners must credit for HS8779. have completed HS5920 and HS-R5920. Counseling learners must have completed Mental Health Counseling learners must have HS5910 and HS-R5910. completed HS5930 and HS-R5930. Capella University Addendum 8

HS5334 - Ethnic and Cultural Awareness HS6402 - Addiction Counseling Clinical Colloquia and Residencies (4 quarter credits). This course is a survey of Practicum (4 quarter credits). The clinical HS-R5940 - Addiction Counseling Pre-Practicum theories, research, and concepts that highlight practicum is a requirement for all Addiction Laboratory I (non-credit). The first pre-practicum the importance of race, culture, and ethnicity Counseling learners seeking licensure as a part of residency focuses on initial development of in individual and group experience. Learners their academic program. It is an online-directed, clinical addiction counseling proficiencies, consider the effects of gender, social class, supervised field experience during which learners including building therapeutic relationship religion, and disability on experience and practice specific clinical skills in interviewing, skills, performing therapeutic assessments evaluate the role of the human service and assessment, intervention, documentation, and and interventions, and applying ethical and educational professional in addressing the consultation in an addiction counseling field legal standards of practice. The course guides multicultural needs of clients and colleagues setting. This course requires 100 hours of clinical learners as they integrate addiction counseling in the workforce. Learners also examine cross- field experience; no less than 40 hours of direct theory with practice. Prerequisite(s): Learners cultural issues and practice applying a variety of client contact, 20 of which must be substance- must have completed the following courses: theoretical approaches and methodologies to abuse related; and no less than 15 hours of HS5002 or HS5003; HS5215 or HS5315; real-life scenarios. face-to-face contact with field supervisors. HS5214; HS5221; HS5334. Learners must HS5940 - Addiction Counseling Pre-Practicum Prerequisite(s): HS5940, HS5941. Cannot be have completed or be progressing in HS5239. Course I (4 quarter credits). This online course fulfilled by transfer. Cannot be fulfilled by transfer. The pre- reinforces laboratory skill development and HS6431 - Addiction Counseling Clinical practicum residency has a companion academic emphasizes therapeutic relationship skills, Internship I (4 quarter credits). This is the first online course, HS5940. therapeutic assessment and intervention course in a sequence of two clinical internship HS-R5941 - Addiction Counseling Pre-Practicum techniques, and ethical and legal standards of courses during which learners fulfill 600 total Laboratory II (non-credit). The second pre- practice. Learners apply addiction counseling required contract hours. Learners must complete practicum residency focuses on advanced theories and methods to clinical practice. 240 hours of direct client contact, 120 of which development of clinical addiction counseling HS5940 must be taken with HS-R5940. must be substance abuse-related, and 24 hours proficiencies, including building advanced Prerequisite(s): Learners must have completed of face-to-face contact with field supervisors. The therapeutic relationship skills, and assessing and the following courses: HS5002 or HS5003; internship provides learners with specific clinical treating addictive and compulsive behaviors. HS5215 or HS5315; HS5214; HS5221; skills in interviewing, assessment, intervention, The course guides learners as they integrate HS5334. Learners must have completed or be documentation, and consultation in a field setting addiction counseling theory with practice. progressing in HS5239. Cannot be fulfilled by relevant to the learner’s chosen field of addiction Prerequisite(s): Learners must have completed transfer. counseling or therapy. Prerequisite(s): HS6402 or be progressing in the following courses: HS5941 - Addiction Counseling Pre-Practicum and all required course work. Cannot be HS5940, HS-R5940, HS5006, HS5106, HS5107, Course II (4 quarter credits). This online fulfilled by transfer. HS5108, HS5225, HS5241. The pre-practicum course reinforces laboratory skill development HS6432 - Addiction Counseling Clinical residency has a companion academic online and emphasizes counseling theory, advanced Internship II (4 quarter credits). This is the course, HS5941. therapeutic relationship skills, and addictive and second course in a sequence of two clinical compulsive behavior treatment planning. The internship courses during which learners fulfill course also presents applications of individual 600 total required contact hours. Learners must Harold Abel School of Psychology psychotherapy for Axis-I behaviorally disordered complete 240 hours of direct client contact, clients, group psychotherapy techniques for 120 of which must be substance abuse-related, PSY5004 - Orientation to Graduate Learning unrelated individuals, and systems-oriented and 24 hours of face-to-face contact with field in Psychology, School Psychology (5 quarter therapies for individuals and family groups. supervisors. The internship provides learners with credits). This course is an orientation to the Learners apply addiction counseling theories and specific clinical skills in interviewing, assessment, School Psychology specialization and the methods to clinical practice. HS5941 must be intervention, documentation, and consultation standards developed for the field by the National taken with HS-R5941. Prerequisite(s): Learners in a field setting relevant to the learner’s Association of School Psychologists (NASP). must have completed or be progressing in the chosen field of addiction counseling or therapy. Learners review clinical training, certification, following courses: HS5940, HS-R5940, HS5006, Prerequisite(s): HS6431. Cannot be fulfilled by and licensure requirements information; ethics HS5106, HS5107, HS5108, HS5225, HS5241. transfer. and professional standards, including the NASP Cannot be fulfilled by transfer. practice domains; the specialization’s course requirements and residency sequence. Learners HS5990 - Integrative Project for Human also assess their school psychology skills, identify Services Learners (4 quarter credits). In this networking opportunities, and begin to develop course, master’s learners demonstrate proficiency a professional portfolio. PSY5004 must be taken in their specialization area by applying learning by master’s learners in their first quarter. from required and elective courses to complete Cannot be fulfilled by transfer. an analysis of a human services organization or system, or propose a new application in their professional field. For learners in Human Services specializations only. Prerequisite(s): All required and elective course work. Cannot be fulfilled by transfer. Capella University Addendum 9

Correction ED7823 - Education and the Law (4 quarter participate in field experiences with a licensed credits). In this course, learners analyze laws and superintendent site supervisor and create, sign, Page 160 - Graduate Course and begin to fulfill a contract based on program Descriptions legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing outcomes, competencies, and standards. ED7903 The following School of Education course legal issues before they arise and study the and ED7904 must be taken in sequence and descriptions have been revised to reflect updated methods and tools used to prevent and resolve prior to the comprehensive examination. For prerequisites: legal problems. Prerequisite(s): PhD and EdS purposes of licensure endorsement, the two Leadership in Educational Administration courses constitute a single 320-hour internship ED7541 - Teacher Supervision and Evaluation learners must have completed ED8007. experience. Prerequisite(s): ED7820, ED8113, (4 quarter credits). Learners in this course ED8111. Cannot be fulfilled by transfer. ED7852 - P–12 Principalship (4 quarter credits). examine current theories and best practices of Learners in this course gain an understanding ED7904 - Internship in the Superintendency II teacher supervision and evaluation. In particular, of the responsibilities and issues associated (4 quarter credits). This capstone course is learners focus on instructional leadership and with the role of the 21st-century P–12 principal. the second of two consecutive superintendent professional development as part of a systemic Topics include effective P–12 school leadership internship courses that provide learners with plan to improve student learning. Cannot be and management, curriculum and instruction the academic and field experiences that are fulfilled by transfer. planning and assessment, and collaboration prerequisites for superintendent licensure in ED7542 - The Politics of P–12 Education with stakeholders. Prerequisite(s): PhD and most states. Learners continue the activities (4 quarter credits). This course provides learners EdS Leadership in Educational Administration started in ED7903 and complete a final portfolio with a theoretical foundation of education learners must have completed the following that demonstrates their mastery of program policy and presents the basic analytical courses: ED8113, ED7820, ED8111. Cannot be outcomes, competencies, and standards. ED7903 categories of political science as they apply fulfilled by transfer. and ED7904 must be taken in sequence and to education. Topics include the influence of prior to the comprehensive examination. For ED7901 - Internship in Educational federal, state, and local governments in school purposes of licensure endorsement, the two Administration I (4 quarter credits). This policy making; school and community relations; courses constitute a single 320-hour internship capstone course is the first of two consecutive privatization and choice; decentralization; school experience. Prerequisite(s): ED7903. Cannot be principal internship courses that provide learners finance; desegregation; affirmative action; fulfilled by transfer. with the academic and field experiences that bilingual education; technology; and teacher are prerequisites for principal or administrative ED8540 - Internship in Curriculum and empowerment. licensure in most states. Learners reflect on their Instruction I (2 quarter credits). This course is ED7543 - The Superintendency (4 quarter program pre-assessment aptitudes and assess the first of two consecutive capstone courses credits). In this course, learners explore the those gained during the program. Learners also for the PhD and EdS Curriculum and Instruction complex and challenging position of the school participate in field experiences with a licensed specializations. Learners assess their curriculum superintendent. Learners acquire knowledge principal site supervisor that are designed to and instruction competencies and demonstrate and skills related to superintendent roles and strengthen their leadership skills and start to proficiency. They serve the first 125 hours of a responsibilities, material and human resource develop a final portfolio that demonstrates their 250-hour field-based internship during which management, school board relationships, and mastery of program outcomes, competencies, they create, sign, and fulfill a competency-based school district organization and culture. Cannot and standards. ED7901 and ED7902 must contract with their curriculum and instruction be fulfilled by transfer. be taken in sequence and prior to the site supervisor and Capella University supervisor. ED7545 - Special Education Administration comprehensive examination. For purposes Throughout the course, learners maintain a log of (4 quarter credits). This course provides an of licensure endorsement, the two courses their experiences and develop a portfolio as part overview of special education administration constitute a single 320-hour internship of their contract materials. ED8540 and ED8541 functions and services. Learners identify the experience. Prerequisite(s): ED7820, ED8113, must be taken in sequence and prior to the human and material resource responsibilities, ED8111. Cannot be fulfilled by transfer. comprehensive examination. Prerequisite(s): PhD Curriculum and Instruction learners must activities, and challenges associated with ED7902 - Internship in Educational have completed ED7820. integrating students with disabilities into an Administration II (4 quarter credits). This educational program. Learners also examine capstone course is the second of two consecutive ED8541 - Internship in Curriculum and the legal, financial, and ethical responsibilities principal internship courses that provide learners Instruction II (2 quarter credits). This is the administrators have to staff, students, and with the academic and field experiences that second of two consecutive capstone courses families working in or using special education are prerequisites for principal or administrative for the PhD and EdS Curriculum and Instruction programs and services. Cannot be fulfilled by licensure in most states. Learners continue the specializations. Learners assess their curriculum transfer. activities started in ED7901 and complete a and instruction competencies and demonstrate ED7822 - The Funding of Educational final portfolio that demonstrates their mastery proficiency. They serve the second 125 hours of Institutions (4 quarter credits). Learners in this of program outcomes, competencies, and a 250-hour field-based internship during which course examine a variety of public education standards. ED7901 and ED7902 must be taken they create, sign, and fulfill a competency-based funding issues. In particular, learners examine in sequence and prior to the comprehensive contract with their curriculum and instruction the effect of litigation and politics on present examination. For purposes of licensure site supervisor and Capella University supervisor. and future funding patterns and school finance endorsement, the two courses constitute Throughout the course, learners maintain a log of reform. Learners also identify the ways politics a single 320-hour internship experience. their experiences and develop a portfolio as part have affected the allocation of resources at all Prerequisite(s): ED7901. Cannot be fulfilled by of their contract materials. ED8540 and ED8541 levels of government. Prerequisite(s): PhD and transfer. must be taken in sequence and prior to the comprehensive examination. Prerequisite(s): EdS Leadership in Educational Administration ED7903 - Internship in the Superintendency I PhD Curriculum and Instruction learners must learners must have completed ED8007. (4 quarter credits). This capstone course is the have completed ED7820 and ED8540. first of two consecutive superintendent internship courses that provide learners with the academic and field experiences that are prerequisites for superintendent licensure in most states. Learners