• Catalog Cover.05-06 4/15/05 5:26 PM Page 2
2005 - 2006
UNIVERSITY CATALOG
Volume 05-06, No. 1 • July 2005 • Catalog 05.v1.4-6 4/15/05 5:05 PM Page 1
2005 University Catalog Volume 05-06, No. 1 July 2005
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 TOLL-FREE 1-888-CAPELLA (227-3552) FAX 612-977-5060 www.capella.edu
© 2005 Capella University. All rights reserved. 2 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu
Welcome to Capella University ...... 5 Petition for Credit for Table of Contents About Capella University ...... 6 Undergraduate Learners ...... 20 Mission Statement ...... 6 Petition for Credit for Graduate Learners 20 Educational Philosophy ...... 6 Description of Credit Awarded ...... 20 University History ...... 6 Disability Accommodation ...... 21 Affirmative Action ...... 6 Discrimination, Harassment, and Assault ...... 21 Ownership of University ...... 6 Dismissal from the University Policy . . . . 21 Institutional Accreditations ...... 6 Dissertation Publishing ...... 22 General Overview ...... 7 Drug and Alcohol Policy ...... 22 Academic Program Options ...... 7 Grading Policies ...... 22 Course Formats ...... 7 Grading Academic Residencies ...... 7 Repeating Courses Capella's Commitment to Appealing a Grade Learner Success ...... 7 Grade Value Summary Learner Services ...... 7 Graduation Requirement and Computer Requirements ...... 9 Commencement ...... 25 Undergraduate Academic Honors Admissions Policies ...... 10 Application to Graduate Admissions Requirements ...... 10 Application to Receive Certificate Admissions Components ...... 11 Commencement Admissions Decisions ...... 11 Intellectual Property ...... 25 Offer of Admission Interlibrary Loan ...... 26 Full Admission Overdue Books Conditional Admission Book Recalls Denial of Admission Learner Code of Conduct ...... 27 International Applicants ...... 11 Illegal Activities Readiness Assessment ...... 12 Theft Equal Opportunity and Disrespect Nondiscrimination ...... 12 Interfering with University Activities Credit for Prior Learning ...... 12 Dishonesty Transfer of Credit ...... 12 Learner Grievance ...... 27 Credit Earned at Other Institutions For Arizona Learners Maximum Transfer Credit For Arkansas Learners Undergraduate Credit For Florida Learners Graduate Credit For Georgia Learners Appeal of Transfer Credit Evaluation For Ohio Learners Transfer Credit Exceptions For Wisconsin Learners Application of Capella Credits ...... 13 Leave of Absence ...... 28 Truth in Information ...... 14 Limitations of Registrations with Academic and Other a Single Faculty Member ...... 28 University Policies ...... 15 Multiple Degree Program Academic Calendar ...... 15 Enrollments ...... 28 Academic Freedom ...... 16 Professional Licensure and Academic Honesty ...... 16 Certification ...... 28 Academic or Education Records Research at Capella University ...... 28 (Privacy and Record Retention) ...... 16 Residential Colloquia ...... 29 Definition of an Education Record Psychology Year-in-Residence Right to Inspect and Review School of Human Services Master’s Right to Request Amendment Degree Residency Disclosure of Personally Identifiable Attendance Requirements and Information Cancellation Fees External Requests Retention of Learner Work Products Retention of Education Records and Grading Records ...... 30 Complaints Regarding FERPA Satisfactory Academic Progress ...... 30 Official Transcripts Undergraduate Programs Change of Program ...... 18 Graduate Programs Change of Degree Program Five Stages of Academic Probation Change of Specialization Registration in Continuation Courses, Change of Certificate Program Federal Financial Aid, and Consensual Relationships ...... 18 Satisfactory Academic Progress Contact Information for Learners ...... 19 Maximum Time to Completion Course Drop ...... 19 Transcripts ...... 31 Course Formats ...... 19 Transferability of Capella Credits ...... 31 Online Courses Financial Aid ...... 32 Directed Study Courses Satisfactory Academic Progress Course Load ...... 19 Policy for Financial Aid ...... 32 Credit for Prior Learning ...... 19 Scholarships ...... 32 Nationally Recognized Examination Veterans’ Educational Benefits ...... 32 Programs ACE Recommended Credits Petition for Credit • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 3
1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 3
Tuition and Fees ...... 33 School of Business and Technology Table of Contents, Tuition and Fees ...... 34 Degree Programs ...... 61 continued BS, MBA, MS, and Certificate Tuition Doctor of Philosophy (PhD) in PhD Tuition Organization and Management HASOP PhD and PsyD Tuition Specializations ...... 61 Tuition for Continuation Courses Human Resource Management Reduced Tuition for Advanced Information Technology Management Doctoral Learners Leadership
Employer Reimbursement General OF CONTENTS TABLE Special Business Office Hold Master of Science (MS) in Organization Tuition Refunds ...... 34 and Management Specializations ...... 62 Tuition Refund Schedules Human Resource Management Florida Residents Refund Policy Information Technology Management Georgia Residents Refund Policy Leadership Wisconsin Residents Refund Policy General Refund Procedure for Financial Aid Master of Science (MS) in Information Recipients Technology Specializations ...... 64 Residency Tuition and Fees ...... 36 General Information Technology Residency Cancellation Fee Information Security Other Fees ...... 36 Network Architecture and Design Application Fees Project Management and Leadership Petition for Credit Fee System Design and Programming Graduation Fee Master of Business Administration Official Transcripts ...... 36 (MBA) Specializations ...... 66 General Capella University School of Finance Marketing Undergraduate Studies ...... 39 Graduate Certificates ...... 67 About the School of Human Resource Management Undergraduate Studies ...... 40 Information Technology Management Mission Statement ...... 40 Leadership Undergraduate Degree Programs ...... 40 Professional Project Management Bachelor of Science (BS) in Business Information Security Professional Bachelor of Science (BS) in Information School of Education ...... 69 Technology About the School of Education ...... 70 General Education Requirements ...... 40 Mission Statement ...... 70 School of Undergraduate Studies Degree Programs ...... 70 Degree Programs ...... 42 Doctor of Philosophy (PhD) Bachelor of Science (BS) Master of Science (MS) in Business Specializations ...... 42 Certificate Business Administration Professional Licensure and Finance Certification ...... 70 Human Resource Management School of Education Management and Leadership Degree Programs ...... 71 Marketing Bachelor of Science (BS) in Information Doctor of Philosophy (PhD) Technology Specializations ...... 45 Specializations ...... 71 General Leadership in Educational Administration Graphics and Multimedia Leadership for Higher Education Network Technology Postsecondary and Adult Education Project Management Instructional Design for Online Learning Web Application Development Training and Performance Improvement Professional Studies in Education Undergraduate Course Descriptions . . . .49 Master of Science (MS) General Education Courses Specializations ...... 73 Business Courses Advanced Classroom Instruction Information Technology Courses Reading and Literacy Curriculum and Instruction Capella University Graduate Schools . . . .57 Leadership in Educational Administration Leadership for Higher Education School of Business and Technology . . . . .59 Enrollment Management About the School of Business Postsecondary and Adult Education and Technology ...... 60 Instructional Design for Online Learning Mission Statement ...... 60 Training and Performance Improvement Degree Programs ...... 60 Professional Studies in Education Doctor of Philosophy (PhD) Certificate ...... 78 Master of Science (MS) in Leadership in Educational Administration Organization and Management Post-master’s Certificate Master of Science (MS) in Information Technology Master of Business Administration (MBA) Certificates • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 4
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School of Human Services ...... 79 Certificate ...... 93 Table of Contents, About the School of Human Services . . . .80 Specialist Certificate in continued Mission Statement ...... 80 School Psychology Degree Programs ...... 80 Academic Residencies ...... 94 Doctor of Philosophy (PhD) MS and PhD Residential Colloquia Master of Science (MS) Clinical and Counseling Certificates Year-in-Residence Professional Licensure and School Psychology Year-in-Residence Certification ...... 80 Schedules for Year-In-Residence Field Training ...... 96 School of Human Services Introduction to Field Training Degree Programs ...... 81 Overview of Practicum Doctor of Philosophy (PhD) Overview of Internship Specializations ...... 81 Field Training Requirements General Human Services Graduate Course Descriptions ...... 97 Criminal Justice School of Education Courses ...... 97 Counseling Studies Health Care Administration School of Human Services Courses . . . .106 Management of Nonprofit Agencies School of Human Services Social and Community Services Residency Courses ...... 116 Master of Science (MS) School of Business and Technology – Specializations ...... 83 MBA Courses ...... 116 General Human Services School of Business and Technology – Criminal Justice Master’s Organization and Counseling Studies Management Courses ...... 118 Health Care Administration School of Business and Technology – Management of Nonprofit Agencies Graduate-level Writing Courses ...... 120 Social and Community Services School of Business and Technology – Marital, Couple, and Family Doctoral Organization and Counseling/Therapy Management Courses ...... 120 Mental Health Counseling Harold Abel School of Clinical Experience Psychology Courses ...... 124 Certificates ...... 86 Harold Abel School of Psychology Addictions Counseling Academic Residencies ...... 133 Criminal Justice School of Business and Technology – Diversity Studies Information Technology Courses ...... 134 Health Care Administration Colloquia and Residencies ...... 139 Management of Nonprofit Agencies Marriage and Family Services Governance ...... 140 Professional Counseling Administration ...... 140 Social and Community Services Board of Directors ...... 140 Harold Abel School of Psychology ...... 87 School Directories ...... 140 About the Harold Abel School School of Undergraduate Studies of Psychology ...... 88 School of Business and Technology Mission Statement ...... 88 School of Education Harold Abel School of Psychology School of Human Services Degree Programs ...... 88 Harold Abel School of Psychology Doctor of Psychology (PsyD) Faculty ...... 143 Doctor of Philosophy (PhD) Senior Faculty ...... 143 Master of Science (MS) Core and Adjunct Faculty ...... 143 Certificate Advisors ...... 154 Professional Licensure and MBA Coaches ...... 155 Certification ...... 88 State Regulatory Information ...... 156 Harold Abel School of Psychology Rights to Change Requirements ...... 156 Degree Programs ...... 89 Doctor of Psychology (PsyD) Specializations ...... 89 Clinical Psychology Counseling Psychology Doctor of Philosophy (PhD) Specializations ...... 90 General Psychology Industrial/Organizational Psychology Educational Psychology Master of Science (MS) Specializations ...... 91 Clinical Psychology Counseling Psychology School Psychology Specialist Certificate in School Psychology General Psychology Industrial/Organizational Psychology Educational Psychology Sport Psychology • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 5
1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 5
A Message from the President Welcome to Capella University
Initially, many of our learners choose Capella University because it is an accredited, online university in which a 24/7 class “schedule” allows adults to attend classes without sacrificing work or family commitments.
But after one course, their reasons for attending Capella University change. Our learners talk about the quality and energy of the learning experience at Capella. What they find in the courserooms is an active and engaging learning community that invites them to include their own knowledge and experience and to profit from the knowledge of others. They tell us that interaction with faculty and professional peers from around the world has increased the breadth and depth of their knowledge and enhanced their critical thinking skills. At Capella, Michael J. Offerman, EdD learners discover academic content that relates specifically to their President, Capella University own professions and professional goals, and knowledge 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 registration, financial aid, and support from academic advisors, as well as Capella University Library services in collaboration with Johns Hopkins University.
We believe that Capella University delivers the quality, convenience, and impact that working adults expect from higher education. Thanks for joining us.
Michael J. Offerman, EdD President • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 6
6 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu
About Capella University
Mission Statement distance-learning institution. Mr. Shank A major milestone achieved during his The mission of Capella University is to observed that adults were underserved presidency occurred in 2003, when The extend access to high quality bachelor’s, by traditional universities for several Higher Learning Commission of the master’s, doctoral, and certificate reasons. Most significantly, attending North Central Association granted programs for adults who seek to classes is difficult or impossible for Capella permission to offer a full four- maximize their personal and working adults due to employment and year bachelor’s program. professional potential. This mission is family obligations, and traditional fulfilled through innovative programs curriculum often does not correspond Affirmative Action that are responsive to the needs of adult with the professional goals of mature Capella University is an affirmative learners and involve active, engaging, adults. He envisioned a barrier-free action employer. challenging, and relevant learning university that people could attend from experiences offered in a variety of remote locations — like their own Ownership of University delivery modes. homes — at their convenience. Capella University is wholly owned by Capella Education Company, a In 1993, Dr. Harold Abel, an Educational Philosophy Minnesota corporation. experienced leader in higher education Capella University’s educational and a former president of three Institutional Accreditations philosophy focuses on developing universities, joined Mr. Shank to serve Capella University is accredited by scholar-practitioners through learning as founding president and academic The Higher Learning Commission that incorporates both theoretical leader of Capella. Dr. Abel assembled a and a member of the North Central knowledge and relevant experience. premier faculty, built graduate curricula, Association of Colleges and Schools Learners synthesize scholarship with and guided the university toward (NCA), 30 N. LaSalle Street, Suite 2400, practical application appropriate to their academic accreditation. In 1997, during Chicago, IL 60602-5204, (312) 263-0456, level—as reflective-practitioners at the the presidency of Dr. Bruce Francis, www.ncahigherlearningcommission.org. baccalaureate level, as practitioner- Capella achieved accreditation by The scholars at the master’s level, and as Higher Learning Commission and scholar-practitioners at the doctoral became a member of the North Central level. Capella University faculty are Association. themselves scholar-practitioners or as appropriate, practitioner-scholars. They Capella University, initially named The guide and facilitate learner growth and Graduate School of America (TGSA), development through dissemination of offered master’s and doctoral degree knowledge and the formation of programs in management, education, learning communities. They promote and human services. Two years after active learning and they model what it accreditation, TGSA became Capella means to be scholar-practitioners and University and went on to establish the life-long learners. Capella’s philosophy Schools of Business, Education, Human also emphasizes collaboration: learners Services, Psychology, and Technology. with their peers and learners with Today, Capella University offers faculty. Learners and faculty reflect certificates and bachelor’s, master’s, and together on their experiences, build and doctoral degrees across five schools. apply knowledge, participate in In 2001, Dr. Michael Offerman, formerly communities of learning, and make a leader within the University of theoretical and practical contributions in Wisconsin system, became president of their fields. Capella University. During Dr. Offerman’s tenure, Capella has made learner University History success the strategic initiative for the In 1992, Stephen Shank, former CEO of university by emphasizing academic Tonka Corporation, provided the vision, program quality as well as academic leadership, and a portion of the initial advising and learner support services. funding for the incorporation of a • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 7
1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 7
General Overview
Academic Program Options Capella’s Commitment to • University Services – If questions Capella University offers graduate Learner Success concerning registration, courses,
certificates, the Bachelor of Science (BS), Capella University is committed to access, financial aid, billing, or GENERAL OVERVIEW Master of Science (MS), Master of helping learners succeed. To that end, technical problems are not answered Business Administration (MBA), Doctor the university has developed a unique on iGuide, University Services staff are of Philosophy (PhD), and Doctor of combination of course work and support available to assist at 1-888-CAPELLA Psychology (PsyD). services intended to facilitate a strong (227-3552), option 2, or by e-mailing start for learners. New learners can University Services at Course Formats expect the following support: [email protected]. Courses are offered online and in • Online Orientation. • Academic Advisors – Academic directed study formats. Online courses advisors work with learners to orient • An outstanding FirstCourse that sets are typically 12 weeks in length. them to Capella so they feel the stage for the rest of the learner’s Designated directed study courses are comfortable in their new learning program. available only to doctoral learners in the environment. Advisors guide learners Schools of Business and Technology, • Learner Success Lab. Taken in as they create a degree completion Education, and Human Services. Directed conjunction with FirstCourse, learners plan (DCP) and provide further study courses, in which learners work receive the information and guidance academic and administrative assistance one-to-one with a faculty tutor, are they need to be successful and while enrolled at Capella. Academic offered quarterly. Additional details and connect to the Capella community. advisor contact information can be requirements related to each of these Learners assess their skills, including found on iGuide’s Advising and course formats can be found in the writing, computer, and time Resources section. management skills. The results of Academic and Other University Policies • Academic Records – Academic these self evaluations help determine section of this catalog or on iGuide. Records maintains the records of the most appropriate path for learners learners as they progress through their Academic Residencies to follow to ensure success. The final courses and degree programs at outcome of the lab is the approval of a All doctoral programs, clinically-focused Capella University. Its mission is to degree completion plan (DCP) in master’s programs, and some post- provide confidential, accurate which learners chart their path to the master’s certificate programs require academic records. Learners may successful completion of their degree. learners to attend academic residencies, request official transcripts and view either colloquia or the year-in-residence, Capella’s academic advisors and faculty and print their unofficial transcripts offered in various locations. Colloquia strive to provide the environment and any time through the Records and provide opportunities for learners to support necessary for a successful Transcripts section on iGuide. become familiar with Capella University’s learning experience. • Alumni Center – Alumni benefit from resources, to learn research methodologies, networking opportunities, professional and to prepare for navigating the Learner Services employment information and career comprehensive examination and For day-to-day needs, Capella’s learner services, an alumni newsletter, alumni dissertation process. support services are available online grants, discounted courses, selected through iGuide, via e-mail, and through It is through these face-to-face encounters use of library resources, and the toll-free calls within the United States. that learners further participate in opportunity for free attendance at Capella’s learning community by • iGuide – iGuide allows learners to education industry trade shows where networking and discussing course work, access Capella’s services in one Capella is exhibiting. Further projects, and research issues with other convenient place. Learners can register information on the Alumni Center learners and faculty. Capella hopes that for classes, apply for financial can be found on iGuide. the sense of community developed assistance, view an unofficial transcript, • Bookstore – Textbooks and software during residential colloquia will endure and access a variety of other may be purchased through the throughout the program and become an convenient services including the bookstore, accessible through iGuide. essential part of a successful learner university Learner Handbook. iGuide experience. Additional details regarding can be found at www.capella.edu. colloquia content and requirements can be found on iGuide. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 8
8 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu
General Overview, continued
• Career Center – Career Center • Faculty Mentor – Doctoral learners librarians are available to assist services are designed to help learners work with a faculty mentor who assists learners and faculty with research successfully navigate the career them in the development and questions, to help learners use library planning and development process as completion of the comprehensive databases effectively, and to teach they pursue and complete their examination and dissertation. The learners to successfully navigate the degrees. While the Career Center does faculty mentor also advises learners on library Web site. The library is not guarantee employment upon course selection, success strategies, accessible through iGuide’s Advising degree completion or provide and professional issues. Faculty and Resources section. Learners may placement services, it does provide mentor information can be found in contact a reference librarian by career counseling, job search advising, iGuide’s Advising and Resources sending an e-mail to and career management support to all section. [email protected] or learners. The Career Center staff • Financial Aid – Financial aid by calling 1-888-375-8221. Please see interacts with learners via e-mail and counselors help learners explore all Capella’s Interlibrary Loan policy in telephone to assist with career-related options for financing their education. the Academic and Other University activities such as resume and cover The Capella online financial aid Policies section of this catalog or on letter development, interview center is the best source of iGuide. preparation, effective job search information for federal loans, • Writing Program – To help learners implementation, and career veteran’s benefits, special aid improve their written communication advancement efforts. iGuide Career programs, and employer tuition skills, Capella offers a variety of Center resources are helpful to reimbursement. See the Finances writing resources. These include learners in gathering occupational section on iGuide for more writing courses, online tutoring, and information and trends, accessing job information, or call University Services an array of guidelines and references postings, and networking with learners at 1-888-CAPELLA (227-3552), in the Writing Support section of the and alumni in their field. For more option 2, or e-mail University Services Academic Success Center on iGuide. information about resources and at [email protected]. The Writing Program also offers face- services, visit the Career Center on • Learner Accounts – The learner to-face writing instruction at colloquia iGuide and use the “Ask a Career accounts team is responsible for in writing-focused sessions and one- Counselor” e-mail service to connect ensuring accurate, timely billing of on-one consultations with writing with a counselor. learner accounts for tuition, employer faculty in the Mobile Writing Center. • Disability Services – Capella University reimbursement, and financial aid recognizes and fulfills its obligations disbursements. For questions about under the Americans with Disabilities statements or billing, call University Act (ADA) of 1990, the Rehabilitation Services at 1-888-CAPELLA (227-3552), Act of 1973, and similar state laws. option 2, or e-mail University Services Capella University is committed to at [email protected]. providing reasonable accommodations • Library – Capella University has to qualified disabled learners in partnered with the Sheridan Library university programs and activities. System at Johns Hopkins University to Learners can get more information by provide a full range of academic e-mailing Disability Services at library resources and services in an [email protected]. online environment. The Capella • Enrollment Services – Capella University Library Web site provides University’s Enrollment Services team access to thousands of full-text articles, assists prospective learners from the citations, abstracts, technical reports, point of initial inquiry through the and electronic books (e-books). application, admissions, and enrollment Learners may also request books, phases. Call 1-888-CAPELLA copies of articles, and other resources (227-3552), option 3 for assistance. held by university libraries nation- wide. In addition, Capella reference • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 9
1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 9
Computer Requirements
Please review these requirements carefully; computer hardware, software, and the Internet connection are the primary means of participating in courses and thus are significant contributors to academic success. Internet connection: Capella University’s technical support staff strongly recommends a broadband (cable modem or DSL) Internet connection. While not required, subscribing to a broadband connection may be the most important investment learners can make to improve their online learning experience. COMPUTER REQUIREMENTS
All Learners Minimum Recommended Internet Connection 56K modem Broadband (cable or DSL)
E-mail Capabilities E-mail client Microsoft® Outlook® or Outlook Express Unique e-mail address 5+ MB of e-mail storage (not shared by others in a family or company) HTML e-mail capabilities
Hardware 20 GB of hard disk space 30 GB of hard disk space
Software* Macintosh®: MS Word 98 or higher Macintosh: MS Office 98 or higher PC: MS Word 2000 or higher PC: MS Office 2000 or higher Anti-virus software Symantec Norton AntiVirus Software
Plug-ins** Windows Media Player 8® Windows Media Player 9 (free downloads) Adobe Acrobat® Reader 6 Flash Player 7 Java 1.4.2
Peripherals Video card and monitor display capable of Video card and monitor display capable of 800x600 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.
PC+ Minimum Recommended Processor 1GHz 2 GHz
Operating System Windows® 2000/Windows ME Windows XP
RAM 256 MB 512 MB
Browser ++ Microsoft Internet Explorer 6.0 Microsoft Internet Explorer 6.0.2 (only 1 needed) Netscape 6.2 Netscape 7.1
Macintosh+ Minimum Recommended Processor G3 800 MHz G4 1.25 GHz
Operating System OS X (10.2) OS X (10.3)
RAM 256 MB 512 MB
Browser ++ Microsoft Internet Explorer 5.1 (OS 9) Microsoft Internet Explorer 5.1 (OS 9, OS X 10.1) (only 1 needed) and 5.2 (OS X 10.2) and 5.2 (OS X 10.3)
+Capella recommends that new learners use/purchase a computer with the recommended standards listed above at the beginning of their program and that learners 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.
Information technology courses also require: • Backup storage such as a zip drive or a writeable CD-ROM. • 30 GB of hard disk space.
Adobe Acrobat is a registered trademark of Adobe Systems Incorporated in the United States and/or other countries. Macintosh is a trademark of Apple Computer, Inc. Microsoft, PowerPoint, Outlook, 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. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 10
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Admissions Policies
Admissions Requirements Capella University was founded with a commitment to extend access to high quality higher education. To achieve this goal, Capella University admits applicants who have received the appropriate qualifying degree or course work from accredited institutions or programs with a qualifying grade point average. In addition, applicants must articulate educational goals appropriate for the program to which they have applied and must meet additional program-specific admission requirements as outlined below.
Minimum cumulative Capella grade point average degree (on a 4.0 scale) Minimum level of education completed Admissions requirements BS 2.25 High school diploma or equivalent, and 0-22 quarter Applicants must be at least 25 years of age. (This age High school credits of prior college/university course work from a requirement is waived for active duty military applicants.) college/university accredited by a U.S. Department of Education-recognized accrediting agency, OR an internationally recognized institution. 2.25 23-89 quarter credits of prior college/university Applicants must be at least 25 years of age. (This age College/University course work from a college/university accredited by a requirement is waived for active duty military applicants.) U.S. Department of Education-recognized accrediting agency, OR an internationally recognized institution. 2.00 90 or more quarter credits of prior college/university College/University course work from a college/university accredited by a U.S. Department of Education-recognized accrediting agency, OR an internationally recognized institution. Graduate 2.70 Bachelor’s degree from a college/university accredited Certificate College/University by a U.S. Department of Education-recognized accrediting agency, OR an internationally recognized institution. MS 2.70 Bachelor’s degree from a college/university accredited College/University by a U.S. Department of Education-recognized accrediting agency, OR an internationally recognized institution. MBA 2.70 Bachelor’s degree from a college/university accredited College/University by a U.S. Department of Education-recognized accrediting agency, OR an internationally recognized institution. Post-master’s 3.00 Master’s degree from a college/university accredited Applicants to the School of Education post-master’s Certificate College/University by a U.S. Department of Education-recognized certificate in leadership in educational administration must accrediting agency, OR an internationally recognized have three years of licensed teaching experience. Applicants institution. to the Harold Abel School of Psychology post-master’s certificate in school psychology must have a master’s degree in school psychology from Capella University. PhD 3.00 Master’s degree from a college/university accredited Applicants to the School of Education PhD specialization College/University by a U.S. Department of Education-recognized in leadership in educational administration must have accrediting agency, OR an internationally recognized three years of licensed teaching experience. institution. PsyD 3.00 Master’s degree from a college/university accredited Applicants to the Harold Abel School of Psychology College/University by a U.S. Department of Education-recognized PsyD clinical and counseling specializations must have a accrediting agency, OR an internationally recognized master’s degree in psychology or a related field with a institution. bachelor’s degree in psychology and have a minimum of three years of paid or volunteer work experience in a mental health-related setting.
Exceptions to the requirements for graduate programs may be granted by the manager of admissions, upon the recommendation of a school executive director. No exceptions to the requirements for undergraduate degree programs will be made. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 11
Admissions Components Applicants to Capella University use the online application tool, eAdmissions. Through eAdmissions, applicants pay the application fee(s) and provide demographic information, professional history, academic history, and a goal statement. ADMISSIONS POLICIES Additional materials are required as outlined below.
Official International eAdmissions Transcript Understanding Teaching Teacher Applicants: Application Acknowledgement from Previous Letters of of Curriculum Experience Licensure Faculty Proof of English School Components Agreement Institution Recommendation Form Form Form Interview Equivalency
Undergraduate Studies
Business and Technology Leadership in Advanced Education Educational Classroom Administration Instruction; specialization Curriculum and Instruction; Reading and Literacy specializations
Human Mental Health Mental Health Services Counseling; Counseling; Marital, Couple, Marital, Couple and Family and Family Counseling/Therapy Counseling/Therapy specializations specializations
Psychology PsyD Clinical PsyD Clinical Psychology and Psychology and Counseling Counseling Psychology; Psychology; MS in School MS in School Psychology Psychology specializations specializations
Admissions Decisions Conditional Admission Denial of Admission Offer of Admission Applicants who have not submitted all The Admissions Committee has the Once all materials have been received, required admission materials may be authority to recommend to a school’s a final application decision is made and granted conditional admission and executive director that an applicant be applicants are offered full admission, matriculate into their program. In order denied admission to the school. In the conditional admission, or are denied for conditional admission to be granted, event of denial of admission, the admission. Applicants receive however, there must be some evidence applicant has the right to appeal this notification via e-mail for all conditional that the academic requirements have decision to the executive director or admission decisions and via mail for been met. For example, conditional school designee. full and denied admission decisions. admission may be granted on the strength of a learner’s copy of a International Applicants Full Admission transcript or a letter from an International applicants must have The applicant is offered admission to institutional registrar indicating that a attended an internationally recognized the school. All admission requirements degree has been earned. Learners institution. Applicants for whom English have been met at time of decision. This admitted in this category have 60 days is not a first language must provide offer of admission is valid for 90 days. from their program start date to submit evidence of English proficiency. To Failure to start the program within that all required documentation and are demonstrate English proficiency, period may result in rescinding the allowed to register for their second applicants are required to submit a offer of admission. quarter only upon completion of their Test of English as a Foreign Language application. Failure to complete the (TOEFL) score. A TOEFL score of 550 application will result in the learner or higher on the written exam or a being disenrolled from the university. score of 213 on the computerized exam, Conditional admission is not permitted for undergraduate programs. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 12
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Admissions Policies, continued
with a score of 4.0 or higher on the Test Further, it is the university’s policy to Transfer of Credit of Written English (TWE), is required assure equal opportunity to all persons Credit Earned at Other Institutions for admission. with disabilities, disabled veterans, and All transcripts received from regionally veterans of the Vietnam era. The International applicants residing outside accredited or internationally recognized university complies with Title IX of the the United States, Canada, Guam, institutions will be reviewed as part of Education Amendments of 1972, Titles Puerto Rico, or the Virgin Islands are the admissions process. Capella will VI and VII of the Civil Rights Act of not eligible for acceptance into review and may accept the transfer of 1964 and regulations, Section 504 of programs requiring supervised clinical credit from some non-regionally the Rehabilitation Act of 1973, and the internships or practica within the accredited institutions or programs Americans with Disabilities Act of 1990. Schools of Human Services and with alternate national, professional, or Psychology. specialized accreditation recognized by Credit for Prior Learning the U.S. Secretary of Education, the Readiness Assessment Capella University recognizes the fact Council for Higher Education that significant and meaningful learning Instead of using assessments prior to Accreditation (CHEA), or by the occurs throughout a learner’s life and in admission (such as standardized tests), Council on Postsecondary Accreditation a variety of contexts. The university Capella University requires that all (COPA)/Commission on Recognition of awards credit for learning that has been learners initiate their study in Postsecondary Accreditation (CORPA). achieved outside of the university FirstCourse, which incorporates classroom through the following Transfer credit from a non-regionally assessments of writing skills, critical processes: nationally recognized accredited institution or program will thinking, computer usage, and other examination programs; American be reviewed on an individual basis. relevant indicators of success. Capella’s Council on Education (ACE) goal in FirstCourse is to identify areas of To be considered for transfer credit, recommended credits for military support that learners may require to best course work must be from an institution training, corporate training, and ensure success in their program. In cases or program that received accreditation business related certifications; and where it is determined that learners do prior to the student’s separation from petition for credit. not have the skills and knowledge sets to the institution. Transfer credit will be succeed even with support, or where The total number of credits awarded considered if an institution or program additional development might better toward a Capella master’s degree or had provisional accreditation at the time prepare them to succeed, learners will MBA through transfer and petition that the learner separated from the not be allowed to continue in their cannot exceed 20 credits. institution. academic program at Capella. The total number of credits awarded Capella schools reserve the right to limit toward a Capella bachelor’s degree the number of courses transferred Equal Opportunity and toward specific degree requirements. Nondiscrimination through the transfer process, national examinations, ACE recommended Capella University prohibits and will not International transfer credits will be credits, and petition for credit cannot tolerate discriminatory practices and reviewed by a third party evaluator for exceed 75% of the total degree credit pledges to seek out and minimize all a review of their equivalency to U.S. requirements. At least 25% of the total forms of discrimination in all of its courses or degrees. Both an official degree credit requirements must be activities and programs. The university transcript (or equivalent) and a earned through the completion of supports federal and state legislation diploma, if a degree has been awarded, upper-division Capella courses. For that prohibits discrimination against must be submitted for the evaluation to more details, please see Credit for Prior any person based on race, color, creed, be conducted. Learning under the Academic and religion, sex, national origin, age, Maximum Transfer Credit Other University Policies section. marital status, disability, sexual The following information provides orientation, or status with regard to guidance on the maximum number of public assistance. Harassment is a type credits that can be transferred into a of discrimination and is, therefore, degree program at Capella University. prohibited. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 13
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Undergraduate Credit of 50 quarter credits toward a PhD. Only Applying credits earned at Capella as a Applicants with previous undergraduate course work completed with a grade of non-degree learner: Learners may apply course work from institutions meeting “B” (or equivalent) or better will be course credits from no more than three Capella’s qualifications for transfer evaluated for transfer credit. Capella courses taken as a non-degree ADMISSIONS POLICIES credit as defined above may only be learner to a certificate or degree. Transfer credit articulation or alliance awarded transfer credit for course agreements approved by the university Applying credits earned at Capella as a work completed with a grade of “C” president may provide exceptions to certificate learner: Course credits earned (or equivalent) or better. these maximum transfer credit guidelines. toward a Capella certificate may be Learners must complete a minimum of applied to a subsequent degree, Appeal of Transfer Credit Evaluation 50% of their upper-division courses at provided that the courses fulfill Learners have the right to appeal their Capella University. requirements for the degree. However, transfer credit evaluation to the learners who have completed a Only three quarter credit hours of manager of the Office of Admissions. certificate may not apply course credits physical education will be accepted If not resolved, the incident will be earned toward that certificate to a for transfer credit. forwarded to the Office of the Registrar second certificate, even if they meet for consideration. All decisions rendered Graduate Credit requirements for the second certificate. by the registrar are final. Schools of Business and Technology, Applying credits earned at Capella as a Education, and Human Services Transfer Credit Exceptions bachelor’s learner: Bachelor’s degree Applicants with previous graduate Developmental, vocational, or remedial learners changing their specialization course work from institutions meeting course work will not be accepted for may apply previously earned Capella Capella’s qualifications for transfer transfer credit. undergraduate course credits to their credit as defined above may transfer up Credits from prior learning assessment new undergraduate specialization to a maximum of 12 quarter credits issued by other universities such as provided that the courses fulfill specific toward a master’s degree or MBA and petition for credit courses, portfolio requirements for the new specialization. up to a maximum of 48 quarter credits assessments, or credit by exam will not However, learners who have completed a toward a PhD. Only course work be accepted for transfer credit. Capella bachelor’s degree may not apply completed with a grade of “B” (or any of the course credits earned toward equivalent) or better will be evaluated Courses taken at other institutions will that degree to a second bachelor’s for transfer credit. not be accepted for transfer credit to degree, even if they meet requirements Capella certificate programs, except for School of Education applicants to the for the second bachelor’s degree. the School of Education’s leadership in leadership in educational administration educational administration post-master’s Applying credits earned at Capella as a post-master’s certificate program with certificate program. master’s learner: Master’s degree learners previous post-master’s course work changing their specialization may apply from institutions meeting Capella’s In order to maintain currency and previously earned Capella graduate qualifications for transfer credit as quality in Capella’s academic programs, course credits to their new specialization defined above may transfer up to 12 courses that were completed prior to ten provided that the courses fulfill specific quarter credits toward the post-master’s years from the date of application will requirements for the new specialization. certificate. Only course work completed not be accepted for transfer credit to the However, learners who have completed a with a grade of “B” (or equivalent) or Harold Abel School of Psychology. Capella master’s degree may not apply better will be evaluated for transfer credit. Application of Capella Credits any of the course credits earned toward Harold Abel School of Psychology that degree toward a second master’s Learners may apply previously earned Applicants to the Harold Abel School degree, even if they meet requirements Capella course credits toward a new of Psychology with previous graduate for the second master’s degree. Course Capella certificate, specialization, or course work from institutions meeting credits earned toward a Capella master’s degree. During the admission process, Capella’s qualifications for transfer degree may be applied to a subsequent course credits previously earned at credit as defined above may transfer a doctoral degree provided that the Capella will be evaluated for applicability maximum of 15 quarter credits toward a courses fulfill specific requirements for to a new certificate, specialization, or master’s or PsyD, and up to a maximum the doctoral degree. degree. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 14
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Applying credits earned at Capella as a doctoral learner: Doctoral degree learners changing their specialization or degree may apply previously earned Capella graduate course credits to their new specialization or degree, provided that the courses fulfill specific requirements for the new specialization or degree. However, learners who have completed a Capella doctoral degree may not apply any of the course credits earned toward that degree to a second doctoral degree or specialization, even if they meet requirements for the second doctoral degree or specialization.
Truth in Information If unexplained discrepancies appear between statements or documents provided to Capella University as a part of admissions materials and information otherwise obtained, applicants may be rejected for admission, admission may be revoked, or learners may be disenrolled. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 15
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Academic and Other University Policies
Academic Calendar
SUMMER QUARTER 2005 FALL QUARTER 2005 ACADEMIC DEADLINES July August September October November December Course Registration Starts (1 AM Central Time) 4/7/05 4/7/05 4/7/05 7/8/05 7/8/05 7/8/05 Quarter and Monthly Start Courses Begin 7/5/05 8/1/05 9/6/05 10/3/05 11/7/05 12/5/05 (8 AM Central Time) Quarter and Monthly Start Course Registration Ends 7/7/05 8/3/05 9/8/05 10/5/05 11/9/05 12/7/05 ACADEMIC AND OTHER UNIVERSITY POLICIES (11:59 PM Central Time) Last Day to Drop Course Without "W" 7/16/05 8/12/05 9/17/05 10/14/05 11/18/05 12/16/05 Midquarter Courses 8/15/05 11/14/05 Begin
Midquarter Course 8/17/05 11/16/05 Registration Ends Last Date to Drop Midquarter Course Without “W” 8/26/05 11/25/05
Last Date to 60th calendar day for 12-week courses Drop a Course 30th calendar day for 6-week courses 15th calendar day for 3-week courses
End of Quarter 9/23/05 10/21/05 11/25/05 12/23/05 1/27/06 2/24/06
FINANCIAL DEADLINES — See specific refund policy for Florida, Georgia, and Wisconsin residents in the Tuitions and Fees section. Last Day to Drop Quarter and Monthly Start Course with 100% Refund 7/9/05 8/5/05 9/10/05 10/7/05 11/11/05 12/9/05 (by 11:59 PM Central Time) Last Day to Drop Quarter and Monthly Start Course with 80% Refund 7/16/05 8/12/05 9/17/05 10/14/05 11/18/05 12/16/05 (by 11:59 PM Central Time) Last Day to Drop Quarter and Monthly Start Course with 60% Refund 7/23/05 8/19/05 9/24/05 10/21/05 11/25/05 12/23/05 (by 11:59 PM Central Time) Last Day to Drop Midquarter Course with 100% Refund 8/19/05 11/18/05 Last Day to Drop Midquarter Course with 80% Refund 8/26/05 11/25/05 Last Day to Drop Midquarter Course with 60% Refund 9/2/05 12/2/05
NOTE: All courses starting on dates other than the quarter start, monthly start, or midquarter start dates are not directly represented in this chart. For such courses, the following deadlines apply: 1) The last date to drop without a “W” for all courses is on the 12th calendar day of the course. 2) The last date to drop with a 100% refund for all courses is on the 5th calendar day of the course. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 16
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Academic Freedom purchased from a term paper company c) Official correspondence to or from a Capella University is committed to or downloaded from the Internet. learner pertaining to his or her academic progress, advising, financial freedom of expression and inquiry, and The Publication Manual of the American status, learning disability records, strives to promote an atmosphere in Psychological Association (APA) is helpful physical disability records, academic which rigorous academic dialogue is in assessing what must be referenced dishonesty records, and disciplinary maintained, while respect for collegiality, and how work must be cited. In order to and learner conduct records. civility, and diversity is embraced. avoid any instances that may be construed as plagiarism, learners should consult Education records do not include the Academic Honesty this guide to identify the proper citation following: Learners are expected to be the sole format. Procedures and additional a) Records relating to a learner that are authors of their work. Use of another’s information regarding academic (1) created or maintained by a ideas must be accompanied by specific honesty can be found on iGuide. physician, psychiatrist, psychologist, citation and reference. In addition, or paraprofessional acting in his or learners may not submit the same work Academic or Education Records her professional capacity or assisting for credit in more than one course. The (Privacy and Record Retention) in a paraprofessional capacity; disciplinary consequences of plagiarism Capella University grants learners full (2) used solely in connection with and other forms of academic dishonesty rights as provided by the Family providing treatment to learners; and include one or more of the following: Educational Rights and Privacy Act of (3) not disclosed to anyone other non-acceptance of work submitted, a 1974 (FERPA). FERPA protects learners’ than individuals providing such failing grade in the course, written privacy and provides learners with the treatment, so long as the records can reprimands or other disciplinary action, right to inspect and review their be personally reviewed by a physician and possible dismissal. Similarly, due to education records. Disclosure of rights or other appropriate professional of the ease of accessing information via the provided by FERPA at Capella University the learner’s choice. “Treatment” in Internet and the integration of learning can also be found on iGuide. Questions this context does not include concepts with practical application, regarding FERPA should be addressed remedial educational activities or Capella University extends the concept to the registrar. activities that are part of the program of academic integrity to include issues of of instruction at the institution. copyright and trademark violation as Definition of an Education Record b) Institutional records that contain well as misuse or misappropriation of An education record is defined as a only information related to a learner company-owned and protected materials. record, electronic or hard copy, that is directly related to a learner and is after he or she is no longer a learner A computer program, marketing plan, maintained by Capella University or a at the institution, (e.g., information PowerPoint® presentation, course party acting for the university. gathered on the accomplishments postings, or other similar forms of work of alumni). products written to satisfy a course At Capella University, education records include the following: c) Records relating to individuals who requirement are, like a paper, expected are employed by the institution that a) Documents collected or created to be the original work of the learner are made and maintained in the during the application process submitting it. Copying documentation normal course of business, that are including but not limited to the from another learner or from any other related exclusively to individuals in university application, professional source without proper citation is a form their capacity as employees, and that history, and transcripts. of academic dishonesty, as is deriving a are not used for any other purpose. final work product substantially from the b) Documents collected or created d) Records and notes of instructional, work of another. Learners must assume during the course of an academic supervisory, administrative, and that collaboration in the completion of program including but not limited to certain educational personnel that written assignments is prohibited unless transcripts, test scores, grades, are the sole possession of the maker explicitly permitted by the instructor. university advising records, or and are not accessible or revealed to Learners must acknowledge any financial aid education services any other individual except a collaboration and its extent in all provided to the learner. substitute who performs the duties of submitted course work. Learners are the individual who makes the records subject to disciplinary action if they and/or notes on a temporary basis. submit as their own work a paper • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 17
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Right to Inspect and Review regarding the hearing procedures will • Degree program (BS, MS, MBA, Learners have the right to inspect and be provided to learners when Certificate, PhD, PsyD). review their education records within 45 notification is provided of the decision • Certificates or degrees received. days of the day the university receives a to deny the request for an amendment • Dates of attendance. request for review. Learners should of the learner’s education records. • School affiliation. submit written requests that identify the • Class level (freshman, sophomore, Disclosure of Personally Identifiable record(s) they wish to inspect. The junior, senior, graduate, or year in Information registrar will make arrangements for program). The university shall obtain the learner’s access and notify the learners how the • Enrollment status (full-time or written consent before disclosing records may be inspected. If learners part-time). personally identifiable information from have an overdue financial obligation to ACADEMIC AND OTHER UNIVERSITY POLICIES a learner’s education records except for: FERPA provides learners the right to the university or are subject to withhold disclosure of their directory a) Disclosure to school officials with disciplinary action, they may inspect and information. Learners are encouraged legitimate educational interests; review their education records, but not to consider carefully the ramifications receive a copy of any records or direct b) Directory information. of withholding directory information. that a copy of their transcript be sent to School officials are persons employed Without subsequent written consent another person. by the university in administrative, from the learner, withholding the The university is not required to permit supervisory, academic or research, or disclosure of directory information will inspection and review of the following support staff positions, academic prohibit the university from publishing records: advisors, mentors, tutors, persons or the learner’s name in commencement programs, completing employer a) Those portions of a record that companies with whom the university verifications, and complying with contain information regarding has contracted, persons serving on the other common requests for directory other learners; board of directors, learners serving on an official committee (such as a information. b) Financial information submitted disciplinary or grievance committee), or by a learner’s parents; Learners wishing to restrict the persons assisting other school officials in disclosure of their directory information c) Confidential letters and performing their tasks. School officials must complete and submit the Directory recommendations for which learners have a legitimate educational interest Information Disclosure form on Learner have waived their right of access. when they need to review education iGuide. Capella University annually Right to Request Amendment records in order to fulfill their advises learners of this option, and its Learners have the right to request the professional responsibility. Upon repercussions, as part of its annual amendment of their education records request, the university discloses FERPA notification. where they believe information is education records without consent to External Requests inaccurate or misleading. Learners officials of other schools in which The university maintains a record of seeking amendment of an education learners seek or intend to enroll. external requests for learners’ education record should write the registrar, clearly Information contained in a learner’s records, except for directory information, identifying the part of the record they education record that generally would and of the disposition of the requests. want amended, and specifying why it is not be considered harmful or an The university may disclose education inaccurate or misleading. If the invasion of privacy if disclosed to outside records to authorized agencies and university decides not to amend the organizations is considered directory appropriate institutions as specified in record as requested by learners, the information. Directory information may the FERPA policy found on iGuide. university will notify the learners of the be released without learner consent decision and advise the learners of their upon request by any individual or Retention of Education Records right to a hearing regarding the request agency. Capella University defines Education records may not be destroyed for amendment. Learners whose request directory information as the following: or otherwise disposed of without for amendment is denied following a authorization from the university’s • Learner name. hearing have the right to place in their approved records retention schedule • State or country of residence. education record a statement setting under the supervision of the registrar. • E-mail address. forth the reason for disagreeing with the The retention schedule provides • Major field of study (specialization or decision. Additional information authorized retention periods for the concentration). • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 18
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records they describe and grants For all degree program changes, Exceptions to this policy may be granted authorization to dispose of education learners must apply for admission to the in extenuating circumstances, upon the records upon the expiration of the new school or program. The application recommendation of a school executive applicable retention period. fee is waived for degree program change director. applications. Learners who are approved For the purposes of records retention, Change of Certificate Program for admission to a new school and/or information about prospective learners, Learners may apply to change their program must meet the program matriculated learners, withdrawn certificate program at any point in their requirements in effect at the time they learners, withdrawn prospective learners, program studies. A learner may change are admitted to the new program and denied applicants will be considered to a certificate program within the and/or school. education records and will be handled current school or in a different school. accordingly. Learners will receive new course and This change, if approved, becomes credit evaluations (CCE), advisor effective for the learner at the start of Complaints Regarding FERPA and/or mentor assignments, and will the next academic quarter. Learners will Learners have the right to file a need to document new degree remain enrolled in any current courses complaint with the U.S. Department of completion plans (DCP). Additionally, unless they initiate a course drop Education concerning alleged failures by learners are expected to take the process. That process is governed by the Capella University to comply with the appropriate FirstCourse affiliated with Course Drop policy. requirements of the Family Educational the new school and program. The Rights and Privacy Act (FERPA) of 1974. For all certificate program changes, accompanying Learner Success Lab may learners must apply for admission to the The name and address of the office that be waived if a learner has successfully new program. The application fee is administers the Family Educational completed a Capella Learner Success waived for certificate program change Rights and Privacy Act is: Lab during his or her previous program. applications. Learners who are approved Family Policy Compliance Office Change of Specialization for admission to a certificate program U.S. Department of Education Learners may apply to change their field must meet the program requirements in 600 Independence Avenue, S.W. of study at Capella at any point in their effect at the time they are admitted to Washington, DC 20202-4605 program studies. A field of study change the new certificate program. relates to any change in specialization Official Transcripts Learners applying to the School of within a program. Learners may not Learners may request official transcripts Education leadership in educational pursue more than one specialization on iGuide or by calling University administration post-master’s certificate concurrently. The change, if accepted, Services at 1-888-CAPELLA (227-3552), program will receive new course and becomes effective at the start of the next option 2. credit evaluations (CCE). All other academic quarter. Learners will remain certificate program change applicants Change of Program enrolled in any current courses unless will not receive a new CCE. Change of Degree Program they initiate a course drop process. That Learners may apply to change their process is governed by the Course Drop All learners changing their certificate degree program at Capella University policy. program will receive new advisor and/or mentor assignments and will need to at any point in their program studies. Learners who are approved for a change document new degree completion plans A degree program change relates to any in specialization must meet the program (DCP). change in degree or school (internal requirements in effect at the time they transfer within Capella). Learners may are admitted to the new specialization. Consensual Relationships not pursue more than one Capella degree program concurrently. The A change in specialization will warrant a Capella University seeks to maintain a change, if accepted, becomes effective new course and credit evaluation (CCE) professional educational environment. at the start of the next academic quarter. and may necessitate a reassignment of Actions of faculty members, staff, and Learners will remain enrolled in any mentor and/or advisor. Learners will academic administrators that are current courses unless they initiate a need to update their degree completion unprofessional or appear to be course drop process. That process is plan (DCP) based on degree unprofessional are inconsistent with the governed by the Course Drop policy. completion requirements for the new university’s educational mission. It is specialization. essential that those in a position of • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 19
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authority or power not abuse, or appear Course Drop collaborative learning, and regular to abuse, the authority or power with A learner may drop a course during the faculty feedback regarding learners’ which they are entrusted. first 12 calendar days of the course knowledge acquisition, skill building, and attainment of the intended course Faculty, staff, and administrators shall without academic penalty. A course drop outcomes. Successful participation in an not engage in consensual relationships during this time does not appear on the online course requires active, not with learners whenever an individual has learner’s transcript and does not affect passive, participation by learners. a professional “position of authority” or grade point average. “power differential” with respect to A learner may drop a course on or after Directed Study Courses learners in such matters as teaching a the 13th calendar day of the course Learners in the doctoral degree course, facilitating a residential programs in the Schools of Business and
through the last day to drop a course. ACADEMIC AND OTHER UNIVERSITY POLICIES colloquium, or in otherwise evaluating, Technology, Education, and Human • The last day to drop a six-week course supervising, mentoring, or advising Services may take a limited number of is the 30th calendar day of the course. learners as part of academic activities. courses in the directed study format. • The last day to drop a 12-week course Directed study courses allow learners to A violation of this policy will result in is the 60th calendar day of the course. complete courses independently with disciplinary action. Should a consensual The following consequences will apply support and direction from a faculty relationship develop, or appear likely to to a learner who drops between the 13th member. develop, while the faculty member, staff calendar day of the course and the last person, or administrator is in a position Each school’s academic curriculum lists day to drop: of authority, the individual shall program and course requirements, terminate the position of authority and • The learner will receive a grade of including courses that have been disclose the matter to his or her “W” for the course. designated as appropriate for directed supervisor. • The grade of “W” will appear on the study. A list of approved courses and learner’s transcript. other school-specific information can be Learners who feel that they are being found on each school’s directed study invited or expected to participate in a • The grade of “W” does not affect grade page on iGuide. relationship in violation of this policy point average, but course credits will should immediately report that matter be included in attempted credits when Learners matriculating after July 1, 2003 to the executive director of their school. monitoring satisfactory academic are allowed to take up to 25% of their All reports will be promptly investigated progress (see Capella’s Satisfactory Capella course work in the directed and appropriate action will be taken. No Academic Progress policy). study format. learners making a good faith report will Learners may not drop a course after be subject to retaliation. Additional 11:59 pm Central Time on the 60th Course Load information regarding the policy on calendar day of a 12-week course or Learners may not register for more than consensual relationships can be found after 11:59 pm Central Time on the three concurrent courses. Exceptions on iGuide. 30th calendar day of a six-week course. may be granted by the executive director or school designee. Contact Information for Learners Course Formats Learners are responsible for keeping Online Courses Credit for Prior Learning their contact information accurate and Capella University is committed to Capella University recognizes the fact current. Learner information may be offering high quality academic that significant and meaningful learning updated at any time on iGuide or via programs. Essential to high quality is occurs throughout a learner’s life and in University Services. The primary form the necessity of fostering an interactive a variety of contexts. When that learning of official communication from Capella teaching and learning environment. is relevant to the knowledge, skills, and University is through e-mail. Learners High quality online courses are competencies to be developed in a are required to maintain active e-mail constructed around an interactive model degree program, learners have the addresses. To ensure receipt of of communication in which faculty and opportunity to document their learning important communications, learners learners actively contribute to one and be awarded appropriate credit should make sure that spam filters are another’s learning through critical toward the completion of their degree set to receive e-mail from Capella dialogue, integrative learning, program. University. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 20
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Academic and Other University Policies, continued
Capella University awards credit for 3. College-Level Examination Program opportunity to petition for credit based learning that has been achieved outside (CLEP) Exams: Credit will be on evidence of previous learning using of the university classroom through the awarded for the successful the following guidelines: following three processes: nationally completion of CLEP exams as 1. The combination of transferred recognized examination programs; outlined by ACE recommendations. credits and petitioned credits cannot American Council on Education (ACE) When applicable, these credits will be exceed 30 lower-division credits and recommended credits for military counted toward the completion of 48 upper-division credits in total. training, corporate training, and general education requirements. 2. Learners must prepare a separate business related certifications; and 4. Defense Activity for Non-Traditional petition document for each course petition for credit. Education Support (DANTES) they are petitioning for credit. The total number of credits awarded Exams: Credit will be awarded for the 3. The petition for credit processing fee toward a Capella bachelor’s degree successful completion of DANTES of $325 per course is non-refundable. through the transfer process, national exams as outlined by ACE examinations, ACE recommended recommendations. When applicable, Petition for Credit for credits, and petition for credit cannot these credits will be counted toward Graduate Learners exceed 75% of the total degree credit the completion of general education At the graduate level, Capella currently requirements. At least 25% of the total requirements. A maximum of 45 grants credit for prior learning for a degree credit requirements must be examination credits may be applied limited number of courses within the earned through the completion of toward a Capella bachelor’s degree. School of Business and Technology. MS upper-division Capella courses. and MBA learners may petition for ACE Recommended Credits credit as evidence of previous learning Nationally Recognized Examination Capella grants credit for learning using the following guidelines: Programs obtained through military training, 1. The combination of transferred 1. Advanced Placement (AP) Exams: college-level course work, corporate credits and petitioned credits cannot Scores of 3 or above on AP exams are training programs, and business related exceed 20 credits in total. awarded six quarter credits. When certifications that have been reviewed applicable, these credits will be and recommended for credit by ACE. 2. Learners must prepare a separate counted toward the completion of The maximum credit recommended by petition document for each course general education requirements and ACE will be awarded for all ACE they are petitioning for credit. lower-division electives. reviewed training and course work. 3. The petition for credit processing fee of $325 per course is non-refundable. 2. International Baccalaureate (IB) Petition for Credit Exams: Learners who have earned an As a competency-based institution, Graduate learners may fulfill no more IB diploma with composite scores of Capella also allows learners to petition than 20 credits of their required 30 or higher will be awarded 12 for credit. Through a detailed petition program-specific course work through quarter credits for each higher level process, learners must demonstrate that petitioned credits. exam, and three quarter credit hours they have mastered the competencies of For details regarding the petition for each standard level exam. one or more specific Capella courses. process, contact the Office of Learners who participated in an IB If mastery of the competencies is Enrollment Services by calling program but did not receive an IB successfully demonstrated, learners are 1-888-CAPELLA (227-3552), option 3, diploma, or received a composite granted credit for the Capella course(s). or see additional petition for credit score lower than 30 will be awarded Petition for Credit for information on iGuide. 12 quarter credits for each higher Undergraduate Learners level exam on which they scored 5 or Bachelor’s learners may fulfill no more Description of Credit Awarded higher. When applicable, these credits than 30 lower-division credits and 48 Capella University operates on the will be counted toward the completion upper-division credits through the quarter system so all courses, including of general education requirements. petition process. Petitioned credits may transfer courses, are awarded credit not be used to fulfill the 60 credits of based on quarter equivalency. Learners general education requirements. are awarded credit for successful Capella provides bachelor’s learners an completion of courses at Capella and by 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 21
transferring course work from some Documentation of the disability is color, religion, national origin, age, sex, accredited institutions and programs. required from an appropriate disability, sexual orientation, marital Transfer credit is assessed from an professional, and learners must make a status, or status with regard to public official transcript from the transfer written request for accommodations. assistance. Harassment is a type of institution; if the transfer institution The university’s ADA coordinator will discrimination. Sexual harassment of operates on a semester system, the review this information, will seek learners is prohibited under Title IX credits will be converted by the additional information through of the Education Amendments of 1972 university to quarter credits. There are a interactive discussion with the learner, and the Minnesota Human Rights Act. maximum number of credits that will be and if necessary, will evaluate available Procedures for addressing discrimination, accepted in transfer by the university; and reasonable accommodations and harassment, and assault can be found this number varies by school and degree. notify faculty of necessary on iGuide. ACADEMIC AND OTHER UNIVERSITY POLICIES Transfer courses assessed to fill accommodations. Learners who have Discrimination – Discrimination is the requirements must meet the criteria a disability and would like to request segregation or separation of individuals established by the provost. See Transfer reasonable academic accommodations based on race, gender, age, ethnicity, of Credit policy for more information. should go to iGuide’s Disability Services religion, national origin, disability, section for more information. Disability Accommodation sexual orientation, marital status, status with regard to public assistance, or any Capella University is committed to Discrimination, Harassment, and other characteristic protected under extending access to adult learners and Assault applicable federal, state, or local law. acknowledges that some adult learners Capella University prohibits and will not Discriminatory practices include any have special accommodation needs. tolerate discriminatory practices or the instances of differential treatment or Capella University recognizes and fulfills harassment or assault of any members of behavior that interferes with learners’ its obligation to provide reasonable the university community and prohibits full participation in this university accommodations under the Americans all forms of discrimination in its community. with Disabilities Act (ADA) of 1990, the activities and programs. Capella Rehabilitation Act of 1973, and similar University supports federal and state Harassment – Harassment encompasses state laws. laws which prohibit discrimination any behavior that is unwanted resulting against any person because of race, in a hostile environment including
DISMISSAL FROM THE UNIVERSITY POLICY
Learners may be disenrolled, suspended, or expelled as outlined in the specific policies or procedures referenced in the table below. Learners who are disenrolled or suspended are eligible to return when stated conditions have been met. Learners who are expelled are not eligible for readmission.
Status Related Policy or Procedure Conditions for Return Contact Disenrolled Satisfactory Academic Progress Eligible to apply for readmission Enrollment Services one year after dismissal. Non-registration Eligible to apply for readmission. Enrollment Services (for three consecutive quarters) Special Business Office Hold If three consecutive quarters of University Services non-registration, eligible to return when account paid in full. If more than three consecutive quarters Enrollment Services of non-registration, eligible to apply for readmission when account paid in full. Conditional Admission Eligible to apply for readmission when Enrollment Services all required documents are submitted. Suspended Academic Honesty; Learner Code Dependent on stated conditions specified at University Services of Conduct; Discrimination and the time of the suspension by the university Harassment; Drug and Alcohol official(s) assigning the suspension. Expelled Academic Honesty; Learner Code; Not eligible for readmission. Not applicable of Conduct; Discrimination and Harassment; Drug and Alcohol • Catalog 05.v1.4-6 4/18/05 2:57 PM Page 22
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conduct that has the purpose or effect • Place copies of the dissertations on Grading Policies of interfering with the individual’s Capella University’s Web site or Grading academic performance, or of causing archived Proquest/UMI. Grades are awarded for all courses taken learners to feel intimidated about • Make any other use with respect to the at Capella University. Letter grades are expressing their perspectives. dissertations that is required by law, the default grading option for most Sexual Harassment – Sexual harassment regulation, or accreditors. courses. Learners registered for courses is a form of unlawful discrimination and • Subject to the learner’s advance offered by the Schools of Business and is defined as unwelcome sexual approval, which shall not be Technology, Education, and Human advances, requests for sexual favors, and unreasonably withheld or delayed, Services may request the Satisfactory/ other verbal or physical conduct of a Capella University shall have the Not Satisfactory grading option within sexual nature that unreasonably right to publish dissertations. 12 calendar days from the course start as an alternative to the letter grading interferes with learners’ academic Capella University strongly encourages scale. Grading scales for each course performance. learners to include a copyright notice are predetermined by the school’s on their dissertations and to register Assault – Assault is the commission of administration. Psychology and their dissertations with the United States an act with the intent to cause fear in information technology degree programs Copyright Office. another of immediate bodily harm or do not use Satisfactory/Not Satisfactory death, or the intentional infliction or Drug and Alcohol Policy grades except in Learner Success Labs attempt to inflict bodily harm upon and for the School of Psychology, in Capella University is committed to another. Sexual assault is forced sexual practicum and internship courses and in providing a learning environment free activity without the expressed consent comprehensive examination and of alcohol abuse, illegal use of alcohol of both parties. dissertation courses. The S/NS grading and other illegal drugs, and abuse of option is not available for learners taking prescribed drugs/substances that is Dissertation Publishing OM8000-level courses. No courses in the associated with impaired performance. Capella University requires all doctoral School of Undergraduate Studies may be The unlawful possession, use, or learners to publish a dissertation written taken with a Satisfactory/Not Satisfactory distribution of illicit drugs and alcohol in partial fulfillment of their doctoral grade. degree. The objectives of this policy by individuals on property owned, are to: leased, or rented by Capella University, The university offers online and directed or as part of any of the activities of the study courses. Online courses follow • Empower the university to disseminate university, is strictly prohibited. The use syllabi while directed study courses follow new knowledge and increase the of alcohol by learners of drinking age course guides. The university’s grading availability of learners’ research to on property owned, leased, or rented by policy applies to both online and scholars. Capella University, or as part of any of directed study courses. Grades are • Provide learners with the opportunity the activities of the university, is evaluated against the instructor’s to publish and understand issues prohibited, unless part of a university- expectations and defined course associated with publishing. sponsored event or otherwise approved requirements, which include both • Preserve learners’ dissertations in writing by the provost. Conduct in course participation and assignments. electronically in a secure venue. violation of this policy will subject • A grade of “A” is awarded for course violators to one or more of the following To achieve these objectives, all learners work that exceeds the instructor’s sanctions: must agree to the following conditions in expectations as defined in the course • Issuance of a formal warning. order for their dissertations to fulfill syllabus or course guide. A grade of • Placement on probationary status. degree requirements. “A” earns four quality points toward • Suspension. the learner’s GPA. Capella University shall have a perpetual, • Expulsion from the university. royalty-free, right to the following activities: • A grade of “B” is awarded for course Capella will report all offenses to the work that meets the instructor’s • Make copies and distribute the appropriate law enforcement authorities. dissertations as part of Capella expectations as defined in the course University’s normal dissertation Additional drug (and alcohol) Policy syllabus or course guide. A grade of review process. information can be found on iGuide. “B” earns three quality points toward the learner’s GPA. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 23
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• A grade of “C” is awarded for course course guide for those courses in is not included in the learner’s GPA. work that minimally meets the which the learner has received “IP” grades do not count toward instructor’s expectations as defined in approval to be graded on the S/NS attempted credits or earned credits. the course syllabus or course guide. A scale. The “S” grade is equivalent to a When learners complete all course grade of “C” earns two quality points letter grade of “B” or better. It does components, the grade will be toward the learner’s GPA. not earn quality points and is not changed to either “S” or “NS” or • A grade of “D” is awarded for included in the learner’s GPA. It the appropriate letter grade. undergraduate course work that counts toward attempted and earned • A grade of “NG” (No Grade) is marginally meets the instructor’s credits. assigned to doctoral comprehensive expectations as defined in the course • A grade of “IS” (Incomplete – S/NS examination, dissertation, and select syllabus. A grade of “D” earns one scale) may be granted by the internship and practicum courses for ACADEMIC AND OTHER UNIVERSITY POLICIES quality point toward the learner’s GPA. instructor if the learner has received all continuing course registrations The grade of “D” is for undergraduate approval to be graded on the S/NS (subsequent to the initial registration). level courses only and may not be scale. Final work must be completed A grade of “NG” does not earn quality awarded for graduate level course work. by the end of the following quarter or points and is not included in the • A grade of “I” (Incomplete) may be earlier, if so directed by the instructor. learner’s GPA. It does not count granted by the instructor. Final work A grade of “IS” does not earn quality toward attempted or earned credits must be completed by the end of the points and is not included in the and does not affect the total credits following quarter or earlier, if so learner’s GPA. It counts toward on the transcript. directed by the instructor. A grade of attempted credits but not earned • A grade of “W” (Withdrawal) is “I” is not awarded quality points and is credits. If the learner completes the awarded when a learner drops a not included in a learner’s GPA. final paper or project prior to the course prior to the final date at which Incompletes are included as attempted stated deadline the grade will be learners may drop courses without credits but not as earned credits. changed to an “S.” If the final paper academic consequences as defined in When a learner completes the final or project is not completed prior to the Course Drop policy. A grade of paper or project prior to the stated the stated deadline, the learner will “W” is not awarded quality points and deadline, the grade will be changed to receive a final grade of “NS.” is not included in the learner’s GPA. the appropriate letter grade (“A”, “B”, • A grade of “NS” (Not Satisfactory) is It counts toward attempted credits etc.) and will earn the corresponding awarded for course work that does not but not earned credits. quality points. If the final paper or meet the instructor’s expectations as • A grade of “HM” (Military Hold) is project is not completed prior to the defined in the syllabus or course awarded when a learner is called to stated deadline, a learner will be guide for those courses in which the active military duty and serves as a awarded a final grade of “F.” learner has received approval to be placeholder for the learner until he or • A grade of “F” is awarded for course graded on the S/NS scale. It is also she returns to the course. A grade of work that does not meet the used for learners who had been “HM” is not awarded quality points instructor’s expectations as described assigned an “IS” but did not meet all and is not included in the learner’s in the course syllabus or course guide. the course requirements by the end of GPA. It does not count toward It is also used for learners who had the following quarter. A grade of “NS” attempted or earned credits. does not earn quality points and is been assigned an “I” but did not meet • A grade of “PC” (Petition for Credit) not included in the learner’s GPA. It all of the course requirements by the is awarded when a learner successfully counts toward attempted credits but end of the following quarter. A grade petitions a school for credit for not earned credits. of “F” earns zero quality points and learning and competencies gained affects the learner’s GPA. It counts • A grade of “IP” (In Progress) is from previous work or educational toward attempted credits but not awarded for doctoral comprehensive experiences. A grade of “PC” does not earned credits. examination, dissertation, and select earn quality points and is not included • A grade of “S” (Satisfactory) is internship and practicum courses in the learner’s GPA. It does not count awarded for course work that meets when learners require additional toward attempted or earned credits the instructor’s expectations as quarters in which to complete all and only affects the total credits on defined in the course syllabus or components of the course. A grade of the transcript. “IP” does not earn quality points and • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 24
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• A grade of “T” (Transfer) is awarded When a course is repeated, the grade Appealing a Grade for courses that are taken at another used for the credit and GPA calculations The assessment of a learner's academic institution and are accepted for credit will be the higher of the two grades performance is one of the major at Capella University. A grade of “T” earned. Both enrollments in the course professional responsibilities of faculty does not earn quality points and is not will appear on the transcript and both members and is solely and properly their included in the learner’s GPA. It does will be used to evaluate the learner’s responsibility. It is essential for the not count toward attempted or earned completion percentage for evaluation of standards of the academic programs at credits and only affects the total credits satisfactory academic progress. For a Capella University and the integrity of on the transcript. course to be considered a repeat of a the degrees conferred by this university • A grade of “VR” (Verified Residency) previous course, the learner must that the professional judgments of is awarded for residency courses for complete the identical course as defined faculty members not be subject to which learners have met attendance by the title and course number. If a pressures or other interference from and all other residency requirements. course title or number is changed, the any source. new course designated by the school as A grade of “VR” does not earn quality Learners at Capella University may the original course’s equivalent will be points and is not included in the appeal a grade no later than 60 days considered an identical course for learner’s GPA. A grade of “VR” does after receipt of the grade that the purposes of this policy. not count toward attempted or earned learner believes is in error as a result credits. If a course is discontinued, it will no of instructor capriciousness. Note: The grades of “NC” (No Credit) and longer be possible to repeat the course. Capricious grading is limited to one or “NP” (Non-participation) were assigned to The school may approve course more of the following criteria: courses taken prior to April 1, 2003. Grades of substitutions to be used in lieu of “NC” and “NP” do not earn quality points repeating a course to fulfill graduation 1. The assignment of a grade to a and are not included in a learner’s GPA. They requirements for the content area, but particular learner on some basis other count toward attempted credits but not earned the credit and GPA computations for than performance in the course. credits. both courses will be included in the cumulative statistics. Grades are submitted by the faculty within seven calendar days after the final day of the course. Notification of grades GRADE VALUE SUMMARY is sent to learners from University Services via e-mail within seven calendar Counts as Counts as Grading Quality attempted earned Included in Included days after they are submitted to the scale points credits credits total credits in GPA Defaults to university by the instructor. A 4 YES YES YES YES In order to be graded on the S/NS scale B 3 YES YES YES YES in a course in which such grading is C 2 YES YES YES YES permitted, learners must notify Capella D 1 YES YES YES YES within the first 12 calendar days of the F 0 YES NO NO YES course. Approval for the alternate I YES NO NO NO F grading option is granted by school S YES YES YES NO administrators. IS YES NO NO NO NS Repeating Courses NS YES NO NO NO Learners are permitted to repeat a IP NO NO NO NO course they have already completed (and NG NO NO NO NO to which a final grade has been W YES NO NO NO assigned) only once. This restriction does not apply to courses from which a HM NO NO NO NO learner has withdrawn and received a PC NO NO YES NO “W” on his/her transcript. T NO NO YES NO VR NO NO NO NO • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 25
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2. The assignment of a grade to a This distinction will be noted on the Commencement particular learner by more exacting or learner’s official transcript at the time Commencement is the ceremony that demanding standards than those the degree is conferred and will also be celebrates the awarding of the degree. applied to other learners in that course. on the diploma. Honors will be Participation in the commencement 3. The assignment of a grade that is a determined at the time of graduation ceremony is optional for those who are substantial departure from the faculty and will be based solely on academic eligible to participate. Learners who member's established criteria. work done at Capella. In order to qualify plan to participate must complete the for these honors, the following application for graduation, complete Learners who feel that a grade has been requirements must be met: the application for commencement, assigned capriciously should first confer and order academic regalia to wear with the faculty member. If the problem • No class taken under “S/NS” option. during the ceremony. For more ACADEMIC AND OTHER UNIVERSITY POLICIES cannot be resolved, learners may • No incompletes. information on commencement, please petition the school. The complete • No grade lower than a “C.” see the graduation page on iGuide. procedure for appealing a grade can be • No course may be repeated. found on iGuide. Application to Graduate Intellectual Property Undergraduate or master’s learners Graduation Requirements and Capella University respects intellectual enrolled in their final term’s courses or Commencement property rights, and expects and doctoral learners approved to register requires that Capella University Graduation requirements are specified for Dissertation Research IV are eligible in the catalog in effect at the time learners do so also. To ensure that to apply for graduation. The application faculty, learners, and Capella learners matriculate to their degree for graduation is completed online via programs. The degree completion plan University live up to this standard, iGuide. A graduation audit is completed Capella University has adopted the (DCP) is completed by learners in at the time learners apply to graduate. FirstCourse and outlines the specific following policy regarding intellectual courses learners plan to take to If a learner has completed all academic property and the use of confidential complete their degree requirements as requirements for graduation, the degree information in course work: well as the quarter in which they plan to will be conferred on the last day of the • Learners will generally continue to take each course. Upon completion of month in which all academic own all of their intellectual property all academic requirements, learners are requirements have been met. If the from their course work. This eligible for graduation. Academic application to graduate is submitted includes, for example, copyrights requirements include successful after the academic requirements have of written work and patents for completion of all course(s) and been met the degree will be conferred inventions. There may, however, be residency requirements stated in the on the last day of the month in which exceptions to this general principle, catalog with a cumulative Capella GPA the application to graduate was received. which will be addressed on a case-by- of 3.0 for graduate learners and 2.0 for Learners graduate at the time their case basis (e.g., when learners are undergraduate learners. degree is conferred, and this conferral working on faculty-sponsored date appears on their official transcripts. research where participation is Undergraduate Academic Honors contingent upon the learners Capella University seeks to recognize Note: Capella reserves the right to withhold assigning certain of their intellectual the superior accomplishments of its the official transcript of learners who are not property rights and/or maintaining learners. Learners at the bachelor’s in good financial standing with the institution. certain information as a trade secret level are eligible to graduate with honors Application to Receive Certificate of Capella University or of the based on attaining the following grade Certificate learners are eligible to apply faculty member). Further, as set point averages: for their certificates once they are forth in the Dissertation Publishing Graduation with Honor: enrolled in the final course(s) required section, learners must grant Cum Laude: 3.500-3.749 for their program. The application for Capella University limited rights Graduation with High Honor: receipt of the certificate is completed to dissertations. Magna Cum Laude: 3.750-3.849 online via iGuide. Certificate recipients are not eligible to participate in the Graduation with Highest Honor: commencement ceremony. Summa Cum Laude: 3.850 or better • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 26
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• In accordance with Capella University’s Interlibrary Loans Overdue Books Academic Honesty policy, learners may Capella University Library (CUL) All interlibrary loan users will be subject not violate other parties’ rights in borrows printed materials from other to the following penalties for overdue connection with their course work. For libraries for current Capella University and lost interlibrary loan materials: example, plagiarism or other forms of learners, faculty, and staff. Calendar Days Penalties and copyright infringement are forbidden, Overdue Impact as is the disclosure of another party’s The following items are not available 7 - Fine of $1.00/day begins on the seventh calendar day. confidential information or trade secrets. through interlibrary loan: • Required textbooks - Future interlibrary loan • To ensure that Capella University • Dissertations requests will not be processed. continues to respect learners’ rights, as • Reference books 60 - The material is considered lost. a matter of policy, Capella University • Entire issues or several articles - In addition to the and faculty members may not and will accumulated fine, a $60 from the same journal not accept information from learners processing fee will be assessed • Non-academic related items on the 60th calendar day. under an obligation of confidentiality. (such as books on a best seller - Replacement charges as Types of information that could be list or books on hobbies) determined by the lending subject to confidentiality requirements library will also be assessed. • Media: videos, films, CDs include information obtained from an - Charges will be applied to employer, unpatented inventions, and Learners are limited to borrowing 25 the learner's account. information obtained pursuant to a interlibrary loan items per quarter. If a book is returned at any time nondisclosure agreement. Information Fulfillment of interlibrary loan requests between 7 and 60 days of the due date, that is subject to an obligation of submitted by learners outside of the accumulated charges will be applied. confidentiality may not be used in any continental United States will be Interlibrary loan requests will be part of the Capella University learning handled on a case-by-case basis. Capella processed when all charges are paid. process, including but not limited to University Library may provide a table of All charges are irreversible. Web postings, materials prepared for a contents of the book for review and course, dissertation work, and Book Recalls selection of specific chapters in lieu of comprehensive exams. On occasion, a lending library will sending the book. recall a book from a Capella learner in • Of course, to the degree that applicable The loan period is determined by the order to sufficiently meet demand for laws or regulations provide for lending library. Capella University does materials. If a book is recalled, the book confidentiality, such as in connection not control the loan period. Books must must be returned immediately even if the with certain learner records and be returned promptly according to original loan period has not yet expired. financial aid, Capella University will specified due dates. The Capella abide by such laws or regulations. The following penalties will be applied University Library reserves the right to • Faculty members do not have authority for recalled items that are not returned limit or refuse interlibrary loan service promptly: to modify this policy. Capella University to learners who repeatedly lose or therefore recommends that prior to Calendar Days return items late. Following Recall Penalties and disclosing any information to faculty Notice Impact members, learners ensure that the Overdue notices are courtesy notices 7 - Fine of $1.00/day begins on information being disclosed is not the only. Failure to receive overdue notices the seventh calendar day. confidential information of a third will not be accepted as grounds to cancel - Future interlibrary loan party. Learners should apply for patent fines. Books that are not returned or requests will not be processed. protection for any patentable inventions renewed by the date due will be assessed 30 - In addition to the and advise the faculty member to whom a fine at the rates listed. accumulated fine, a $60 information is disclosed of the patent processing fee will be application and the scope thereof. assessed on the 30th calendar day. - Charges will be applied to the learner's account. 60 - The book is considered lost. - Replacement charges as determined by the lending library will also be assessed. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 27
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If a book is returned at any time between otherwise potentially offensive. Learners Capella University does not discriminate 7 and 60 days of the recall notice, must refrain from behavior that may be in its educational or employment appropriate charges will be applied. perceived as inappropriate, offensive, programs, policies, practices, or Future interlibrary loan requests will be and unfair and must treat all other procedures on the basis of race, gender, processed when all charges are paid. university learners, faculty, staff, and sexual orientation, color, creed, age, All charges are irreversible. administrators with respect at all times. ethnic or national origin, disability, or veteran status. In addition, harassment Additional information on interlibrary Interfering with University Activities related to any of these areas is loans can be found on iGuide. Actions that interfere with, obstruct, or prohibited. Learner claims of harassment disrupt university courses, functions, and and/or discrimination are appropriate Learner Code of Conduct activities are prohibited. Inappropriate, grounds for initiating a university ACADEMIC AND OTHER UNIVERSITY POLICIES Capella University is committed to offensive, or irrelevant course postings grievance. providing to its learners a high quality are prohibited. educational experience. Capella faculty Capella University will not subject Dishonesty and staff play a primary role in assuring learners to unfair or retaliatory action Learners may not intentionally provide a high quality educational experience; as a result of initiating a grievance. false information, forge, alter, or falsify learners play a role as well. They are university documents. Learners may not See iGuide for learner grievance responsible for conducting themselves in misrepresent their academic record. procedures. a manner guided by respect, collegiality, Learners may not represent the academic and honesty. Learner conduct that For Arizona Learners work of others as their own. Learners infringes on the quality of the If a complaint cannot be resolved after engaging in prohibited conduct will be educational experience is not exhausting the institution’s learner subject to disciplinary action, including, acceptable; this policy describes the grievance procedure, the learner may but not limited to course failure, types of conduct that are unacceptable. file a complaint with the Arizona State probation, suspension, or expulsion. Board for Private Postsecondary Prohibited learner conduct includes, but Such sanctions may lead to additional Education, 1400 W. Washington, Room is not limited to the following: academic and financial consequences. 260, Phoenix, AZ 85007, (602) 542-5709; Learners who are unable to complete Illegal Activities http://azppse.state.az.us. Learners must a course as a result of disciplinary Learners may not post, transmit, contact the state board for further details. promote, or distribute content that they sanctions, suspension, or expulsion are know is illegal or could reasonably be not eligible for tuition refunds. For Arkansas Learners — School of Business and Technology expected to know is illegal. Conduct that The university reserves the right to If a complaint cannot be resolved after violates federal, state, or local laws is immediately suspend a learner accused exhausting the institution's learner prohibited. of violating this policy. This summary grievance procedure, the learner may suspension may remain in effect until a Theft file a complaint with the Arkansas full investigation and all disciplinary Learners may not post, transmit, Higher Education Coordinating Board, action involving the allegations has been promote, or distribute content that 114 E. Capitol, Little Rock, AR, 72201- completed. Notification of such violates copyright or other protected 3918, (501) 371-2065. intellectual property rights. suspension will be provided to the Unauthorized use of university property learner at the time the sanction is For Florida Learners is prohibited. Theft or abuse of issued. See iGuide for Learner Code of If a complaint cannot be resolved after computer resources is prohibited. Conduct policy procedures. exhausting the institution's learner grievance procedure, the learner may Disrespect Learner Grievance file a complaint with the Florida Learners may not harass, threaten, or Capella University supports the right of Commission for Independent embarrass others. Learners may not faculty, staff, and learners to a review of Education, 2650 Apalachee Parkway, post, transmit, promote, or distribute decisions made or actions taken that they Tallahassee, FL 32301, (850) 245-3200. content that is racially, religiously, or consider unfair or an impediment to Learners must contact the Commission ethnically offensive, or that is harmful, working and/or learning at the university. for further details. abusive, vulgar, sexually explicit, or • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 28
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Academic and Other University Policies, continued
For Georgia Learners their programs. Learners who need an necessary to satisfy those requirements. If a complaint cannot be resolved after approved leave of absence must submit Capella University requires all learners exhausting the institution’s learner their request and receive approval in these programs to sign the grievance procedure, the learner may before the start of the quarter for which Understanding of the Curriculum form, file a complaint with the Georgia the leave is requested and approved. as part of the admission process, in Nonpublic Postsecondary Education which the learners agree it is their For further information on leave of Commission, 2189 Northlake Parkway, responsibility to understand and to absence see iGuide. Building 10, Suite 100, Tucker, GA comply with licensing and certification 30084-4113, (770) 414-3235. Learners Limitations of Registrations with a laws and regulations. Additional must contact the Commission for Single Faculty Member information on professional licensure further details. To maximize doctoral learners’ and certification can be found on iGuide. For Ohio Learners — School of exposure to faculty diversity in theory, Undergraduate Studies, School of practice, ideas, and values, doctoral State regulations vary regarding course Business and Technology Master’s and learners must select at least five different requirements for professional licensure. MBA Programs course instructors and may utilize one For assistance with state-mandated If a complaint cannot be resolved after course instructor for no more than five course requirements for licensure, exhausting the institution’s learner courses. contact the appropriate school grievance procedure, the learner may representative. file a complaint with the Ohio Board Multiple Degree Program Enrollments of Regents, 30 E. Broad St., 36th Floor, Learners may not pursue more than one Research at Capella University Columbus, OH 43215-3414, Capella degree program concurrently. Capella University recognizes its (614) 466-6000. Within a degree program, learners may institutional responsibility to respect and not pursue more than one specialization protect the rights of individuals involved For Ohio Certificate Learners concurrently. Certificates may be as human participants/subjects in If a complaint cannot be resolved after completed at the same time that learners research. All learners, faculty, and staff exhausting the institution’s learner are enrolled in a degree program. who undertake research studies that grievance procedure, the learner may grow out of their affiliation with the file a complaint with the Ohio State Professional Licensure and university are required to obtain Board of Career Colleges and Schools, Certification institutional approval prior to undertaking 35 East Gay Street, Suite 403, Columbus, Capella University offers academic the research. Persons who propose OH 43215-3138, (614) 466-2752. programs leading to advanced degrees research designed to develop or Registration No. 04-03-1709T. Learners in a number of fields for which contribute to generalizable knowledge must contact the State Board for professional practice requires licensure are expected to submit applications to further details. or certification by state, local, or their respective schools. For Wisconsin Learners professional boards. However, because The university’s Institutional Review If a complaint cannot be resolved after the licensing or certification standards Board (IRB) is charged with ensuring exhausting the institution’s learner vary, Capella University makes no that all proposed research involving grievance procedure, the learner may representation, warranty, or guarantees human participants/subjects or records file a complaint with the Wisconsin that successful completion of the course about them will not expose human Educational Approval Board, 30 W. of study will permit the learner to obtain participants/subjects to the risk of Mifflin St., 9th Floor, Madison, WI, licensure or certification. Learners who psychological, social, or physical harm. 53707-8896, (608) 266-1354. enroll in a Capella University degree program, in a field for which The IRB process is intended to safeguard Leave of Absence professional practice requires any type the welfare of the participants/subjects without causing undue obstruction to In order to offer learners the flexibility of licensure or certification, are solely the research. In addition, the they need while pursuing their education, responsible for determining and university’s IRB reviews all requests to Capella University has developed an complying with state, local, or use Capella’s learners, faculty, or staff as enrollment policy to allow for that professional licensure and certification participants in proposed research flexibility while ensuring that learners requirements. These learners are also studies. To that end, the IRB delegates have the greatest possible success in responsible for taking the steps • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 29
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to each school the authority and In the Harold Abel School of Psychology questions and for completing the responsibility to conduct the first review (HASOP), master’s learners in the dissertation. HASOP master’s learners to determine whether the research clinically-focused programs take three should complete this colloquium prior application involves the risk of harm. one-week master’s colloquia (identified to supervised field training (practicum) as “MS Colloquia”), typically offered or the final integrative project. Additional information on the IRB can simultaneously with the colloquia for be found on iGuide. Psychology Year-in-Residence doctoral learners. Doctoral learners in clinical and Residential Colloquia Track I (the first colloquium) is taken counseling psychology, master’s learners Capella University requires academic prior to transferring in and/or in school psychology, and learners residency experiences called residential completing 56 credits. However, all working toward the specialist certificate ACADEMIC AND OTHER UNIVERSITY POLICIES colloquia for all non-clinical doctoral learners are strongly encouraged to in school psychology take the year-in- programs, clinically-focused master’s complete Track I within the first quarter residence rather than residential programs, and some post-master’s of enrollment because this track focuses colloquia. certificate programs. Taken by most on critical success skills and provides an As part of an increasingly interpersonal doctoral and clinically-focused master’s introduction to Capella-specific resources, and face-to-face training experience, learners, the residential colloquia are policies, and procedures. HASOP PsyD learners in the Harold Abel School outcomes-based, sequenced, and aligned master’s learners receive specific of Psychology, as well as master’s and with the developmental needs of the clinically-focused skills training at these specialist certificate learners in school learners. The colloquia foster community residencies. psychology register for the year-in- building and provide knowledge and Track II (the second colloquium) is residence once they have matriculated. skill development that will support taken within 57-72 doctoral credits, The details of this requirement are success in learners’ programs. while learners are immersed in their outlined in the Harold Abel School of Residential colloquia should be required course work. This colloquium Psychology section on residencies. completed at the appropriate time in a provides learners with the opportunity School of Human Services Master’s learner’s program of study (see following to apply the theories, techniques, and Degree Residency — Mental Health colloquia description). All learners skills they’ve developed to address Counseling and Marital, Couple, and should identify and account for all problems in their fields of study and Family Counseling/Therapy academic residency requirements by to prepare for the comprehensive Specializations working closely with their advisors. examination. Master’s learners in the counselor Doctoral learners should include the HASOP master’s learners take the education programs in the School of residential colloquia or year-in-residence second MS colloquium around the Human Services take two 10-day (see following year-in-residence midpoint of their programs and practice residencies, typically offered description) in their degree completion more advanced clinically-focused skills. simultaneously with the colloquia and plans (DCPs). For doctoral learners, the principles residencies for doctoral learners in In general, colloquia should be associated with intermediate and summer and winter only. coordinated with the learner’s length of advanced research methodologies are Attendance Requirements and time in the program and (for doctoral equally important at this stage of Cancellation Fees learners) credit completion. Learners learning. Learners are required to attend an are responsible for managing their Track III (the final colloquium) is taken entire residency in order to be schedules and obligations so they can by doctoral learners prior to completing considered to have successfully participate in a timely and appropriate 96 credits (95 for HASOP learners) of completed the residency. Exceptions manner. course work. Since the final 24 credits to the attendance requirement may be School of Education learners in the (30 in the Harold Abel School of granted in cases of emergency, subject leadership in educational administration Psychology) earned in the doctoral to approval by the school’s executive post-master’s certificate are only program are tied to the completion of director or designee. If an exception is required to attend Track I. the comprehensive examination and approved, the learner will be required dissertation, Track III prepares learners to complete additional assignments. for their comprehensive examination • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 30
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Academic and Other University Policies, continued
Learners canceling their residency In the first quarter of attendance, Academic progress is measured four registration may be charged a undergraduate learners must complete times each academic year. Learners cancellation fee or the full tuition of FirstCourse and earn a grade of “C” or must meet minimum requirements of the residency, depending on when better. Learners who do not will be both cumulative GPA and total the cancellation is made. For more considered to be failing to achieve attempted credits in order to maintain information about residency cancellation satisfactory academic progress and may satisfactory academic progress. If fees, see the Residential Colloquia be disenrolled. learners fail to achieve the standard Cancellation Fee policy. specified above for the first quarter of Graduate Programs attendance, they will be evaluated to Graduate learners are required to Retention of Learner Work Products determine whether they may continue maintain a cumulative grade point and Grading Records in their academic program. If a learner average of 3.0 or better and complete a Learners are strongly advised to retain has achieved the standard for the first minimum of one out of every two total all of their course-related work, as well as quarter of attendance, academic attempted credits (50% of cumulative all faculty correspondence pertaining to progress is re-evaluated each subsequent attempted credits). Additionally, graduate final course grades. Should a learner quarter. Grades such as “W,” “I,” “NS,” learners will not be eligible for federal appeal an assigned final course grade it and “NC” are included in the course financial aid for any courses that is his or her responsibility to provide completion rate but do not impact the exceed 200% of the graduate program comprehensive documentation learner’s GPA. Repeated courses are requirements as described in their catalog. supporting his or her claim of counted as attempted credits; only the capriciousness, including copies of all In the first quarter of attendance, higher grade will factor into the GPA. relevant course work products and graduate learners must complete With the exception of learners who relevant correspondence. Archived FirstCourse and earn a grade of “B” are disenrolled for failing to meet courseroom materials will be available to or better. Learners who do not will be the standard for the first quarter of learners for one quarter after the end of considered to be failing to achieve attendance, learners who do not the course. See the Retention of Learner satisfactory academic progress and meet satisfactory academic progress Work Products policy on iGuide for may be disenrolled. requirements in any subsequent quarter faculty responsibilities.
Satisfactory Academic Progress
Capella University requires all learners FIVE STAGES OF ACADEMIC PROBATION to make satisfactory progress in their academic programs. Satisfactory academic Stage Impact progress is determined through two Stage 1 Eligible for financial aid, subject to possible financial aid restrictions. measures — grade point average (GPA) Must meet satisfactory academic progress requirements or be moved to stage 2. and course completion rate. In order to maintain satisfactory academic progress, Stage 2 Eligible for financial aid, subject to possible financial aid restrictions, which include pending financial aid disbursements on hold until academic progress review is learners must meet minimum completed. requirements for both measures. Must meet satisfactory academic progress requirements or be moved to stage 3. Undergraduate Programs Undergraduate learners are required Stage 3 Not eligible for financial aid. to maintain a cumulative grade point May appeal to have aid reinstated. average of 2.0 or better and complete a Must meet satisfactory academic progress requirements or be moved to stage 4. minimum of two out of every three total attempted credits (67% of cumulative Stage 4 Not eligible for financial aid. attempted credits). Additionally, May appeal to have aid reinstated. undergraduate learners will not be Must meet satisfactory academic progress requirements or be moved to stage 5. eligible for federal financial aid for any courses that exceed 150% of the Stage 5 Not eligible for financial aid. undergraduate program requirements Disenrolled from the university. as described in their catalog. May appeal to stop disenrollment and to have aid reinstated, if applicable. • Catalog 05.v1.4-6 4/18/05 2:56 PM Page 31
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will be placed on academic probation. Registration in Continuation Courses, Maximum Time Learners will be notified of their status Federal Financial Aid, and Satisfactory Award to Completion via e-mail. There are five stages of Academic Progress Doctoral Degree 7 years (28 quarters) probation, each accumulating additional Eligible doctoral learners in Graduate Certificate* 3 years restrictions (see chart). comprehensive examination and (12 quarters) dissertation courses and learners in Although a learner may be removed MBA 4 years some practicum and internship courses (16 quarters) from academic probation during any generally receive federal financial aid for MS Degree** 4 years standard review period, a learner no more than two identical continuation (16 quarters) progresses to the next stage of academic (dash C) courses. While learners in BS Degree 8 years probation only after one quarter of (32 quarters) some comprehensive examination and ACADEMIC AND OTHER UNIVERSITY POLICIES academic activity. The learner’s current dissertation courses may register for * Learners enrolled in the specialist certificate in probation stage remains on record until school psychology have a maximum of four years more than two continuation courses, there is academic activity for evaluation. (16 quarters) to complete their program. doing so means that the learner is no When evaluation during one of the ** Learners enrolled in the Master of Science in longer considered to be making standard review periods shows that a human services program with a specialization in satisfactory academic progress (SAP). learner on academic probation meets marital, couple, and family counseling/therapy or The loss of federal financial aid due to with a specialization in mental health counseling the satisfactory academic progress registering for a third identical have a maximum of 6 years (24 quarters) to requirements, all restrictions are complete their degree. continuation course may be appealed removed and financial aid will be by submitting a Continuation Course Note: These time limits may not align with financial reinstated, if applicable. aid eligibility requirements. Learners will not be Appeal form to the director of financial eligible for federal financial aid for any credits that Capella reserves the right to withhold aid. No learners will be granted federal exceed 150% of their undergraduate program financial aid and/or disenroll from the financial aid for a fourth continuation requirements and 200% of their graduate program requirements. university learners who register for course. See iGuide for more information courses and make no progress. on satisfactory academic progress and Transcripts financial aid. Learners who are withdrawn for reasons Learners may request transcripts on of academic probation are allowed to Maximum Time to Completion iGuide or by calling University Services return to their program in the Capella University is committed to at 1-888-Capella (227-3552), option 2. subsequent quarter although they are learner success and helping learners to Transferability of Capella Credits not able to appeal any loss of federal make progress in their program within financial aid until they pay for one quarter reasonable timeframes. In order to meet Capella University is accredited by of tuition using alternative funding. this goal and ensure that learners’ The Higher Learning Commission course work is current, Capella University and a member of the North Central Learners who are disenrolled for adheres to maximum time limits for Association of Colleges and Schools reaching stage 5 of academic probation certificate and degree completion as (NCA), 30 N. LaSalle Street, Suite 2400, are not permitted to register for courses listed in the following table. Under Chicago, IL 60602-5204, (312) 263-0456, at Capella for one full year. These extenuating circumstances, exceptions www.ncahigherlearningcommission.org. learners are eligible to reapply for may be approved by the registrar. admission following the full year away. The transferability of credits to another Upon re-admission and following initial institution is solely at the discretion of evaluation, a learner will be reinstated at that institution. the third stage of probation (AP3). Procedures and additional information regarding satisfactory academic progress can be found on iGuide. Note: This policy is currently under revision. Please see Learner iGuide for the most up-to-date policy language. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 32
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Financial Aid
Capella University offers assistance to To receive full-time veterans’ In order to receive veterans’ education learners who would like to secure educational benefits, learners must meet benefits, all post-high school transcripts educational funding to help finance the following criteria based upon their must be submitted to the Admissions their academic program. Learners can program of study: Office prior to enrollment. Learners find out more about financial aid by who fail to satisfy the requirements for Bachelor’s learners must complete a calling 1-888-CAPELLA (227-3552), veterans’ educational benefits are minimum of 12 quarter credits in that option 2, or on iGuide under Finances. personally responsible for tuition quarter. The date of course completion payments. Satisfactory Academic Progress is determined by the last day of the Policy for Financial Aid quarter. Those who do not complete at Payment is based upon pursuit as least 12 credits per quarter will not be defined by the VA. This means that Federal and state laws require learners entitled to receive full-time benefits for Capella University will certify the day to make satisfactory academic progress that quarter. the course begins and the day the during their period of enrollment to course ends as the period during which remain eligible for financial aid. In Master’s learners must complete a learners are pursuing education. The compliance with federal and state minimum of eight quarter credits in eligibility of benefits is based upon the regulations, Capella University has that quarter. Learners enrolled in the number of days between the start and established policies for all learners MS in Education program must end of the course(s). regarding satisfactory academic progress, complete a minimum of six quarter academic probation, academic progress credits in that quarter for full time Additional information for veterans can review, and the appeals process. These benefits. be found on the Capella University Web policies are described in detail in the site visitor section under the U.S. Armed MBA learners must complete a minimum University Policies section found on Forces tab. of six quarter credits in that quarter. iGuide. Those who do not complete the Capella reserves the right to change Scholarships required credits per quarter will not be these requirements if there are changes entitled to receive full-time benefits for in the structure of a particular program. Capella has three scholarship options that quarter. available. First, Capella offers some internal scholarships to learners, such Doctoral learners must complete a Undergraduate certificate learners are not eligible as the Robert C. Ford Human Services minimum of eight quarter credits in that for veterans’ educational benefits. Scholarship and the Helene Krivosha quarter to qualify for full-time benefits. Scholarship. Second, learners are Doctoral learners enrolled in the encouraged to apply for external Harold Abel School of Psychology must scholarships that are offered specifically complete a minimum of 10 quarter to Capella learners, e.g., the Go the credits in that quarter to qualify for Distance Scholarship. Third, free full-time benefits. The date of course scholarship search engines are available completion is determined by the last day on iGuide. of the quarter. Doctoral learners who are in the comprehensive examination and Veterans’ Educational Benefits dissertation phases of their program will Capella University is approved by the be certified as full time. Minnesota State Approving Agency for Graduate certificate learners must veterans’ educational benefits. Eligible complete a minimum of eight quarter learners may apply for benefits by calling credits in that quarter to qualify for the Veterans Administration (VA) Office full-time benefits. The date of course for assistance at 1-800-827-1000. The completion is determined by the last original application should be mailed to day of the quarter. Capella University’s Office of Financial Aid. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 33
Tuition and Fees
TUITION AND FEES
The following charges are in effect as of this catalog’s effective date, July 5, 2005, and are subject to change. For current pricing visit the Capella TUITION AND FEES University Web site at www.capella.edu. See applicable schools’ degree programs.
INFORMATION ALL PROGRAMS BUSINESS TECHNOLOGY EDUCATION HUMAN SERVICES PSYCHOLOGY Application Fee (non-refundable) $75 $75 $75 $75 $75 International Application Fee – includes international transcript evaluation $175 $175 $175 $175 $175 (non-refundable)
BACHELOR OF SCIENCE (BS) PROGRAM Petition for Credit Per Course (non-refundable) $325 $325 Tuition Per 6-Credit Course $1,740 $1,740 Tuition Per 3-Credit Course $870 $870 BS Graduation Fee $250 $250
MASTER OF BUSINESS ADMINISTRATION (MBA) PROGRAM Petition for Credit Per Course (non-refundable) $325 Tuition Per 3-Credit Course $1,755 MBA Graduation Fee $350
MASTER OF SCIENCE (MS) PROGRAM Petition for Credit Per Course (non-refundable) $325 $325 Tuition Per 6-Credit Course $2,100 Tuition Per 5-Credit Course $1,625 Tuition Per 4-Credit Course $1,925 $1,925 $1,400 $1,440 Tuition Per 3-Credit Course $1,050 Tuition Per 2-Credit Course $963 $700 $720 Residential Colloquium Per Week* $1,350 $1,350 School of Psychology Year-in-Residence — Weekends-in-Residence (4)* $756 School of Psychology Year-in-Residence — Extended Seminar (1)* $2,700 MS Graduation Fee $350 $350 $350 $350 $350
DOCTOR OF PHILOSOPHY (PhD) PROGRAM Quarterly Tuition $3,975 $3,975 $3,975 Tuition Per 5-Credit Course $1,950 Residential Colloquium Per Week* $1,350 $1,350 $1,350 $1,350 PhD Graduation Fee $450 $450 $450 $450
DOCTOR OF PSYCHOLOGY (PsyD) PROGRAM Tuition Per 5-Credit Course $1,950 Year-in-Residence — Weekends-in-Residence (9)* $1,700 Year-in-Residence — Extended Seminars (2)* $5,400 PsyD Graduation Fee $450
CERTIFICATE PROGRAM Tuition Per Graduate Course $1,925 $1,925 $1,400 $1,440 $1,625 Residential Colloquium Per Week (Track I)* $1,350 School of Psychology Certificate Practicum 3-Credit Course $975 School of Psychology Certificate Practicum 2-Credit Course $650 School of Psychology Year-in-Residence — Weekends-in-Residence (3)* $567 School of Psychology Year-in-Residence — Extended Seminar (1)* $2,700
* Learners are responsible for food, travel, and lodging for all residential colloquia and year-in-residence sessions. See the Academic Residencies section in this catalog for more information. • Catalog 05.v1.4-6 4/15/05 4:20 PM Page 34
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Tuition and Fees, continued
Tuition and Fees Tuition for Continuation Courses Quarters enrolled as a certificate or Bachelor’s, MBA, Master’s, and Learners who require additional master’s learner, and time off taken for Certificate Tuition quarter(s) to complete all required administrative, medical, or family leave Learners in bachelor’s, MBA, master’s, components of comprehensive shall not count toward the minimum and certificate programs pay tuition on examination and dissertation courses, active enrollment period. practicum courses, and internship a course-by-course basis. Payment is due Employer Reimbursement courses should enroll in continuation at the time of course registration. Learners receiving tuition assistance from courses (sometimes called dash C American Express, Discover, MasterCard, their employers must arrange for payment courses). Learners in continuation Visa, wire transfer, and paper check of their tuition to Capella prior to the courses do not earn additional credit. payments are accepted. For information start of their course(s). This policy does related to financial aid, please refer to To maintain active learner status, and not currently affect learners receiving the Financial Aid section. access to university activities, academic veterans’ assistance, active armed forces PhD Tuition personnel, and services (including learners, vocational rehabilitation For doctoral learners in the Schools of advisors, mentors, courses, and library), assistance, or learners whose employers Business and Technology, Human learners must register and pay for arrange for a direct invoice from Capella. Services, and Education, tuition is continuation courses based on their Direct bill invoicing must be completed charged quarterly as a flat rate, not on a school’s regular registration, tuition, prior to the start of the course and is per-course basis. New doctoral learners and payment schedules. only an option when no specific grade is required by the employer as a condition who enter the program after the Reduced Tuition for Advanced of reimbursement. beginning of a quarter pay 100% tuition Doctoral Learners for that quarter and receive a prorated Capella University acknowledges that Special Business Office Hold tuition charge for the following quarter graduate education represents a major All learners with an outstanding balance if registered for a course. Doctoral investment of time, energy, and money may be placed on special business office learners may choose a yearly prepayment on the part of our learners. In a self- hold (SBOH). Learners who have not option. Learners who want more paced doctoral program, it is difficult to completed the financial aid process by information on yearly prepayment determine the overall cost because the the 10th calendar day of the quarter should contact University Services at time-to-degree completion is not fixed. will be placed on SBOH. While on SBOH, 1-888-CAPELLA (227-3552), option 2. While it is likely that doctoral learners learners will not be granted access to Payment is due prior to the start of the will complete their program in university activities, academic personnel, quarter or course for mid-quarter starts. approximately four years, some financial or services including advisors, mentors, American Express, Discover, MasterCard, accommodation will be made for courses, or library. Access will be Visa, wire transfer, and paper check learners who take longer to complete restored and billing will resume when payments are accepted. For information their comprehensive examination and the account balance is current. related to financial aid, please refer to dissertation. the Financial Aid section. Tuition Refunds Doctoral learners who have completed Learners who completely withdraw from Harold Abel School of Psychology at least four years (16 full quarters) of Capella University or drop one or more PhD and PsyD Tuition active enrollment in their doctoral of their courses will have their tuition Psychology PhD and PsyD learners pay program and have completed all degree refunded according to the refund tuition on a per-course basis. Payment is course work (except the comprehensive schedule in this section. due at the time of course registration. examinations and the dissertation) are For doctoral learners in the Schools of American Express, Discover, MasterCard, charged $500 per quarter (for a Business and Technology, Human Services, Visa, wire transfer, and paper check maximum of 12 additional quarters of and Education, tuition is charged payments are accepted. For information enrollment) in lieu of regular tuition. quarterly on a flat rate, not on a per- related to financial aid, please refer to This policy does not apply to learners in course basis. Learners who completely the Financial Aid section. Note: Harold the Harold Abel School of Psychology. Abel School of Psychology learners should withdraw from Capella University or drop check iGuide for the most current internship Learners meeting these criteria qualify ALL of their courses will have their course prices. for this reduced tuition rate only during tuition refunded according to the terms in which they enroll in the refund schedules. comprehensive or dissertation courses. There are no refunds for books, supplies, or application fees. • Catalog 05.v1.4-6 4/18/05 3:22 PM Page 35
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Tuition Refund Schedules an earlier withdrawal date and provides from the learner, unless the learner The following schedule applies to acceptable verification that no immediately contacts Capella requesting learners residing in locations other academically significant interaction an earlier withdrawal date and provides TUITION AND FEES than Florida, Georgia, or Wisconsin: occurred after the requested date. acceptable verification that no Withdrawal or Drop Date Tuition Capella University issues the appropriate academically significant interaction From the Class Start Date Refund refund in full to the learner within a occurred after the requested date. Through fifth calendar day 100% maximum of 30 days of notification. All Capella University issues the appropriate 6-12 calendar days 75% or a portion of the refund will be used refund in full to the learner within a Remainder of the term No refund to pay grants, loans, scholarships, or maximum of 30 days of notification. other financial aid in conformity with All or a portion of the refund will be Florida Residents Refund Policy: federal and state laws. used to pay grants, loans, scholarships The refund policy applicable to Florida or other financial aid in conformity with students is the Capella University Georgia Residents Refund Policy: federal and state laws. institutional refund policy or the The refund policy applicable to Georgia following minimum refund policy as students is the Capella University Wisconsin Residents Refund Policy: stipulated by Florida law, whichever is institutional refund policy or the Regulations in the State of Wisconsin more favorable to the learner. following minimum refund policy as require Capella University to apply a stipulated by Georgia law, whichever is separate refund policy to Wisconsin Prior to beginning classes, the Florida more favorable to the learner. learners. Refund credits will be applicant receives a full refund of all processed in two steps. Each may be monies if he or she requests it within Prior to beginning classes, the Georgia reflected on separate days and/or three business days after making a applicant receives a full refund of all separate monthly statements. Capella’s payment to Capella University. monies if he or she requests it within refund will be recorded first, and three business days after making a A Florida learner who withdraws or is Wisconsin’s refund (if applicable) payment to Capella University. disenrolled after the start date of a will be recorded as a second line item. course, but before 40% of the course A Georgia learner who withdraws or is All refunds will be applied within 40 term has passed, is entitled to a pro rata disenrolled after the start date of a days of the withdrawal date. refund as follows. (All percentages are course, but before 50% of the course The policy is as follows: based on the total number of calendar term has passed, is entitled to a pro rata days in the course.) refund as follows. (All percentages are Learners residing in Wisconsin will receive a full refund of all tuition money % of Total Tuition based on the total number of calendar Calendar Days Refund days in the course.) paid if they withdraw from a course within a three-business-day cancellation 1 day - 5% 95% % of Total Tuition period from the course start date. 6% - 10% 90% Calendar Days Refund 11% - 25% 75% 1 day - 5% 95% Learners who withdraw or are 26% - 40% 50% 6% - 10% 90% disenrolled after the start date of a 41% + No refund 11% - 25% 75% course, but before 60% of the course 26% - 50% 50% term has passed, are entitled to a pro As part of this policy, Capella University 51% + No refund rata refund as follows. (All percentages may retain an administrative fee of no are based on the total number of more than $150. This administrative cost As part of this policy, Capella University calendar days in the course.) may be in addition to the percentage of may retain an administrative fee of no tuition, which may be retained by the more than $150. This administrative cost % of Total Tuition Calendar Days Refund institution as provided above. may be in addition to the percentage of tuition, which may be retained by the 4th day - 9% 90% Florida learners should notify Capella if institution as provided above. 10% - 19% 80% they wish to withdraw from a program or 20% - 29% 70% drop a course. Refunds are calculated by Georgia learners should notify Capella if 30% - 39% 60% using the date notification is received they wish to withdraw from a program or 40% - 49% 50% from the learner, unless the learner drop a course. Refunds are calculated by 50% - 59% 40% immediately contacts Capella requesting using the date notification is received 60% + No refund • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 36
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Tuition and Fees, continued
As part of the percentage breakdown, Learners who utilize the Minnesota Petition for Credit Fee Capella may retain a one-time SELF Loan will be subject to the Tuition The petition process requires learners administrative fee of no more than $100. Refunds policy. seeking credit for prior learning to TUITION AND FEES Learners will receive the tuition credit pay a $325 evaluation fee for each within 40 days of withdrawal date. Residency Tuition and Fees petition. See the Credit for Prior Learners pay tuition for each residency Learning policy in this catalog for Learners must notify the institution by they attend. Learners are responsible for details and restrictions. Petition for phone 1-888-CAPELLA (227-3552), their food, travel, and lodging expenses credit fees are non-refundable. option 2, or in writing of their intention for all residencies. to withdraw from courses. The effective Graduation Fee date of the withdrawals will be the date Residency Cancellation Fee A fee will be assessed when a learner notifications are received by the Learners canceling their residency applies for graduation. See the Tuition institution. All or a portion of refunds registration may be charged a and Fees chart in this catalog and on will be used to pay grants, loans, cancellation fee or may be ineligible for iGuide. scholarships, or other financial aid in a tuition refund, depending on when the conformity with federal and state law. cancellation is made. Visit the residency Official Transcripts registration pages in iGuide for the Requests for transcripts can be made Refund Procedure for Financial Aid exact dates and times of cancellation via iGuide, or learners may contact Recipients deadlines. University Services at 1-888-CAPELLA Learners receiving financial aid should (227-3552), option 2. Capella University contact the Office of Financial Aid Timing of Cancellation Tuition Cancellation Fee Refund reserves the right to withhold the before canceling enrollment and 30 or more days official transcripts of learners who are requesting a refund. They may be in advance of not in good financial standing with the required to pay back all or part of the the residency $0 100% institution. financial aid award prior to receiving any 8 through 29 days refund from Capella University. in advance of the residency $50 100% Financial aid recipients who completely 3 through 7 days withdraw from their program or drop all in advance of the of their courses prior to the 60% point residency $150 100% of a term are subject to the Federal 2 days or less Return of Title IV Funds policy in advance of the residency $0 No refund regulations for any federal aid not earned. Details of actual refund Other Fees calculations are available upon request Application Fees from the Office of Financial Aid. Applicants must complete the online Financial aid funds will be returned to payment section of the application. the appropriate agency in the following Credit card or U.S. bank account order: (e-check) payment is required with the • Unsubsidized Federal Stafford Loans online application. • Subsidized Federal Stafford Loans The amount of the application fee will The amount of the refund is in direct be automatically determined based on correlation to the learner’s approved information provided. The fee for withdrawal date as determined by domestic U.S. applicants is $75. The fee Academic Records. If learners withdraw for international applicants is $175, from Capella and have received financial which includes $100 for international aid, specific requirements will be academic review. All application fees followed. These can be found on the are non-refundable. Capella University Web site at Tuition Refund policy. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 37
School of Undergraduate Studies • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 38 • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 39
1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 39
School of Undergraduate Studies
From the Executive Director I am pleased to welcome you to Capella University’s School of Undergraduate Studies. Today’s competitive work environment is rapidly changing, as are the skills necessary for career success. Programs in the School of Undergraduate Studies have an immediate and long-term impact, transforming the lives and careers of learners. Our programs and curricula also help learners expand their experience into the global community through interactive technology, broad-based discussions, STUDIES SCHOOL OF UNDERGRADUATE and a recognition of the importance and impact of diversity and culture.
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 and information technology. Capella’s Valerie Perkins, EdD Executive Director business program develops foundational knowledge and scholarship related to current issues in the specializations of business administration, finance, human resource management, management and leadership, and marketing. Learners in the information technology bachelor’s program, benefit from a relevant curriculum that addresses essential information technology competencies in project management, information security, enterprise systems integration, application development, network architecture and design, systems design and programming, and graphics multimedia specializations.
Online learning at Capella is led by experienced faculty who share their knowledge and passion for their subject areas; who link theory, research, and practice; who are active in business and information technology fields, and who support learners as they work to achieve personal goals and transform their lives and careers. The faculty and staff of the School of Undergraduate Studies are dedicated to offering a rewarding learning experience that provides professional and personal value; they join me in welcoming you. Valerie Perkins, EdD Executive Director • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 40
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About the School of Undergraduate Studies
Mission Statement The courses in information technology At Capella University, the general The mission of the School of help learners build a deep knowledge education program is structured around Undergraduate Studies is to create of current IT tools and practices while the development of knowledge and competency-based, online degree preparing them to earn new certifications skills within seven core areas. they may need. During the program, programs within a collaborative 1. Communication: Capella learners learners will gain hands-on access to the community of learners. Capella develop the communication skills applications they are learning and have University provides an invigorating and necessary to effectively use the the opportunity to demonstrate their challenging educational experience English language to communicate new skills. When they are finished, for adult working professionals and is both verbally and in written form. learners will have a bachelor’s degree dedicated to the development of In addition, they learn to read, write, that validates their professional status learners’ knowledge, values, and skills. speak, and listen critically. The programs in the School of and a portfolio of course work that 2. Critical Thinking: Capella learners Undergraduate Studies are designed demonstrates their mastery of the develop the thinking skills necessary to have an immediate and long-term latest software, Web tools, and other to critically evaluate information, impact on learners’ lives and careers applications. integrate differing points of view, and through the demonstration of establish a reasoned course of action leadership, scholarship, and service. General Education Requirements for the BS Degree for effectively solving problems. Undergraduate Degree Programs General education courses develop These critical thinking skills are reinforced throughout the program. Bachelor of Science (BS) in Business the knowledge, skills, and abilities The School of Undergraduate Studies foundational to a baccalaureate 3. Ethical and Social Responsibility: bachelor’s degree program integrates program and to more advanced study. Capella learners develop an the mastery of business fundamentals Capella University’s general education understanding of the ethical with practical application in a rich, curriculum works in concert with the dimensions of their personal and interactive learning environment that course work in a learner’s field of study professional lives. Through reflection enhances learners’ personal and to develop reflective- practitioners at the on their own values and positions, as organizational effectiveness in their bachelor’s level. Reflective-practitioners well as those of others, they learn chosen field of study. learn to use analytical and relational what it means to be a socially skills to improve their professional responsible citizen in today’s world Capella’s bachelor’s degree in business practices through action, reflection, and develop the ability to appropriately curriculum focuses on providing a sound and adaptation. exercise that citizenship. grounding in business administration, management and leadership, human resource management, finance, and SPECIALIZATIONS OFFERED IN THE SCHOOL OF marketing. The curriculum also provides UNDERGRADUATE STUDIES an integrated approach to enterprise, Business Program Degree preparing learners to work in collaboration with diverse work groups Business Administration BS and functional areas. Finance BS Human Resource Management BS Bachelor of Science (BS) in Management and Leadership BS Information Technology Marketing BS The School of Undergraduate Studies bachelor’s degree program allows Information Technology Program Degree learners to efficiently complete their General Information Technology BS studies for a degree and focus on courses Graphics and Multimedia BS that teach the skills that will prepare Network Technology BS them for careers in technology. Project Management BS Web Application Development BS • Catalog05.v1.4-64/15/053:19PMPage41 7. SocialScience: 6. NaturalScience: 5. MathematicalandLogicalReasoning: andHumanities: 4. FineArts 1-888-CAPELLA theories resultingfromthisstudy. and knowledgeofthepredominant human behaviorandinteraction scientific methodsusedtostudy develop anunderstandingofthe the criticalissuesfacingtoday’s world. playsinaddressing scientific inquiry and anappreciationoftherole phenomena inthenaturalsciences scientific methodsusedtostudy develop anunderstandingofthe professional lives. problems intheirpersonaland use mathematicsandlogictoaddress logical reasoningandtheabilityto understanding ofmathematicaland Capella learnersdevelopan aesthetic judgments. develop theabilitytoformtheirown of art,literature,andphilosophy, they through thecriticalanalysisofworks expression ofhumanculture,and of theartsandhumanitiesasan learners developanunderstanding • www.capella.edu Capella learners Capella learners Capella CAPELLA UNIVERSITY 41
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School of Undergraduate Studies Degree Programs
Bachelor of Science (BS) in Specialization Courses - 48 quarter credits Finance Required course: Business Specializations Finance professionals help organizations find and BUS4801 Ethics and Enterprise manage the resources needed to grow, make Choose 42 quarter credits from the following investments and acquisitions, plan for the future, Business Administration courses: and manage existing assets. Learners in the Learners in the business administration BUS4011 Virtual Team Collaboration (BUS3010) finance specialization build the finance knowledge specialization develop the business, interpersonal, BUS4012 Leadership in Organizations (BUS3010) and skills needed to advance in the financial and professional thinking skills to impact BUS4013 Organizational Structure, Learning, services industry or as a finance professional organizational effectiveness across all functional and Performance (BUS3010) within a public or private organization. Beyond levels of organizations in manufacturing, service, BUS4014 Operations Management for expertise in finance, learners also demonstrate Competitive Advantage (BUS3010) professional, and government arenas. Learners the management, interpersonal, and professional select elective courses based on their individual BUS4015 Strategic Planning and Implementation thinking skills to impact organizational (BUS3010) professional needs. effectiveness across all levels of their organization. BUS4016 Global Business Relationships Learners select elective courses based on their General Education Requirements (BUS3010) individual professional needs. Choose 60 quarter credits as indicated from the BUS4021 E-Business Technology Infrastructure following categories: (BUS3020) General Education Requirements Communication (12 quarter credits required) BUS4022 E-Business Sourcing, Marketing, and Choose 60 quarter credits as indicated from the ENG1000 English Composition Sales (BUS3020) following categories: ENG2000 Research Writing BUS4023 E-Business Project Implementation Communication (12 quarter credits required) SPC2000 Intercultural Communication (BUS3020) ENG1000 English Composition SPC2050 Visual Design in Communications BUS4031 Marketing, Sales, and Channel ENG2000 Research Writing (3 quarter credits) Management (BUS3030) SPC2000 Intercultural Communication BUS4032 Customer Psychology and Marketing Ethical and Social Responsibility (6 quarter SPC2050 Visual Design in Communications Research (BUS3030) credits required) (3 quarter credits) BUS4033 Brand Identity and Marketing PHI2000 Ethics Communication (BUS3030) Ethical and Social Responsibility (6 quarter PHI2050 Human Nature and Ethics (3 quarter credits required) BUS4034 Marketing Strategy (BUS3030) credits) PHI2000 Ethics BUS4035 Marketing Across Borders (BUS3030) Fine Arts and Humanities (12 quarter credits required) PHI2050 Human Nature and Ethics (3 quarter BUS4043 Compensation and Benefits credits) ART2000 Art History Survey Management (BUS3040) HUM1000 Introduction to the Humanities BUS4044 Legal Issues in Human Resource Fine Arts and Humanities (12 quarter credits required) HUM1050 World Religions (3 quarter credits) Management (BUS3040) ART2000 Art History Survey PHI1000 Introduction to Philosophy BUS4045 Recruitment, Retention, and HUM1000 Introduction to the Humanities Development (BUS3040) Mathematical and Logical Reasoning (6 quarter HUM1050 World Religions (3 quarter credits) credits required) BUS4046 Employee and Labor Relations PHI1000 Introduction to Philosophy (BUS3040) MAT1050 Applied Algebra Mathematical and Logical Reasoning (6 quarter BUS4047 Employee Training and Development MAT1051 Pre-Calculus credits required) (BUS3040) MAT2000 Introductory Statistics MAT1050 Applied Algebra BUS4048 International HR Management Issues MAT1051 Pre-Calculus MAT2050 Statistical Literacy (3 quarter credits) (BUS3040) MAT2000 Introductory Statistics Natural Science (12 quarter credits required) BUS4070 Foundations in Finance (BUS3060) MAT2050 Statistical Literacy (3 quarter credits) BIO1000 Human Biology BUS4071 Financial Markets and Institutions CHM1000 Chemistry for Changing Times (BUS4070) Natural Science (12 quarter credits required) PHY1000 Introduction to Astronomy BUS4072 Analysis for Financial Management BIO1000 Human Biology (BUS4070) Social Science (12 quarter credits required) CHM1000 Chemistry for Changing Times BUS4073 Investments and Portfolio Management PHY1000 Introduction to Astronomy ECO1050 Microeconomics (BUS4070) Social Science (12 quarter credits required) PSY1000 Introduction to Psychology BUS4074 Entrepreneurial Finance (BUS4070) ECO1050 Microeconomics POL1000 The Politics of American Government BUS4075 Public and Nonprofit Finance (BUS4070) PSY1000 Introduction to Psychology Additional Program Requirements BUS4076 Issues in International Finance (BUS4070) POL1000 The Politics of American Government Core Courses + Lab - 42 quarter credits BUS4077 Risk Management Strategies (BUS4070) BUS3004 Developing a Business Perspective Additional Program Requirements BUS4078 Financial Institution Management BUS3005 Undergraduate Learner Success Lab (BUS4070) Core Courses + Lab - 42 quarter credits (non-credit) BUS3004 Developing a Business Perspective BUS4079 Real Estate Finance (BUS4070) BUS3010 Fundamentals of Management and BUS3005 Undergraduate Learner Success Lab BUS4802 Change Management Leadership (non-credit) BUS3020 Fundamentals of E-Business Elective Courses - 30 quarter credits BUS3010 Fundamentals of Management and BUS3030 Fundamentals of Marketing and Sales Choose 30 quarter credits of additional Leadership BUS3040 Fundamentals of Human Resource undergraduate courses. BUS3020 Fundamentals of E-Business Management BUS3030 Fundamentals of Marketing and Sales BUS3050 Fundamentals of Organizational Capstone Course - 6 quarter credits Communication To be taken during the learner’s final quarter. BUS3060 Fundamentals of Finance and BUS4993 Business Capstone Project Accounting Total 186 quarter credits All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. • Catalog05.v1.4-64/15/053:19PMPage43 U36 FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource BUS3040 continued Specializations, Business in Bachelor’s oa 186quartercredits Total BusinessCapstoneProject BUS4993 RealEstateFinance BUS4079 FinancialInstitutionManagement BUS4078 RiskManagementStrategies BUS4077 IssuesinInternationalFinance BUS4076 PublicandNonprofit Finance BUS4075 courses: following the from BUS4074 Entrepreneurial credits quarter 18 Finance Choose EthicsandEnterprise BUS4801 InvestmentsandPortfolioManagement BUS4073 AnalysisforFinancialManagement BUS4072 FinancialMarketsandInstitutions BUS4071 FoundationsinFinance credits quarter 48 BUS4070 - Courses Specialization undergraduate courses. undergraduate Elective Courses - 30 quarter credits quarter 30 - Courses Elective Choose 30 quarter credits of additional of credits quarter 30 Choose Capstone Course - 6 quarter credits quarter 6 - Course Capstone To be taken during the learner’s final quarter. final learner’s the during taken be To 1-888-CAPELLA Accounting Communication Management (BUS4070) (BUS4070) (BUS4070) (BUS4070) • www.capella.edu (BUS4070) (BUS3060) (BUS4070) (BUS4070) (BUS4070) (BUS4070) credits required) credits required) credits categories: following Communication (12 quarter credits required) credits quarter (12 Communication O10 ThePoliticsofAmericanGovernment POL1000 Introduction toPsychology PSY1000 required) credits ECO1050 Microeconomics quarter (12 Science Social Introduction toAstronomy PHY1000 ChemistryforChangingTimes CHM1000 required) credits BIO1000 Human quarter (12 Science Biology Natural StatisticalLiteracy(3quartercredits) MAT2050 MAT2000 Introductory Statistics MAT1051 Pre-Calculus MAT1050 Applied quarter (6 Algebra Reasoning Logical and Mathematical Introduction toPhilosophy PHI1000 World Religions(3quartercredits) HUM1050 Introduction totheHumanities HUM1000 required) ArtHistorySurvey credits quarter (12 ART2000 Humanities and Arts Fine HumanNature andEthics(3quarter PHI2050 PHI2000 Ethics quarter (6 Responsibility Social and Ethical Visual DesigninCommunications SPC2050 SPC2000 Intercultural Communication ENG2000 Research Writing ENG1000 English Composition the from indicated as credits quarter 60 Choose General EducationRequirements their organizations. resource leadersandmanagersatalllevelsof impact organizational effectiveness ashuman relationships, dealwithcontinuouschange,and develop intellectualcapital,workinnetworked professional thinkingskillstomanagetalent, human resource management,interpersonal,and resource managementspecializationdevelopthe organization’s future. Learnersinthehuman to meetthehumanresource needsforthe polices andprocedures, anddevelopingstrategies compensation system,developingpersonnel at alllevels,maintainingafairandequitable organization, traininganddevelopingemployees responsibilities mayincludestaffing the nature andsizeoftheorganization. Typical hats, andthespecificdutiesdependupon The humanresource professional wearsmany Human Resource Management credits) (3 quartercredits) All courses are 6 quarter credits except as noted. as except credits quarter 6 are courses All Courses listed in parentheses denote prerequisites. denote parentheses in listed Courses Additional Program Requirements courses. oa 186quartercredits Total BusinessCapstoneProject BUS4993 credits quarter 30 - Courses Elective BUS4802 Change EthicsandEnterprise Management BUS4801 InternationalHRManagementIssues BUS4048 EmployeeTraining andDevelopment BUS4047 EmployeeandLaborRelations BUS4046 Recruitment,Retention,and BUS4045 LegalIssuesinHumanResource BUS4044 CompensationandBenefits credits quarter 48 BUS4043 - Courses Specialization FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource BUS3040 FundamentalsofMarketingandSales BUS3030 FundamentalsofE-Business BUS3020 FundamentalsofManagementand BUS3010 Undergraduate LearnerSuccessLab BUS3005 DevelopingaBusinessPerspective credits quarter BUS3004 42 - Lab + Courses Core Choose 30 credits of additional undergraduate additional of credits 30 Choose Capstone Course - 6 quarter credits quarter 6 - Course Capstone To be taken during the learner’s final quarter. final learner’s the during taken be To CAPELLA UNIVERSITY Development Management Management Accounting Communication Management Leadership (non-credit) (BUS3040) (BUS3040) (BUS3040) (BUS3040) (BUS3040) (BUS3040) 43
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School of Undergraduate Studies Programs, continued
Bachelor’s in Business Specializations, continued Management and Leadership Additional Program Requirements Marketing Core Courses + Lab - 42 quarter credits Management involves the coordination, Marketing professionals must be prepared for a implementation, promotion, supervision, and BUS3004 Developing a Business Perspective diverse set of challenges from understanding the directing of the activities of individuals, BUS3005 Undergraduate Learner Success Lab needs of the customer to managing sales and (non-credit) organizations, and businesses. The focus of the distribution operations. Because of its broad BUS3010 Fundamentals of Management and management and leadership specialization is to scope, marketing can also serve as a foundation Leadership develop individuals who have the skills and from which to build a successful career in product BUS3020 Fundamentals of E-Business competencies to successfully lead people and development or general business management. BUS3030 Fundamentals of Marketing and Sales manage organizations in a dynamic, global Learners in this specialization may choose to focus BUS3040 Fundamentals of Human Resource environment. Learners in this specialization on the fundamentals of sales and marketing or Management demonstrate the management, interpersonal, broaden their study to include a stronger BUS3050 Fundamentals of Organizational and professional thinking skills to impact Communication emphasis on the marketing aspects of e-business. organizational effectiveness as leaders and BUS3060 Fundamentals of Finance and Accounting E-business has changed the way companies managers at all levels of their organizations. operate, going beyond e-commerce into layers of General Education Requirements Specialization Courses - 48 quarter credits how organizations relate to the whole chain of Choose 60 quarter credits as indicated from the BUS4011 Virtual Team Collaboration (BUS3010) enterprise, from raw materials to satisfied following categories: BUS4012 Leadership in Organizations (BUS3010) customers. In addition to marketing expertise, Communication (12 quarter credits required) BUS4013 Organizational Structure, Learning, and learners demonstrate the management, ENG1000 English Composition Performance (BUS3010) interpersonal, and professional thinking skills ENG2000 Research Writing BUS4014 Operations Management for Competitive needed to impact organizational effectiveness at SPC2000 Intercultural Communication Advantage (BUS3010) all levels of their organizations. SPC2050 Visual Design in Communications BUS4015 Strategic Planning and Implementation General Education Requirements (BUS3010) (3 quarter credits) Choose 60 quarter credits as indicated from the BUS4016 Global Business Relationships (BUS3010) Ethical and Social Responsibility (6 quarter following categories: credits required) BUS4801 Ethics and Enterprise Communication (12 quarter credits required) PHI2000 Ethics BUS4802 Change Management ENG1000 English Composition PHI2050 Human Nature and Ethics (3 quarter ENG2000 Research Writing Elective Courses - 30 quarter credits credits) SPC2000 Intercultural Communication Choose 30 quarter credits of additional Fine Arts and Humanities (12 quarter credits required) undergraduate courses. SPC2050 Visual Design in Communications ART2000 Art History Survey (3 quarter credits) HUM1000 Introduction to the Humanities Capstone Course - 6 quarter credits Ethical and Social Responsibility (6 quarter credits required) HUM1050 World Religions (3 quarter credits) To be taken during the learner’s final quarter. PHI2000 Ethics PHI1000 Introduction to Philosophy BUS4993 Business Capstone Project PHI2050 Human Nature and Ethics (3 quarter Mathematical and Logical Reasoning (6 quarter Total 186 quarter credits credits) credits required) Fine Arts and Humanities (12 quarter credits required) MAT1050 Applied Algebra ART2000 Art History Survey MAT1051 Pre-Calculus HUM1000 Introduction to the Humanities MAT2000 Introductory Statistics HUM1050 World Religions (3 quarter credits) MAT2050 Statistical Literacy (3 quarter credits) PHI1000 Introduction to Philosophy Natural Science (12 quarter credits required) Mathematical and Logical Reasoning (6 quarter BIO1000 Human Biology credits required) CHM1000 Chemistry for Changing Times MAT1050 Applied Algebra PHY1000 Introduction to Astronomy MAT1051 Pre-Calculus Social Science (12 quarter credits required) MAT2000 Introductory Statistics ECO1050 Microeconomics MAT2050 Statistical Literacy (3 quarter credits) PSY1000 Introduction to Psychology Natural Science (12 quarter credits required) POL1000 The Politics of American Government BIO1000 Human Biology CHM1000 Chemistry for Changing Times PHY1000 Introduction to Astronomy Social Science (12 quarter credits required) ECO1050 Microeconomics PSY1000 Introduction to Psychology POL1000 The Politics of American Government
All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. courses: undergraduate courses. undergraduate Elective Courses - 30 quarter credits quarter 30 - Courses Elective oa 186quartercredits Total BusinessCapstoneProject BUS4993 MarketingAcross Borders BUS4035 BUS4034 Marketing Strategy E-BusinessProject Implementation BUS4023 E-BusinessTechnology Infrastructure BUS4021 following the from credits quarter 12 Choose BUS4802 Change EthicsandEnterprise Management BUS4801 BrandIdentityandMarketing BUS4033 CustomerPsychologyandMarketing BUS4032 Marketing,Sales,andChannel BUS4031 E-BusinessSourcing, Marketing,and credits quarter 48 BUS4022 - Courses Specialization FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource BUS3040 FundamentalsofMarketingandSales BUS3030 FundamentalsofE-Business BUS3020 FundamentalsofManagementand BUS3010 Undergraduate LearnerSuccessLab BUS3005 DevelopingaBusinessPerspective credits quarter BUS3004 42 - Lab + Courses Core Additional Program Requirements Choose 30 quarter credits of additional of credits quarter 30 Choose Capstone Course - 6 quarter credits quarter 6 - Course Capstone To be taken during the learner’s final quarter. final learner’s the during taken be To Specializations, continued Specializations, Business in Bachelor’s 1-888-CAPELLA Communication Research Management ( Sales Accounting Communication Management Leadership (non-credit) (BUS3020) (BUS3020) (BUS3020) • (BUS3030) www.capella.edu BUS3030) (BUS3030) (BUS3030) (BUS3030) credits required) credits required) credits categories: following Communication (12 quarter credits required) credits quarter (12 Communication S10 Fundamentals of Software Development Fundamentals ofDatabaseSystems TS3140 Fundamentalsof Project Management TS3130 Fundamentalsof E-Business TS3120 TS3110 FundamentalsofWeb Application TS3100 Undergraduate LearnerSuccessLab CommunicatinginNewMedia TS3005 credits quarter TS3004 48 - Lab + Courses Core Additional Program Requirements ThePoliticsofAmerican Government POL1000 Introduction toPsychology PSY1000 required) credits ECO1050 Microeconomics quarter (12 Science Social Introduction toAstronomy PHY1000 ChemistryforChangingTimes CHM1000 required) credits BIO1000 Human quarter (12 Science Biology Natural StatisticalLiteracy(3quartercredits) MAT2050 MAT2000 Introductory Statistics MAT1051 Pre-Calculus MAT1050 Applied quarter (6 Algebra Reasoning Logical and Mathematical Introduction toPhilosophy PHI1000 World Religions(3quartercredits) HUM1050 Introduction totheHumanities HUM1000 required) ArtHistorySurvey credits quarter (12 ART2000 Humanities and Arts Fine Ethics(3quarter HumanNature and PHI2050 PHI2000 Ethics quarter (6 Responsibility Social and Ethical Visual DesigninCommunications SPC2050 SPC2000 Intercultural Communication ENG2000 Research Writing ENG1000 English Composition the from indicated as credits quarter 60 Choose General EducationRequirements and multimedia. networking, project management,andgraphics areas. Theseareas includeWeb development, broader knowledgeandskillsindiverseITtopic IT coursesthatallowthemtodevelopdeeperand opportunity toselectavarietyofmore advanced design, andproject management.Learnershavean Web devel database, the fundamentalITdomainsofnetworking, of studyconsistsasetcore coursesthatcover learners explore arangeofITtopics.Thisprogram In thisgeneralinformationtechnologyspecialization, General Specializations Information Technology Bachelor ofScience(BS)in Development (non-credit) credits) (3 quartercredits) opment, systemsanalysisand undergraduate information technology courses. courses. technology information undergraduate Capstone Course - 6 quarter credits quarter 6 - Course Capstone of these quarter credits be earned through earned be credits quarter these of courses: S00 Vector GraphicsAnimation TS4050 TS4042 Network AdvancedNetworkAdministration Design TS4041 MotivatingITProfessionals TS4040 Network TS4032 Administration RiskManagementinInformationSystem TS4031 Project EstimationandBudgeting TS4030 AdvancedServerSideProgramming TS4012 Presentation Layer:ClientSide TS4010 credits quarter 42 - Courses Specialization oa 186quartercredits Total IntegratedActionLearning Project TS4990 SpecialTopics inInformationTechnology TS4899 ServerSideProgramming ASP.NET TS4820 ApplicationLayer:ServerSide TS4819 SecurityManagementPractices MobileDeviceProgramming TS4817 Introduction toTelecommunications TS4816 Wireless Web Programming TS4815 TS4814 AdvancedJavaProgramming TS4813 Operating TS4812 Systems Object-orientedProgramming inJava TS4811 DataWarehousing andDataMining TS4810 Web TS4809 Design Object-orientedAnalysis,Designand LegalIssuesinInformationTechnology TS4808 Future ofInformationTechnology TS4807 Programming ConceptsandPractices TS4806 SystemAssuranceSecurity TS4805 SystemAssuranceQualityandTesting TS4803 InformationSystemsAnalysisandDesign TS4802 ManagingtheProject II TS4801 ManagingtheProject I TS4061 TS4060 Web GraphicsAnimation TS4052 Image TS4051 Processing To be taken during the learner’s final quarter: final learner’s the during taken be To Undergraduate Studies recommends that 18 18 that recommends Studies Undergraduate Choose 42 quarter credits from the following the from credits quarter 42 Choose S10 EthicalandHumanSideofInformation FundamentalsofNetworkSystems TS3160 TS3150 undergraduate courses. The School of School The courses. undergraduate Elective Courses - 30 quarter credits quarter 30 - Courses Elective Choose 30 quarter credits of additional of credits quarter 30 Choose All courses are 6 quarter credits except as noted. as except credits quarter 6 are courses All Courses listed in parentheses denote prerequisites. denote parentheses in listed Courses CAPELLA UNIVERSITY Development Programming Programming Programming (TS4040) (TS3120) TS4820) TS4819, (TS4811, (school permission) (school (TS4819) (TS3150) (TS4805) Technology (TS3100) (TS3120) (TS3100, TS4805) (TS3100, (TS3130, TS4805, TS4010) TS4805, (TS3130, (TS3140) (TS3150) (TS3100) (TS3120) (TS4060) (TS3150) (TS3100) (TS3100) (TS3120) (TS4811) 45
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School of Undergraduate Studies Programs, continued
Bachelor’s in Information Technology Specializations, continued Graphics and Multimedia Additional Program Requirements Network Technology As Web-enabled applications become more Core Courses + Lab - 48 quarter credits The specialization in network technology provides common, significant demand exists for technically TS3004 Communicating in New Media learners with the skills they need to take proficient professionals who can design high TS3005 Undergraduate Learner Success Lab certification tests in the areas of network (non-credit) quality, aesthetically pleasing graphic and administration, network design, and network multimedia content. The specialization in graphics TS3100 Fundamentals of Web Application security from Microsoft, Cisco, CompTIA, and Development and multimedia helps learners build the skills other leading technology organizations. Some key TS3110 Fundamentals of E-Business necessary to develop graphic-intensive content technologies are introduced, including local and TS3120 Fundamentals of Project Management that enhances the appeal and navigability of wide area networking, directory services, network Web sites. TS3130 Fundamentals of Database Systems security, authentication schemes, and various TS3140 Fundamentals of Software Development While pursuing this specialization, learners will operating systems. Innovative software tools and TS3150 Fundamentals of Network Systems be led by trained graphic artists and experts in Capella's advanced IT infrastructure enable TS3160 Ethical and Human Side of Information simulated hands-on learning in a flexible, online Web-based design. Learners will engage in a Technology collaborative, online community that provides environment. real-time feedback on their work from a variety Specialization Courses - 42 quarter credits Equally important, as learners work toward of learner and instructor perspectives. The TS4050 Vector Graphics Animation (TS3100) various in-demand certifications, they continue specialization leaves learners with a sound TS4051 Web Graphics Production (TS3100) acquiring the broader critical thinking, strategic, knowledge of the latest professional tools used TS4052 Image Processing (TS3100) and managerial skills that last a lifetime and for vector graphics, vector graphics animation, TS4801 Information Systems Analysis and make the IT professional a valuable asset to and image processing. Design every department within an organization. General Education Requirements TS4802 System Assurance Quality and Testing General Education Requirements Choose 60 quarter credits as indicated from the TS4810 Web Design (TS3100) Choose 60 quarter credits as indicated from the following categories: Any additional 6-credit 4000-level course following categories: Communication (12 quarter credits required) Communication (12 quarter credits required) ENG1000 English Composition Elective Courses - 30 quarter credits ENG1000 English Composition ENG2000 Research Writing Choose 30 quarter credits of additional ENG2000 Research Writing undergraduate courses. The School of SPC2000 Intercultural Communication Undergraduate Studies recommends that 18 SPC2000 Intercultural Communication SPC2050 Visual Design in Communications of these quarter credits be earned through SPC2050 Visual Design in Communications (3 quarter credits) undergraduate technology courses. (3 quarter credits) Ethical and Social Responsibility (6 quarter Ethical and Social Responsibility (6 quarter credits required) Capstone Course - 6 quarter credits credits required) PHI2000 Ethics To be taken during the learner’s final quarter: PHI2000 Ethics PHI2050 Human Nature and Ethics (3 quarter TS4990 Integrated Action Learning Project PHI2050 Human Nature and Ethics (3 quarter credits) credits) Total 186 quarter credits Fine Arts and Humanities (12 quarter credits required) Fine Arts and Humanities (12 quarter credits required) ART2000 Art History Survey ART2000 Art History Survey HUM1000 Introduction to the Humanities HUM1000 Introduction to the Humanities HUM1050 World Religions (3 quarter credits) HUM1050 World Religions (3 quarter credits) PHI1000 Introduction to Philosophy PHI1000 Introduction to Philosophy Mathematical and Logical Reasoning (6 quarter Mathematical and Logical Reasoning (6 quarter credits required) credits required) MAT1050 Applied Algebra MAT1050 Applied Algebra MAT1051 Pre-Calculus MAT1051 Pre-Calculus MAT2000 Introductory Statistics MAT2000 Introductory Statistics MAT2050 Statistical Literacy (3 quarter credits) MAT2050 Statistical Literacy (3 quarter credits) Natural Science (12 quarter credits required) Natural Science (12 quarter credits required) BIO1000 Human Biology BIO1000 Human Biology CHM1000 Chemistry for Changing Times CHM1000 Chemistry for Changing Times PHY1000 Introduction to Astronomy PHY1000 Introduction to Astronomy Social Science (12 quarter credits required) Social Science (12 quarter credits required) ECO1050 Microeconomics ECO1050 Microeconomics PSY1000 Introduction to Psychology PSY1000 Introduction to Psychology POL1000 The Politics of American Government POL1000 The Politics of American Government
All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. • Catalog05.v1.4-64/15/053:19PMPage47 undergraduate information technology courses. courses. technology information undergraduate of these quarter credits be earned through earned be credits quarter these of Capstone Course - 6 quarter credits quarter 6 - Course Capstone Undergraduate Studies recommends that 18 18 that recommends Studies Undergraduate To be taken during the learner’s final quarter: final learner’s the during taken be To undergraduate courses. The School of School The courses. undergraduate Core Courses + Lab - 48 quarter credits quarter 48 - Lab + Courses Core Additional Program Requirements oa 186quartercredits Total IntegratedActionLearningProject TS4990 credits quarter 30 - Courses Elective Introduction toTelecommunications Any additional6-credit 4000-levelcourse TS4815 SystemAssuranceSecurity TS4813 Operating TS4803 Systems TS4042 Network AdvancedNetworkAdministration Design NetworkAdministration TS4041 credits quarter 42 TS4040 - Courses Specialization EthicalandHumanSideofInformation FundamentalsofNetworkSystems TS3160 FundamentalsofSoftware Development TS3150 FundamentalsofDatabaseSystems TS3140 FundamentalsofProject Management TS3130 FundamentalsofE-Business TS3120 TS3110 FundamentalsofWeb Application TS3100 Undergraduate LearnerSuccessLab CommunicatinginNewMedia TS3005 TS3004 Choose 30 quarter credits of additional of credits quarter 30 Choose Bachelor’s in Information Technology continued Technology Specializations, Information in Bachelor’s 1-888-CAPELLA Technology Development (non-credit) (TS4040) • www.capella.edu (TS3150) (TS3150) credits required) credits required) credits categories: following Communication (12 quarter credits required) credits quarter (12 Communication O10 ThePoliticsofAmericanGovernment POL1000 Introduction toPsychology PSY1000 required) credits ECO1050 Microeconomics quarter (12 Science Social Introduction toAstronomy PHY1000 ChemistryforChangingTimes CHM1000 required) credits BIO1000 Human quarter (12 Science Biology Natural StatisticalLiteracy(3quartercredits) MAT2050 MAT2000 Introductory Statistics MAT1051 Pre-Calculus MAT1050 Applied quarter (6 Algebra Reasoning Logical and Mathematical Introduction toPhilosophy PHI1000 World Religions(3quartercredits) HUM1050 Introduction totheHumanities HUM1000 required) ArtHistorySurvey credits quarter (12 ART2000 Humanities and Arts Fine HumanNature andEthics(3quarter PHI2050 PHI2000 Ethics quarter (6 Responsibility Social and Ethical Visual DesigninCommunications SPC2050 SPC2000 Intercultural Communication ENG2000 Research Writing ENG1000 English Composition the from indicated as credits quarter 60 Choose General EducationRequirements in anintegratedactionlearningproject. project managementspecializationcoursework IT fundamentals,professional practice,and management. Learnerswillultimatelyintegrate planning, estimation,budgeting,andrisk team dynamics;andusingtoolsforproject regulatory issuesonaproject; understanding understanding theimpactofevolvinglegaland establishing configurationmanagement; including assessingproduct requirements; Learners are introduced toavarietyoftopics interaction skills. information technologies,business,andhuman This specializationalsoallowslearnerstointegrate effectively leadandmanageacomplexITproject. on developingskillsthatare required to The project managementspecializationfocuses Project Management credits) (3 quartercredits) undergraduate information technology courses. courses. technology information undergraduate of these quarter credits be earned through earned be credits quarter these of Capstone Course - 6 quarter credits quarter 6 - Course Capstone Undergraduate Studies recommends that 18 18 that recommends Studies Undergraduate To be taken during the learner’s final quarter: final learner’s the during taken be To undergraduate courses. The School of School The courses. undergraduate oa 186quartercredits Total IntegratedActionLearningProject TS4990 credits quarter 30 - Courses Elective recommended) LegalIssuesinIT Any additional6-credit 4000-levelcourse(TS4031is SystemsAssuranceQualityandTesting TS4807 ManagingtheProject II TS4802 ManagingtheProject I TS4061 MotivatingITProfessionals TS4060 Project EstimatingandBudgeting TS4032 credits quarter 42 TS4030 - Courses Specialization EthicalandHumanSideofInformation FundamentalsofNetworkSystems TS3160 FundamentalsofSoftware Development TS3150 FundamentalsofDatabaseSystems TS3140 FundamentalsofProject Management TS3130 FundamentalsofE-Business TS3120 TS3110 FundamentalsofWeb Application TS3100 Undergraduate LearnerSuccessLab CommunicatinginNewMedia TS3005 credits quarter TS3004 48 - Lab + Courses Core Choose 30 quarter credits of additional of credits quarter 30 Choose Additional Program Requirements All courses are 6 quarter credits except as noted. as except credits quarter 6 are courses All Courses listed in parentheses denote prerequisites. denote parentheses in listed Courses CAPELLA UNIVERSITY Technology Development (non-credit) (TS3120) (TS4060) (TS3120) 47
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School of Undergraduate Studies Programs, continued
Bachelor’s in Information Technology Specializations, continued Web Application Development Additional Program Requirements The Web application development specialization Core Courses + Lab - 48 quarter credits is appropriate for those whose goal is to create TS3004 Communicating in New Media professional, high quality Web-based applications. TS3005 Undergraduate Learner Success Lab (non-credit) This specialization focuses on the enabling technologies, but also integrates an awareness of TS3100 Fundamentals of Web Application Development business and human realities. The key concepts of TS3110 Fundamentals of E-Business Web application development are emphasized to TS3120 Fundamentals of Project Management prepare learners for the variety of development environments. Some key technologies will be TS3130 Fundamentals of Database Systems introduced using the Virtual Lab Environment TS3140 Fundamentals of Software Development (VLE) including Enterprise Java-Beans, Common TS3150 Fundamentals of Network Systems Object Request Broker Architecture (CORBA), TS3160 Ethical and Human Side of Information Extensible Markup Language (XML), and Open Technology Database Connectivity (ODBC)/Java Database Specialization Courses - 42 quarter credits Connectivity (JDBC), and Application TS4010 Presentation Layer: Client Side Programming Interfaces (APIs). Learners will Programming (TS3100, TS4805) ultimately integrate IT fundamentals, professional TS4012 Advanced Server Side Programming practice, and Web application development (TS4010, TS4819, TS4820) specialization course work in an integrated action TS4802 System Assurance Quality and Testing learning project. TS4811 Object-oriented Programming in Java General Education Requirements (TS4805) Choose 60 quarter credits as indicated from the TS4819 Application Layer: Server Side following categories: Programming (TS3130, TS4010, TS4805) Communication (12 quarter credits required) TS4820 Server Side Programming ASP.NET ENG1000 English Composition (TS4819) ENG2000 Research Writing Any additional 6-credit 4000-level course (TS4805 is recommended) SPC2000 Intercultural Communication SPC2050 Visual Design in Communications Elective Courses - 30 quarter credits (3 quarter credits) Choose 30 quarter credits of additional Ethical and Social Responsibility (6 quarter undergraduate courses. The School of credits required) Undergraduate Studies recommends that 18 PHI2000 Ethics of these quarter credits be earned through undergraduate information technology courses. PHI2050 Human Nature and Ethics (3 quarter credits) Capstone Course - 6 quarter credits Fine Arts and Humanities (12 quarter credits required) To be taken during the learner’s final quarter: ART2000 Art History Survey TS4990 Integrated Action Learning Project HUM1000 Introduction to the Humanities HUM1050 World Religions (3 quarter credits) Total 186 quarter credits PHI1000 Introduction to Philosophy Mathematical and Logical Reasoning (6 quarter credits required) MAT1050 Applied Algebra MAT1051 Pre-Calculus MAT2000 Introductory Statistics MAT2050 Statistical Literacy (3 quarter credits) Natural Science (12 quarter credits required) BIO1000 Human Biology CHM1000 Chemistry for Changing Times PHY1000 Introduction to Astronomy Social Science (12 quarter credits required) ECO1050 Microeconomics PSY1000 Introduction to Psychology POL1000 The Politics of American Government
All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 49
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Undergraduate Course Descriptions in Numerical Order by Program Prefix
The following course list is correct as of the date human nature, the scientific view and approach to coordinates, complex numbers, and vectors in this catalog was prepared. These descriptions human nature, the relation between bodies and two and three dimensions. The course focuses on indicate the general content and topics typically minds (souls), how we change over the course of solving problems by applying multiple tools: covered in the course. Capella University retains our lives and yet still remain "ourselves," and the algebraic, graphic and numeric. Quadratic the right to withdraw, modify, or add courses to character and dignity of human beings. Assigned relations are represented in polar, rectangular, and the existing list without prior notice. readings are interdisciplinary and historically range parametric forms. Each of these topics provides a from the ancient Greeks to the twenty-first century. bridge to further study in calculus and other key areas including economics, business, physics, General Education Courses FINE ARTS AND HUMANITIES chemistry, biology, chemistry, computer science, and other natural and social sciences topics. COMMUNICATION ART2000 - Art History Survey (6 quarter credits). This course provides a survey of art of the Western Prior college algebra course work or completion STUDIES SCHOOL OF UNDERGRADUATE ENG1000 - English Composition (6 quarter world from prehistoric to modern times. Activities of Math 1050 is strongly recommended prior to credits). This course provides an introduction to include exploration of museums or galleries, enrollment in this course. writing with an emphasis on exposition, including analysis of art and buildings, and examination of MAT2000 - Introductory Statistics (6 quarter learning research techniques and writing in a art in everyday life. credits). This course covers the basic concepts of variety of forms. Particular attention is given to elementary statistics, including descriptive increasing learners' effectiveness in organizing and HUM1000 - Introduction to the Humanities statistics, methods of counting, probability developing topics, thinking critically, and revising (6 quarter credits). This course provides a broad- distributions, approximations, estimation, and for clarity of purpose, readability, and style. based introduction to the humanities, including topics within the various arts, philosophy, and hypothesis testing. Emphasis will be placed on the ENG2000 - Research Writing (6 quarter credits). religion. Emphasis will be placed on developing an application of these methods to real world This course is intended to help learners become understanding of the uniqueness as well as the problems. more familiar and comfortable with the kind of interrelatedness of these fields, how they MAT2050 - Statistical Literacy (3 quarter writing that depends on the use of source material. significantly shape the cultures in which they are credits). This course concentrates on the Since most writing in professional or academic found, and how they reflect their culture’s values application of critical thinking skills to arguments contexts calls in some fashion for evaluating or and vision of the human condition. involving statistics. Emphasis will be placed on the interpreting information provided by others, this learner as a consumer of statistics rather than a course’s main goal is to give you portable and HUM1050 – World Religions (3 quarter credits). producer of statistical calculations. Course adaptable skills that will help you uncover and This course introduces the wisdom traditions of activities will focus on the interpretation, critically assess sources, and then appropriately the world, both East and West, including evaluation, and communication of real world and correctly incorporate them into the Hinduism, Buddhism, Confucianism, Taoism, situations and news stories. professional or academic work you are writing. Judaism, Christianity, and Islam. SPC2000 - Intercultural Communication PHI1000 - Introduction to Philosophy (6 quarter NATURAL SCIENCE (6 quarter credits). This course explores cultural credits). An inquiry into the main problems of BIO1000 - Human Biology (6 quarter credits). differences and their implications for philosophical inquiry begins with an introduction This course provides an introduction to basic communication, including differences in values, to the nature of philosophy and a logical module, biological principles with a human perspective. norms, social interaction, and code systems. which includes basic logical concepts, syllogistic reasoning, Venn diagrams, deductive reasoning, Areas addressed include the molecular and SPC2050 - Visual Design in Communications inductive reasoning, and informal fallacies. The cellular basis of life, genetics, organ systems, and (3 quarter credits). This course introduces the course further explores topics in philosophy such human impact on the environment. learner to the use of visual design in as religion, knowledge and perspectives on truth, CHM1000 - Chemistry for Changing Times communication. Fundamental concepts of graphic rationality and cognitive relativism, philosophy of (6 quarter credits). This course provides a broad design and the principles of visual design will be mind issues including monism/dualism, personal introduction to basic chemistry and basic risk applied through the use of online exercises, identity and immortality, freedom of the will and analysis. These concepts are applied to ecological, discussions, critiques, and texts. Methods to determinism, theoretic and applied ethics, and the environmental, health, nuclear, and medical analyze visual images and their influence on meaning of human existence. concerns, with an emphasis on understanding the communication will be explored. impact of chemistry in society. There is no lab associated with the course. ETHICAL AND SOCIAL RESPONSIBILITY MATHEMATICAL AND LOGICAL REASONING PHY1000 - Introduction to Astronomy (6 quarter PHI2000 - Ethics (6 quarter credits). The course MAT1050 - College Algebra (6 quarter credits). credits). This course provides an overview of our explores major philosophical approaches to This course introduces the study of mathematical solar system, stars, and galaxies. The evaluating moral actions and then applies them to functions, including linear, exponential, development of scientific thought is traced from contemporary issues. Learners will reflect on their logarithmic, and other functions with their early civilization to the present day. own moral beliefs and the ways in which these graphical, algebraic, numerical and other beliefs influence and inform their moral judgments properties. Emphasis is placed on applying the SOCIAL SCIENCE and behavior. learned concepts to applications in the social and ECO1050 - Microeconomics (6 quarter credits). PHI2050 - Human Nature and Ethics (3 quarter natural sciences, business, and everyday life. This economics course focuses on the optimizing credits). This course introduces learners to some MAT1051 - Pre-calculus (6 quarter credits). behavior of individual consumers and firms and of the principal Western conceptions of human Pre-calculus extends the formal study of elementary the coordination of these individual decisions nature and how these conceptions of human functions introduced in algebra. In this course, through markets. It includes the evaluation of nature give rise to and affect a number of ethical learners use technology, modeling, and problem market outcomes in terms of efficiency and issues. Specific topics addressed by the course solving skills to study and apply trigonometric and fairness. Topics include the theory of the include the age-old human aspiration to improve circular functions, identities and inverses, polar • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 50
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Undergraduate Course Descriptions, continued
consumer, the theory of the firm, market BUS3010 - Fundamentals of Management and BUS3060 - Fundamentals of Finance and structures, and market failure and the role of Leadership (6 quarter credits). This course Accounting (6 quarter credits). This course government. Applications to real world events are examines the five primary forces that drive content enables learners to gain knowledge of used to provide examples of principles of contemporary business. Learners discover the the fundamentals of finance and accounting, microeconomics. implications for organizational management and understand and create the standard financial PSY1000 - Introduction to Psychology (6 quarter collaborative leadership within a changing statements of a simple enterprise, and evaluate credits). This course provides an introduction to business climate. Teams of learners interview the financial condition of this simple enterprise, the basic principles of psychology and the scientific businesses to gain insight into the real-world from the different perspectives of various financial methods that psychologists employ. A variety of demands of contemporary management and institutions, using typical financial ratios and topics, including the brain, learning and memory, leadership. metrics. Learners practice reading and personality, social influence, child and lifespan BUS3020 - Fundamentals of E-Business deciphering annual reports of more complex development, and psychopathology will be (6 quarter credits). This course presents an publicly traded enterprises to interpret addressed. The application of psychological understanding of the fundamentals of e-business, explanatory footnotes, and to relate financial concepts to everyday situations is emphasized. the acquisition of hands-on experience with statements to the business performance of the enterprise. POL1000 - The Politics of American Government e-business technology, an evaluation of the (6 quarter credits). This course examines the primary management considerations in the BUS4011 - Virtual Team Collaboration (6 quarter fundamental workings of the American political development process of commercial e-business credits). Practical communication and system, particularly how the Constitutional systems, an assessment of the implications of an collaboration skills for effective participation in structure shapes American politics, and how e-business initiative, and the development of an and leadership of teams in a virtual networked institutions and processes connect individuals to e-business technological and management plan context are examined. Various forms of the larger political system. for an enterprise. collaborative leadership will be examined and BUS3030 - Fundamentals of Marketing and learners participate in collaborative leadership Sales (6 quarter credits). This course examines experiences in a virtual networked organizational the fundamentals of marketing and sales: market setting. Prerequisite(s): BUS3010. Business Courses research and planning, product differentiation BUS4012 - Leadership in Organizations and positioning, marketing communications, (6 quarter credits). The art and science of BUS3004 - Developing a Business Perspective differences between consumer and business leadership in the networked enterprise at different (6 quarter credits). Learners gain a business markets, and relational marketing and sales organizational levels and perspectives are perspective of what higher education can do to strategy. Learners prepare a marketing and sales examined. Personal characteristics of effective prepare them for careers in a constantly changing plan for a simple product offering and a leaders including coaching skills, personal workplace. In addition, learners investigate and corresponding marketing and sales strategy. integrity, trustworthiness, a courageous and practice thinking habits, the new business realities generous heart, and an ability to engage the that business professionals must deal with in the BUS3040 - Fundamentals of Human Resource active participation of others in leadership are 21st century, and develop the research and writing Management (6 quarter credits). This course is studied. Prerequisite(s): BUS3010. skills needed for success in the undergraduate designed to help learners develop an program. Throughout the course, learners analyze, understanding of the fundamentals of human BUS4013 - Organizational Structure, Learning, synthesize, and evaluate business concepts and resource management, explore the human capital and Performance (6 quarter credits). Various current topics in light of their personal and perspective of employees as the principal types of organizational structures that influence professional experiences. This course encourages economic asset of the enterprise, examine human organizational intelligence, learning ability, and all learners to broaden their perspective, capital development, study how the human practical performance of an enterprise are participate in building a learning community, and resource management function is evolving in presented and studied. Special attention will focus tap into the talents and resources of the class. different types of organizations and underscore on the adaptive and responsive organization and BUS3004 and BUS3005 must be taken the implications for human resource professionals. its relationship to enterprise stakeholders and concurrently by bachelor’s learners in their first A case study to identify and understand the environment. A collaborative case study to quarter. Cannot be fulfilled by transfer. evolving talents, motivations, and needs of illustrate the interrelationship of organizational different types of employees from different structure, learning, and performance is presented. BUS3005 - Undergraduate Learner Success Lab generations, backgrounds, and personality types Prerequisite(s): BUS3010. (non-credit). This lab is designed to provide new is assigned to learners. undergraduate learners with the knowledge and BUS4014 - Operations Management for skills they need to be successful in their academic BUS3050 - Fundamentals of Organizational Competitive Advantage (6 quarter credits). This programs. The lab familiarizes learners with the Communication (6 quarter credits). This course course surveys the field of operations management Capella online environment and support resources assists learners to develop an understanding of in both the service and manufacturing provided to ensure success. Learners build skills in the fundamentals of organizational environments. Coverage flows from the overall the selection and use of methods, techniques, and communication, explore the interrelationship of strategic issues of designing products and services library resources. Working with an academic organizational communication, symbols, culture, and making major capacity and location decisions, advisor, learners will develop a degree completion and performance, learn effective communications through the operating processes and control plan. BUS3005 is an advisor-led course taken in practices in relationships internal and external to systems. Case studies are liberally used to the first quarter, in conjunction with BUS3004. the enterprise, and realize how they contribute to demonstrate important concepts and decision- Cannot be fulfilled by transfer. successful organizational performance. Through making tools. Prerequisite(s): BUS3010. participation in a case study, learners experience how the interrelated organizational communication factors function in an enterprise. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 51
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BUS4015 - Strategic Planning and process is developed. A case study that illustrates BUS4043 - Compensation and Benefits Implementation (6 quarter credits). Learners the mutual interdependencies of marketing, sales, Management (6 quarter credits). This course develop an understanding of strategic planning and channel management for success in a new content addresses the trends and evolution of and implementation by participating in case product launch helps learners explore both the compensation and benefits at both the strategic studies and simulations of various business strategic and operational aspects of marketing, and operational dimensions. Evaluation of costs planning processes. Learners examine the sales, and channel functions. Learners prepare and associated with various approaches to “unknowable” dimension of strategic business present a plan for marketing, sales and channel compensation and benefits is explored. Learners planning. Implementation to surprising unplanned management. Prerequisite(s): BUS3030. participate in a case study involving selected developments will be addressed as an important BUS4032 - Customer Psychology and Marketing compensation and benefit issues and integrate part of real-world strategy. Research (6 quarter credits). In this course their learning by preparing and presenting a Prerequisite(s): BUS3010. learners explore market research on the compensation and benefits plan for an enterprise. STUDIES SCHOOL OF UNDERGRADUATE BUS4016 - Global Business Relationships psychology of customers, including: Why do Prerequisite(s): BUS3040. (6 quarter credits). In this course learners develop customers buy? What are the surface reasons of BUS4044 - Legal Issues in Human Resource a broad understanding of international business customers for buying? What are the deep needs Management (6 quarter credits). The primary by participation in selected case studies, customers are attempting to satisfy when they orientation of the course is to enable learners to complemented by a theory and research buy? What is the significance of customer trust and recognize the spirit and purpose of the legal framework on international business. Multiple membership-in-community with the enterprise? framework of enterprise so that they can embrace dimensions of international business will be The methodology and assumptions underlying the compatible strategies and avoid cutting corners in addressed, including: cultural; business structure; market research on customer psychology are the short-run, which can ultimately result in major finance and trade; technology and communications; examined. Prerequisite(s): BUS3030. disasters. Case studies illustrating how a minor political; economic; and legal. BUS4033 - Brand Identity and Marketing legal issue can either be managed well or spiral Prerequisite(s): BUS3010. Communications (6 quarter credits). Learners into an unmanageable legal, financial, and public BUS4021- E-Business Technology Infrastructure explore multiple forms of marketing relations mess are studied. (6 quarter credits). Key characteristics of the communications media and messages in this Prerequisite(s): BUS3040. Internet and related technologies are explored for course, including the hidden power of word-of- BUS4045 - Recruiting, Retention, and their implications to development of successful e- mouth marketing and the expanding media of the Development (6 quarter credits). The primary business enterprise models. The history and future Internet. The over-communicated nature of the focus of this course is on the characteristics and possibilities of e-business technology to provide a marketplace is explored for the practical motivations of people of different backgrounds context for management in an evolving field are significance of focusing brand identity and and the match between their needs and examined. An e-business technology plan for an selecting marketing communications. aspirations and the relevant characteristic of the enterprise, including scenarios on the plausible Prerequisite(s): BUS3030. employing enterprise. The practical operations of future of e-business driven by technological BUS4034 - Marketing Strategy (6 quarter recruiting, retention, and development of change, is developed. Prerequisite(s): BUS3020. credits). This course introduces and illustrates employees are examined. Special attention is paid BUS4022 - E-Business Sourcing, Marketing, and major concepts and strategies that help learners to effective performance review processes and its Sales (6 quarter credits). Through participation in connect concepts to real world marketing strategy relationship to coaching and mentoring. a case study learners examine the integrated and situations and problems. Learners analyze the Prerequisite(s): BUS3040. interrelated factors involved in e-business kinds of marketing information available and learn BUS4046 - Employee and Labor Relations sourcing, marketing, and sales for a new about the tools and procedures used to gather (6 quarter credits). This course presents e-business initiative creating a new e-business and evaluate this information, and understand the employee and labor relations as a system for enterprise model. E-business-enabled supply growing role of the Internet in market opportunities. striking a balance between the employment chain and logistics, marketing operations and Advances in information technology are discussed relationship goals of efficiency, equity, and voice, strategy, and sales cycle and management are and the role these advances play in impacting and between the rights of labor and management. addressed. Learners prepare an e-business environmental, competitive, and customer The course places the discussion of contemporary sourcing, marketing, and sales plan for an information. Prerequisite(s): BUS3030. U.S. processes into the context of underlying enterprise. Prerequisite(s): BUS3020. BUS4035 - Marketing Across Borders (6 quarter themes — what are the goals of labor relations, BUS4023 - E-Business Project Implementation credits). This course presents an accurate picture are those goals being fulfilled, and are reforms (6 quarter credits). This course will help learners of what is happening in the global marketplace needed. The course replaces the tired paradigm of identify the key factors for success in the without overreacting to events, including “labor relations equals detailed work rules” with implementation of e-business projects. Learners coverage of the dark side of global business, the dynamic paradigm of “employee and labor participate in a case study to illustrate the nature especially relevant to recent events in the world. relations equals balancing workplace goals and of the e-business technology development The course progresses from how to market an rights.” Labor law, union organizing, bargaining, process, risk management issues, and the existing product outside of the domestic market to dispute resolution, and contract administration are uncertainty and surprise-filled potential of the how to develop a new product for specific local central topics, but these processes are not rapidly evolving field. Special attention is given to markets and then broadens the scope to discuss presented as self-evidently good. These topics are nurturing effective working relationships with marketing and management topics from a global placed in the broader context of the goals of the diverse stakeholders and the e-business initiative. managerial perspective. Legal, regulatory, employment relationship, conflicting rights, and Prerequisite(s): BUS3020. political, and cultural issues are discussed as the environment of the twenty-first century. Prerequisite(s): BUS3040. BUS4031 - Marketing, Sales, and Channel appropriate throughout the course. Management (6 quarter credits). An Prerequisite(s): BUS3030. understanding of marketing, sales, and channel management as an integrated and interrelated • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 52
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Undergraduate Course Descriptions, continued
BUS4047 - Employee Training and Development on its utilization by financial institutions, its the financial manager, making real-world (6 quarter credits). This course covers the most internationalization, and recent events that have decisions. Thorough information and follow-up on up-to-date developments in training and research affected it. Each type of financial institution is the effects of the Euro and Asian currency crises, and in practice, including the strategic role of described with a focus on its regulatory aspects, as well as other special topics in international training and the use of new technologies in management, use of financial markets, and finance, are presented. Prerequisite(s): BUS4070. training. The course presents a real balance performance. Prerequisite(s): BUS4070. BUS4077 - Risk Management Strategies between research and real company practices. The BUS4072 - Analysis for Financial Management (6 quarter credits). This course provides learners course provides learners with a solid background in (6 quarter credits). Because financial statements a thorough and current introduction to risk the fundamentals of training and development — are the basis for a wide range of business analysis, management. It assists the learner in identifying, needs assessment, transfer of training, designing a managers, securities analysts, bankers, and analyzing, and managing risk through insurance learning environment, methods, and evaluation. In consultants all use them to make business and alternative tools/techniques such as loss addition, the role of training is broadening due to decisions. This course provides learners with an control, risk retention, and risk transfer. The course its strategic nature, the changing nature of the excellent framework for using financial statement focuses on managing risk and covers insurance workplace, and availability of technology. Current data in a variety of business analysis and valuation within this context. Concepts of risk management topics such as strategic training and development contexts. Prerequisite(s): BUS4070. are presented as they apply to business and process, e-learning, blended learning, learning BUS4073 - Investments and Portfolio personal situations as well as international management systems, knowledge management, Management (6 quarter credits). The course situations. Prerequisite(s): BUS4070. older workers, issues in work life balance and work provides learners with a survey of the important BUS4078 - Financial Institution Management life balance programs, and protean careers are areas of investments: valuation, the marketplace, (6 quarter credits). This course focuses on discussed. Prerequisite(s): BUS3040. fixed income instruments and markets, equity managing return and risk in modern financial BUS4048 - International HR Management Issues instruments and markets, derivative instruments, institutions. The central theme is that the risks (6 quarter credits). This course provides a broad and a cross-section of special topics such as faced by financial institution managers and the guide on how to manage the process of international markets and mutual funds. The methods and markets through which these risks internationalization, with a particular focus on the course establishes the appropriate theoretical are managed are becoming increasingly similar transnational firm. This course will discuss the base of investments, while at the same time whether an institution is chartered as a commercial “people implications” of traditional strategies for applying this theory to real-world examples. bank, a savings bank, an investment bank, or an internationalization and how such strategies get Prerequisite(s): BUS4070. insurance company. Prerequisite(s): BUS4070. executed through human resource management (HRM). They discuss such important topics as: how BUS4074 - Entrepreneurial Finance (6 quarter BUS4079 - Real Estate Finance (6 quarter to manage expatriates from the parent country; credits). This course provides learners with an credits). This course includes a complete how to go about adapting management practices overview of personal finance concepts, small treatment of real estate partnerships, secondary to circumstances abroad; how to localize business finance issues, and real estate financing mortgage markets, fixed and adjustable rate management; how to recognize and ultimately and investments. Personal financial planning mortgages, and real estate construction and land avoid obstacles in joint ventures; how to expand principles are discussed including investment development. Coverage of corporate real estate, across borders through acquisitions; how to planning, tax planning, estate planning, including lease-versus-own analysis, sale and respond to the contradictory pressures of the retirement planning, education planning, and risk leaseback decisions, and the role of real estate in transnational firm where HRM has a critical role to management. Small business finance concepts corporate restructuring is also presented. The play in enabling managers to resolve these such as sources of capital, payroll, taxation, and course also covers the importance of paradoxes in innovative ways; and how global forecasting are examined and analyzed. understanding the underlying economic factors competition is changing the nature of Prerequisite(s): BUS4070. that ultimately affect the value of properties. Prerequisite(s): BUS4070. management and organization even for firms BUS4075 - Public and Nonprofit Finance operating in domestic markets. The course draws (6 quarter credits). This course is an overview of BUS4801 - Ethics and Enterprise (6 quarter on practical examples from companies that have non-corporate finance practices, techniques, and credits). Learners develop the ability to recognize experienced the real challenges of international concepts. Public finance principles at all and exercise leadership in significant enterprise- HRM. Prerequisite(s): BUS3040. governmental and municipal levels including wide ethical and human matters. Case examples governmental revenues and expenditures, and projects highlight the ethical and human BUS4070 - Foundations in Finance (6 quarter intergovernmental fiscal relations, public debt, dimensions of enterprise. Special attention is credits). This course provides learners with an and fiscal policy are discussed and evaluated. given to studying how commitment to social and intuitive and conceptual understanding of the Nonprofit organization financial issues, including environmental ethical responsibility can be financial decision-making process rather than just health care financing and nonprofit financial compatible and complementary with the introducing soon-forgotten formulas and statements, are presented. economic success of the enterprise and calculations of finance. Course content explores satisfaction of enterprise stakeholders. the “big picture” and actual practice — i.e., Prerequisite(s): BUS4070. financial decision-making rooted in current BUS4076 - Issues in International Finance BUS4802 - Change Management (6 quarter financial theory and in the current state of world (6 quarter credits). The course covers the credits). In this course, learners gain an economic conditions. Prerequisite(s): BUS3060. fundamentals of the environment of international understanding of the knowledge and skills financial management, explores the financial required to lead, facilitate, and support change BUS4071 - Financial Markets and Institutions environment in which the multinational firm and its management. Case studies to gain an (6 quarter credits). This course describes financial managers must function, and covers foreign understanding of the unfolding dynamics of markets and institutions by providing a conceptual exchange management and financial planned and unplanned change in organizations framework to understand why markets exist and management in a multinational firm. The course are presented. Networked many-to-many what their role is in the financial environment. Each emphasizes business strategy even more than communications and language change are type of financial market is described with a focus accessibility so that learners are put in the role of addressed as primary resources for effective • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 53
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change management. Trust building, fear- developing professional Web applications. The engineering practices within the Software containment, and broad participation in the learner gains experience with the professional Engineering Institute’s Capability Maturity Model. change process receive special attention. process of planning and developing prototype TS3150 - Fundamentals of Network Systems BUS4993 - Business Capstone Project (6 quarter Web applications. The learner develops a personal (6 quarter credits). This course provides an credits). The capstone project is the culminating Web site that serves as an e-portfolio and resume introduction to computer networks, protocols, experience of the bachelor’s program. It allows of the learning performance at Capella University. TCP/IP and the Internet. The course also each learner to demonstrate the technical and TS3110 - Fundamentals of E-Business (6 quarter introduces network performance analysis, security applied business knowledge gained in their field, credits). This course provides an understanding of issues, firewalls, SSL, digital certificates, encryption as well as the critical thinking, diverse e-business strategies and technologies. Through techniques, and types of authentication (strong and perspectives, and communication skills to help readings, class discussions, and exercises, learners weak). The learners apply their knowledge in a make them successful in their profession. The gain an understanding of the factors needed to project that is designed to give them first-hand STUDIES SCHOOL OF UNDERGRADUATE project demonstrates the learner’s ability to launch and succeed in business in the electronic experience in building a networked application identify an idea for a new product or service, marketplace. Learners are introduced to the and/or analyzing and evaluating the performance create a vision, and develop a strategic plan to following topics: creating an online business of protocols and applications. describe how the concept would be implemented. concept; assessing markets, competition and TS3160 - Ethical and Human Side of Information To be taken during final quarter. Cannot be customers; assessing technical infrastructure Technology (6 quarter credits).This course uses fulfilled by transfer. requirements; understanding security and data specific case examples and projects to explore privacy risks; and understanding the importance the ethical and human dimensions of information of legal and regulatory issues. Learners apply this technology within organizations and in understanding when they develop an e-business relationships with customers, partners, and Information Technology Courses plan. society. Learners develop the ability to recognize, TS3004 - Communicating in New Media TS3120 - Fundamentals of Project Management to take seriously, and to exercise leadership in (6 quarter credits). Learners gain an IT (6 quarter credits). This course emphasizes the significant ethical and human matters related to perspective of what higher education can do to critical activities associated with managing and information technology. Cannot be fulfilled by prepare them for careers in a constantly changing leading information technology projects. It transfer or petition. workplace. In addition, learners investigate and includes vendor management, configuration TS3210 – Fundamental Database Concepts practice thinking habits, research various IT management, project estimation, risk Using MS Access (3 quarter credits). This course perspectives or specializations, and practice management, and managing cross-functional and is designed for learners with limited or no previous writing skills needed for success in their program. multi-national teams. Case studies of information database experience. Course outcomes include a A number of new media types are explored in this technology project successes and failures are solid understanding of fundamental database course, including collaborative and explored. Learners build and apply a project plan terms and concepts such as tables, queries, forms, communication tools and techniques. Throughout during this course. Learners are also introduced to and reports and their application using MS Access. the course, learners analyze, synthesize, and software management practices within the TS3210 is offered the first six weeks of the quarter. evaluate concepts and current topics in light of Software Engineering Institute’s Capability This course cannot be used to fulfill any their personal and professional experiences. This Maturity Model. specialization requirements. course encourages all learners to broaden their TS3130 - Fundamentals of Database Systems TS3211 – Intermediate Database Concepts perspective, participate in building a learning (6 quarter credits). This course introduces Using MS Access (3 quarter credits). This course community, and tap into the talents and resources database analysis, database design, and N-tiered builds on the fundamental concepts from TS3210. of the class. TS3004 and TS3005 must be taken client-server database systems. Topics include Learners become familiar with more advanced concurrently by bachelor’s and certificate database structures, data dictionaries, data concepts such as appropriate design learners in their first quarter. Cannot be fulfilled analysis, and common database applications. considerations, normalization, data validation by transfer or petition. Learners develop an application in a popular techniques, and customization of forms and TS3005 - Undergraduate Learner Success Lab database system. Advanced discussion topics reports. Course outcomes include the ability to (non-credit). This lab is designed to provide new include database scripting (SQL), API interfaces, design a basic database, identify and resolve undergraduate learners the knowledge and skills database connectivity technologies problems associated with poor database design, they need to be successful in their academic (ODBC/JDBC), and data warehousing and apply these concepts using MS Access. programs. The lab familiarizes learners with the multidimensional databases and data mining TS3211 is offered the second six weeks of the Capella online environment and support resources methods that extract useful information from the quarter. This course cannot be used to fulfill any provided to ensure success. Learners build skills in data warehousing. A problem-based approach specialization requirements. the selection and use of methods, techniques, and using SQL is used in this course. TS3220 – Fundamental Spreadsheet Concepts library resources. Working with the academic TS3140 - Fundamentals of Software Using MS Excel (3 quarter credits). This course is advisor, learners will develop a Degree Completion Development (6 quarter credits). This course designed for learners with limited or no previous Plan or a Certificate Completion Plan. TS3005 is covers the software engineering fundamentals spreadsheet experience. Learners become familiar an advisor-led course taken in the first quarter, necessary for good programming practice. with spreadsheet terms and concepts and their in conjunction with TS3004, and carries no Current techniques used in large-scale information application using MS Excel. Course outcomes credit. Cannot be fulfilled by transfer or petition. system software development are introduced, include a solid understanding of fundamental TS3100 - Fundamentals of Web Application including requirements analysis, functional spreadsheet concepts such as entering data, Development (6 quarter credits). This course specification, system design, implementation, modifying a workbook, moving and copying data, emphasizes Web application development testing, and maintenance. A problem-based formatting a worksheet, and creating Excel Web fundamentals and engages the learner with the approach using practical examples is used. pages. TS3220 is offered the first six weeks of the intellectual and software tools necessary for Learners are also introduced to software quarter. This course cannot be used to fulfill any specialization requirements. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 54
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Undergraduate Course Descriptions, continued
TS3221 - Intermediate Spreadsheet Concepts TS4031 - Risk Management in Information TS4050 - Vector Graphics Animation (6 quarter Using MS Excel (3 quarter credits). This course System Development (6 quarter credits). This credits). The course will cover the basic builds on the knowledge and skills from TS3220. course provides an overview of proven risk functionality of Web animation and interactivity. Learners become familiar with more advanced management techniques that information Learners will learn to illustrate with Flash, using spreadsheet concepts such as creating, formatting, technology project managers and project leaders animation techniques and special effects. Flash editing, sorting, and filtering electronic chart items use to better meet their project estimates. Using files produce resizable compact full-screen and graphics in Excel. Course outcomes include readings, online discussions, practical exercises, navigation interfaces, technical illustrations, long- the ability to build and manage complex and computer-based tools, learners develop skills form animations, and other dazzling site effects. spreadsheet applications, to identify when a to systematically manage project risks. Flash enables Web designers to import artwork database would be more appropriate than a Prerequisite(s): TS3120 or equivalent from their favorite bitmap or illustration programs, spreadsheet, and to apply these concepts using experience upon school approval. apply transparency, create morphing effects, add MS Excel. TS3221 is offered the second six weeks TS4032 - Motivating Information Technology interactivity and sound, and animate them over of the quarter. This course cannot be used to Professionals (6 quarter credits). This course time. Unlike bitmapped images that are optimized fulfill any specialization requirements. introduces strategies for improving job for a single resolution, vector images can adapt to TS4010 - Presentation Layer: Client Side satisfaction, teamwork, and creativity within the multiple display sizes and resolutions. This is ideal Programming (6 quarter credits). This course team. Through readings, case study analysis, and for displaying Web sites uniformly on set-top focuses on advanced client side programming with online discussions, learners understand how to boxes, hand-held computers, or PCs. You will a basic introduction to server side programming. It effectively motivate IT professionals. learn how to embed exported Flash movies into is an extension of TS3100 Fundamentals of Web Prerequisite(s): TS3120 or equivalent HTML documents for play in a browser. Application Development. Topics include dynamic experience upon school approval. Prerequisite(s): TS3100 or equivalent experience upon school approval. HTML, JavaScript, Java Applets, cascading style TS4040 - Network Administration (6 quarter sheets, design templates, and principles of user- credits). This course focuses on the latest network TS4051 - Web Graphics Production (6 quarter centered design. Learners are also introduced to operating systems (NOS) concepts and tools to credits). This course covers creating, editing, and multimedia and plug-in functionalities. The course administer a local area network (LAN). Topics animating Web graphics using bitmap and vector includes a basic introduction to CGI programming include planning, installing, configuring, tools. Learners use export controls to optimize and Server Side Includes (SSI). Learners apply their optimizing, securing, printing, and images, with advanced interactivity, and export knowledge of client side programming as they troubleshooting networks. Upon completion, them into Macromedia Dreamweaver and other enhance their personal e-portfolio Web site and learners will have a solid understanding of HTML editors. Learners will be able to launch and construct a rudimentary e-business site. network administration practices in a productive edit Fireworks graphics from inside Dreamweaver Prerequisite(s): TS3100 and TS4805 or environment. In addition, learners will be able to or Macromedia Flash. Learners use tools to help equivalent knowledge upon school approval. take one of the industry certification exams after them efficiently manage graphic layers, behaviors, TS4012 - Advanced Server Side Programming completing this course. Prerequisite(s): TS3150 and colors and improve Web page loading. (6 quarter credits). This course introduces the or equivalent experience upon school approval. Prerequisite(s): TS3100 or equivalent experience upon school approval. learner to non-Microsoft Web server technologies. TS4041 - Advanced Network Administration In particular it focuses on JSP and XML/XSL as (6 quarter credits). This course is a continuation TS4052 - Image Processing (6 quarter credits). these are used in the term project. The course of TS4040 focusing on enterprise and wide area This course is for Web designers who wish to investigates how Extensible Markup Language networks (WAN). Topics include advanced WAN create and have optimum control over the images (XML) is utilized by Internet agents to share concepts such as directory services, used in a Web site. Learners will use Photoshop, information between diverse business units. It also authentications, advanced connectivity issues, the industry-standard program for image editing, introduces distributed object technology such as traffic, advanced security issues, remote access, Web site design, digital photography, collage, CORBA and Enterprise Java Beans (EJBs). Other remote management, advanced multi-protocol prepress production, and fine art. Learners will be topics include Perl/CGI, ODBC/JDBC, EDI, SOAP, concepts, and monitoring network performance. able to use the traditional bitmap image editing and J2EE versus .NET. Learners are required to Upon completion, learners will have a solid features combined with a new vector feature take TS4811 prior to taking this course, or have understanding of administering wide area which provides control when compositing comparable job experience with Java. Learners are networks. In addition, learners will be able to take photographic pixel-based images and crisp, also required to take TS4011 prior to taking this one of the industry certification exams after resolution-independent type. While the bigger course, or have comparable job experience with completing this course. Prerequisite(s): TS4040 focus in this course is image processing for the basic Web server programming using SQL select or equivalent experience upon school approval. Web, learners will be able to use the same image statements. Prerequisite(s): TS4010, TS4819, for high DPI print media, such as brochures and TS4042 - Network Design (6 quarter credits). This TS4820 or equivalent experience upon catalogs. It is suggested that learners have access course focuses on the design and integration of school approval. to a scanner or digital camera. multi-protocol networks (local area networks and TS4030 - Project Estimation and Budgeting Prerequisite(s): TS3100 or equivalent wide area networks) forming an enterprise experience upon school approval. (6 quarter credits). This course focuses on the network. Designing intranets, virtual local area critical aspects of planning an information networks, firewalls using different Internet- TS4060 - Managing the Project I (6 quarter technology project including estimating the effort, working devices and media will be carefully credits). This course focuses on the critical aspects schedule, cost, and required quality level of the studied based on different situations taking into of initiating, planning, and executing the project. resulting IT product. Using readings, online consideration cost, compatibility, expandability, These typically relate to the first three phases discussions, practical exercises, and computer- security, and future requirements. In addition, associated with project development and based tools, learners develop skills to learners will be able to take one of the industry execution. This course will prepare learners to systematically estimate the projects in which they certification exams after completing this course. gather, assess, and integrate budget resources, are involved. Prerequisite(s): TS3120 or Prerequisite(s): TS3150 or equivalent schedules, and other related resources in the equivalent experience upon school approval. experience upon school approval. project planning process. Upon completion, • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 55
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learners will be able to identify and negotiate with TS4805 - Programming Concepts and Practices TS4810 - Web Design (6 quarter credits). This stakeholders, assist the team in defining (6 quarter credits). This course is designed to course is for learners who already know the basic appropriate performance measure, identify key introduce the fundamental concepts and practices techniques of creating a Web page and want to cultural opportunities and constraints, and prepare of computer programming to those with minimum improve the aesthetics, design, and usability of a a cost and resource estimate of the project. previous programming experience. Microsoft’s Web site. This course specifically covers general Process and knowledge areas covered include Visual Basic is the tool used to explore these design elements of page layout and typography as work breakdown structure. programming concepts. Topics covered will it relates to Web pages. It will be assumed that the Prerequisite(s): TS3120. include the programming development cycle, learner knows something about optimum file size TS4061 - Managing the Project II (6 quarter objects, events, numbers, strings, constants, for graphics, safe colors, screen size resolution as it credits). This course focuses on the critical aspects variables, loops, input/output, functions, methods, relates to page size, system platform differences, of controlling and closing a project. These typically procedures, and data types. Learners will also be and browser differences. Prerequisite(s): TS3100 STUDIES SCHOOL OF UNDERGRADUATE relate to the last two phases associated with the exposed to SQL query language as they work to or equivalent experience upon school approval. operational activities and project closure. connect an application to a database. Learners will TS4811 - Object-Oriented Programming in Java Additionally, this course covers the important produce a course project using Visual Basic that (6 quarter credits). This is an intermediate level professional responsibilities associated with a demonstrates their competencies in fundamental object-oriented programming course using Java. project such as diversity, ethics, continuous programming concepts and practices. Focus of the course will be on developing improvements, interpersonal skills, philosophical TS4806 - Future of Information Technology applications using the Java Software Development reflection, and training opportunities. This course (6 quarter credits). This course is intended to Kit (SDK), with numerous example programs and a will prepare learners to become familiar with data acquaint learners with the potential that course project. The course will also explore how collection techniques, apply risk management information technology has to affect our lives in Java relates to various features of C, C++ and C#. tools and techniques, describe the process of the future. The course will explore both positive Prerequisite(s): TS4805 or equivalent knowledge inspection, record project results, prepare closing and negative aspects of the future. Learners study upon school approval. documents, and set up procedures for the historical development of information TS4812 - Advanced Java Programming implementation after project completion. technology to obtain a perspective for (6 quarter credits). This course extends the topics Prerequisite(s): TS4060. understanding legacy systems, for assessment of covered in TS4811 by covering several advanced TS4801 - Information Systems Analysis and current trends, and for anticipating future features of Java programming. It is intended for Design (6 quarter credits). This course examines possibilities. This course develops strategic skills learners who understand the fundamental Java the process of developing an information system to help learners anticipate and participate in the programming concepts and who now want to from conception to implementation. Although the next wave of information technology. explore some of the advanced Java programming focus is upon the traditional system development TS4807 - Legal Issues in Information Technology topics. The primary focus of this course is on the methods, alternative methods are also described. (6 quarter credits). This course provides an advanced features and libraries of the Java2 These alternative methods include object-oriented, analysis of rapidly evolving legal issues associated platform. Prerequisite(s): TS4811 or equivalent rapid application development, and joint with information technology and e-business. programming knowledge/ experience of either applications development. Various systems analysis Topics include intellectual property, privacy rules, C or C++, Visual Basic, Smalltalk, or COBOL etc., and design tools are used as part of the process. encryption regulations, and current legislative upon school approval. TS4802 - System Assurance Quality and Testing activities. This course emphasizes the technical TS4813 - Operating Systems (6 quarter credits). (6 quarter credits). This course covers proven aspects associated with these legal issues so This course is an introduction to fundamental strategies for improving the quality of an learners can prepare for the upcoming changes in concepts in operating systems. Topics include information system through quality assurance and their profession. New laws may impact the design main memory management, virtual memory, I/O testing methods. Learners review system of Web applications, e-business strategies, and and device drivers, and secondary storage requirements for testability, participate in many other IT activities. management and file systems. Practical examples simulated design and code inspections, explore TS4808 - Object Oriented Analysis, Design, and using the Unix operating system will be explored, testing strategies, and prepare test plans. Programming (6 quarter credits). This course including study of process, file structures, and Learners are introduced to a common list of quality introduces object-oriented analysis and design inter-process communication. The course will characteristics and methods to obtain them. concepts using the universal modeling language explore how key concepts are implemented in Process improvement strategies and models are (UML) and the Java programming language. Unix compared to other leading operating systems also discussed. Sound practices for the design, construction, including Windows-based and Linux. TS4803 - System Assurance Security (6 quarter testing and debugging of object-oriented TS4814 - Wireless Web Programming (6 quarter credits). This course provides additional detail on software applications are emphasized. This course credits). This course provides an overview of the network security and information systems. This also introduces patterns. A problem-based evolving wireless technologies and the Wireless course is geared for the network administrator approach to object-oriented analysis and design Application Protocol (WAP). WAP is the de facto who must implement security strategies to protect concepts is used in this course. worldwide standard for providing Internet their organization from exposure to the Internet. It Prerequisite(s): TS3140 or programming communications and advanced telephony services also helps network designers incorporate security- knowledge. on digital mobile phones pagers, personal digital conscious designs. The course presents strategies TS4809 - Data Warehousing and Data Mining assistants, and other wireless terminals. Learners to guard against hackers and forms of viruses, (6 quarter credits). This course introduces data will use simulation software to design and debug describes firewalls and gateways, and explores warehousing and data mining concepts. Learners wireless Web applications using Wireless Markup authentication and encryption techniques. The develop an understanding of the principles and Language (WML) for Internet-enabled phones. course also covers a list of the most often used techniques associated with storing large amounts This course focuses on the Wireless Application methods for attacking a network system and ways of organizational data and using automatic data Protocol (WAP), the standard currently prevalent in to defend against them. retrieval methods. This course also emphasizes the North America and Europe but also touches on statistical techniques involved in data extraction. protocols and services used in other parts of the world. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 56
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Undergraduate Course Descriptions, continued
TS4815 - Introduction to Telecommunications interfacing it to a SQL server database. The (6 quarter credits). This course introduces basic project will result in a Web store that can display concepts and structural components of the data from existing customer and product and telephony and voice telecommunications industry. order tables. This course is intended for learners It will introduce and explore a telecommunications who have little or no previous experience with platform that includes switching, wiring, and Web server programming, or who are weak in networking, as well as facilities that provide and database skills. It uses ASP.NET, VB.NET and support telecommunications. PBX switching and ADO.NET as the technology. telecommunications are covered. In addition, the Prerequisite(s): TS3130, TS4805, and TS4010, or course surveys the state of convergence of equivalent experience upon school approval. communications technologies. TS4820 - Server Side Programming ASP.NET TS4816 - Mobile Device Programming (6 quarter (6 quarter credits). This course provides the credits). This course provides an overview of the learner with advanced skills to build a professional tools and languages used to program native Web application using .NET technology. It builds applications for mobile devices such as Personal upon the knowledge and skills gained from Digital Assistants and mobile phones. Unlike TS4819 Learners will learn how to develop wireless Web applications, native applications run administrative Web pages that can add/delete/ directly on the device hardware and do not require update records in a remote database table. wireless connectivity to operate. Examples Learners will refresh their knowledge of SQL includes productivity applications such as digital JOINs, and use it to create more complicated Web forms, collaboration applications such as instant pages. They will extend their Web store to allow messaging and database synchronization, and customers to register and create their own entertainment applications such as games and accounts and to accept customer orders and audio/video players. While the tools used for implement a full check-out sequence. Learners will native applications are based on the tools used learn more advanced ASP.NET techniques for traditional programming, the differences in including session state and two different kinds of technical architecture and user interface design authentication. Learners must have taken TS4819, are significant. This course will cover the or have equivalent job experience with ASP.NET, fundamentals of designing and building VB.NET and ADO.NET and SQL. applications for mobile devices. Prerequisite(s): TS4819 or equivalent TS4817 - Security Management Practices experience upon school approval. (6 quarter credits). This course covers hands-on TS4899 - Special Topics in Information security management practices through the study Technology (special interest alternate) of access controls; administration, audit, and (6 quarter credits). This course enables learners monitoring; risk, response, and recovery; to propose and conduct a study of special topics cryptography; data communications; and malicious of interest related to information technology. code. The focus of the course is built around the Appropriate course topics address an area of SSCP seven domains. After completing this course, study that complements the learner’s past a learner will be prepared to take the System experience and learning objectives. The course Security Certified Practitioner (SSCP) certification typically involves learners, working on individual exam. Prerequisite(s): TS3150 or equivalent learning plans, in the context of a learning experience upon school approval. community. Special permission is required TS4819 - Application Layer: Server Side for registration. Programming (6 quarter credits). This course TS4990 - Integrated Action Learning Project provides the learner with the skills to build a Web (6 quarter credits). This course allows learners to application, which interfaces to an existing apply knowledge and skills from other courses as database. It builds upon the knowledge gained they develop a project that benefits an from TS3100, TS3130, TS4805, and TS4010. In this organization, community, or industry. Learners course learners will install a basic Web server on a prepare a proposal that includes a project PC and create simple Web pages that display data description, deliverables, completion dates, and from a small database residing on their PCs. the associated learning that will be exhibited. Learners will learn how to upload those pages to a Upon approval from the instructor, learners remote Web server, and run them using a remote execute the proposal, record their progress SQL server database. Throughout the course weekly using a project tracking Web site, and learners will refresh and reinforce their SQL skills produce a final project report. and become proficient connecting a Web page to a database and using SQL SELECT statements to create dynamic Web pages. Learners will also learn how to use a tool on the PC to manage a remote SQL database. The final course project will expand the business Web site created in TS4010 by • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 57
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School of Business and Technology
From the Executive Director Welcome to the School of Business and Technology. Our programs offer an integrated approach to solving contemporary issues in business and technology. In the past decade, the business and technology disciplines have coalesced: today, information technology is an integral function of business — essential to workplace productivity, customer relationship management, commerce, and the development of new business models. In the School of Business and Technology, our high-caliber degree programs are designed to reflect the competitive and rapidly changing business environment. SCHOOL OF BUSINESS AND TECHNOLOGY Programs provide opportunities to build knowledge and upgrade skills and support career success through relevant curriculum. Professionals who have profited from our approach to business and technology education include systems analysts, human resource professionals, project managers, corporate Kurt R. Linberg, PhD executives, corporate information officers, financial analysts, network designers, Executive Director general managers, consultants, teachers, and others. School of Business and Technology faculty bring academic credentials and industry experience to our courserooms and contribute enormously to the success of our programs. With deep knowledge and passion for their subject areas, faculty members create learning experiences that link theory and research and have immediate application to the workplace. Whether learners are at the beginning, the middle, or the peak of their careers, our faculty support their personal goals and professional evolution. The Doctor of Philosophy in organization and management is designed to develop scholar-practitioners with the ability to teach, lead, and conduct research in a variety of organizational and academic contexts. The Master of Science in organization and management (with specializations in information technology management, leadership, and human resource management) provides deep subject matter knowledge and professional preparation for the workplace. The Master of Science in information technology (with specializations in project management and leadership, information security, system design and programming, and network architecture and design) helps learners develop core information technology leadership and business skills as well as deep subject matter expertise. The Master of Business Administration offers high-impact curriculum focused on 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 helping you celebrate the completion of your program. Kurt R. Linberg, PhD Executive Director • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 60
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About the School of Business and Technology
Mission Statement relevant and contemporary graduate challenges in the virtual lab, immediately Our mission is to educate adult learners program challenges and prepares learners increasing their credibility and effectiveness using highly relevant curriculum and to become effective professionals at in their jobs. middle and upper levels of organizational exceptional instruction to deliver Master of Business Administration (MBA) competency-based learning. Our learners’ management in a variety of industries. The Master of Business Administration educational experiences provide The goal of the program is to develop program is designed to meet the needs of immediate impact to their job as well as lay graduates who can utilize appropriate working professionals seeking to advance the foundation for addressing challenges theory to make responsible and effective their careers in management and to turn throughout their professional careers. Our business decisions and foster inclusive work environments. experienced managers into effective learners participate in powerful, faculty- leaders. The MBA degree focus is on guided learning communities that support Master of Science (MS) in practical content, relevant skills, and job- the sharing of experience and knowledge Information Technology related behaviors that are critical for across industries, professions, and The Master of Science in information success in today’s competitive environment. geographies. The School of Business and technology is specifically designed to help Additionally, the learning experience Technology is committed to continual working adults acquire the skills and blends a supportive professional integration of relevant theory with effective knowledge needed to advance their effectiveness process, individualized practice. In our own work and in the careers and make significant contributions assessments, and self-reflection with a education of our learners, we provide and in their organizations. For the IT challenging curriculum and a deep develop the necessary framework to drive professional who wants to lead in the commitment to adult-centered learning. meaningful solutions to complex design and deployment of secure The faculty that support the curriculum are problems. Through the development of enterprise applications and network experienced scholar-practitioners who are business, research, and information technologies, Capella University offers a committed to learner success. Learners technology knowledge, our learners are MS in information technology with receive broad exposure to core business uniquely equipped to be exceptional specializations in system design and disciplines and have the option to increase problem-solvers who make a positive programming, network architecture and the depth of their competency in either the impact in their organizations and society. design, or information security. In finance or marketing specializations. addition, the information technology MS Degree Programs with a specialization in project Certificates Doctor of Philosophy (PhD) in Organization management offers learners a broad The School of Business and Technology and Management understanding of technology used in certificate programs provide business The PhD in organization and management enterprise-wide systems projects and the professionals with the opportunity to program prepares scholar-practitioners for methods and mastery of skills necessary pursue new knowledge and skills through professional teaching or organizational for disciplined project management completion of a concentrated graduate- roles in the fast-paced, competitive, global professionals. The program helps learners level program of study. Learners may enterprise system. Doctoral-level course acquire higher-level managerial skills pursue certificates in human resource work prepares men and women to utilize while familiarizing them with the newest management, information security, research and theory to make informed applications being used by leading information technology management, organizational decisions. PhD learners may corporations. Learners also apply their leadership, and project management. pursue the general specialization or course work to work-related systems specialize in human resource management, information technology SPECIALIZATIONS OFFERED IN THE management, or leadership. Mid-level and executive managers and leaders study SCHOOL OF BUSINESS AND TECHNOLOGY existing practices, investigate new Specializations Degrees and Certificates management and leadership techniques, Finance MBA and translate theory into practice. Human Resource Management PhD, MSOM, Certificate Information Security MSIT Master of Science (MS) in Information Security Professional Certificate Organization and Management Information Technology Management PhD, MSOM, Certificate The Master of Science in organization and Leadership PhD, MSOM, Certificate management program is intended for Marketing MBA working adults who wish to develop deep Network Architecture and Design MSIT subject matter knowledge in specific areas Project Management and Leadership MSIT of organizational practice. Learners may Professional Project Management Certificate pursue a specialization in human resource System Design and Programming MSIT management, information technology General PhD, MSOM, MSIT, MBA management, or leadership. This highly • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 61
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School of Business and Technology Degree Programs
Doctor of Philosophy (PhD) in Upon completion of all required course work: Specialization courses: Organization and Management OM9984 * Doctoral Comprehensive Examination I OM8301 Survey of Research Literature in Specializations OM9985 * Doctoral Comprehensive Examination II Information Technology Infrastructure OM9986 * Dissertation Research I OM8302 Survey of Research Literature in Information Technology Planning and OM9987 * Dissertation Research II Delivery OM9988 * Dissertation Research III Human Resource Management OM8303 IT Technical Foundations OM9989 * Dissertation Research IV The human resource management (HRM) OM8304 IT Delivery Eight Elective Courses 32 quarter credits specialization provides mid-level and executive OM8305 IT Strategy and Management Choose at least five courses from the 8000-level leadership with leading theories and practices for Upon completion of all required course work: human resource management in a complex and organization and management courses listed in the graduate course descriptions. Up to three 7000-level OM9984 * Doctoral Comprehensive Examination I global business environment. Learners receive
courses may be taken. OM9985 * Doctoral Comprehensive Examination II SCHOOL OF BUSINESS AND TECHNOLOGY training as scholar-practitioners conducting and Total 120 quarter credits OM9986 * Dissertation Research I applying research across a wide spectrum of OM9987 * Dissertation Research II HRM topics. The HRM specialization within the OM9988 * Dissertation Research III organization and management PhD program OM9989 * Dissertation Research IV prepares learners to lead, consult, or teach in the field of human resource management from an Information Technology Management Eight Elective Courses 32 quarter credits informed, strategic viewpoint, creating practical The information technology (IT) management Choose at least five courses from the 8000-level specialization investigates the contemporary organization and management courses listed in the solutions to real-world problems. This graduate course descriptions. Up to three 7000-level specialization prepares HRM executives for the theories and practices that today’s organizations courses may be taken. are using to gain a strategic advantage through role of strategic partner in leading and managing Total 120 quarter credits the human assets of the organization as a full the deployment of information technology. business partner. Learners develop the process skills and subject Residency Requirement(s): matter knowledge needed to excel as scholar- practitioners and leaders in this growing field. Three one-week residential colloquia sessions related to time and program credit completion. This specialization equips learners with the tools See Residential Colloquia in Academic and Other needed to pioneer innovative solutions to University Policies. complex problems in the planning, development, Twenty-two Required and management of information technology in Courses + Lab 88 quarter credits the fast-moving environment of modern Core courses: organizations. Completing the PhD in this OM8004 Managing and Organizing People specialization prepares learners to lead, consult, OM8005 Doctoral Learner Success Lab or teach in the field of IT management from an (non-credit) informed, strategic viewpoint, creating practical OM8010 Principles of Organization Theory solutions to real-world problems emerging as and Practice organizations compete in the global enterprise OM8012 Strategy system. OM7020 Marketing Strategy and Practice Residency Requirement(s): OM7040 Accounting and Financial Management Three one-week residential colloquia sessions OM7050 Ethics and Social Responsibility related to time and program credit completion. OM7080 Statistical Research Techniques See Residential Colloquia in Academic and Other OM8021 * Management Theory Creation University Policies. OM8022 * Survey of Applied Research Methods Twenty-two Required Courses + Lab 88 quarter credits OM8025 * Advanced Qualitative Research OR OM8026 * Applied Multivariate Modeling OR Core courses: OM8099 * Topics in Applied Quantitative and OM8004 Managing and Organizing People Qualitative Research OM8005 Doctoral Learner Success Lab OM8910 * Teaching Practice Seminar OR (non-credit) OM8920 * Leadership Practice Seminar OR OM8010 Principles of Organization Theory OM8930 * Consulting Practice Seminar and Practice OM8012 Strategy Specialization courses: OM7020 Marketing Strategy and Practice Choose five from the following courses: OM7040 Accounting and Financial Management OM8201 Theories of Executive Human Resource Management OM7050 Ethics and Social Responsibility OM8202 The HR Executive as Strategic Partner OM7080 Statistical Research Techniques OM8203 Perspectives and Practices in OM8021 * Management Theory Creation Global HRM OM8022 * Survey of Applied Research Methods OM8204 Legal Systems, Labor Relations, and OM8025 * Advanced Qualitative Research OR Regulatory Practices OM8026 * Applied Multivariate Modeling OR OM8205 Knowledge Management, Human OM8099 * Topics in Applied Quantitative and Resource Information Systems, and Qualitative Research Internet Technologies OM8910 * Teaching Practice Seminar OR OM8206 Human Capital Management, OM8920 * Leadership Practice Seminar OR Acquisition, Development, and Retention OM8930 * Consulting Practice Seminar * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 62
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School of Business and Technology Degree Programs, continued
PhD in Organization and Management Specializations, continued Leadership Eight Elective Courses 32 quarter credits Master of Science (MS) in Choose at least five courses from the 8000-level The leadership specialization prepares leaders for organization and management courses listed in the Organization and Management today’s fast-paced and complex global enterprise graduate course descriptions. Up to three 7000-level Specializations system by exploring and applying cutting-edge courses may be taken. leadership theory and its application to the Total 120 quarter credits challenges facing today’s organizations. Executive Human Resource Management leadership, leader development, and issues on General The human resource management specialization the frontier of the global economy are but a few targets mid-level managers who aspire to HR of the topics covered in the leadership Learners in the general organization and executive leadership roles in the organization. specialization. Aspiring executives and mid-level management specialization may select courses and The curriculum prepares learners to think managers will benefit from the relevant topics electives from one or more specializations, provided critically—beyond traditional functional and will be prepared to develop real-world that they meet the general requirements for the boundaries—and to turn strategic plans into answers to the challenges of the twenty-first program and any prerequisites for the courses. workplace practices that deliver results. The century organization. This specialization prepares It is expected that learners choose electives that course work also prepares learners to solve real- learners to lead, consult, or teach in the area of provide a coherent foundation for research in an world human resource challenges from a leadership from an informed, strategic viewpoint, organizational and management topic of their strategic perspective. Learners enhance their creating practical solutions to real-world choosing. human resource management knowledge and problems. General management electives are offered in areas acquire the skills needed to become strategic Residency Requirement(s): such as finance, marketing, and operations to business partners in their organizations. Three one-week residential colloquia sessions provide a context for further study and research Completion of this specialization helps position related to time and program credit completion. beyond the areas of human resource management, learners for a career as a human resources leader. See Residential Colloquia in Academic and Other information technology management, and Twelve Required University Policies. leadership. Completing the general PhD program Courses + Lab 48 quarter credits Twenty-two Required prepares learners to lead, consult, or teach in the Core Courses: Courses + Lab 88 quarter credits field of management from an informed, strategic OM5004 People at Work Core courses: viewpoint, creating practical solutions to real-world OM5005 Master’s Learner Success Lab OM8004 Managing and Organizing People problems. (non-credit) OM8005 Doctoral Learner Success Lab Residency Requirement(s): OM5015 Marketing (non-credit) Three one-week residential colloquia sessions OM5025 Accounting and Finance in OM8010 Principles of Organization Theory related to time and program credit completion. Organizations and Practice See Residential Colloquia in Academic and Other OM5030 Corporate Social Responsibility and OM8012 Strategy University Policies. Managerial Ethics OM7020 Marketing Strategy and Practice Seventeen Required OM5035 Data Analysis and Decision Making OM7040 Accounting and Financial Management Courses + Lab 68 quarter credits for Managers OM7050 Ethics and Social Responsibility OM8004 Managing and Organizing People OM5040 Strategic Planning OM7080 Statistical Research Techniques OM8005 Doctoral Learner Success Lab OM8021 * Management Theory Creation (non-credit) Specialization courses: OM8022 * Survey of Applied Research Methods OM8010 Principles of Organization Theory OM5210 Human Resource Management and Practice OM8025 * Advanced Qualitative Research OR Choose four from the following courses AND the OM8026 * Applied Multivariate Modeling OR OM8012 Strategy Integrative Project course: OM8099 * Topics in Applied Quantitative and OM7020 Marketing Strategy and Practice OM5212 * Managing Diversity and Inclusion in Qualitative Research OM7040 Accounting and Financial Management Organizations OM8910 * Teaching Practice Seminar OR OM7050 Ethics and Social Responsibility OM5214 * Employment Law: Legal Structures, OM8920 * Leadership Practice Seminar OR OM7080 Statistical Research Techniques Compliance, and Reporting OM8930 * Consulting Practice Seminar OM8021 * Management Theory Creation OM5216 * Conflict Management and Employee OM8022 * Survey of Applied Research Methods Dispute Resolution Specialization courses: OM8025 * Advanced Qualitative Research OR OM5218 * Managing Compensation, Benefits, Choose five from the following courses: OM8026 * Applied Multivariate Modeling OR and Reward Systems OM8101 Theories of Leadership OM8099 * Topics in Applied Quantitative and OM5220 * Recruitment, Selection, and Assessment OM8102 Leading at the Top: The Upper Echelon Qualitative Research OM5222 * Training, Development, and OM8103 Global Executive/Manager Development OM8910 * Teaching Practice Seminar OR Succession Planning OM8920 * Leadership Practice Seminar OR OM8104 Leadership: The Dark Side OM8930 * Consulting Practice Seminar OM5299 * Special Topics in Human Resource Management OM8105 Issues on the Frontier of the Upon completion of all required course work: Global Economy The Integrative Project course should be taken OM9984 * Doctoral Comprehensive Examination I during the learner’s final quarter. OM8106 Leading the Global Enterprise System OM9985 * Doctoral Comprehensive Examination II OM8107 Entrepreneurial Leader as Pioneer OM5990 * Integrative Project: Organizational OM9986 * Dissertation Research I Leadership and Change Management Upon completion of all required course work: OM9987 * Dissertation Research II Total 48 quarter credits OM9984 * Doctoral Comprehensive Examination I OM9988 * Dissertation Research III OM9985 * Doctoral Comprehensive Examination II OM9989 * Dissertation Research IV OM9986 * Dissertation Research I Thirteen Elective Courses 52 quarter credits OM9987 * Dissertation Research II Choose at least ten courses from the 8000-level OM9988 * Dissertation Research III organization and management courses listed in the OM9989 * Dissertation Research IV graduate course descriptions. Up to three 7000-level courses may be taken. * Denotes courses that have required prerequisite(s). Total 120 quarter credits Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 63
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Master’s in Organization and Management Specializations, continued Information Technology Management Leadership General The information technology management The leadership specialization introduces learners Because of unique career circumstances or specialization targets individuals interested in to diverse techniques that successful leaders objectives, some learners in organization and moving into middle and senior management deploy in leading and managing today's complex management may choose not to pursue a positions in IT organizations. In preparation for global organizations. Course content directly specialization. These learners may opt for a this expanded responsibility, individuals acquire impacts mid-career professionals interested in program consisting of courses from more than the strategic business perspective required to leading in government, for-profit, and not-for- one area of specialization within the organization interact effectively with their peers in the broader profit organizations through assessment, skill- and management MS program. The general MS organization and with senior management. The building and the review of applicable theories specialization provides a broader examination course work in the information technology available to them as managers. Completing this of the fields of human resource management, management specialization helps individuals specialization prepares learners to take on information technology management, and/or round out their knowledge of information leadership or management roles within a variety leadership. SCHOOL OF BUSINESS AND TECHNOLOGY technology, master the fundamental processes of businesses and organizations. Seven Required through which organizations effectively deploy Twelve Required Courses + Lab 28 quarter credits information systems, and prepare for the Courses + Lab 48 quarter credits OM5004 People at Work particular challenges involved in managing IT Core courses: OM5005 Master’s Learner Success Lab functions and staff. OM5004 People at Work (non-credit) The information technology management OM5005 Master’s Learner Success Lab OM5015 Marketing specialization assumes that learners come to the (non-credit) OM5025 Accounting and Finance in Organizations program with a fundamental understanding of IT. OM5015 Marketing OM5030 Corporate Social Responsibility and The program of study in this specialization equips OM5025 Accounting and Finance in Organizations Managerial Ethics learners with the additional skills they need to OM5030 Corporate Social Responsibility and OM5035 Data Analysis and Decision Making manage complex IT organizations. Managerial Ethics for Managers OM5040 Strategic Planning Twelve Required OM5035 Data Analysis and Decision Making for Managers Courses + Lab 48 quarter credits The Integrative Project course should be taken OM5040 Strategic Planning during the learner’s final quarter. Core courses: OM5990 * Integrative Project: Organizational OM5004 People at Work Specialization courses: Leadership and Change Management OM5005 Master’s Learner Success Lab OM5112 Leadership Five Elective Courses 20 quarter credits (non-credit) Choose four from the following courses AND the Choose up to five 5000-level organization and OM5015 Marketing Integrative Project course: management courses listed in the graduate course OM5025 Accounting and Finance in Organizations OM5114 * Organization Structure and Design descriptions. Learners may choose up to two OM5030 Corporate Social Responsibility and OM5116 * Personal Leadership Development approved graduate courses from other Capella Managerial Ethics University schools. OM5118 * Leading Organizational Change OM5035 Data Analysis and Decision Making Total 48 quarter credits OM5120 * Leading and Building Teams for Managers OM5122 * Leading and Coaching Others OM5040 Strategic Planning OM5199 * Special Topics in Leadership Specialization courses: The Integrative Project course should be taken OM5310 Strategic Information Technology during the learner’s final quarter. Management OM5990 * Integrative Project: Organizational Choose four from the following courses AND the Leadership and Change Management Integrative Project course: Total 48 quarter credits OM5312 * Advances in Information Technology OM5314 * System Planning and Delivery OM5316 * Project Planning, Management, and Financial Control OM5318 * Managing IT Professionals OM5399 * Special Topics in IT Management TS5508 Enterprise System Security TS5531 Security Management Practices The Integrative Project course should be taken during the learner’s final quarter. OM5990 * Integrative Project: Organizational Leadership and Change Management Total 48 quarter credits
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 64
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School of Business and Technology Degree Programs, continued
Master of Science (MS) in TS5520 Operating System Theory and Information Security Application Information technology professionals need an in- Information Technology TS5521 * Advanced Network Technology - Specializations Switching depth knowledge of emerging security threats TS5522 * Advanced Network Technology - and solutions to ensure that networks and Remote Access computer systems are secure. Today, they are General Information Technology TS5523 * Advanced Network Technology - responsible for developing information security Capella University's Master of Science (MS) Troubleshooting and disaster recovery plans that proactively program in information technology helps working TS5524 Advanced Project Management protect the enterprise. This specialization IT professionals acquire the intellectual capital TS5525 Project Risk Management prepares technology leaders to identify, develop, and technical skills to make significant, far- TS5526 Leadership and Human Resource and implement highly secure networks that reaching contributions to their organizations. It is Management support organizational goals. It combines both also ideal for those with bachelor’s degrees in TS5527 Procurement Management technical and policy-level course work to provide other fields looking to enter the IT industry at a TS5528 Project Integration Management information assurance (IA) skills to protect senior contributor or managerial level. TS5529 * Component Development - Java information systems by ensuring their availability, integrity, and confidentiality. The curriculum is Learners can select a specialization in information Framework designed around the domains of knowledge security, network architecture and design, project TS5530 * Component Development - Microsoft Framework represented in the Certified Information Systems management and leadership, or system design TS5531 Security Management Practices Security Professional (CISSP) certification. and programming. Learners may also choose to obtain greater breadth in understanding IT topics TS5532 Secure System Development and Twelve Required Cryptology by selecting the following general program. Courses + Lab: 48 quarter credits TS5536 Ethical and Legal Considerations in Core courses: Twelve Required Information Technology TS5004 Technical Communications Courses + Lab: 48 quarter credits TS5537 Project Portfolio Management Core courses: TS5005 Master’s Learner Success Lab TS5538 * Programming Strategies – Microsoft (non-credit) TS5004 Technical Communications Environment TS5110 Enterprise System and Application TS5005 Master’s Learner Success Lab TS5540 * Introduction to XML and Web Services Development OR (non-credit) TS5899 * Special Topics in Technology TS5111 Overview of Enterprise Applications TS5110 Enterprise System and Application OR TS5120 Project Management for Technology Development OR Choose two, two-credit intensive study courses in Professionals TS5111 Overview of Enterprise Applications place of one four-credit specialization course: TS5130 System Development Theory and TS5120 Project Management for Technology TS5230 Evolving Legal Issues for IT Practice Professionals Professionals TS5140 System Usability Analysis and TS5130 System Development Theory and TS5250 Overview of the eXtensible Markup Design OR Practice Language (XML) TS5150 Enterprise Application Testing OR TS5140 System Usability Analysis and Design OR TS5270 Cyber Threats to Enterprise Security TS5151 Quality Assurance TS5150 Enterprise Application Testing OR TS5271 * Network Security Solutions for the TS5160 Business Foundations TS5151 Quality Assurance Enterprise TS5160 Business Foundations TS5281 * Java Programmer Practicum Specialization courses: TS5282 * Java Developer Practicum Choose five of the following courses AND the Specialization courses: Integrative Project course: The Integrative Project course should be taken Choose five from the following courses AND the TS5507 Network Technology Integrative Project course: during the learner’s final quarter. TS5508 Enterprise System Security TS5500 Systems Analysis and Design TS5990 * Integrative Project Total 48 quarter credits TS5520 Operating System Theory and TS5501 Database Analysis and Design Application TS5502 * Programming Strategies TS5525 Project Risk Management TS5503 * Advanced Enterprise System TS5531 Security Management Practices Development TS5532 Secure System Development and TS5504 Wireless Web Design and Development Cryptology TS5505 Object-oriented Design and TS5536 Ethical and Legal Considerations in Development Information Technology TS5506 * Graphics and Multimedia TS5899 * Special Topics in Technology TS5507 Network Technology OR TS5508 Enterprise System Security Choose two, two-credit intensive study courses in TS5513 * Advanced Programming Strategies place of one four-credit specialization course: TS5514 * Advanced Graphics and Multimedia TS5270 Cyber Threats to Enterprise Security TS5515 * Advanced Wireless and Mobile TS5271 Network Security Solutions for the Development Enterprise TS5516 Client Server Architecture and Design The Integrative Project course should be taken during the learner’s final quarter. TS5517 Network Enterprise Architecture and Design TS5990 * Integrative Project TS5518 Advanced Network Technology - Total 48 quarter credits Routing
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 65
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Master’s in Information Technology Specializations, continued Network Architecture and Design Project Management and Leadership System Design and Programming Organizations need systems design and Information technology professionals in high The Internet, Web, and related technologies (XML, programming personnel, but without a secure demand by global enterprises and entrepreneurial Web Services, Distributed Database Systems) have and high-performing network infrastructure, a start-ups must be able to master project become integral to today's business applications, business cannot be successful. Network management and risk management skills. These creating higher demands on technology professionals ensure that networks are designed professionals need to understand the current professionals. Many companies estimate that their and maintained to support the success of an state of technology, the key organizational and greatest demand for information technology organization. They are responsible for making the societal issues influencing technology, and how professionals will fall in the area of systems right connections for the Internet, intranets, and to effectively motivate individuals and teams. The integration, information management, software extranets, including designing and maintaining project management and leadership specialization engineering, software development, and the local area networks and wide area networks. helps prepare technical leaders and managers management of development efforts locally and They are also responsible for developing and with the skills necessary to successfully lead offshore. This specialization helps prepare technology SCHOOL OF BUSINESS AND TECHNOLOGY implementing the organization’s information multiple technology projects that span dispersed leaders with the skills necessary to design and security and disaster recovery plans. The network geographical areas. implement high-quality applications and to utilize architecture and design specialization helps Twelve Required the components involved in that effort most provide technology leaders with the skills Courses + Lab: 48 quarter credits effectively to meet the needs of business. necessary to design and implement high-quality Core courses: Twelve Required networks that meet the needs of business. TS5004 Technical Communications Courses + Lab: 48 quarter credits Twelve Required TS5005 Master’s Learner Success Lab Core courses: Courses + Lab: 48 quarter credits (non-credit) TS5004 Technical Communications Core courses: TS5110 Enterprise System and Application TS5005 Master’s Learner Success Lab (non-credit) TS5004 Technical Communications Development OR TS5111 Overview of Enterprise Applications TS5110 Enterprise System and Application TS5005 Master’s Learner Success Lab Development (non-credit) TS5120 Project Management for Technology Professionals TS5120 Project Management for Technology TS5110 Enterprise System and Application Professionals TS5130 System Development Theory and Development OR TS5130 System Development Theory and Practice Practice TS5111 Overview of Enterprise Applications TS5140 System Usability Analysis and Design OR TS5120 Project Management for Technology TS5140 System Usability Analysis and Design OR TS5150 Enterprise Application Testing OR Professionals TS5150 Enterprise Application Testing OR TS5151 Quality Assurance TS5151 Quality Assurance TS5130 System Development Theory and TS5160 Business Foundations Practice TS5160 Business Foundations Specialization courses: TS5140 System Usability Analysis and Design OR Specialization courses: Choose five of the following courses AND the TS5150 Enterprise Application Testing OR Integrative Project course: TS5151 Quality Assurance Choose five of the following courses AND the Integrative Project course: TS5500 Systems Analysis and Design TS5160 Business Foundations TS5500 Systems Analysis and Design TS5501 Database Analysis and Design Specialization courses: TS5508 Enterprise System Security TS5502 * Programming Strategies TS5503 * Advanced Enterprise System Development Choose five of the following courses AND the TS5524 Advanced Project Management TS5504 Wireless Web Design and Development Integrative Project course: TS5525 Project Risk Management TS5505 Object-oriented Design and Development TS5507 Network Technology TS5526 Leadership and Human Resource TS5506 * Graphics and Multimedia TS5508 Enterprise System Security Management TS5513 * Advanced Programming Strategies TS5516 Client Server Architecture and Design TS5527 Procurement Management TS5514 * Advanced Graphics and Multimedia TS5517 Network Enterprise Architecture and TS5528 Project Integration Management TS5515 * Advanced Wireless and Mobile Design TS5536 Ethical and Legal Considerations in Development TS5518 Advanced Network Technology - Routing Information Technology TS5520 Operating System Theory and Application TS5521* Advanced Network Technology - TS5537 Project Portfolio Management TS5529 * Component Development - Java Switching TS5899 * Special Topics in Technology Framework TS5522* Advanced Network Technology - OR TS5530 * Component Development - Microsoft Remote Access Choose two, two-credit intensive study courses in Framework TS5523* Advanced Network Technology - place of one, four-credit specialization course: TS5538* Programming Strategies – Microsoft Troubleshooting TS5230 Evolving Legal Issues for IT Professionals Environment TS5536 Ethical and Legal Considerations in TS5270 Cyber Threats to Enterprise Security TS5540 * Introduction to XML and Web Services Information Technology The Integrative Project course should be taken TS5899 Special Topics in Technology OR TS5899 * Special Topics in Technology during the learner’s final quarter. Choose two, two-credit intensive study courses in OR TS5990 * Integrative Project place of one four-credit specialization course: Choose two, two-credit intensive study courses in Total 48 quarter credits place of one four-credit specialization course: TS5250 Overview of the eXtensible Markup Language (XML) TS5270 Cyber Threats to Enterprise Security TS5281 * Java Programmer Practicum TS5271 Network Security Solutions for the TS5282 * Java Developer Practicum Enterprise The Integrative Project course should be taken during The Integrative Project course should be taken the learner’s final quarter. during the learner’s final quarter. TS5990 * Integrative Project TS5990 * Integrative Project Total 48 quarter credits Total 48 quarter credits * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 66
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School of Business and Technology Degree Programs, continued
Master of Business Finance Marketing Administration (MBA) The finance specialization provides learners with The marketing specialization prepares learners Specializations current knowledge and skills in financial analysis to move into middle or senior marketing and decision making, preparing them for careers management positions within their organizations. in finance at middle or senior management The marketing specialization provides deeper Capella University’s MBA program responds levels. Learners who select finance as their area insight into contemporary issues and examines directly to the needs of the marketplace with an of specialization are required to complete various theories and techniques used by integrated curriculum focusing on core business designated MBA core business and professional marketers in today’s competitive environment. knowledge and professional effectiveness effectiveness courses that focus on leading and The specialization extends a learner’s competencies. The program builds essential skills managing others, strategy, operations competencies in market research, analysis, required to achieve long-term business results. management, information technology, and planning, execution, and evaluation. During the MBA learners are challenged to stretch beyond marketing. The courses in the finance capstone course, all learners synthesize and what is expected and are given impact specialization extend the core competencies by apply what they have learned into a final assignments that can be immediately applied in examining theories and techniques related to marketing plan. Learners who select marketing the workplace. Learners create and develop a corporate finance, investment and portfolio as their area of specialization are required to blueprint and portfolio of skills for being an management, international finance, and complete designated MBA core business and effective leader. Because of the transformative emerging topics in the field. professional effectiveness courses that focus on nature of this MBA curriculum, learners are better Sixteen Required Courses 48 quarter credits leading and managing others, strategy, prepared to reposition themselves for success in operations management, information their careers. Core courses: First two courses taken first and in sequence: technology, and finance. Professional Effectiveness Coaching SM MBA9010 Professional Effectiveness: Sixteen Required Courses 48 quarter credits Capella University's MBA Professional Stretch, Impact, Reposition Core courses: Effectiveness Coaching process helps learners MBA9020 Leading for Results First two courses taken first and in sequence: focus on the areas where they need to stretch to MBA9110 Marketing and Brand Management MBA9010 Professional Effectiveness: become more effective managers, apply what MBA9130 Operations and Process Management Stretch, Impact, Reposition they've learned to impact their current job, and MBA9140 Financial Management MBA9020 Leading for Results reposition themselves to advance toward future MBA9150 Strategy MBA9110 Marketing and Brand Management goals. Learners have the option to establish a MBA9160 Managing Information Assets and MBA9130 Operations and Process Management relationship with a professional coach who helps Technology MBA9140 Financial Management facilitate this growth process through quarterly MBA9210 Building Relationships MBA9150 Strategy one-on-one coaching sessions. MBA9230 Leading Teams MBA9160 Managing Information Assets and MBA9240 Facilitating Change Technology General MBA9260 Negotiating for Results MBA9210 Building Relationships MBA9230 Leading Teams Sixteen Required Courses 48 quarter credits Specialization courses: MBA9240 Facilitating Change First two courses taken first and in sequence: MBA9142 *Advanced Finance MBA9260 Negotiating for Results MBA9010 Professional Effectiveness: MBA9144 *International Financial Management Stretch, Impact, Reposition MBA9146 *Investment and Portfolio Management Specialization courses: MBA9020 Leading for Results MBA9148 *Corporate Finance Analysis Choose four from the following courses: MBA9110 Marketing and Brand Management and Decisions MBA9112 *Market Research MBA9120 Sales and Customer Relationship The Finance Capstone course should be taken MBA9114 *Consumer Behavior Management during the learner’s final quarter. MBA9116 * New Product Design and Development MBA9130 Operations and Process Management MBA9340 *Finance Capstone: MBA9118 *International Marketing MBA9140 Financial Management Judgment, Planning, and Action MBA9120 Sales and Customer Relationship MBA9150 Strategy Total 48 quarter credits Management MBA9160 Managing Information Assets and The Marketing Capstone course should be taken Technology during the learner’s final quarter. MBA9170 Regulatory and Ethical Environment MBA9310 *Marketing Capstone: of Business Judgment, Planning, and Action MBA9210 Building Relationships Total 48 quarter credits MBA9220 Developing and Coaching Others MBA9230 Leading Teams MBA9240 Facilitating Change MBA9250 Leveraging Workplace Diversity MBA9260 Negotiating for Results The MBA Capstone course should be taken during the learner’s final quarter. MBA9300 *MBA Capstone: Judgment, Planning, and Action Total 48 quarter credits
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 67
Graduate Certificates Information Technology Management Professional Project Management The certificate in information technology There is a significant need for professionals with management prepares managers to plan, a background in both enterprise technology and Certificates are an ideal way to update existing develop, and manage information technology project management mastery to complete knowledge, gain new knowledge, and study at systems and skilled technology professionals in complex projects on time, on budget, and to the graduate level. Course work completed in a today’s complex business environment. Business specification. This program prepares learners who certificate program may be transferred into the and technical professionals alike gain new insight have previously earned a bachelor’s degree to related Capella Master of Science specialization. into managing technology priorities and manage larger projects utilizing methodology Note: Certification and Certificates — There is overseeing the optimization of information based on the Project Management Book of an important distinction between the two terms. systems. Learners also develop skills to assist in Knowledge (PMBOK) from the Project The School of Business and Technology offers a transforming narrow technical initiatives into Management Institute. The program goes well variety of graduate certificates. University- tangible, enterprise-wide goals. beyond the certification in providing an SCHOOL OF BUSINESS AND TECHNOLOGY sponsored certificates represent an advanced Four Required Courses 16 quarter credits opportunity to expand critical thinking skills and course of study in a specific discipline which is OM5310 Strategic Information Technology master project management principles through intended to enhance knowledge. However, Management practice and interaction. This graduate certificate obtaining a university-awarded certificate is not Choose three from the following courses: develops the competencies associated with the equivalent to “certification.” The term OM5312 * Advances in Information Technology Project Management Professional certification certification refers to the official mandate OM5314 * System Planning and Delivery from The Project Management Institute. awarded by a state regulatory board or OM5316 * Project Planning, Management, and Five Required Courses 20 quarter credits professional organization to an individual for a Financial Control TS5524 Advanced Project Management specific professional practice. OM5318 * Managing IT Professionals TS5525 Project Risk Management TS5508 Enterprise System Security TS5526 Leadership and Human Resource Human Resource Management TS5531 Security Management Practices Management TS5527 Procurement Management The certificate in human resource management Total 16 quarter credits TS5528 Project Integration Management helps professionals increase their expertise in the Total 20 quarter credits principles and practices of the human resource Leadership function. The certificate provides the opportunity The certificate in leadership prepares individuals to enhance skills, knowledge, and abilities Information Security Professional through the development of human resource to serve in leadership and mentoring roles within competencies. By providing learners a better their organizations. Managers at all levels of the Technology professionals with a background in understanding of various human resource organization gain considerable insight into the both information security technology and policy- disciplines, the certificate prepares participants challenges and complexities of leading in today’s level management are in high demand in today’s for the challenges and demands faced by human environment. Learners have the opportunity to organizations and corporations. This program resource professionals. reflect on their own leadership styles and to prepares learners who have previously earned a develop specific leadership competencies. bachelor’s degree to manage a large organization’s Four Required Courses 16 quarter credits Four Required Courses 16 quarter credits enterprise security based on the ten domains of OM5210 Human Resource Management OM5112 Leadership the Certified Information Systems Security Choose three from the following courses: Choose three from the following courses: Professional (CISSP) certification from OM5212 * Managing Diversity and Inclusion in International Information Systems Security Organizations OM5114 * Organization Structure and Design Certification Consortium, Inc. (ISC)2. The program OM5116 * Personal Leadership Development OM5214 * Employment Law: Legal Structures, moves beyond the certification by providing an Compliance, and Reporting OM5118 * Leading Organizational Change opportunity to master information security OM5216 * Conflict Management and Employee OM5120 * Leading and Building Teams principles through practice and interaction. This Dispute Resolution OM5122 * Leading and Coaching Others graduate certificate expands learners’ critical OM5218 * Managing Compensation, Benefits, Total 16 quarter credits and Reward Systems thinking skills and develops the competencies OM5220 * Recruitment, Selection, and associated with the CISSP certification from Assessment (ISC)2. OM5222 * Training, Development, and Five Required Courses 20 quarter credits Succession Planning TS5507 Network Technology Total 16 quarter credits TS5508 Enterprise System Security TS5531 Security Management Practices TS5532 Secure System Development and Cryptology TS5536 Ethical and Legal Considerations in Information Technology Total 20 quarter credits
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 68 • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 69
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School of Education
From the Executive Director Welcome to the School of Education at Capella University. Our programs are about you and the impact that you want to make in the world of K-12 SCHOOL OF EDUCATION education, adult and higher education, and corporate settings.
Capella’s K-12 education specializations (advanced classroom instruction, educational leadership, curriculum and instruction, and reading and literacy) prepare individuals to assume vital roles in schools, districts, and other organizations serving children and adolescents. The competency- based programs are aligned with nationally recognized external standards and are specifically designed for dedicated, licensed K-12 teachers whose futures require recognized credentials but whose lives demand convenience. Our programs in K-12 education deliver the practical skills needed to be James Wold, PhD more successful in today’s diverse schools. Capella’s leadership in Executive Director educational administration specialization has received unconditional approval to prepare learners for Minnesota principal and superintendent licensure by meeting the rigorous standards set forth by the Minnesota Board of School Administrators.
Our specialization in professional studies in education offers learners the opportunity to customize their program to meet specific career needs beyond the bachelor’s degree. The program can be designed to address current and future career requirements for individuals in the K-12 and higher education worlds.
Capella’s specializations in higher education (leadership, postsecondary and adult education, instructional design for online learning, training and performance improvement, and enrollment management) focus on career requirements for educators working as leaders and teachers 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. The specialization in instructional design for online learning prepares professionals to lead and to manage instructional challenges in Web-based environments and places equal importance on design and delivery of adult instruction.
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 be part of that future.
James Wold, PhD Executive Director • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 70
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About the School of Education
Mission Statement Professional Licensure and As part of the admission process, The mission of the School of Education Certification Capella University requires all learners is to provide relevant and competency- Capella University offers academic in these programs to sign an based learning experiences that have programs leading to advanced degrees Understanding of the Curriculum form immediate professional impact and that in a number of fields for which in which the learners agree that it is empower learners to distinguish professional practice requires licensure their responsibility to understand and to themselves through their contributions or certification by state, local, or comply with licensing and certification to the organizations they serve. School professional boards. However, because laws and regulations. Additional of Education learners prepare for the the licensing or certification standards information on professional licensure challenges, opportunities, and demands vary, Capella University makes no and certification can be found on of contemporary education by engaging representation, warranty, or guarantee iGuide. in rigorous and relevant programs where that successful completion of the course learner progress is assessed against of study will permit the learner to obtain recognized, respected professional licensure or certification. Learners who standards. enroll in a Capella University degree program in a field for which Degree Programs professional practice requires any type Doctor of Philosophy (PhD) of licensure or certification, are solely The School of Education’s doctor of responsible for determining and philosophy degree expands previous complying with state, local, or learning within a discipline and fosters professional licensure and certification the critical thinking, research, and requirements. These learners are also problem solving skills that practicing responsible for taking the steps professionals need to excel as scholar- necessary to satisfy those requirements. practitioners and emboldened leaders in a global society.
Master of Science (MS) SPECIALIZATIONS OFFERED IN THE SCHOOL OF EDUCATION
The School of Education’s master’s Specializations Degrees and Certificates degree integrates recognized theory and Leadership in Educational Administration PhD, MS, Post-master’s Certificate best practices with practical application Leadership for Higher Education PhD, MS in a collaborative environment in order Postsecondary and Adult Education PhD, MS to enhance learners’ abilities to excel as Instructional Design for Online Learning PhD, MS practitioners in their chosen Training and Performance Improvement PhD, MS specializations. Professional Studies in Education PhD, MS Certificate Advanced Classroom Instruction MS The School of Education’s post-master’s Reading and Literacy * MS certificate program provides learners Curriculum and Instruction MS with recognized, relevant competencies Enrollment Management * MS that have an immediate, positive impact on their professional lives. * Capella University will seek approval of this new specialization from the states of Alabama, Arizona, Georgia, Kentucky, Virginia, Washington, and Wisconsin. Until such approvals are granted, learners are advised that this program is not approved in these states and may not qualify them for certification or licensure. Learners should contact an enrollment counselor for current approval status in these states. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 71
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School of Education Degree Programs
Doctor of Philosophy (PhD) Twelve Elective Courses 48 quarter credits Specialization courses: Specializations Recommended elective courses: ED7212 Administration and Leadership of ED7542 The Politics of K-12 Education Distance Education Programs ED7540 Leadership in Higher Education ED7543 The Superintendency (required for ED814 Evaluating the Effectiveness of the
Leadership in Educational those seeking superintendent license) SCHOOL OF EDUCATION Educational Process Administration ED8910 The Minnesota Superintendency ED815 The Future of Educational Institutions: Learners in the doctoral specialization in ED7544 Introduction to School Business Topics and Trends OR leadership in educational administration develop Administration ED818 The Future of Teaching and Learning: the knowledge, skills, and attitudes needed to ED7545 Special Education Administration Issues for the Educational Leader meet the rigorous demands and enjoy the ED7560 Innovative Leadership ED825 Curriculum Development profound rewards of twenty-first century ED7692 Strategies for Building Online ED834 Higher Ed and the Law ED837 Funding and Managing Education principalship and superintendency. The doctoral Learning Communities ED7819 Grantsmanship Enterprises research and problem solving skills learners ED840 The Politics of Higher Education develop transfer to the leadership challenges of ED812 The Governance of Educational Institutions ED841 The History of Higher Education the current student achievement focused world of ED855 Higher Education Administration K-12 education. The curriculum is aligned with ED815 The Future of Educational Institutions: Topics and Trends ED9984 * Doctoral Comprehensive Examination I nationally recognized leadership standards and ED818 The Future of Teaching and Learning: ED9985 * Doctoral Comprehensive Examination II designed to prepare learners to be bold, Issues for the Educational Leader ED9986 * Dissertation Research I innovative, ethical K-12 leaders. ED853 Elementary School Administration OR ED9987 * Dissertation Research II Residency Requirement(s): ED854 Secondary School Administration ED9988 * Dissertation Research III Three one-week residential colloquia sessions ED857 Personnel Administration ED9989 * Dissertation Research IV Twelve Elective Courses 48 quarter credits related to time and program credit completion. Choose any graduate course(s). See Residential Colloquia in Academic and Other Recommended elective courses: Total 120 quarter credits University Policies. ED7541 Teacher Supervision and Evaluation State regulations vary regarding course requirements ED7692 Strategies for Building Online Learners seeking endorsement for Minnesota for professional licensure. For assistance with state- Learning Communities superintendency must take ED8910. mandated course requirements for licensure, contact ED7703 Student Development Challenges and the appropriate school representative. Learners seeking licensure in states not requiring Successes Eighteen Required an internship may petition the faculty director for ED7713 Student Advising and Retention Courses + Lab 72 quarter credits permission to replace the internship with an ED7819 Grantsmanship elective. Core courses: ED8111 The Historical and Social Foundations ED8004 Societal and Cultural Change Admission to the leadership in educational of Education administration specialization requires learners to ED812 The Governance of Educational ED8005 Doctoral Learner Success Lab complete and submit the Capella University Institutions (non-credit) School of Education Certification of Teaching HS834 Ethnic and Cultural Awareness ED8113 Advanced Study in Research Methods Experience form located at www.capella.edu/ ED857 Personnel Administration aspscripts/schools/TeachingExperience.pdf. Specialization courses: Choose any graduate course(s). ED7541 Teacher Supervision and Evaluation Total 120 quarter credits ED8111 The Historical and Social Foundations of Education Leadership for Higher Education ED814 Evaluating the Effectiveness of the Learners in the doctoral specialization in leadership Educational Process for higher education prepare themselves to guide ED820 Principles of Educational Administration community colleges, universities, and other ED822 The Funding of Educational Institutions postsecondary, human service, military, and ED823 Education and the Law religious organizations at both the academic and ED825 Curriculum Development executive levels. The specialization content, ED853 Elementary School Administration OR doctoral research, and problem solving skills ED854 Secondary School Administration OR learners develop transfer to their leadership ED8911 The Minnesota K-12 Principalship challenges as department chairs, deans, provosts, ED9984 * Doctoral Comprehensive Examination I directors of student services, presidents and vice ED9985 * Doctoral Comprehensive Examination II presidents of these organizations. The curriculum ED9986 * Dissertation Research I is designed to prepare learners to be bold, ED9987 * Dissertation Research II innovative, ethical leaders. ED9988 * Dissertation Research III Residency Requirement(s): ED9989 * Dissertation Research IV Three one-week residential colloquia sessions Choose one internship sequence: related to time and program credit completion. See Residential Colloquia in Academic and Other ED7901 Internship for Educational University Policies. Administration I AND ED7902 * Internship for Educational Administration II Eighteen Required OR Courses + Lab 72 quarter credits Core courses: ED7903 Internship for the Superintendency I AND ED8004 Societal and Cultural Change ED7904 * Internship for the Superintendency II ED8005 Doctoral Learner Success Lab (non-credit) ED8113 Advanced Study in Research Methods * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 72
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PhD Specializations, continued
Postsecondary and Adult Education ED828 Intellectual Development and Twelve Elective Courses 48 quarter credits Learning Styles Across the Lifespan Recommended elective courses: The PhD specialization in postsecondary and ED836 The Collaborative Nature of Adult adult education is designed to develop and ED7212 Administration and Leadership of Education Distance Education Programs enhance skills for effective teaching in a variety of Choose any graduate course(s). ED7700 Learning Theory and the Educational postsecondary settings and training environments, Total 120 quarter credits Process including adult education, workforce development, ED7580 Theory and Development of Multiple continuing higher education, community Intelligences development, military education, and business Instructional Design for ED7692 Strategies for Building Online and industry. The PhD specialization focuses on Online Learning Learning Communities major theories of adult learning and distance The PhD specialization in instructional design for ED7641 Needs Assessment: Models and education, the development of effective learning Procedures online learning prepares professionals to lead communities and environments, critical analysis and manage instructional challenges in a variety The following electives are available for PhD and research skills, best practices in learners of online settings in educational institutions, postsecondary instruction, and utilizing theory as directed studies: corporations, the military, health care, and and research to enhance learning for individuals ED7495 Research Strategies and Methodologies government agencies. This comprehensive from a variety of backgrounds. for Online Learning course of study gives equal importance to design ED7497 * Storyboarding for Instructional Design Residency Requirement(s): and delivery of adult instruction. This ED7499 * Needs Analysis for Instructional Design Three one-week residential colloquia sessions specialization prepares learners to practice the ED7693 Curriculum Development for Online related to time and program credit completion. application of instructional design theory to real- See Residential Colloquia in Academic and Other Learning University Policies. world problems. ED7493 Internship for Instructional Design for Fourteen Required Residency Requirement(s): Online Learning Courses + Lab 56 quarter credits Three one-week residential colloquia sessions ED7496 * Advanced Instructional Design Core courses: related to time and program credit completion. ED9058 Special Topics for Instructional Design See Residential Colloquia in Academic and Other ED8004 Societal and Cultural Change for Online Learning University Policies. ED8005 Doctoral Learner Success Lab Choose any graduate course(s). Eighteen Required (non-credit) Total 120 quarter credits Courses + Lab 72 quarter credits ED8113 Advanced Study in Research Methods Core courses: Specialization courses: ED8004 Societal and Cultural Change Training and Performance ED7701 Educational Philosophy and Change ED8005 Doctoral Learner Success Lab Improvement (non-credit) ED815 The Future of Educational Institutions: The PhD in education with a specialization in ED8113 Advanced Study in Research Methods Topics and Trends training and performance improvement is ED7590 Critical Thinking in Adult Education Specialization courses: designed for experienced career professionals ED814 Evaluating the Effectiveness of the who wish to advance to leadership roles such as Educational Process ED815 The Future of Educational Institutions: Topics and Trends OR chief learning officer, training director, professor, ED829 Theory and Methods of Educating Adults ED8111 The Historical and Social Foundations or manager of learning and performance ED838 Teaching and Learning with Diverse of Education improvement. Required courses like Managing Populations ED851 Principles of Learning and Training and Performance Improvement broaden ED9984 * Doctoral Comprehensive Examination I Instructional Design and deepen the learner’s understanding of both ED9985 * Doctoral Comprehensive Examination II ED7620 Theoretical Basis of Instructional Design strategic and tactical issues that are important to ED9986 * Dissertation Research I ED852 Ethics and Social Responsibility in the success of any performance improvement ED9987 * Dissertation Research II Distance Education intervention. The entire doctoral experience is ED9988 * Dissertation Research III ED7504 Leadership for Instructional Design designed to help create reflective scholar- ED9989 * Dissertation Research IV ED9984 * Doctoral Comprehensive Examination I practitioners and innovative thinkers with Sixteen Elective Courses 64 quarter credits ED9985 * Doctoral Comprehensive Examination II advanced skills in critical thinking, research, and Recommended elective courses: ED9986 * Dissertation Research I problem solving. The curriculum is based on ED7580 Theory and Development of Multiple ED9987 * Dissertation Research II ASTD’s Human Performance Improvement Intelligences ED9988 * Dissertation Research III model. ED7690 Critical Skills for Facilitating Online ED9989 * Dissertation Research IV Residency Requirement(s): Learning Choose five from the following courses: Three one-week residential colloquia sessions ED7692 Strategies for Building Online Learning ED7210 The Delivery of Distance Education related to time and program credit completion. ED7700 Learning Theory and the Educational ED7211 * Designing Online Instruction See Residential Colloquia in Academic and Other Process University Policies. ED722 Interface Design ED7703 Student Development, Challenges ED7503 Instructional Media Tools Eighteen Required and Successes Courses + Lab 72 quarter credits ED846 * Instructional Design for Distance ED7711 Course Design and Development Learning Core courses: ED7712 Classroom Assessment in Education ED724 Project Management for Multimedia ED8004 Societal and Cultural Change ED7713 Student Advising and Retention Development ED8005 Doctoral Learner Success Lab ED7716 Faculty Leadership ED7505 Evaluation and Assessment of (non-credit) ED8111 The Historical and Social Instructional Design ED8113 Advanced Study in Research Methods Foundations of Education ED7819 Grantsmanship * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 73
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PhD Specializations, continued Specialization courses (suggested sequence as Professional Studies in Education Master of Science (MS) follows): The PhD with a specialization in professional ED7631 Introduction to Training and Specializations Performance Systems studies in education is designed for experienced ED7641 Needs Assessment: Models and career professionals such as licensed K-12
Advanced Classroom Instruction SCHOOL OF EDUCATION Procedures teachers, teachers in alternative programs, and Learners in the master’s specialization in advanced ED7662 Designing Training and Performance adult educators in health care, the military, public Solutions and private institutions, and government classroom instruction will demonstrate the research-based knowledge, skills, and attitudes ED7672 Delivery Systems for Training and agencies. This specialization provides optimal Performance Improvement opportunity to construct a program of study that of exceptional elementary and secondary ED7652 Evaluating Training and Performance meets the unique needs of a diverse group of classroom teachers. The curriculum is aligned Improvement Systems teachers who wish to excel in leadership as with nationally recognized teaching standards ED7674 Managing Training and Performance teachers and researchers. The entire doctoral and is designed to prepare learners to produce Improvement experience is designed to help create scholar- significant improvements in student achievement. ED502 Survey of Human Resource practitioners with advanced skills in critical Learners may customize the elective portion of Development Research thinking, problem solving, and research. their programs to meet their educational, ED9984 * Doctoral Comprehensive Examination I personal, professional, and school site needs by Residency Requirement(s): ED9985 * Doctoral Comprehensive Examination II selecting courses from any of the specialization Three one-week residential colloquia sessions courses below. ED9986 * Dissertation Research I related to time and program credit completion. ED9987 * Dissertation Research II See Residential Colloquia in Academic and Other Nine Required Courses + Lab 40 quarter credits ED9988 * Dissertation Research III University Policies. Core courses: ED9989 * Dissertation Research IV Twelve Required ED5007 Foundations of Educational Leadership Choose three from the following courses: Courses + Lab 48 quarter credits (6 quarter credits) ED830 Coaching for High Performance Core courses: ED5005 Master’s Learner Success Lab ED839 International Aspects of Adult Education ED8004 Societal and Cultural Change (non-credit) ED851 Principles of Learning and ED8005 Doctoral Learner Success Lab ED5501 Assessment and Improvement of Instructional Design (non-credit) Instruction ED7210 The Delivery of Distance Education ED8113 Advanced Study in Research Methods ED5500 Standards-Based Curriculum, Instruction, and Assessment ED7673 The Future of Corporate and Technical Specialization courses: Training: Topics and Trends ED5503 Classroom Management Strategies ED7701 Educational Philosophy and Change ED8111 The Historical and Social Foundations ED5504 Strategies for Eliminating the of Education ED815 The Future of Educational Institutions: Achievement Gap Topics and Trends Elective Courses 48 quarter credits ED7700 Learning Theory and the Educational Specialization courses: Choose any graduate course. Process OR ED5541 * Master’s Practicum in Advanced Total 120 quarter credits ED829 Theory and Methods of Educating Adults Classroom Instruction (6 quarter credits) ED7712 Classroom Assessment in In addition, choose at least three specialization Education OR courses from the list below: ED814 Evaluating the Effectiveness of the Educational Process For a focus on elementary classroom instruction the following electives are recommended: ED9984 * Doctoral Comprehensive Examination I ED5515 Action Research for Teacher-Leaders ED9985 * Doctoral Comprehensive Examination II ED5502 Learning Theory and Instructional ED9986 * Dissertation Research I Practice ED9987 * Dissertation Research II ED5516 Adult Learning and Professional ED9988 * Dissertation Research III Development ED9989 * Dissertation Research IV ED5523 Inquiry-Based Curriculum and Resources Eighteen Elective Courses 72 quarter credits for Elementary Science Teachers Choose any graduate course(s). ED5508 Research and Best Practices in Total 120 quarter credits Mathematics Instruction For a focus on secondary classroom instruction the following electives are recommended: ED5515 Action Research for Teacher-Leaders ED5513 Middle-Level Issues ED5528 Technology Skills for the Virtual School Teacher ED5511 Teaching Algebra for Understanding ED5516 Adult Learning and Professional Development
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 74
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Master’s Specializations, continued
For a focus on teacher leadership the following Reading and Literacy Specialization courses: electives are recommended: ED5551 Developing Fluent Readers Capella University’s reading and literacy ED5514 Educational Leadership for Teacher- (3 quarter credits) specialization is offered in partnership with the Leaders ED5552 Teaching Comprehension Strategies ED5515 Action Research for Teacher-Leaders University of California, Irvine Extension. (3 quarter credits) ED5516 Adult Learning and Professional Graduates of this specialization earn a master’s ED5553 Assessment-based Reading Instruction Development degree from Capella University and a reading (3 quarter credits) certificate from UC-Irvine Extension. UC-Irvine ED5554 Socio-cultural Context of Reading For a focus on advanced instruction in science the Extension’s reading certificate is state approved Instruction (3 quarter credits) following electives are recommended: in California and is aligned with nationally ED5555 Foundational Theories in Reading ED5522 The Art of Planning Science Instruction: recognized teaching standards. Instruction (3 quarter credits) Creating the Engaged Science Student Learners in this master’s specialization will ED5556 Reading and Literacy Practicum ED5523 Inquiry-Based Curriculum and Resources (3 quarter credits)+ for Elementary Science Teachers demonstrate and further build the research- based knowledge, skills, and attitudes of ED5557 Reading and Literacy Portfolio Review ED5524 Inquiry-Based Curriculum and Resources (3 quarter credits)+ for Secondary Science Teachers exceptional elementary and secondary teachers. One Elective Course 4 quarter credits ED5526 Student Assessment and Work Analysis in The specialization is designed for licensed K-12 Science Instruction classroom teachers who want to enhance the Choose any 4-credit graduate course. reading skills of their students and to impart best Total 47 quarter credits For a focus on advanced instruction in mathematics practices and key instructional strategies to the following electives are recommended: peers and others involved in teaching reading. + ED5506 Standards and the K-12 Mathematics ED5556 and ED5557 must be taken concurrently. Capella learners completing the reading and Curriculum literacy specialization are prepared to assess Admission to the reading and literacy ED5507 The Art of Planning Mathematics student reading and provide reading instruction specialization requires learners to complete and Instruction submit the Capella University School of Education ED5508 Research and Best Practices in employing multiple modalities and learning styles Certification of Teacher Licensure form located at Mathematics Instruction based on assessment data as well as to develop, www.capella.edu/aspscripts/schools/ ED5511 Teaching Algebra for Understanding implement, and adapt the reading curriculum TeacherLicensure.pdf. within and across grade levels at the school site. For a focus on virtual school teaching the following The specialization courses present a host of As with all programs involving endorsement, electives are recommended: licensure, or certification, individual states have research-based concepts, demonstrate those varying requirements. Capella University cannot ED5528 Technology Skills for the Virtual concepts in action, and provide opportunities to guarantee that licensure, endorsement, or School Teacher put those concepts into practice. certification will be granted. For this reason, ED5529 Instructional Strategies for the it is important that learners interested in these Virtual School Teacher programs contact the appropriate authorities in ED5530 Assessment Strategies for the Thirteen Required their state. Virtual School Teacher Courses + Lab 43 quarter credits Capella University will seek approval of this new Two Elective Courses 8 quarter credits Core courses: specialization from the states of Alabama, ED5533 Curriculum Mapping: Reflection and ED5007 Foundations of Educational Leadership (6 quarter credits) Arizona, Georgia, Kentucky, Virginia, Washington, Practice (recommended elective for all and Wisconsin. Until such approvals are granted, ED5005 Master’s Learner Success Lab K-12 teachers.) learners are advised that this program is not (non-credit) OR approved in these states and may not qualify Choose any graduate course(s). ED5501 Assessment and Improvement of them for certification or licensure. Learners Instruction (4 quarter credits) Total 48 quarter credits should contact an enrollment counselor for ED5500 Standards-based Curriculum, Instruction, current approval status in these states. and Assessment (4 quarter credits) ED5503 Classroom Management Strategies Admission to the advanced classroom instruction (4 quarter credits) specialization requires learners to complete and ED5504 Strategies for Eliminating the submit the Capella University School of Education Achievement Gap (4 quarter credits) Certification of Teacher Licensure form located at www.capella.edu/aspscripts/schools/ TeacherLicensure.pdf.
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Master’s Specializations, continued
Curriculum and Instruction Leadership in Educational Leadership for Higher Education Learners in the master’s specialization in Administration The master’s specialization in leadership for curriculum and instruction will develop and Learners in the master’s specialization in higher education integrates current, recognized demonstrate the research-based knowledge, leadership in educational administration will theory and best practices with practical skills, and attitudes necessary for effective develop the skills, knowledge, and attitudes application — the basis of Capella's scholar- SCHOOL OF EDUCATION classroom, building, and district-level leadership necessary to successfully meet the rigors and practitioner model — to prepare learners to excel in curriculum and instruction. The specialization is enjoy the rewards of twenty-first century as leaders in community colleges, universities, designed for teachers interested in teaching elementary and secondary principalship. The and other postsecondary, human service, military, improvement initiatives supported by current curriculum prepares learners to meet nationally and religious organizations. theory and research in curriculum design and recognized leadership standards including those Eleven Required instructional models, and assessment strategies of the Interstate School Leaders Licensure Courses + Lab 44 quarter credits focused on increasing student achievement. Consortium (ISLLC) and to have a profound, Core courses: Teachers participate in course discussions and positive impact on student achievement. This ED5004 Societal and Cultural Change activities that provide practical experiences and results-oriented program prepares learners to ED5005 Master’s Learner Success Lab projects that demonstrate innovative and timely translate theory into effective leadership practice. (non-credit) theory, research, and practice. Eleven Required ED5006 Survey of Research Methodology Ten Required Courses + Lab 44 quarter credits Courses + Lab 48 quarter credits Specialization courses: Core courses: Core courses: ED7212 Administration and Leadership of ED5007 Foundations of Educational Leadership ED5007 Foundations of Educational Leadership Distance Education Programs (6 quarter credits) (6 quarter credits) ED7540 Leadership in Higher Education ED5005 Master’s Learner Success Lab ED5005 Master’s Learner Success Lab (non-credit) (non-credit) ED814 Evaluating the Effectiveness of the Educational Process ED5501 Assessment and Improvement of ED5501 Assessment and Improvement of Instruction Instruction ED834 Higher Education and the Law ED5500 Standards-Based Curriculum, Instruction, ED5500 Standards-Based Curriculum, ED837 Funding and Managing Education and Assessment Instruction, and Assessment Enterprises ED5503 Classroom Management Strategies ED5503 Classroom Management Strategies ED840 The Politics of Higher Education ED5504 Strategies for Eliminating the ED5504 Strategies for Eliminating the ED841 The History of Higher Education Achievement Gap Achievement Gap ED855 Higher Education Administration ED5990 * Integrative Project Specialization courses: Specialization courses: One Elective Course 4 quarter credits ED5533 Curriculum Mapping: Reflection and ED 820 Principles of Educational Administration Recommended elective courses: Practice ED822 The Funding of Educational Institutions ED7541 Teacher Supervision and Evaluation ED5534 Instruction and Assessment: ED823 Education and the Law Theory and Practice ED7692 Strategies for Building Online ED5006 Survey of Research Methodology Learning Communities ED5535 Collaboration for the Improvement of ED853 Elementary School Administration OR Curriculum and Instruction ED7703 Student Development Challenges and ED854 Secondary School Administration Successes ED5536 Applying Research to the Improvement ED5900 * Master’s Internship in Educational of Curriculum and Instruction ED7713 Student Advising and Retention Administration (6 quarter credits) ED5540 * Master’s Practicum in Curriculum and ED7819 Grantsmanship Total 48 quarter credits Instruction (6 quarter credits) ED8111 The Historical and Social Foundations One Elective Course 4 quarter credits of Education Recommended elective courses: Admission to the leadership in educational ED815 The Future of Educational Institutions: Topics and Trends ED5537 Emerging Technology and Multimedia administration specialization requires learners for Curriculum and Instruction to complete and submit the Capella University ED818 The Future of Teaching and Learning: School of Education Certification of Teaching Issues for the Educational Leader ED5538 Curriculum and Instruction: Experience form located at ED825 Curriculum Development Program Evaluation www.capella.edu/aspscripts/schools/ OR TeachingExperience.pdf. ED857 Personnel Administration Choose any graduate course. Choose any graduate course(s). Total 48 quarter credits State regulations vary regarding course Total 48 quarter credits requirements for professional licensure. For assistance with state-mandated course Admission to the curriculum and instruction requirements for licensure, contact the specialization requires learners to complete and appropriate school representative. submit the Capella University School of Education Certification of Teacher Licensure form located at Learners seeking state principal licensure should www.capella.edu/aspscripts/schools/ determine their state's requirements TeacherLicensure.pdf. Learners seeking licensure in states that issue a K-12 principal license should take ED853 and ED854.
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Enrollment Management Recommended elective courses: Postsecondary and Adult Education ED7703 Student Development Challenges and Capella University’s enrollment management The master’s specialization in postsecondary and Successes specialization is offered in partnership with Noel- adult education is designed for mid-career ED7713 Student Advising and Retention Levitz, a nationally recognized consulting firm professionals in community college, college, ED841 History of Higher Education specializing in higher education student university, corporate, and other adult education ED7540 Leadership in Higher Education recruitment, financial aid, predictive modeling, environments who wish to enhance their and student retention. Graduates of this ED855 Higher Education Administration teaching skills by integrating current theory and specialization earn a master’s degree from ED834 Higher Education and the Law reflective practice within adult educational Capella University and certification in enrollment ED840 The Politics of Higher Education settings. ED837 Funding and Managing the management—a professional certificate issued by Ten Required Courses + Lab 40 quarter credits Noel-Levitz. Educational Enterprise OR Core courses: Learners in this master’s specialization develop Choose any graduate course(s) ED5004 Societal and Cultural Change the investigative knowledge, abilities, and Total 48 quarter credits ED5005 Master’s Learner Success Lab attributes of outstanding college and university (non-credit) enrollment management professionals. The ED5006 Survey of Research Methodology + Capstone course. curriculum prepares learners to apply best Specialization courses: principles and practices in enrollment Capella University will seek approval of this new management. specialization from the states of Alabama, ED7701 Educational Philosophy and Change Arizona, Georgia, Kentucky, Virginia, Washington, ED8111 The Historical and Social Foundations With specialized course content based on the and Wisconsin. Until such approvals are granted, of Education expertise of Noel-Levitz professionals, this learners are advised that this program is not ED7700 Learning Theory and the Educational specialization provides the latest tools and approved in these states and may not qualify Process strategies for enrollment management. them for certification or licensure. Learners ED829 Theory and Methods of Educating Applicable immediately to real-world higher should contact an enrollment counselor for Adults current approval status. education demands, the specialization’s ED5990 * Integrative Project curriculum focuses on effective enrollment Choose three from the following courses: planning, retention efforts, marketing strategies, ED7590 Critical Thinking in Adult Education technology applications, and strategic planning. ED814 Evaluating the Effectiveness of the Educational Process Eight Required ED828 Intellectual Development and Courses + Lab 32 quarter credits Learning Styles across the Lifespan Core courses: ED836 The Collaborative Nature of Adult ED5004 Societal and Cultural Change Education ED5005 Master’s Learner Success Lab ED838 Teaching and Learning with Diverse (non-credit) Populations ED5006 Survey of Research Methodology Two Elective Courses 8 quarter credits Specialization courses: Recommended elective courses: ED5601 Enrollment Management in Higher ED7580 Theory and Development of Multiple Education Intelligences ED5603 Essentials of Effective Retention in ED7690 Critical Skills for Facilitating Online Higher Education Learning ED5605 Applying Technology to Enrollment ED7692 Strategies for Building Online Management Learning ED5607 Financial Aid and Enrollment ED7703 Student Development, Challenges Management and Successes ED5609 Communications and Marketing in ED7711 Course Design and Development Enrollment Management ED7713 Student Advising and Retention ED5611 Strategic Enrollment Planning+ ED7716 Faculty Leadership Four Elective Courses 16 quarter credits ED815 The Future of Educational Institutions: Topics and Trends Choose any graduate course(s). Total 48 quarter credits
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 77
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Instructional Design for Training and Performance Professional Studies in Education Online Learning Improvement The master’s specialization in professional studies The master’s specialization in instructional design The master’s specialization in training and prepares learners to excel as teachers in a variety for online learning prepares professionals performance improvement is intended for of environments. Included in this specialization is working in educational institutions, corporations, professionals in roles that include training required course work that builds upon previous SCHOOL OF EDUCATION the military, health care, and government specialists, career counselors, instructional knowledge and experience and provides a agencies to achieve a high level of competency designers, sales trainers, adult educators, and foundation upon which a distinctive program of in instructional design in order to advance their performance improvement consultants. Through studies can be positioned. This specialization is careers and serve their organizations. The course courses such as Needs Assessment: Models and designed for teachers who want to focus on work prepares instructional designers to solve Procedures, learners obtain an in-depth teaching and learning as teacher practitioners. real-world problems based on theory and understanding of and ability to apply human Seven Required practice in the field. performance technology in order to improve Courses + Lab 28 quarter credits Ten Required Courses + Lab 40 quarter credits organizational productivity. The curriculum will Core courses: Core courses: also help learners to clarify and define their ED5004 Societal and Cultural Change ED5004 Societal and Cultural Change career purpose and professional strengths. ED5005 Master’s Learner Success Lab ED5005 Master’s Learner Success Lab Frequent interactions with experienced faculty (non-credit) (non-credit) and peer professionals will deepen learners’ ED5006 Survey of Research Methodology ED5006 Survey of Research Methodology grasp of recognized theory and best practices while preparing them for more challenging job Specialization courses: Specialization courses: responsibilities. The curriculum is based on ED7701 Educational Philosophy and Change ED851 Principles of Learning and ASTD’s Human Performance Improvement model. ED8111 The Historical and Social Foundations Instructional Design of Education Ten Required Courses + Lab 40 quarter credits ED815 The Future of Educational Institutions: ED814 Evaluating the Effectiveness of the Core courses: Topics and Trends OR Educational Process OR ED8111 The Historical and Social Foundations ED5004 Societal and Cultural Change ED7712 Classroom Assessment in Education of Education ED5005 Master’s Learner Success Lab ED7700 Learning Theory and the Educational ED5990 * Integrative Project (non-credit) Process OR Choose five from the following courses: ED5006 Survey of Research Methodology ED829 Theory and Methods for Educating Adults ED7210 The Delivery of Distance Education Specialization courses (suggested sequence): ED5990 * Integrative Project ED7211 * Designing Online Instruction ED7631 Introduction to Training and Five Elective Courses 20 quarter credits ED722 Interface Design Performance Systems Choose any graduate course(s). ED7503 Instructional Media Tools (prerequisite for specialization) Total 48 quarter credits ED724 Project Management for Multimedia ED7641 Needs Assessment: Models and Development Procedures ED7505 * Evaluation and Assessment of ED7662 Designing Training and Performance Instructional Design Solutions ED846 * Instructional Design for Distance ED7672 Delivery Systems for Training and Learning Performance Improvement Two Elective Courses 8 quarter credits ED7652 Evaluating Training and Performance Choose any graduate course(s). Improvement Systems Total 48 quarter credits ED7674 Managing Training and Performance Improvement ED5990 * Integrative Project Choose one from the following: ED502 Survey of Human Resource Development Research ED7210 The Delivery of Distance Education ED7673 The Future of Corporate and Technical Training: Issues and Trends ED828 Intellectual Development and Learning Styles Across the Lifespan ED830 Coaching for High Performance Two Elective Courses 8 quarter credits Choose any graduate course(s). Total 48 quarter credits
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 78
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School of Education Degree Programs, continued
Certificate Learners who wish to add endorsements to an existing license must do additional field work.
To expand an elementary or secondary license to Leadership in Educational K-12, learners need to complete a second 200- Administration Post-master’s hour internship. To add a principal endorsement Certificate to a superintendent endorsement in Minnesota (or vice versa), the internship is 320 hours (MR, This post-master’s certificate is designed 3512.0200, Subp. 3.). exclusively for learners with three years licensed teaching experience seeking principal and/or For principal licensure in Minnesota, learners completing ED8921 and ED8922 must include superintendent licensure in Minnesota. The 320 hours of supervised field experience. course work, internship, and residential colloquia deliver Minnesota’s 21 principal and eight For superintendent licensure in Minnesota, superintendent competencies to prepare learners learners completing ED8923 and ED8924 must include 320 hours of supervised field experience. to qualify for licensure and to succeed in K-12 administration. Learners seeking licensure in states not requiring State regulations vary regarding course an internship may petition the faculty director for permission to replace the internship with an requirements for professional licensure. elective. For assistance with state-mandated course requirements for licensure, contact the Admission to the leadership in educational appropriate school representative. administration specialization requires learners to complete and submit the Capella University Residency Requirement(s): School of Education Certification of Teaching One one-week colloquium session (Track I). Experience form located at www.capella.edu/ Twelve Required aspscripts/schools /TeachingExperience.pdf. Courses + Lab 48 quarter credits ED8004 Societal and Cultural Change ED8005 Doctoral Learner Success Lab (non-credit) ED8113 Advanced Study in Research Methods OR ED814 Evaluating the Effectiveness of the Educational Process ED820 The Principles of Educational Administration ED822 The Funding of Educational Institutions ED823 Education and the Law ED825 Curriculum Development ED8910 The Minnesota Superintendency ED8911 The Minnesota K-12 Principalship ED8111 The Historical and Social Foundations of Education ED7541 Teacher Supervision and Evaluation Choose one internship sequence: ED7901 Internship in Minnesota Educational Administration I AND ED7902 * Internship in Minnesota Educational Administration II OR ED7903 Internship in the Minnesota Superintendency I AND ED7904 * Internship in the Minnesota Superintendency II Total 48 quarter credits
Learners who have completed this post-master’s certificate may transfer up to 48 master’s degree credits and 48 post-master’s certificate credits into the Capella doctoral program in leadership in educational leadership. Learners who transfer the maximum 96 credits will be required to complete, at a minimum, two additional residential colloquia and all comprehensive examination and dissertation courses. Learners who elected ED814 in their certificate program will also be required to take ED8113 to complete the doctoral program. * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 79
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School of Human Services
From the Executive Director As one of the founding schools at Capella University, the School of Human Services continues to design and offer advanced programs of academic study and real-world preparation needed by today’s professionals.
The school provides graduate study in eight areas of specialization including SCHOOL OF HUMAN SERVICES study in a CACREP-approved mental health counseling master’s degree specialization. Our leading-edge MS and PhD programs are designed to prepare professionals to make an impact on the social problems and issues that confront contemporary society. The challenges faced by our social institutions, communities, organizations, and families are complex. These challenges demand the attention and commitment of professionals who have achieved advanced graduate education. With such dedicated involvement, Pamela Patrick, PhD workable solutions to these complex issues can be found. Executive Director 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 distance education learning environment, which is supportive, stimulating, and sensitive to diversity and multiculturalism. 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 a reality.
Pamela Patrick, PhD Executive Director • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 80
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About the School of Human Services
Mission Statement Professional Licensure and As part of the admission process, Capella The Capella University School of Human Certification University requires all learners in these Services mission is to impact social Capella University offers academic programs to sign an Understanding of the change within specific professional areas programs leading to advanced degrees in Curriculum form in which the learners of practice as well as within American a number of fields for which professional agree that it is their responsibility to social systems. To accomplish this mission, practice requires licensure or certification understand and to comply with licensing the school provides highly relevant by state, local, or professional boards. and certification laws and regulations. graduate education to adult learners in However, because the licensing or Additional information on professional counselor education and contemporary certification standards vary, Capella licensure and certification can be found areas of professional human service University makes no representation, on iGuide. delivery. Graduates of the School of warranty, or guarantee that successful Human Services degree programs completion of the course of study will implement this mission by applying permit the learner to obtain licensure or academic knowledge and expertise in a certification. Learners who enroll in a variety of institutional, agency, Capella University degree program in a community, and educational settings. field for which professional practice requires any type of licensure or Degree Programs certification, are solely responsible for Doctor of Philosophy (PhD) determining and complying with state, The Capella University School of Human local, or professional licensure and Services Doctor of Philosophy degree certification requirements. These program mission is based on the scholar- learners are also responsible for taking practitioner model that guides graduates the steps necessary to satisfy those in the acquisition and application of requirements. advanced theory, research, critical thinking, and leadership competencies necessary to affect social change. SPECIALIZATIONS OFFERED IN THE SCHOOL OF HUMAN SERVICES Master of Science (MS) Specializations Degrees and Certificates The Capella University School of Human General Human Services PhD, MS Services Master of Science degree Criminal Justice PhD, MS, Certificate program mission is to prepare graduates Counseling Studies PhD, MS to assume positions as agents of social Health Care Administration PhD, MS, Certificate change and leadership as they enter the Management of Nonprofit Agencies PhD, MS, Certificate profession or discipline. Marital, Couple, and Family Counseling/Therapy MS Mental Health Counseling MS Certificates Social and Community Services PhD, MS, Certificate The Capella University School of Human Addictions Counseling Certificate Services certificate program mission is to Diversity Studies Certificate provide concentrated, discipline-specific Marriage and Family Services Certificate knowledge that is directly applicable to Professional Counseling Certificate human services professionals. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 81
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School of Human Services Degree Programs
Doctor of Philosophy (PhD) Criminal Justice Counseling Studies Specializations The specialization in criminal justice prepares The specialization in counseling studies offers professionals to understand and effectively doctoral preparation for human services address the complex issues surrounding criminal professionals who seek career advancement General Human Services behavior, prevention, intervention programming, within the counseling professions. The counseling The specialization in general human services and development of public policy strategies at studies specialization is ideal for licensed
provides optimal opportunity to construct a the community, state, and national levels. counseling professionals and those who seek SCHOOL OF HUMAN SERVICES program of study that meets the needs of the Designed for professionals with a master’s positions in educational, consultative, and human services professional. Included in this degree in human services, psychology, or a leadership roles in agency, institutional, public, specialization is required course work that related social sciences field, the PhD with a or private human services settings. This provides a foundation upon which a distinctive specialization in criminal justice is ideal for specialization is not designed to meet licensure program of study can be positioned. Emphasis is learners who desire advanced study and research requirements for the counseling professions. on the acquisition of advanced academic skill sets in the field and wish to advance their careers to Residency Requirement(s): and competencies that prepare the graduate to academic, supervisory, or administrative levels. Three one-week residential colloquia sessions teach, consult, and contribute to diverse Graduates are prepared for leadership, research, related to time and program credit completion. professions and disciplines. and consulting positions that will impact systems See Residential Colloquia in Academic and Other University Policies. Residency Requirement(s): of criminal justice. Twenty-three Required Three one-week residential colloquia sessions Residency Requirement(s): Courses + Lab 92 quarter credits related to time and program credit completion. Three one-week residential colloquia sessions See Residential Colloquia in Academic and Other related to time and program credit completion. Core courses: University Policies. See Residential Colloquia in Academic and Other HS8004 Advanced Research in Adult Sixteen Required University Policies. Development and Behavior Courses + Lab 64 quarter credits Twenty-three Required HS8005 Doctoral Learner Success Lab HS8004 Advanced Research in Adult Courses + Lab 92 quarter credits (non-credit) Development and Behavior Core courses: HS831 Psychopathology: Assessment and HS8005 Doctoral Learner Success Lab HS8004 Advanced Research in Adult Treatment (non-credit) Development and Behavior HS839 Theories of Psychotherapy HS815 Professional and Scientific Ethics HS8005 Doctoral Learner Success Lab HS879 Life Planning and Career Development HS817 Social Systems (non-credit) HS8106 Epistemology of Practice Knowledge HS818 Scope of Human Services HS864 Contemporary Issues in Compulsive HS8100 * Fundamentals of Social Science Research HS8300 Diversity in the Workplace and Addictive Behavior Treatment HS8111 * Quantitative Research Methods in the HS8106 Epistemology of Practice Knowledge HS8106 Epistemology of Practice Knowledge Human Services HS8100 * Fundamentals of Social Science Research HS8100 * Fundamentals of Social Science HS8112 * Advanced Qualitative Research Methods Research HS8111 * Quantitative Research Methods in the HS8113 * Advanced Study in Research Methods Human Services HS8111 * Quantitative Research Methods in the Human Services Specialization courses: HS8112 * Advanced Qualitative Research Methods HS8112 * Advanced Qualitative Research Methods HS825 Human Sexuality HS8113 * Advanced Study in Research Methods HS8113 * Advanced Study in Research Methods HS841 Group Counseling and Psychotherapy HS9984 * Doctoral Comprehensive Examination I HS845 Grief and Bereavement Counseling HS9985 * Doctoral Comprehensive Examination II Specialization courses: HS854 Child and Adolescent Counseling HS9986 * Dissertation Research I HS8210 Issues in Police-Community Relations HS858 Mental Health and Aging HS9987 * Dissertation Research II HS8370 The Criminal Mind HS864 Contemporary Issues in Compulsive HS9988 * Dissertation Research III HS8371 Race/Culture in Criminal Justice and Addictive Behaviors HS9989 * Dissertation Research IV HS8372 Criminal Behavior: A Sociological Primus HS878 Family in the Social Context Fourteen Elective Courses 56 quarter credits HS8373 Understanding Criminology HS8501 Contemporary Issues in Counseling Choose any graduate course(s). HS8374 Current Research on Violent Behavior Studies Total 120 quarter credits HS8375 Deviance: The Interactionist Perspective HS9984 * Doctoral Comprehensive Examination I HS8376 Correlates of Crime HS9985 * Doctoral Comprehensive Examination II HS8377 The Penal System: Its Role in the HS9986 * Dissertation Research I U.S. Society HS9987 * Dissertation Research II HS847 Applied/Clinical Sociology Services HS9988 * Dissertation Research III HS9984 * Doctoral Comprehensive Examination I HS9989 * Dissertation Research IV HS9985 * Doctoral Comprehensive Examination II Seven Elective Courses 28 quarter credits HS9986 * Dissertation Research I Choose any graduate course(s). HS9987 * Dissertation Research II Total 120 quarter credits HS9988 * Dissertation Research III HS9989 * Dissertation Research IV Seven Elective Courses 28 quarter credits Choose any graduate course(s). Total 120 quarter credits
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 82
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School of Human Services Degree Programs, continued
PhD Specializations, continued
Health Care Administration Management of Nonprofit Agencies Social and Community Services The specialization in health care administration The specialization in management of nonprofit The specialization in social and community includes advanced course work and research that agencies is designed for professionals with a services is designed for individuals who have a is based on the scholar-practitioner model master’s degree in human services, counseling, master’s degree in sociology, social work, or a emphasizing critical analysis of theory, research, business, administration, or related fields. This related field. Learners may be licensed clinical and practice within the health care field. specialization offers advanced study and research social workers or licensed professional counselors Designed for experienced professionals with a learning experiences necessary to effectively lead who wish to teach, pursue advanced research, master’s degree in health care services, business, nonprofit agencies. Included in this specialization administer programs, or supervise clinicians. public administration, or a related field, this PhD is course work that addresses contemporary This specialization provides advanced study of specialization is ideal for learners who seek issues impacting the nonprofit agency such as contemporary issues impacting social work and doctoral preparation for roles as researchers, financial management, marketing, public policy, community services as well as preparation to educators, administrators, or consultants. advocacy, and human resource management. assume leadership roles as social change agents Residency Requirement(s): Graduates of this program are prepared to at community, state, and national levels. Three one-week residential colloquia sessions assume leadership positions within nonprofit Additionally, graduates are prepared to teach, related to time and program credit completion. agencies, serve as consultants, and fulfill roles as engage in research, and provide consultation See Residential Colloquia in Academic and Other educators. services within the field. This specialization is not University Policies. Residency Requirement(s): designed to meet licensure requirements for the Twenty-three Required Three one-week residential colloquia sessions social work professions. Courses + Lab 92 quarter credits related to time and program credit completion. Residency Requirement(s): Core courses: See Residential Colloquia in Academic and Other Three one-week residential colloquia sessions HS8004 Advanced Research in Adult University Policies. related to time and program credit completion. Development and Behavior Twenty-three Required See Residential Colloquia in Academic and Other HS8005 Doctoral Learner Success Lab Courses + Lab 92 quarter credits University Policies. (non-credit) Core courses: Twenty-two Required HS8106 Epistemology of Practice Knowledge HS8004 Advanced Research in Adult Courses + Lab 88 quarter credits HS8100 * Fundamentals of Social Science Research Development and Behavior Core courses: HS8111* Quantitative Research Methods in the HS8005 Doctoral Learner Success Lab HS8004 Advanced Research in Adult Human Services (non-credit) Development and Behavior HS8112 * Advanced Qualitative Research Methods HS8106 Epistemology of Practice Knowledge HS8005 Doctoral Learner Success Lab HS8113 * Advanced Study in Research Methods HS8100 * Fundamentals of Social Science Research (non-credit) HS8111 * Quantitative Research Methods in the HS815 Professional and Scientific Ethics Specialization courses: Human Services HS8300 Diversity in the Workplace HS8114 Operations in Health Care Systems HS8112 * Advanced Qualitative Research Methods HS8106 Epistemology of Practice Knowledge HS8115 Managing Human Capital in Health HS8113 * Advanced Study in Research Methods HS8100 * Fundamentals of Social Science Research Care Environments HS8111 * Quantitative Research Methods in the HS8116 Financial Analysis in Health Care Systems Specialization courses: Human Services HS8117 Strategic Management of Health Care HS893 Management of Human Service Agencies HS8112 * Advanced Qualitative Research Methods Reimbursement Systems HS889 Role and Function of Boards and CEOs HS8113 * Advanced Study in Research Methods HS8118 Health Policies Analysis and Strategy HS8107 Marketing and Public Relations for HS8502 Health Care Strategic Planning and Non-Profits Specialization courses: Management HS8108 Financial Analysis and Reporting for HS8101 Social Change and Public Policy HS8503 Health Systems Analysis and Evaluation Nonprofit Executives HS813 Social Influences of Behavior HS8504 Law and Health Care Administration HS8109 Nonprofit Public Policy and Advocacy HS845 Grief and Bereavement HS8505 Ethics and Decision Making in HS7501 Fundraising Strategies for Nonprofit HS847 Applied/Clinical Sociology Services Health Care Organizations HS853 Prevention and Causes of Child Abuse HS8506 Leading Organizational Change in HS7502 Grant Proposal Development and Health Care Systems Administration HS876 Methods of Family Research HS7500 Quality Improvement and Organizational HS8508 Ethics for Nonprofit Executives HS8102 History of Social Welfare Performance in Health Care HS8509 Law and Nonprofit Organizations HS8103 Principles and Practice of Social Work HS9984 * Doctoral Comprehensive Examination I HS8511 Resource Management in Nonprofit HS9984 * Doctoral Comprehensive Examination I HS9985 * Doctoral Comprehensive Examination II Organizations HS9985 * Doctoral Comprehensive Examination II HS9986 * Dissertation Research I HS8512 Organizational Assessment and Program HS9986 * Dissertation Research I HS9987 * Dissertation Research II Evaluation in Nonprofit Organizations HS9987 * Dissertation Research II HS9988 * Dissertation Research III HS9984 * Doctoral Comprehensive Examination I HS9988 * Dissertation Research III HS9989 * Dissertation Research IV HS9985 * Doctoral Comprehensive Examination II HS9989 * Dissertation Research IV Seven Elective Courses 28 quarter credits HS9986 * Dissertation Research I Eight Elective Courses 32 quarter credits Choose any graduate course(s). HS9987 * Dissertation Research II Choose any graduate course(s). Total 120 quarter credits HS9988 * Dissertation Research III Total 120 quarter credits HS9989 * Dissertation Research IV Seven Elective Courses 28 quarter credits Choose any graduate course(s). Total 120 quarter credits
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 83
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Master of Science (MS) HS8212 History of the Juvenile Criminal Specialization courses: Specializations Justice System HS880 Contexts and Models of Health HS827 Juvenile Delinquency HS885 Managed Care and Health Services HS883 Adult Criminal Justice System HS886 Health Care Communication: General Human Services Three Elective Courses 12 quarter credits Providers and Receivers The specialization in general human services is Choose any graduate course(s). HS8801 Health Care and the Law designed for professionals seeking advanced Total 48 quarter credits
HS5100 Health Care Management SCHOOL OF HUMAN SERVICES graduate education in a flexible, inclusive HS5101 Health Care Finance academic curriculum. Included in this HS5990 * Integrative Project specialization is required course work that Counseling Studies Three Elective Courses 12 quarter credits provides a foundation upon which a distinctive Choose any graduate course(s). program of study can be positioned. Learners are The specialization in counseling studies is Total 48 quarter credits provided the maximum level of elective courses designed for professionals in the counseling, so that course selection may be based on psychology, or sociology fields who wish to personal areas of interest, unique professional advance in their field, and for those wishing to areas of concentration, and traditional as well as enter the human services profession. Graduates contemporary areas of study and research within with this specialization pursue career Management of Nonprofit Agencies the human services field. opportunities in public or private human services The specialization in management of nonprofit settings or continue into the doctoral program. Seven Required agencies is designed for professionals including The counseling studies specialization is not Courses + Lab 28 quarter credits mental health workers, social service workers, designed to meet licensure requirements for the HS5004 Survey of Research in Human health care professionals, employment specialists, Development and Behavior counseling professions. and case workers who wish to move into HS5005 Master’s Learner Success Lab Ten Required Courses + Lab 40 quarter credits administrative or supervisory positions. Included (non-credit) Core courses: in this specialization is course work that addresses HS5006 Survey of Research Methodology HS5004 Survey of Research in Human contemporary issues impacting the nonprofit HS5990 * Integrative Project Development and Behavior agency such as financial management, grant HS815 Professional and Scientific Ethics HS5005 Master’s Learner Success Lab writing, advocacy, and human resource HS817 Social Systems (non-credit) management. This specialization prepares HS818 Scope of Human Services HS815 Professional and Scientific Ethics graduates to assume leadership roles in HS834 Ethnic and Cultural Awareness HS818 Scope of Human Services nonprofit agencies. HS834 Ethnic and Cultural Awareness Five Elective Courses 20 quarter credits Nine Required Courses + Lab 36 quarter credits HS5006 Survey of Research Methodology Choose any graduate course(s). Core courses: HS5004 Survey of Research in Human Total 48 quarter credits Specialization courses: Development and Behavior HS814 Theories of Personality HS5005 Master’s Learner Success Lab HS821 Mental Health Counseling (non-credit) HS837 Counseling and Guidance in HS817 Social Systems Criminal Justice Diverse Populations HS8300 Diversity in the Workplace HS5108 Foundations of Addictive and The specialization in criminal justice prepares HS5006 Survey of Research Methodology professionals to understand and effectively Compulsive Behavior address the complex issues surrounding criminal HS5990 * Integrative Project Specialization courses: behavior. This specialization is designed for Two Elective Courses 8 quarter credits HS5102 Nonprofit Organization and caseworkers, probation and parole officers, Choose any graduate course(s). Management juvenile specialists, law enforcement Total 48 quarter credits HS5103 Strategic Planning for Nonprofit professionals, and federal government agents Organizations who wish to advance their careers in corrections, HS5104 Accounting and Economics for Nonprofit Management criminal justice or the judicial system. The Health Care Administration criminal justice course work emphasizes HS5105 Human Resources and Volunteer Management in Nonprofits acquisition of knowledge, leadership, and The specialization in health care administration HS5990 * Integrative Project research that prepares professionals to impact prepares health care professionals including social change. administrators, nurses, analysts, care givers, and Three Elective Courses 12 quarter credits researchers to successfully manage and lead Choose any graduate course(s). Nine Required Courses + Lab 36 quarter credits health care organizations. The health care Total 48 quarter credits Core courses: administration specialization focuses on the HS5004 Survey of Research in Human mastery of fundamental health care knowledge Development and Behavior needed to serve as change agents and to HS5005 Master’s Learner Success Lab strengthen the delivery of services to consumers. (non-credit) HS834 Ethnic and Cultural Awareness Nine Required Courses + Lab 36 quarter credits HS5006 Survey of Research Methodology Core courses: HS5004 Survey of Research in Human Specialization courses: Development and Behavior HS5990 * Integrative Project HS5005 Master’s Learner Success Lab HS8101 Social Change and Public Policy (non-credit) HS5006 Survey of Research Methodology HS8211 Practice of Probation, Parole and * Denotes courses that have required prerequisite(s). Community Corrections Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 84
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School of Human Services Degree Programs, continued
Master’s Specializations, continued
Social and Community Services Marital, Couple, and Family Specialization courses: HS879 Life Planning and Career Development The specialization in social and community Counseling/Therapy HS854 Child and Adolescent Counseling services is designed for entry-level professionals The mission of the marital, couple, and family HS872 Marriage and Marital Therapy in the human services field who wish to advance counseling/therapy specialization is to prepare HS877 Family Therapy Theory and Methods their careers. Graduates of this specialization are adult learners to assume positions as marital, HS5990 * Integrative Project prepared to assume leadership roles in social and couple, and family counselors/therapists in community service agencies in both private and agency, community, and private practice settings. One Elective Course 4 quarter credits publicly funded agencies and organizations. This Learners receive family systems and life-cycle Choose one from the following courses: specialization is not designed to meet licensure dynamics academic preparation and clinical HS876 Methods of Family Research requirements for the social work professions. training designed to instill high standards for HS869 Families, Systems, and Health Care professional practice based on established HS871 Marriage and Family Systems Nine Required Courses + Lab 36 quarter credits counselor ethics standards and sensitivity to the HS825 Human Sexuality Core courses: complex family systems needs of a multicultural HS5108 Foundations of Addictive and HS5004 Survey of Research in Human and ethnically diverse society. Compulsive Behavior HS849 Health Advocacy and the Community Development and Behavior The primary goal is to develop the ability to apply HS5005 Master’s Learner Success Lab systems-based counseling theory to services and HS883 Adult Criminal Justice System (non-credit) to integrate wellness theory, as well as research, HS8212 History of the Juvenile Criminal Justice System HS818 Scope of Human Services into the contemporary practice of relationship- HS881 Health in the Workplace HS834 Ethnic and Cultural Awareness building with families and couples. HS5006 Survey of Research Methodology HS8300 Diversity in the Workplace This specialization contains course work and PSY8420 Multicultural Issues in Addiction clinical experience; see Clinical Experience. Specialization courses: PSY7230 Adolescent Psychology HS8101 Social Change and Public Policy Residency Requirement(s): Total 92 quarter credits HS8102 History of Social Welfare Two 10-day residencies (HS-R5900, HS-R5901). HS823 Philosophy of Social Work Twenty-two Required HS836 Utilization of Community Resources Courses + Lab 88 quarter credits Capella University does not, and cannot, guarantee licensure. These programs are intended to prepare Core courses: HS5990 * Integrative Project learners to sit for their state's licensure exam. Three Elective Courses 12 quarter credits HS5004 Survey of Research in Human Attainment of state license is the learner's Choose any graduate course(s). Development and Behavior responsibility. Each learner must determine the requirements of each state in which the learner Total 48 quarter credits HS5005 Master’s Learner Success Lab (non-credit) seeks to be licensed and is responsible for HS5006 Survey of Research Methodology compliance with those requirements. HS5107 Principles of Psychopathology: State regulations vary regarding course requirements Diagnosis and Treatment for professional licensure. For assistance with HS5106 Assessment, Tests, and Measures state-mandated course requirements for licensure, HS814 Theories of Personality contact the appropriate school representative. HS815 Professional and Scientific Ethics HS821 Mental Health Counseling HS834 Ethnic and Cultural Awareness HS839 Theories of Psychotherapy HS841 Group Counseling and Psychotherapy HS852 Personal Growth Seminar
All academic courses listed below are 12-week online courses. Each includes specific residency days or field experience. Learners must complete prerequisites and residency or field training requirements to be eligible to complete each course in the sequence. HS5900 * Counselor Education Pre-Practicum Course I HS-R5900 * Counselor Education Pre-Practicum Laboratory I HS5901 * Counselor Education Pre-Practicum Course II HS-R5901 * Counselor Education Pre-Practicum Laboratory II HS9002 * Clinical Practicum (4 quarter credits plus 100 hours field experience) HS9031 * Clinical Internship I (4 quarter credits plus 300 hours field experience) HS9032 * Clinical Internship II (4 quarter credits plus 300 hours field experience) HS9033 * Clinical Internship III (4 quarter credits plus 300 hours field experience) * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 85
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Master’s Specializations, continued Mental Health Counseling Specialization courses: Clinical Experience HS879 Life Planning and Career Development The mission of this CACREP-approved mental Master of Science learners enrolled in the mental health counseling specialization is to prepare HS5108 Foundations of Addictive and health counseling and marital, couple, and family Compulsive Behavior adult learners to assume positions as mental counseling/therapy specializations complete HS849 Health Advocacy in the Community health counselors in institutional, community, and clinical courses as a requirement of their HS871 Marriage and Family Systems private practice settings. Learners receive academic specialization. The clinical experience consists HS5990 * Integrative Project preparation and clinical training designed to of online courses and supervised laboratory SCHOOL OF HUMAN SERVICES instill high standards for professional practice One Elective Course 4 quarter credits practice/client interactions as follows: Choose one from the following courses: based on established ethical standards for The Clinical Laboratories are online HS876 Methods of Family Research counselors and sensitivity to the complex mental courses combined with corresponding HS877 Family Therapy Theory and Methods health needs of a multicultural and ethnically two 10-day pre-practicum residencies diverse society. HS869 Families, Systems, and Health Care (60 contact hours each). The residencies The primary goal is to develop the ability to HS854 Child and Adolescent Counseling provide clinical skills development apply varied mental health theoretical HS872 Marriage and Marital Therapy coordinated with an online course. HS825 Human Sexuality approaches and integrate wellness theory, as well The Practicum (HS9002) is an online HS883 Adult Criminal Justice System as research, into the contemporary practice of course and 100-hour clinical experience. HS8212 History of the Juvenile Criminal mental health assessment and treatment services Skills learned and practiced in the clinical Justice System for individuals, groups, and families. This residencies are applied in a mental health HS881 Health in the Workplace specialization contains course work and clinical setting where the practicum is completed. experience; see Clinical Experience. HS8300 Diversity in the Workplace The Clinical Internship (HS9031, Residency Requirement(s): PSY8420 Multicultural Issues in Addiction PSY7230 Adolescent Psychology HS9032, and HS9033) consists of three Two 10-day residencies (HS-R5900, HS-R5901). online courses that accompany the Total 92 quarter credits Twenty-two Required internship. Each internship experience has Courses + Lab 88 quarter credits a 300-hour hands-on learning experience Core Courses: Capella University does not, and cannot, at an agency/program that provides HS5004 Survey of Research in Human guarantee licensure. These programs are intended agreed-upon clinical learning experiences to prepare learners to sit for their state's licensure Development and Behavior as an intensive field experience. The exam. Attainment of state license is the learner's HS5005 Master’s Learner Success Lab internship represents a significant time of (non-credit) responsibility. Each learner must determine the requirements of each state in which the learner learning and applying clinical proficiencies HS5006 Survey of Research Methodology seeks to be licensed and is responsible for that is critical to the provision of mental HS5107 Principles of Psychopathology: compliance with those requirements. health counseling, and marital, couple, Diagnosis and Treatment and family counseling/therapy services. HS5106 Assessment, Tests, and Measures State regulations vary regarding course requirements HS814 Theories of Personality for professional licensure. For assistance with Learners should consult the School of Human state-mandated course requirements for licensure, Services clinical manual for details about the HS815 Professional and Scientific Ethics contact the appropriate school representative. HS821 Mental Health Counseling clinical experience. HS834 Ethnic and Cultural Awareness HS839 Theories of Psychotherapy HS841 Group Counseling and Psychotherapy HS852 Personal Growth Seminar
All academic courses listed below are 12-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. HS5900 * Counselor Education Pre-Practicum Course I HS-R5900 * Counselor Education Pre-Practicum Laboratory I HS5901 * Counselor Education Pre-Practicum Course II HS-R5901 * Counselor Education Pre-Practicum Laboratory II HS9002 * Clinical Practicum (4 quarter credits plus 100 hours field experience) HS9031 * Clinical Internship I (4 quarter credits plus 300 hours field experience) HS9032 * Clinical Internship II (4 quarter credits plus 300 hours field experience) HS9033 * Clinical Internship III (4 quarter credits plus 300 hours field experience)
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 86
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School of Human Services Degree Programs, continued
Certificates Health Care Administration Professional Counseling The certificate in health care administration is The certificate in professional counseling is designed designed for professionals who want to increase for professionals who want to develop knowledge of assessment and treatment of mental health issues. Addictions Counseling their knowledge in the social, philosophical, The certificate in addictions counseling is economic, and administrative aspects of health Four Required Courses 16 quarter credits designed for professionals in agencies or in care administration, including managed care and HS814 Theories of Personality private practice who want to build their workplace health. HS815 Professional and Scientific Ethics HS821 Mental Health Counseling knowledge related to substance abuse, Four Required Courses 16 quarter credits HS5107 Principles of Psychopathology: addictions, and compulsive behaviors. HS869 Families, Systems, and Health Care Diagnosis and Treatment Four Required Courses 16 quarter credits HS880 Contexts and Models of Health Total 16 quarter credits HS864 Contemporary Issues in Compulsive HS881 Health in the Workplace and Addictive Behavior Treatment HS885 Managed Care and Health Services HS865 Group Therapy and Compulsive and Total 16 quarter credits Addictive Behavior Social and Community Services HS866 Compulsive Behavior and Disturbance The certificate in social and community services is of the Self designed for professionals who desire greater HS867 Intervention with Compulsive and Management of Nonprofit Agencies knowledge in the fundamentals of social and Addictive Behaviors The certificate in management of nonprofit community services. Total 16 quarter credits agencies provides professionals with a Four Required Courses 16 quarter credits foundation of knowledge required to manage HS823 Philosophy of Social Work nonprofit agencies today. The certificate Criminal Justice HS836 Utilization of Community Resources addresses leadership issues, organizational HS847 Applied/Clinical Sociology The certificate in criminal justice is designed for behavior, and financial management. HS878 The Family in Social Context professionals who want to increase their Four Required Courses 16 quarter credits Total 16 quarter credits knowledge in human services as it relates to the HS889 Role and Function of Boards and CEOs criminal justice system. The certificate addresses HS5103 Strategic Planning for Nonprofit key issues and concepts in juvenile delinquency, Organizations the juvenile and adult criminal justice system, and HS5102 Nonprofit Organization and forensic counseling. Management Four Required Courses 16 quarter credits HS7502 Grant Proposal Development and HS827 Juvenile Delinquency Administration HS883 Adult Criminal Justice System Total 16 quarter credits HS8211 Practices of Probation, Parole and Community Corrections Marriage and Family Services HS8212 History of the Juvenile Criminal Justice System The certificate in marriage and family services is Total 16 quarter credits designed for human services professionals and therapists who want to increase their knowledge of marital and family therapy. Diversity Studies Four Required Courses 16 quarter credits The certificate in diversity studies is designed for HS871 Marriage and Family Systems professionals who desire greater understanding HS872 Marriage and Marital Therapy of the ethnic, gender, and cultural demographic HS876 Methods of Family Research changes underway that are impacting and will HS877 Family Therapy Theories and Methods continue to impact industry, schools, military, Total 16 quarter credits government, and other sectors of American society. Four Required Courses 16 quarter credits HS5500 Multicultural Issues in Health Care HS834 Ethnic and Cultural Awareness HS8300 Diversity in the Workplace HS837 Counseling and Guidance in Diverse Populations Total 16 quarter credits
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/18/05 3:40 PM Page 87
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Harold Abel School of Psychology
From the Interim Co-Executive Director Welcome to the Harold Abel School of Psychology at Capella University. We have designed programs in psychology to provide you with the educational experience that you want while meeting national standards within the field of organized psychology. Learners may choose to study in the professional track areas of clinical, counseling, or school psychology. Master’s specializations are offered in each
of these areas. The school psychology specialization and specialist certificate HAROLD ABEL SCHOOL OF PSYCHOLOGY are both designed to meet the standards of the National Association of School Psychologists (NASP). Learners can also study for the Doctor of Psychology (PsyD) degree in the areas of clinical psychology or counseling psychology. Capella’s doctoral curriculum has been designed so that the academic areas required of APA-accredited programs are addressed and so that award of the Jody Neuman-Aamlie, PhD, LP PsyD represents a clear recognition that we are committed to training Interim Co-Executive Director practitioner psychologists within a scholar-practitioner model. While no school of psychology can guarantee that its graduates will become licensed psychologists, these programs are intended to prepare learners for that opportunity. Alternatively, learners may choose to study in the academic track specializations of educational, industrial/organizational, sport, and general psychology. Master’s specializations are offered in each of these areas. Learners may also study for the Doctor of Philosophy (PhD) degree with specializations in educational, industrial/organizational, and general psychology. Capella’s psychology degree programs are designed to provide an outstanding education in fields of psychology that play increasingly important roles in our society. The workplace and the classroom are crucial settings in our culture that can benefit greatly from the participation of persons highly educated in psychological principles. These academic track specializations are not intended to provide the necessary educational requirements for a graduate to become licensed as a practitioner psychologist, but will provide the background for individuals to apply psychological principles in many different environments. We at the Harold Abel School of Psychology believe that there is no limit to the range of psychosocial arenas that can benefit from applying psychological principles and raising psychological consciousness. Capella’s flexible online format and supportive learning community are designed to help the learner acquire new skills and competencies while maintaining other commitments. It is a model that is proving effective, often resulting in more interaction between faculty and learners and among learners than usually occurs in the traditional classroom. This educational model is designed to prepare you to think critically, to achieve your professional goals, and to help you make an immediate impact in your world. We are glad to have you join us in the exciting world of Capella University and the Harold Abel School of Psychology.
Jody Neuman-Aamlie, PhD, LP Interim Co-Executive Director • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 88
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About the Harold Abel School of Psychology
Mission Statement psychotherapy, psychological assessment, Certificate The mission of the Harold Abel School of consultation, and supervision. The Harold Abel School of Psychology Psychology is to educate and train adult offers a specialist certificate program in Doctor of Philosophy (PhD) learners to apply psychological principles school psychology that is designed to be The Harold Abel School of Psychology to improve the quality of life. Psychology coupled with the master’s specialization in provides a Doctor of Philosophy (PhD) practitioners provide assistance to school psychology. The master’s and degree to learners in educational, individuals, groups, and families. In specialist certificate in combination are industrial/organizational, and general addition, graduates in all areas of study offered to prepare graduates for psychology. Graduates from these three can apply psychological principles to a certification as a school psychologist. academic tracks will be able to apply wide range of psychosocial environments Obtaining the specialist certificate alone is psychological principles in areas such as such as the workplace, school systems, not equivalent to certification. The term teaching, administration, research, organizations, and communities. The certification refers to the official mandate consultation, coaching, management, school subscribes to a scholar-practitioner awarded by a state regulatory board or and leadership. model of educating psychologists that professional organization to an individual requires learners to apply theoretical and The Doctor of Philosophy (PhD) degree for a specific professional practice. research knowledge to practice. The represents recognition for advanced competency-based educational model is academic preparation focusing on Professional Licensure and Certification taught by skilled psychology professionals research and scholarship in a particular Capella University offers advanced who are qualified to teach at the graduate discipline of study. The research and degrees in a number of fields for which level and are experienced in the scholarship can be used in the practical professional practice requires licensure or application of their knowledge. application of psychological principles and certification by state, local, or professional knowledge in a broad range of areas such boards. However, because licensing or Harold Abel School of Psychology as education, business, public policy, certification standards vary, Capella Degree Programs sports, and social issues. A familiar parallel University makes no representation, Doctor of Psychology (PsyD) example is a microbiologist who holds a warranty, or guarantee that successful The Harold Abel School of Psychology PhD in microbiology and does medical completion of the course of study will provides a Doctor of Psychology (PsyD) research exploring cures for cancer. permit the learner to obtain licensure or certification. Learners who enroll in a degree to learners in clinical psychology Master of Science (MS) Capella University degree program, in a and counseling psychology. Training The master’s degree program in the field for which professional practice requirements are outlined by a specific set Harold Abel School of Psychology is requires any type of licensure or of goals, objectives, and competencies that designed for individuals seeking an certification, are solely responsible for define the practice of professional introduction to the field of psychology. determining and complying with state, psychology. Activities completed in course Master’s learners begin their socialization local, or professional licensure and work, the year-in-residence, and field to the profession through basic certification requirements. These learners training prepare learners for a career foundation courses in psychology and are also responsible for taking the steps as a clinical or counseling psychologist. contact with faculty who are also seasoned necessary to satisfy those requirements. professionals in the field. Some master’s Professional training in these programs Capella University requires all learners in specializations require residency and field emphasizes the ability to form effective these programs to sign an Understanding experiences that provide opportunities to professional relationships, conduct of the Curriculum form as part of the apply knowledge and skills learned in assessments, and implement empirically admission process in which the learners online courses. Those specializations supported interventions as well as provide agree it is their responsibility to without residency requirements focus consultation and supervision. In addition, understand and to comply with licensing more heavily on the academic aspect of the scholar-practitioner model prepares and certification laws and regulations. psychology. The master’s program learners to conduct research and evaluate Additional information on professional prepares learners in several areas of study outcomes of programs and therapeutic licensure and certification can be found to enter a doctoral program. interventions. The highest level of ethical on iGuide. standards and sensitivity to issues of diversity pervades every level of training. SPECIALIZATIONS OFFERED IN THE HAROLD ABEL SCHOOL OF PSYCHOLOGY The Doctor of Psychology (PsyD) degree Professional Track Degrees and Certificates represents advanced preparation for Clinical Psychology PsyD, MS professional practice that requires the Counseling Psychology PsyD, MS incorporation of scientific knowledge and School Psychology MS, Specialist Certificate the use of methods of scientific inquiry in Academic Track the application of psychological General Psychology PhD, MS interventions. These professional activities Industrial/Organizational Psychology PhD, MS include a broad range of services such as Educational Psychology PhD, MS Sport Psychology MS • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 89
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Harold Abel School of Psychology Degree Programs
Doctor of Psychology (PsyD) Specialization courses: Residency Requirement(s): Specializations PSY7320 * Advanced Biological Psychology A year-in-residence; see the following section, PSY8310 Theories of Psychotherapy Academic Residencies, for more details. PSY8315 Research in Psychotherapy and Field Training Requirement(s): Clinical Psychology Empirically Supported Treatments 1,000 total practicum hours and 2,000 pre-doctoral PSY8330 Ethics and Standards of Professional internship hours; see the following section, Field Doctoral learners in clinical psychology typically Practice Training, for more details. plan to seek licensure as professional psychologists PSY8392 * Doctoral Practicum I Twenty-eight Required in their states and therefore need to be familiar PSY8394 * Doctoral Practicum II Courses + Lab 140 quarter credits with the license requirements of their state PSY8401 * Internship I Core courses: psychology boards. Some graduates pursue PSY8402 * Internship II PSY7021 Foundations of Psychology – careers in teaching, research, program Doctoral Learners HAROLD ABEL SCHOOL OF PSYCHOLOGY administration, or consulting. PSY8403 * Internship III PSY8404 * Internship IV PSY7022 Doctoral Learner Success Lab Degree Requirement(s): (non-credit) PSY9984 * Doctoral Comprehensive Examination I • Clinical PsyD learners start their program only in PSY7110 History and Systems of Psychology PSY9985 * Doctoral Comprehensive Examination II the first month of the quarter and complete PSY7210 Lifespan Development PSY9986 * Dissertation Research I PSY7021 and PSY7022 before other courses. PSY7421 Cognitive/Affective Psychology PSY9987 * Dissertation Research II • Up to 15 quarter credits (three courses) may be PSY7520 Social Psychology transferred to the PsyD program. PSY9988 * Dissertation Research III PSY7540 Multicultural Perspectives in • Three academic years of full-time enrollment PSY9989 * Dissertation Research IV Human Behavior (at least nine quarters with 10 or more credits, One Elective Course 5 quarter credits exclusive of the internship), of which two PSY7625 * Advanced Inferential Statistics academic years must be in the Harold Abel Choose from the graduate psychology courses in PSY7656 * Advanced Research Methods the Harold Abel School of Psychology. School of Psychology at Capella University. PSY8220 * Advanced Psychopathology Total 145 quarter credits • PSY8230, PSY8220, PSY8330, PSY8240, PSY7540, PSY8230 * Psychological Testing PSY7656, PSY8315, PSY8371, and their PSY8240 * Advanced Psychological Testing prerequisites must be completed prior to or during the complementary weekend-in-residence. State regulations vary regarding course PSY8371 Strategies of Clinical Supervision (Refer to the manual for general sequencing requirements for professional licensure. For and Consultation guidelines.) assistance with state-mandated course requirements for licensure, contact the Specialization courses: • Full-time enrollment during year-in-residence appropriate school representative. PSY7310 Biological Basis of Behavior (at least 30 credits). PSY8090 Counseling Theories Residency Requirement(s): PSY8093 Professional Standards and Ethics of A year-in-residence; see the following section, Counseling Academic Residencies, for more details. PSY8160 Strategies for Career and Life Planning Field Training Requirement(s): Counseling Psychology PSY8392 * Doctoral Practicum I 1,000 total practicum hours and 2,000 pre-doctoral Doctoral learners in counseling psychology internship hours; see the following section, Field typically intend to seek a license to practice PSY8394 * Doctoral Practicum II Training, for more details. professional psychology and must be familiar PSY8401 * Internship I Twenty-eight Required with the licensure requirements of their state PSY8402 * Internship II Courses + Lab 140 quarter credits psychology boards. Some graduates of this PSY8403 * Internship III Core courses: program choose to apply for licensure as a PSY8404 * Internship IV PSY7021 Foundations of Psychology – professional counselor and therefore need to be PSY9984 * Doctoral Comprehensive Examination I Doctoral Learners familiar with the separate licensure requirements PSY9985 * Doctoral Comprehensive Examination II PSY7022 Doctoral Learner Success Lab in their states. In addition to providing counseling PSY9986 * Dissertation Research I (non-credit) services to individuals and groups, graduates will PSY9987 * Dissertation Research II PSY7110 History and Systems of Psychology be prepared to work with nonprofit organizations PSY9988 * Dissertation Research III PSY7210 Lifespan Development or government agencies, to teach at the PSY9989 * Dissertation Research IV PSY7421 Cognitive/Affective Psychology undergraduate or graduate level, to conduct One Elective Course 5 quarter credits PSY7520 Social Psychology program evaluations, to offer consulting services, Choose from the graduate psychology courses in the PSY7540 Multicultural Perspectives in and to provide supervision of other mental Harold Abel School of Psychology. Human Behavior health professionals. Total 145 quarter credits PSY7625 * Advanced Inferential Statistics Degree Requirement(s): PSY7656 * Advanced Research Methods • Counseling PsyD learners start their program only PSY8220 * Advanced Psychopathology in the first month of the quarter and complete State regulations vary regarding course requirements PSY8230 * Psychological Testing PSY7021 and PSY7022 before other courses. for professional licensure. For assistance with state-mandated course requirements for licensure, PSY8240 * Advanced Psychological Testing • Up to 15 quarter credits (three courses) may be contact the appropriate school representative. PSY8371 Strategies of Clinical Supervision and transferred to the PsyD program. Consultation • Three academic years of full-time enrollment (at least nine quarters with 10 or more credits, exclusive of the internship), of which two academic years must be in the Harold Abel School of Psychology at Capella University. • Complete 30 credits before starting the year-in- residence. • Full-time enrollment during year-in-residence (at least 30 credits). * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 90
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Harold Abel School of Psychology Degree Programs, continued
Doctor of Philosophy (PhD) Industrial/Organizational Psychology Educational Psychology Specializations The specialization in industrial/organizational Doctoral learners in educational psychology psychology is designed for learners interested in will acquire a broad base of knowledge about behavior in the workplace and other organizational teaching, learning, research methods, and data General Psychology settings. Learners in this specialization are analysis. Course content includes development, General psychology is offered to those learners interested in leadership issues, group development, cognition, multicultural, and social perspectives who want a great deal of flexibility in designing organizational change strategies, motivational in human behavior as well as testing and ethical and individualizing their education by selecting and performance enhancement concerns, and standards of professional practice. Learners from a wide range of course offerings. These human resource management (including frequently pursue careers in higher education, degree requirements are not designed for employee support services). Doctoral graduates corporate learning, administration, the military, licensure as a professional psychologist. Learners typically pursue positions as consultants in research, and consulting. These degree in general psychology can concentrate their business, government, and higher education. requirements are not designed for licensure course work in areas such as addictions, family, These degree requirements are not designed for as a professional psychologist. health, and sport psychology or can use their licensure as a professional psychologist. Residency Requirement(s): electives to form an individualized program of Residency Requirement(s): Three one-week residential colloquia; see the studies. Three one-week residential colloquia; see the following section, Academic Residencies, for more Residency Requirement(s): following section, Academic Residencies, for more details. Three one-week residential colloquia; see the details. Twenty Required following section, Academic Residencies, for more Twenty-two Required Courses + Lab 100 quarter credits details. Courses + Lab 110 quarter credits Core courses: Eighteen Required Core courses: PSY7021 Foundations of Psychology – Courses + Lab 90 quarter credits PSY7021 Foundations of Psychology – Doctoral Learners Core courses: Doctoral Learners PSY7022 Doctoral Learner Success Lab PSY7021 Foundations of Psychology – PSY7022 Doctoral Learner Success Lab (non-credit) Doctoral Learners (non-credit) PSY7210 Lifespan Development PSY7022 Doctoral Learner Success Lab PSY7240 Adult Psychology PSY7240 Adult Psychology (non-credit) PSY7421 Cognitive/Affective Psychology PSY7421 Cognitive/Affective Psychology PSY7210 Lifespan Development PSY7520 Social Psychology PSY7520 Social Psychology PSY7421 Cognitive/Affective Psychology PSY7610 Tests and Measurements PSY7540 Multicultural Perspectives in PSY7520 Social Psychology PSY7656 * Advanced Research Methods Human Behavior PSY7540 Multicultural Perspectives in PSY8330 Ethics and Standards of Professional PSY7610 Tests and Measurements Human Behavior Practice PSY7625 * Advanced Inferential Statistics PSY7610 Tests and Measurements PSY7630 Qualitative Analysis Specialization courses: PSY7625 * Advanced Inferential Statistics PSY7656 * Advanced Research Methods PSY7310 Biological Basis of Behavior PSY7630 Qualitative Analysis PSY8330 Ethics and Standards of Professional PSY7530 Group Psychology PSY7656 * Advanced Research Methods Practice PSY7625 * Advanced Inferential Statistics PSY8330 Ethics and Standards of Professional Practice PSY8711 Principles of Industrial/Organizational Specialization courses: Psychology PSY7410 Psychology of Learning Specialization courses: PSY8720 Psychology of Leadership PSY8110 Teaching Psychology PSY7110 History and Systems of Psychology PSY8730 Consultation Psychology PSY8140 Mentoring Psychological Research PSY7510 Psychology of Personality PSY8740 Psychology Practices in Personnel PSY9984 * Doctoral Comprehensive Examination I PSY9984 * Doctoral Comprehensive Examination I and HRM PSY9985 * Doctoral Comprehensive Examination II PSY9985 * Doctoral Comprehensive Examination II PSY8750 Managing Psychological Services PSY9986 * Dissertation Research I PSY9986 * Dissertation Research I PSY8765 * Testing and Assessment in Workplace PSY9987 * Dissertation Research II Psychology PSY9987 * Dissertation Research II PSY9988 * Dissertation Research III PSY9984 * Doctoral Comprehensive Examination I PSY9988 * Dissertation Research III PSY9989 * Dissertation Research IV PSY9985 * Doctoral Comprehensive Examination II PSY9989 * Dissertation Research IV Four Elective Courses 20 quarter credits PSY9986 * Dissertation Research I Six Elective Courses 30 quarter credits Choose from the graduate courses in the Harold PSY9987 * Dissertation Research II Choose from graduate courses, excluding Abel School of Psychology, excluding 8000-level 8000-level psychology testing courses, practicum, PSY9988 * Dissertation Research III testing courses, practicum, and internship. and internship. Note: Courses without a PSY PSY9989 * Dissertation Research IV Total 120 quarter credits designation may be worth fewer than 5 credits; Two Elective Courses 10 quarter credits learners must carefully plan their elective courses to Choose from graduate courses in the Harold Abel ensure that total credit requirements are met. School of Psychology, excluding 8000-level testing Total 120 quarter credits courses, practicum, and internship. Total 120 quarter credits
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 91
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Master of Science (MS) Counseling Psychology School Psychology Specializations Master’s learners admitted to the counseling Master's learners in the school psychology psychology specialization typically intend to specialization are typically interested in practicing pursue a doctoral degree. Some master’s as school psychologists in public and private Clinical Psychology graduates may pursue licensure as psychology settings. Learners who are interested in preparing Master’s learners admitted to the clinical assistants or technicians, and therefore need to to apply for state or national certification as a psychology specialization typically intend to be familiar with these licensure requirements of school psychologist will need to enroll in both pursue a doctoral degree. Some graduates may their state psychology boards. However, these the school psychology master's specialization pursue licensure as psychology assistants or learners will not be eligible for the independent and the specialist certificate in school psychology. technicians, and therefore need to be familiar practice of psychology or counseling, and these Completion of the master’s degree alone does
with these licensure requirements of their state degree requirements do not prepare graduates not adequately prepare learners to be eligible to HAROLD ABEL SCHOOL OF PSYCHOLOGY psychology boards. However, these learners will for licensure as professional counselors or sit for a licensure or certification exam as a school not be eligible for the independent practice of psychologists. psychologist. Learners also need to know their psychology, and these degree requirements do Residency Requirement(s): specific state requirements to ensure these not prepare graduates for licensure as a Three one-week master’s residential colloquia; see programs meet those requirements. professional counselor or psychologist. the following section, Academic Residencies, for Degree Requirement(s): more details. Residency Requirement(s): • Master’s learners are admitted and start the Three one-week master’s residential colloquia; see Field Training Requirement(s): academic program on a quarterly basis. the following section, Academic Residencies, for Minimum of 600 total practicum hours; see the • Up to 15 quarter credits (three courses) may be more details. following section, Field Training, for more details. transferred to the MS program. Field Training Requirement(s): Fourteen Required • Learners must complete the following course Minimum of 600 total practicum hours; see the Courses + Lab 70 quarter credits sequence prior to starting the year-in-residence: following section, Field Training, for more details. Core courses: PSY7011 and 7012 the first quarter; PSY7610 the Thirteen Required PSY7011 Foundations of Psychology – second quarter; PSY8231 the third quarter. Courses + Lab 65 quarter credits Master’s Learners • Successfully pass annual review, which evaluates overall progress and professional development Core courses: PSY7012 Master’s Learner Success Lab while enrolled in MS program. PSY7011 Foundations of Psychology – (non-credit) Master’s Learners PSY7210 Lifespan Development Residency Requirement(s): PSY7012 Master’s Learner Success Lab PSY7542 Ethics and Multicultural Issues School Psychology Year-in-Residence, Part I; see the following section, Academic Residencies, (non-credit) PSY7610 Tests and Measurements for more details. PSY7210 Lifespan Development PSY7620 Inferential Statistics Fourteen Required PSY7542 Ethics and Multicultural Issues PSY7650 Research Methods Courses + Lab 70 quarter credits PSY7610 Tests and Measurements PSY8210 Principles of Psychopathology Core courses: PSY7620 Inferential Statistics PSY8230 * Psychological Testing PSY7011 Foundations of Psychology – PSY7650 Research Methods Master’s Learners Specialization courses: PSY8210 Principles of Psychopathology PSY7012 Master’s Learner Success Lab PSY8230 * Psychological Testing PSY8090 Counseling Theories (non-credit) PSY8091 Group Counseling PSY7210 Lifespan Development Specialization courses: PSY8092 Counseling Skills and Procedures PSY7610 Tests and Measurements PSY7310 Biological Basis of Behavior PSY8391 * Master’s Practicum I PSY7620 Inferential Statistics PSY8312 Clinical Interventions PSY8393 * Master’s Practicum II PSY7650 Research Methods PSY8391 * Master’s Practicum I PSY9150 * Master’s Final Project PSY8393 * Master’s Practicum II Total 70 quarter credits Specialization courses: PSY9150 * Master’s Final Project PSY7225 Child and Adolescent Psychology Total 65 quarter credits PSY7421 Cognitive/Affective Psychology PSY7540 Multicultural Perspectives in Human Behavior PSY7612 * Functional Based Assessment PSY8231 * Psychological Assessments for School Psychologists I PSY8331 Principles of School Psychology PSY8335 Consultation and Collaboration in the Schools PSY8337 Legal and Ethical Issues in the School PSY9150 * Master’s Final Project Total 70 quarter credits
State regulations vary regarding course requirements for professional licensure. For assistance with state-mandated course requirements for licensure, contact the appropriate school representative.
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1. 4/19/05 1:30 PM Page 92
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Harold Abel School of Psychology Degree Programs, continued
Master’s Specializations, continued
Specialist Certificate in General Psychology Specialization courses: PSY7110 History and Systems of Psychology School Psychology This specialization offers learners a great deal of flexibility in designing and personalizing their PSY8711 Principles of Industrial/Organizational This certificate is designed for master’s degree Psychology graduates with a specialization in school education since some individuals enter graduate PSY8720 Psychology of Leadership psychology from Capella University. Those who school uncertain about their professional and PSY8730 Consultation Psychology earn the specialist certificate typically are preparing occupational plans. Learners can choose this course of study as an opportunity to explore the PSY8740 Psychology Practices in Personnel to apply for a license or a certificate to practice as and HRM a school psychologist. The 50 quarter credits curriculum in psychology. These degree PSY9101 * Master’s Integrative Project required for the specialist certificate are intended requirements are not intended to prepare One Elective Course 5 quarter credits to complement the master’s specialization in graduates for licensure as a professional Choose from graduate courses in the Harold Abel school psychology. Therefore, learners who counselor or psychologist. School of Psychology, excluding 8000-level testing complete both the master’s degree and the Residency Requirement(s): None courses, practicum, and internship. (However, specialist certificate in school psychology from Ten Required Courses + Lab 50 quarter credits learners in the industrial/organizational specialization Capella University will have completed 120 PSY7011 Foundations of Psychology – may take PSY8765.) quarter credits of study. Master’s Learners Total 65 quarter credits Degree Requirement(s): PSY7012 Master’s Learner Success Lab • Specialist certificate learners start their program (non-credit) only in the first month of the quarter. PSY7210 Lifespan Development • Completion of master’s degree in school PSY7410 Psychology of Learning Educational Psychology psychology from Capella University. PSY7421 Cognitive/Affective Psychology Learners pursuing this master’s specialization • Learners may not transfer credit into the certificate PSY7520 Social Psychology frequently are planning to teach at the program in order to reduce overall course work PSY7540 Multicultural Perspectives in community college level or work with people in and/or program requirements. Course Human Behavior substitutions may be considered. various levels of lifespan development from early PSY7610 Tests and Measurements • Successfully pass formative portfolio review during childhood through aging adulthood. Learners Year-in-Residence Part II. PSY7620 Inferential Statistics may explore the role of computer mediated • Successfully pass annual review which evaluates PSY7650 Research Methods instructional strategies in the educational overall progress and professional development PSY9101 * Master’s Integrative Project process, adult learning in general, instructional while enrolled in specialist certificate program. Three Elective Courses 15 quarter credits design, or the stages of development at different • Complete PSY8150, PSY8232, and PSY8332 prior Choose from graduate courses, excluding 8000-level ages. These degree requirements are not to beginning practicum. psychology testing courses, practicum, and intended to prepare graduates for licensure as a • Complete all course work, residencies, and initial internship. Note: Courses without a PSY designation professional counselor or psychologist. portfolio review prior to beginning internship. may be worth fewer than 5 credits; learners must Residency Requirement(s): None • Completion of final, culminating portfolio review carefully plan their elective courses to ensure that toward the end of field training, demonstrating total credit requirements are met. Eleven Required proficiency across competency areas. Total 65 quarter credits Courses + Lab 55 quarter credits Residency Requirement(s): Core courses: School Psychology Year-in-Residence, Part II; see the PSY7011 Foundations of Psychology – following section, Academic Residencies, for more Master’s Learners details. Industrial/Organizational Psychology PSY7012 Master’s Learner Success Lab Field Training Requirement(s): (non-credit) Learners interested in the application of PSY7210 Lifespan Development Minimum of 350 practicum hours and 1,200 internship organizational behavior principles and research hours; see the following section, Field Training, for PSY7410 Psychology of Learning findings to the workplace and other more details. PSY7421 Cognitive/Affective Psychology organizational settings will choose this course Eleven Required Courses 50 quarter credits PSY7520 Social Psychology of study. Learners explore the application of PSY7310 Biological Basis of Behavior PSY7540 Multicultural Perspectives in leadership theories, group development, conflict PSY8150 Exceptional Children in the Classroom Human Behavior management, and organizational change PSY8210 Principles of Psychopathology PSY7610 Tests and Measurements strategies in pursuit of entry-level management PSY7620 Inferential Statistics PSY8232 * Psychological Assessments for positions in human resources, business services, School Psychologists II PSY7650 Research Methods and industry. These degree requirements are not PSY8332 Advanced Methods in School Psychology intended to prepare graduates for licensure as a PSY8336 Organization and Operation of the Specialization courses: professional counselor or psychologist. School PSY7630 Qualitative Analysis PSY8377 * School Psychology Practicum I Residency Requirement(s): None PSY9101 * Master’s Integrative Project (3 quarter credits) Twelve Required Two Elective Courses 10 quarter credits PSY8378 * School Psychology Practicum II Courses + Lab 60 quarter credits Choose from graduate courses in the Harold Abel (2 quarter credits) Core courses: School of Psychology, excluding 8000-level testing PSY8385 * School Psychology Internship I PSY7011 Foundations of Psychology – courses, practicum, and internship. PSY8386 * School Psychology Internship II Master’s Learners Total 65 quarter credits PSY8387 * School Psychology Internship III PSY7012 Master’s Learner Success Lab (non-credit) Total 50 quarter credits PSY7210 Lifespan Development PSY7410 Psychology of Learning State regulations vary regarding course requirements for professional licensure. For assistance with PSY7610 Tests and Measurements state-mandated course requirements for licensure, PSY7650 Research Methods * Denotes courses that have required prerequisite(s). contact the appropriate school representative. PSY7620 Inferential Statistics Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 93
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Master’s Specializations, continued Sport Psychology Certificate PSY8377 * School Psychology Practicum I (3 quarter credits) Master’s learners in this specialization are PSY8378 * School Psychology Practicum II frequently school-based coaches, physical (2 quarter credits) education teachers, or individuals working in Specialist Certificate in School Psychology PSY8385 * School Psychology Internship I parks and recreation departments who wish to PSY8386 * School Psychology Internship II gain current theory and research knowledge This certificate is designed for master’s degree PSY8387 * School Psychology Internship III associated with performance enhancement, graduates with a specialization in school Total 50 quarter credits individual and team motivation, injury recovery, psychology from Capella University. Those who and stress management as it applies to amateur earn the specialist certificate typically are athletes. Some learners plan to apply these preparing to apply for a license or a certificate to State regulations vary regarding course requirements for professional licensure. For assistance with
principles to settings such as fitness/health clubs, practice as a school psychologist. The 50 quarter HAROLD ABEL SCHOOL OF PSYCHOLOGY sports camps, and resort-based wellness credits required for the specialist certificate are state-mandated course requirements for licensure, contact the appropriate school representative. programs. These degree requirements are not intended to complement the master’s intended to prepare graduates for licensure as a specialization in school psychology. Therefore, professional counselor or psychologist. learners who complete both the master’s degree Residency Requirement(s): None and the specialist certificate in school psychology Twelve Required from Capella University will have completed Courses + Lab 60 quarter credits 120 quarter credits of study. Core courses: Degree Requirement(s): PSY7011 Foundations of Psychology – • Specialist certificate learners start their program Master’s Learners only in the first month of the quarter. PSY7012 Master’s Learner Success Lab • Complete the master’s degree with the school (non-credit) psychology specialization from Capella University. PSY7210 Lifespan Development • Successfully pass formative portfolio review during PSY7410 Psychology of Learning Year-in-Residence Part II. PSY7540 Multicultural Perspectives in • Successfully pass annual review, which evaluates Human Behavior overall progress and professional development while enrolled in the specialist certificate program. PSY7610 Tests and Measurements • Complete PSY8150, PSY8232, and PSY8332 prior PSY7620 Inferential Statistics to beginning practicum. PSY7650 Research Methods • Complete all course work, residencies, and initial Specialization courses: portfolio review prior to beginning internship. PSY7310 Biological Basis of Behavior • Complete final, culminating portfolio review toward the end of field training, demonstrating PSY8840 Principles of Sport Psychology proficiency across competency areas. PSY8841 Performance Enhancement in Sport Residency Requirement(s): PSY8842 Applied Sport Psychology School Psychology Year-in-Residence, Part II; PSY9101 * Master’s Integrative Project see the following section, Academic Residencies, One Elective Course 5 quarter credits for more details. Choose from graduate courses in the Harold Abel Field Training Requirement(s): School of Psychology, excluding 8000-level testing Minimum of 350 practicum hours and 1,200 internship courses, practicum, and internship. hours; see the following section, Field Training, for Total 65 quarter credits more details. Eleven Required Courses 50 quarter credits PSY7310 Biological Basis of Behavior PSY8150 Exceptional Children in the Classroom PSY8210 Principles of Psychopathology PSY8232 * Psychological Assessments for School Psychologists II PSY8332 Advanced Methods in School Psychology PSY8336 Organization and Operation of the School
* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 94
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Harold Abel School of Psychology Degree Programs, continued
Academic Residencies These content areas will offer sequenced • At least 100 additional hours of informal workshops — with Track I offering foundational face-to-face meetings with other workshops in the six areas, Track II offering psychologists and psychology learners The Harold Abel School of Psychology (HASOP) intermediate workshops in the six areas, and (both inside and outside of HASOP), offers residencies that supplement course work Track III offering advanced workshops in the six engaging in discussion, study, research, and help learners to develop their identities as areas. School-specific topics including issues in or other scholarly activities commonly professionals in the field of psychology. Residency psychology; ethics, diversity, and multicultural associated with doctoral training in is an essential component of a graduate degree issues; trends in psychology; and others will be professional psychology. These additional in psychology at Capella University. Residencies covered at the colloquia. hours, which must be documented in a way are required in the doctoral programs and in the Master’s learners at colloquia address skills approved by the associate director of clinically oriented master’s degree areas including training and practice in areas of counseling skills, training for residency programs and the clinical psychology, counseling psychology, and assessment, ethics, diversity, and culture-specific executive director of the Harold Abel school psychology. A residency is also required issues and interventions. These workshops or School of Psychology, should include: for the specialist certificate in school psychology. labs function as the “practice labs” associated – At least 25 hours of informal face-to-face The Harold Abel School of Psychology has two with specialization course work. The three tracks scholarly activities with fellow learners in types of residency requirements: the master’s are cumulative rather than sequential, achieving HASOP that should take place outside and PhD residential colloquia and the year-in- approximately 60 hours of training and practice the formally scheduled events and residence for all PsyD learners and learners in in each skill set required for success in the meetings of the residency year. the master’s degree/specialist certificate in practicum. school psychology. – At least 25 hours of face-to-face scholarly At all colloquia, in addition to formal instruction activities with other faculty members or To assist learners, HASOP has developed a and practice, learners will have the opportunity practicing psychologists (who do not manual that provides detailed information on to experience keynote addresses by Capella need to be affiliated with the Harold the residencies. faculty and other experts, group sessions that Abel School of Psychology), outside the allow faculty and learners to interact as a formally scheduled events and meetings MS and PhD Residential Colloquia community of scholars, and individualized of the residency year. This is a requirement for: advising sessions with faculty to support their – At least 50 hours of direct engagement • PhD specializations in educational psychology, individual learning plans and assess academic in professional societies or organizations industrial/organizational psychology, and progress. dedicated to the promotion of the general psychology. profession and practice of psychology. Clinical and Counseling Year-in-Residence • MS specializations in clinical psychology and • At least 650 hours during the residency counseling psychology. This is a requirement for the PsyD—clinical and year of direct engagement in the scholarly counseling specializations. The residency requirement for these programs is study of clinical psychology and counseling satisfied by attendance at three one-week The clinical and counseling year-in-residence psychology. “Direct engagement in colloquia (called Track I, Track II, and Track III). requires the following: scholarly study” is defined as participation PhD learners are required to attend colloquia one • Clinical learners: PSY8230, PSY8220, PSY8330, in the courseroom; course-required or week each year for the first three years of their PSY8240, PSY7540, PSY7656, PSY8315, course-related reading, writing, research, programs, and master’s learners take all three PSY8371, and their prerequisites must be or skills practice; and any other activities tracks prior to starting their master’s final completed prior to or during the approved by an instructor in a psychology projects. We recommend that all learners attend complementary weekend-in-residence course in HASOP. the first colloquium (Track I) within the first two (refer to the manual). • Successful completion of the portfolio quarters of enrollment. • Counseling learners: Complete at least 30 review. Through the residential colloquia, learners gain a quarter credits (including transferred credits) The 500 hours of formally scheduled meetings of stronger sense of academic community by prior to starting the year-in-residence. the year-in-residence take place over a period networking and discussing course work, projects, • Enroll full time during the year (be enrolled not to exceed 13 months and include: and research issues face-to-face with fellow each quarter, and take no fewer than 30 •The Clinical or Counseling Year-in-Residence learners and faculty. This experience provides a quarter credits during the year). Opening Weekend and Extended Seminar I learning environment that fosters the application (PSY-R6300 and PSY-R6301 for the clinical of critical thinking and integrated knowledge to • Demonstrate readiness for field training. specialization and PSY-R6320 and professional and research issues. • Complete no fewer than 1,250 hours of PSY-R6321 for the counseling specialization) psychological study, training, and interaction The following content areas will be covered at typically scheduled in June, followed by: each of the PhD colloquia: with faculty and other graduate psychology • Eight consecutive weekends-in-residence Area 1: Developing the scholar-practitioner learners during the year. These hours will be (PSY-R6302 through PSY-R6309 for the Area 2: Critical analysis skills broken down as follows: clinical specialization and PSY-R6322 Area 3: Research skills • At least 500 hours of formally scheduled through PSY-R6329 for the counseling Area 4: Professional communication skills face-to-face instruction with clinical or specialization) typically scheduled August Area 5: Development of learning communities counseling psychology faculty and learners, through March, followed by: Area 6: Psychology-specific content and offerings demonstrating competency in assessment, intervention, efficacy evaluation, ethics and diversity, professional practice, and other areas. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 95
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Academic Residencies, continued
• The Clinical or Counseling Year-in-Residence 3. To demonstrate the behaviors, attributes, and • Completion of a portfolio review, which will final weekend-in-residence and Extended ethical characteristics congruent with the role be conducted by the learner’s faculty chair, Seminar II (PSY-R6310 and PSY-R6311 for and identity of the professional psychologist. mentor, and at least one other faculty the clinical specialization and PSY-R6330 member in school psychology. The portfolio and PSY-R6331 for the counseling for the master’s learner will be considered specialization) typically scheduled in June. School Psychology Year-in-Residence (for an integral part of the learner’s master’s degree and specialist certificate demonstration of readiness for graduation • Completion of the portfolio review and learners in school psychology) approval of the associate director of from the master’s program. training for residency programs, the chair The year-in-residence is the first face-to-face • In addition, master’s learners must of the program, and the mentor. component of HASOP’s training program in complete all outcome documentation and school psychology, to be followed by practicum obtain approval from the associate director The year-in-residence requirements should not be HAROLD ABEL SCHOOL OF PSYCHOLOGY and internship. The year-in-residence provides of training for residency programs, the chair confused with either the practicum or the practice labs and workshops in the basic practice internship requirements. In addition to the year- of the school psychology specialization, and proficiencies of the school psychologist their mentors. in-residence, PsyD learners in clinical psychology (assessment, ethics, intervention, interviewing, or counseling psychology specializations will consultation, counseling, report writing, profile B. Specialist certificate learners complete the complete a practicum (a period of supervised analysis, treatment planning and supervision Year-in-Residence, Part II. The requirements of field training separate and distinct from the year- skills). It also provides interactive support, Part II include: in-residence), and the internship (a full year of comradeship, and professional development in • No fewer than 210 hours of contact over a supervised field experience). These requirements the attitudes and behaviors appropriate to being six-month period, typically between January are described in the Field Training section. a school psychologist and scholar-practitioner. and June, including attendance at: The clinical and counseling year-in-residence Prerequisite(s): PSY7011, PSY7012, PSY7610, – Three school psychology weekends-in- has three fundamental purposes: and PSY8231. residence (PSY-R6345 – R6347, typically 1. To provide face-to-face training and practice School psychology learners complete either Part I offered during spring quarter); opportunities for skills-development necessary (for school psychology master’s learners) or Part II – The School Psychology Year-in-Residence to demonstrate readiness for field training and (for school psychology specialist certificate Extended Seminar II (PSY-R6350, typically for independent practice. These skills are learners) of the full school psychology year-in- offered in June). associated with the courses in individual, residence. Each group of learners takes about group, and family therapy; risk assessment and half of this full year of residency. Learners seeking • Complete the certificate portfolio review at crisis intervention; advanced diagnostics and licensure as school psychologists will typically Extended Seminar II. treatment planning; cognitive, achievement, work to earn both the master’s degree and the • Certificate learners must complete all adaptation, personality, and neuro- specialist certificate, which means they will take outcome documentation and obtain psychological testing and assessment; both portions of the school psychology year-in- approval from the associate director of supervision and consultation; efficacy and residence. training for residency programs, the chair of outcome evaluation; and ethical applications The school psychology year-in-residence, like the school psychology specialization, and and diversity. Competency is developed in the that of the doctoral clinical and counseling their mentors. areas of relationship issues, assessment psychology specializations, has two, two-week The School Psychology Year-in-Residence Parts I abilities, intervention abilities, elements of extended seminars (at the beginning of Part I and II should not be confused with either the practice, roles of the psychologist, systematic and at the end of Part II), and seven weekends- practicum or the internship requirements. evaluation abilities (outcome and evaluation- in-residence in between. However, as currently Learners in the specialist certificate in school related research), consultation and supervision, designed, the full school psychology year-in- psychology will complete both the school ethical applications, diversity-specific residence is divided into two parts, the first part psychology practicum and an internship. These interventions, and reflective practice skills. The for the master’s learners, the second for the are entirely distinct from the year-in-residence. demonstration of skills is a significant part of specialist certificate learners. The breakdown is The school psychology year-in-residence has determining the learner’s readiness for field as follows: three fundamental objectives: training, which is evaluated throughout the year-in-residence and summarized in the A. Master’s learners in school psychology 1. To provide face-to-face training and practice portfolio review. complete the School Psychology Year-in- opportunities for skills-development necessary Residence, Part I. The requirements of Part I to demonstrate readiness for field training and 2. To develop the network of relationships within include: for practice. These skills are associated with the community of psychologists that promotes the courses required in the school psychology the learner’s identification with the profession • No fewer than 240 hours of face-to-face specialization. Competencies are developed in of psychology and development of an attitude contact with faculty and learners in school the areas of relationship issues, assessment of lifelong learning and reflective practice. psychology over a period not to exceed six abilities, intervention abilities, elements of By preparing and giving presentations, months (typically June through December), including attendance at: practice, roles of the psychologist, systematic participating in workshop activities and evaluation abilities (outcome and evaluation- informal social and intellectual discussions – The School Psychology Year-in-Residence related research), consultation and supervision, with other learners and faculty, and creating Extended Seminar I, a two-week ethical applications, diversity-specific advising and mentoring opportunities with residency (PSY-R6340), typically in June interventions, and reflective practice skills. The resident faculty members, learners will of the year, followed by: demonstration of competency is oriented to a participate in the range of academic and – The first four of the weekends-in- determination of the learner’s readiness for intellectual activities common to departmental residence (PSY-R6341 – R6344, typically field training, which is evaluated throughout life in all programs in psychology. offered August through November). the year-in-residence and summarized in the portfolio review. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 96
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Harold Abel School of Psychology Degree Programs, continued
Academic Residencies, continued 2. To develop the network of relationships within Field Training The first step for all learners with regard to the community of psychologists that promotes internship is to review the manual. Learners must the learners’ identification with the profession follow the guidelines and the application process of psychology and development of an attitude Introduction to Field Training stated in the most current manual. Learners are of lifelong learning and reflective practice. Field training is one of the most important parts required to locate and arrange internship sites By preparing and giving presentations, of the educational experience for HASOP which must be approved by the director of participating in workshop activities, in informal learners. Learners apply the theory and skills training using the application in the manual. social and intellectual discussions with other learned in the course work and residencies in a learners and faculty, and by creating advising professional setting under supervision. Given the Field Training Requirements and mentoring opportunities with resident level of importance associated with field training PsyD—clinical psychology and counseling faculty members, learners will participate in the experiences, learners will benefit greatly from psychology range of academic and intellectual activities planning ahead to search for appropriate training Practicum common to departmental life in all programs in experiences. psychology. • Approved practicum application. To assist learners, HASOP has developed a • A minimum of 1,000 hours plus the online 3. To demonstrate the behaviors, attributes, and manual that describes basic requirements and course work in PSY8392 and PSY8394. ethical characteristics congruent with the role the application process. The director of training and identity of the professional psychologist. reviews all applications and will approve Internship applications that meet the standards set by • Learner demonstrates readiness for internship. Schedules for Year-in-Residence Capella University. • Approved internship application. The schedules for the next year’s year-in- residence will be published as early as possible by Overview of Practicum • Full-time site placement with a minimum of 2,000 hours and the online course work in the associate director of training for residency A practicum learner works at a site to learn PSY8401, PSY8402, PSY8403, and PSY8404. programs. As currently planned, the year-in- professional practice skills. In general, a These must be completed sequentially over a residence begins in late June each year with the practicum is a training experience that occurs in one-year period. Extended Seminar I and continues through the the second or third year of the program; learners various weekends-in-residence from August should plan on being at a site part time for • Learner enrolled full time. through May, concluding in the following June approximately six months to one year while with the Extended Seminar II. enrolled in the accompanying course(s). The first Master’s degree—clinical psychology and step for learners with regard to practicum is to counseling psychology review the current manual available on iGuide. Practicum Learners must follow the guidelines and the • Approved practicum application. application process stated in the most current manual. • A minimum of 600 hours and the course work in PSY8391 and PSY8393. Overview of Internship Internship Doctoral degree • Internship not available. The pre-doctoral internship occurs in the final years of the doctoral program and is the last Specialist certificate in school psychology opportunity for practical training prior to the Practicum granting of the degree. Internship is a full-time, • Approved practicum application. onsite commitment which takes place over a calendar year and includes enrollment in the • Part-time site placement with a minimum of accompanying course(s). The pre-doctoral 350 hours and the course work in PSY8377 internship is viewed critically by licensing boards and PSY8378. and future employers. All learners apply for an Internship internship through the Association of Psychology • Learner demonstrates readiness for internship. Postdoctoral and Internship Centers (APPIC) process. APPIC sponsors the Match Program, • Approved internship application. through which applicants are placed into • Full-time site placement with a minimum of available pre-doctoral internship positions. APPIC 1,200 hours and the online course work in requires that minimum standards exist at the PSY8385, PSY8386, and PSY8387. These internship site, such as a commitment to training, courses must be completed sequentially a didactic component, and at least two interns. during the internship. Additional information about the APPIC process can be found at www.APPIC.org. NOTE: Field training hours and supervisor Specialist Certificate in School Psychology credential requirements vary across states and The internship occurs after all course work for Canadian provinces. Learners are responsible for the certificate has been completed and is the last determining the specific licensing requirements opportunity for practical training prior to the for any state or province in which they plan to seek licensure. granting of the specialist certificate. Internship is a full-time, onsite commitment which takes place over one academic year and also includes enrollment in the accompanying course(s). • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 97
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Graduate Course Descriptions in Numerical Order by Program Prefix
The following course list is correct as of the date ED815 - The Future of Educational Institutions: ED829 - Theory and Methods of Educating this catalog was prepared. These descriptions Topics and Trends (4 quarter credits). Based on Adults (4 quarter credits). The purpose of this indicate the general content and topics typically an examination of the formative ideas which have course is to apply adult learning theory in order to covered in the course. Capella University retains shaped educational institutions, this course enhance understanding of the roles of the the right to withdraw, modify, or add courses to explores both the theory and practice of changing instructor and the learner in adult education and the existing list without prior notice. educational institutions to meet future needs. An to become skillful in the selection and use of understanding of the philosophy of American appropriate methods, techniques, and materials education, as well as a knowledge of institutional for achieving particular learning objectives. This School of Education Courses
change, will be necessary in this course. course explores adult development and learning COURSE DESCRIPTIONS GRADUATE ED502 - Survey of Human Resource ED818 - The Future of Teaching and Learning: from both a theoretical and a personal perspective. Development Research (4 quarter credits). Issues for the Educational Leader (4 quarter ED830 - Coaching for High Performance In this course, learners explore the values, credits). To develop and exercise stewardship of a (4 quarter credits). In this course, participants purposes, methods, and processes of human vision that will lead an educational institution into learn to effectively guide individuals to improved resource development (HRD) research. The focus the future, the school leader must be aware of the learning, decision making, and performance. is on identifying how theory and research can be rapidly increasing body of research about teaching Topics to be covered include the role of coaching practical tools to solve HRD challenges that and learning. Recent technological advances have in organizational performance systems; several practitioners face on a daily basis. This course is made possible new research about the brain and theoretical approaches and models for coaching only applicable to learners enrolled in the School how people learn. This course examines current individuals; essential knowledge, skills, and of Education training and performance brain research and implications for instruction, the attitudes for effective coaching; assessment of improvement specialization. use of technology in the classroom, and new client needs; and communication skills and ED722 - Interface Design (4 quarter credits). thinking about educational reform. techniques for supporting the client through Almost all communication in online learning is ED820 - Principles of Educational Administration personal and professional change. Through visual. For this communication to be effective, the (4 quarter credits). This course offers an extensive work on both theory and practice, instructional designer must consider both examination of the basic principles of participants become confident and effective functionality and appeal. In addition, this course administrative theory and practice. Models of mediators of people seeking to improve the addresses topics such as screen layout, color, administration from business and public quality of their personal or professional lives. navigation, and the use of graphics and video. The administration, as well as theoretical constructs ED834 - Higher Education and the Law course also deals with the non-visual interfaces of from various disciplines, are explored. (4 quarter credits). This course explores sound and user input via keyboard, mouse, voice, ED822 - The Funding of Educational Institutions constitutional, statutory, and case law as related to and touch. Learners will receive practical guidance (4 quarter credits). This course examines the higher education school settings. Both federal for designing effective and attractive interfaces. many issues surrounding the funding of public and state legislation are reviewed, along with ED724 - Project Management for Multimedia education. The focus is on present and future implications for both public and private higher Development (4 quarter credits). The design and funding patterns. education institutions. development of online multimedia courses require ED823 - Education and the Law (4 quarter ED836 - The Collaborative Nature of Adult the coordination of a variety of people doing very credits). This course explores constitutional, Education (4 quarter credits). This project-based different tasks. Each member of the project team statutory, and case law as related to primary and course examines the collaborative nature of adult has to produce what is required in a timely fashion secondary school settings. Both federal and state education through a variety of approaches linked within a prescribed budget. This course deals with legislation are examined. to individual learner needs and the development a wide range of issues in project management, of individualized projects. This course emphasizes including budgeting and final roll out. The course ED825 - Curriculum Development (4 quarter the theoretical support for adult collaboration, provides insights and tools that will help the new credits). This course explores implementation and changing authority and power relationships in instructional designer effectively manage a assessment of curricula based on historical and collaborative learning, best practices in designing project. theoretical perspectives. Learners may examine collaborative processes, assessing collaborative curricula from any educational setting. ED812 - The Governance of Educational projects and collaborative learning, the Institutions (4 quarter credits). This course ED828 - Intellectual Development and Learning experiential aspect of collaboration, and the examines models of the governance of Styles across the Lifespan (4 quarter credits). integration of collaboration in professional educational institutions, including formal and This course provides learners with a general practice. Each learner, in consultation with the informal settings as well as traditional and non- overview of recent and selected research on adult instructor, develops an action plan for traditional models. learning and related teaching methods. Special collaboration that combines theory, best practices, emphasis is placed on the unique needs of adult and specific applicable strategies for designing ED814 - Evaluating the Effectiveness of the learners, transformational learning, and in-depth collaboration. The final project serves as a plan or Educational Process (4 quarter credits). This study of learning styles and strategies. Each of design manual for integrating collaboration or course presents common terms, issues, and these is important in order for educators to collaborative learning within a learner’s practice, approaches in evaluation and provides a historical understand and to successfully facilitate adult professional setting, or community. context in which to better understand the learning in the 21st century. A major premise of ED837 - Funding and Managing Education evolution of program evaluation. Six major this course is that each educator’s own learning evaluation approaches are compared, as are both Enterprises (4 quarter credits). Private and public style and learning history influences the way that funding patterns are examined and learners qualitative and quantitative evaluation he/she presents material to and works with adult methodologies. Additionally, learners apply explore practical fund-raising plans. Also learners. Therefore, the course begins with an considered is the management function that established standards to both the process and examination of individual learning styles and product of program evaluation. includes personnel matters as well as marketing preferences as a first step in helping learners to and evaluation. Evaluation methods to assure become better instructors and facilitators. quality and accountability are also explored. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 98
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Graduate Course Descriptions, continued
ED838 - Teaching and Learning with Diverse ED854 - Secondary School Administration the quantitative and qualitative approaches to Populations (4 quarter credits). This course (4 quarter credits). This standards-based rigorous scholarly inquiry and the major research explores teaching and learning principles and introductory course in secondary school methodologies. This course is aimed primarily at practices as applied to diverse, multicultural administration considers current theories, master’s learners, although PhD learners may take populations. competencies, skills, and practices needed for the it as an elective. ED839 - International Aspects of Adult effective administration of secondary schools. The ED5007 - Foundations of Educational Education (4 quarter credits). This course key role of the administrator in the success of all Leadership (6 quarter credits). This introductory explores adult education from an international students and the continuous improvement of staff course, the required FirstCourse in the advanced perspective. Emphasis is on the comparative and programs are a central focus of the course. In classroom instruction, curriculum and instruction, analysis of adult educational systems in terms of addition to literature specific to high school reading and literacy, and leadership in educational individual philosophy, goals and methods. reform, issues of governance, shared leadership, administration master’s specializations, focuses on organizational structures, curriculum, planning, the competencies essential to Capella learners ED840 - The Politics of Higher Education scheduling, school improvement, use of data, staff (4 quarter credits). This course involves an who as teachers and administrators assume development, technology, and community leadership roles in the improvement of student examination of the differing and changing engagement are examined and discussed. perceptions of the role of higher education in achievement. Learners are introduced to the America. The politics of competition for resources, ED855 - Higher Education Administration concepts fundamental to their entire program the expectations of consumers and providers, (4 quarter credits). This course includes analysis including reflective practice, the role of the and the role of state and local government are of theory, policies, and procedures involved in practitioner-scholar, critical thinking, data-driven examined. administering institutions of higher education. decision making, educational leadership, and the ED857 - Personnel Administration (4 quarter role of instructional technology in twenty-first ED841 - The History of Higher Education century education. Each of these principles is (4 quarter credits). This course examines the credits). This course addresses staffing assignment, policy making, salary negotiation, integrated throughout the program. In addition, history of colleges, universities, and other learners are introduced to the process of building postsecondary institutions from colonial times to grievance procedures, records, supervision, and evaluation of professional and non-professional their Capella portfolio. Cannot be fulfilled by the present. The focus is on the major trends in transfer. postsecondary education which reflect the needs employees. and provide leadership in the social structure. ED5004 - Societal and Cultural Change ED5110 - Child and Adolescent Development (4 quarter credits). This course provides an ED846 - Instructional Design for Distance (4 quarter credits). Understanding the impact of social and cultural differences, diversity, and exploration of child and adolescent development Education (4 quarter credits). This course based on research findings, theory, and introduces learners to the increasing societal change is a fundamental competency of educators. This is a foundation course for master’s applications. The physical, cognitive, social, and demands to deliver education in new and emotional aspects of development are critically innovative ways. The course enables learners to learners that introduces themes that persist throughout the degree program. Societal and examined, as are issues surrounding individual design instructional applications in a distance differences and diversity. Learners apply course education setting. Prerequisite(s): ED851. Cultural Change prepares learners to lead in the field of education by addressing theories of content to research and practice roles in ED851 - Principles of Learning and Instructional change and strategies of the change agent. A education, framed around the activities of schools, Design (4 quarter credits). This course provides an broad array of theories and readings will cover agencies, and other settings that are directly introduction to instructional design from a theory- the spectrum of social change and its effect on related to the daily lives of children. based treatment of the instructional design education. As a result, learners understand the ED5500 - Standards-Based Curriculum, process, including the design of instructional complexity of a diverse classroom population and Instruction, and Assessment (4 quarter credits). strategies. the impact of social movements. Assessment of This K-12 course, required of all School of ED852 - Ethics and Social Responsibility in learning will consist of evaluation of the ability to Education learners in the advanced classroom Distance Education (4 quarter credits). This analyze and synthesize course materials and instruction, curriculum and instruction, reading course analyzes, from both conceptual and applied demonstrate critical thinking. Cannot be fulfilled and literacy, and leadership in educational points of views, the interaction between education by transfer. administration master’s specializations, examines and society. Through an examination of basic ED5005 - Master’s Learner Success Lab the impact of state learning performance assumptions, attitudes, and values, learners build (non-credit). This lab provides new master’s standards on the planning of curriculum, an ethical foundation for understanding the issues learners with the knowledge and skills they need assessment, and instruction. Learners design and policies related to distance education. to be successful in their academic programs. The instruction using research-based curriculum ED853 - Elementary School Administration lab familiarizes learners with the Capella online planning and instructional models. This course (4 quarter credits). This standards-based environment and support resources provided to emphasizes the connections between assessment introductory course in elementary school ensure success. Learners build skills in the and planning of instruction and on basic testing administration considers current theories, selection and use of methods, techniques, and and measurement concepts such as validity principles, and practices needed for effective library resources. Working with the academic and reliability. elementary and middle school administration. advisor, learners will develop a degree completion ED5501- Assessment and Improvement of The key role of the administrator in the success of plan (DCP). ED5005 is an advisor-led course Instruction (4 quarter credits). This course, all students and the continuous improvement of taken in the first quarter, in conjunction with required of K-12 teachers and administrators in staff and programs will be a central focus of the ED5004 or ED5007, and carries no credit. the advanced classroom instruction, curriculum course. Standards for school leaders form a Cannot be fulfilled by transfer. and instruction, reading and literacy, and framework for the course, which examines relevant ED5006 - Survey of Research Methodology leadership in educational administration issues including governance, leadership, (4 quarter credits). This course presents an master’s specializations, develops skills in curriculum and instruction, staff development, overview of the general approaches to research planning, analyzing, and reflecting on teaching community engagement, technology, use of data, methodology at the graduate level. It deals with that will lead to improvement in instruction. The and school improvement. • Catalog05.v1.4-64/15/053:19PMPage99 in mathinstructionare examined. the importanceofcross-disciplinary connections parents andcommunityinstudentlearning, and implementationofinstruction.Theroles of math, anddevelopmentallevelstotheplanning mathematical thinking,misconceptionsabout K-12 courseapplyknowledgeofstudents’ Instruction (4quartercredits). ED5507 -TheArtofPlanningMathematics implementing instructionandassessment. demonstrate theiruseinplanningand classify, anddifferentiate thesestandards and in theK-12classroom. Learnersidentify, describe, that shapemathematicscurriculumandinstruction examines thenational,state,andlocalstandards Curriculum (4quartercredits). ED5506 -Standards andtheK-12Mathematics disparities. strategies mostlikelytoeliminateachievement identifying thosepracticesandinstructional current research andbestpractices,on language differences. Thecoursefocuseson achievement duetoracial,cultural,gender, and specializations, addresses differences instudent and leadershipineducationaladministration curriculum andinstruction,reading andliteracy, in themaster’s advancedclassroom instruction, course, required ofallSchoolEducationlearners Achievement Gap(4quartercredits). ED5504 -StrategiesforEliminatingthe regarding successforalllearners. responsibilities ofstudents,parents, andteachers including knowledgeoftherightsand Disabilities Act(ADA),andSection504legislation, Education Act(IDEA),TheAmericanswith of teachersunderTheIndividualswithDisabilities This courseemphasizesroles andresponsibilities wide rangeofdiverseandchallengingbehaviors. learners applycurrent strategiesformanaginga opportunity foreachstudenttolearn.Capella classroom environments thatmaximizethe K-12 specializations,focusesonskillsforcreating administration, andreading andliteracymaster’s instruction, leadershipineducational advanced classroom instruction,curriculumand (4 quartercredits). ED5503 -Classroom ManagementStrategies differentiated instruction. giftedness, andmeetinglearnerneedsthrough recognizing differences amonglearners,including apply theorybyimplementingstrategiesfor the implicationsforinstructionalpractice.Learners research incognition,emotion,andthebrain teachers andadministratorsfocusesoncurrent Practice (4quartercredits). TheoryandInstructional ED5502 -Learning assessing classroom instruction,includingtheirown. processes. Learnerspracticeobservingand instruction, includingcollaborativefeedback teaching standards andonstrategiestoimprove course focusesonresearch-based professional 1-888-CAPELLA • This course,required inthe www.capella.edu This courseforK-12 Learners inthis This course This K-12 (4 quartercredits). ED5511 -Teaching AlgebraforUnderstanding multiple ways. skills inteachingkeymathematicsconcepts practice andknowledgeofcontent.Learnersgain strategies, andreflection ontheirownteaching practices searches, videoanalysisofinstructional improve mathematicsinstructionthrough best this K-12course,learnersinvestigatewaysto Mathematics Instruction(4quartercredits). ED5508 -Research andBestPracticesin planning sciencelearningexperiencesinformedby K-12 courseexaminethekeycomponentsin Student (4quartercredits). Instruction: Creating theEngagedScience ED5522 -TheArtofPlanningScience to planprofessional developmentfortheirschools. theory andcurrent research-based bestpractices practitioner-scholars tointegrateadultlearning for teachers.Learnersusetheirskillsas implement effective professional development development ofskillsneededtodesignand K-12 teachersandadministratorsfocusesonthe Development (4quartercredits). andProfessionalED5516 -AdultLearning improving learningoutcomesforstudents. collaborative research asameansofcontinuously student learningandengageinindividual define andresolve problems thatare barriersto school improvement. Learnersacquire theskillsto of actionresearch asameansofclassroom and and administratorsprovides in-depthknowledge (4 quartercredits). ED5515 -ActionResearch forTeacher-Leaders levels ofperformance. development ofskillsthatinspire otherstohigher management ofchangeprocesses, andthe learning communities,masterteaching, efforts. Topics ofstudyincludeschoolculture, successful schoolchangeandimprovement leadership skillsessentialforengagingin administrators provides anoverviewofteacher master’s anddoctoralK-12teachers Leaders (4quartercredits). ED5514 -EducationalLeadershipforTeacher- standards. increasingly demandingstateachievement developmental andsocialneedswithnew the needtobalancemiddle-levelstudents’ Specifically, learnersaddress thetensionbetween organization, curriculum,andinstruction. research andbestpracticeregarding middle-level administrators interested inexaminingcurrent This courseisdesignedforK-12teachersand ED5513 -Middle-LevelIssues(4quartercredits). assessments, andrubrics. learners gainskillsinplanninginstruction, Using avarietyofresources andstudentdata, and assessanalyzestudentworksamples. area, research bestpracticesinteachingalgebra, review thealgebraandalgebraicfunctionscontent This courseforK-12teachers Learners inthisK-12course This coursefor Learners inthis This coursefor In School Teacher (4quartercredits). ED5530 -AssessmentStrategiesfortheVirtual of alllearnersinavirtualenvironment are included. to attendthediverselearningstylesandneeds community, toteachhigherorder thinking,and the studentexperience,tomotivate,create virtual schoolteachers.Strategiestopersonalize instructional strategiesofparticularinterest to identification, examination,andapplicationofthe K-12 teachersandadministratorsfocusesonthe School Teacher (4quartercredits). ED5529 -InstructionalStrategiesfortheVirtual online instructionalsuccessare included. experts attheFloridaVirtual Schoolaskeysto reporting andevaluationresources identifiedby troubleshooting, software, Internet,andstudent teaching. Descriptionsandexaminationsof technology skillsnecessaryforeffective onlineK-12 on identifyingandproviding background inthe Teacher (4quartercredits). ED5528 -Technology School SkillsfortheVirtual improvement. to planforfuture instructionandschool groups andanalyzedatafrom avarietyofsources protocols forexaminingstudentworkincollegial appropriate, accompanyingrubrics.Learnersapply multiple typesofscienceassessmentswith credits). Analysis inScienceInstruction(4quarter ED5526 -StudentAssessmentandWork resources availabletotheeducator-scientist. Foundation guidelinesandexplore thearrayof texts andprograms usingNationalScience technology. Learnerscritiquecurrent secondary and thecollaborativenature ofscience,math,and the relationship ofinquiryandcontentstandards, facets ofinquiryinsecondaryscienceeducation, Resources forSecondaryScienceTeachers ED5524 -Inquiry-BasedCurriculumand of resources availabletotheeducator-scientist. Foundation guidelinesandexplore the texts andprograms usingNationalScience technology. Learnerscritiquecurrent elementary and thecollaborativenature ofscience,math,and the relationship ofinquiryandcontentstandards, facets ofinquiryinelementaryscienceeducation, (4 quartercredits). Resources forElementaryScienceTeachers ED5523 -Inquiry-BasedCurriculumand classroom sciencelessons. for learnersastheyco-plananddocumentactual teaching, isintroduced asaresearch-based model pedagogy. Lessonstudy, asystemforexamining deep knowledgeofstudentsandcontent-related opportunities are includedinthecourse. feedback, andtoprovide re-submission need todesignforstudentchoices,provide of rubrics,alternativeassessmentstrategies,the performance-based K-12environment. Theuse virtual schoolteacherfacesintoday’s addresses theassessmentchallengesK-12 (4 quartercredits). CAPELLA UNIVERSITY Learners inthisK-12coursedevelop This courseexplores themany This courseexplores themany This courseisfocused This course This coursefor array 99
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Graduate Course Descriptions, continued
ED5531 - Communication Skills and the Virtual ED5537 - Emerging Technology and Multimedia ED5551 - Developing Fluent Readers (3 quarter School Teacher (4 quarter credits). This course for Curriculum and Instruction (4 quarter credits). credits). This three-credit course for K-12 teachers addresses the unique communication challenges of Through an examination of research and focuses on the competencies learners need to the K-12 virtual school teacher, including the literature, learners discuss current trends and develop fluent reading across grade levels for demands of an environment both asynchronous issues related to the impact of technology and speakers of English and English learners. Topics and synchronous, the need for feedback, the multimedia on K-12 student learning. Based on a include phonemic awareness; phonological management of e-mail and phone contacts, the review of the literature, learners develop course structure of English; morphological structure of needs for personalization and collaboration, and projects that include the design of curriculum, English; decoding/work attack strategies; spelling; the importance of interactivity. instruction, and assessments enhanced through importance of extensive practice; decodable ED5532 - Social Issues and Virtual School innovative technology and multimedia texts; skills and strategies to develop independent Teaching (4 quarter credits). This course applications. This elective is recommended for readers; reading and writing practice, including addresses the social and legal issues challenging learners in the curriculum and instruction (C&I) writing to reinforce reading, connected texts, and the K-12 virtual school teacher. The legal focus is specialization who have a particular interest in the transfer of strategies from primary language on copyright, e-mail, privacy, and security issues. integration of instructional technology in C&I. reading skills to English languagereading skills; The social focus is on the culture of the online ED5538 - Curriculum and Instruction: Program and strategies and materials for struggling course room, academic integrity, and health and Evaluation (4 quarter credits). This course for readers. safety issues. K-12 teachers and administrators focuses on skills ED5552 - Teaching Comprehension Strategies ED5533 - Curriculum Mapping: Reflection and that encourage learners to engage in critical (3 quarter credits). This three-credit course for Practice (4 quarter credits). Through reflection on components of the program evaluation process. K-12 teachers focuses on developing the a research-based professional vision for curriculum Learners engage in a process of critical reflection knowledge and skills needed to teach reading design, learners engage in curriculum development and practical application that demonstrates the comprehension. Topics include the development for a specific content and grade-level application. integral role program evaluation plays in the of reading comprehension; the role of academic This is a required course in the curriculum and improvement of curriculum, instruction, and language and of background knowledge; instruction master’s specialization. Computer- assessment at the classroom, school, and district vocabulary development and concept formation; based curriculum mapping applications will be level. This elective is recommended for master’s narrative and expository text analysis; thinking presented. and doctoral learners who wish to focus on strategies (inference, summarization, predicting, building level, grade level, or district-level C&I questioning, clarifying); study strategies ED5534 - Instruction and Assessment: Theory leadership. (summarizing, predicting, questioning, clarifying); and Practice (4 quarter credits). The design of ED5540 - Master’s Practicum in Curriculum and independent reading of high quality books; instructional models and assessment strategies development of listening and reading to meet the diverse needs of K-12 students is the Instruction (6 quarter credits). The practicum is the capstone course for all learners in the comprehension skills; multicultural literature and focus of this course, a requirement for the informational text; scaffolding strategies for the curriculum and instruction master’s specialization. curriculum and instruction specialization. The learner selects a school and a site supervisor with English language learner; motivational strategies; Learners examine the theory and research knowledge and skills for applying literature and supporting innovative instructional models and experience and expertise in the learner’s academic interest area. The site supervisor, a expository text for children and adolescents; and assessment strategies and develop specific improving comprehension strategies. content-area and grade-level applications. The Capella instructor, and the learner develop a plan course includes discussions on issues and trends to provide the learner with the substantive ED5553 - Assessment-based Reading Instruction related to new and emerging instructional models experiences necessary to complete and present a (3 quarter credits). This three-credit course for and assessment strategies and may include professional portfolio, the culminating activity in K-12 teachers addresses the competencies presentations by leading professionals in the field. this 150-175 hour practicum. This course is not necessary to use effective assessment and available as an elective to learners outside the evaluation to develop, deliver, and modify reading ED5535 - Collaboration for the Improvement of master’s specialization in curriculum and and writing instruction for all students. Specifically, Curriculum and Instruction (4 quarter credits). instruction. This course cannot be taken prior the course covers selection, use, and interpretation Learners in this required course in the K-12 to the final quarter of the program. of reading and writing assessments; assessment of curriculum and instruction master’s specialization ED5541 - Master’s Practicum in Advanced knowledge and skills with English proficient engage in the act of collaboration for curriculum learners as well as English language learners; improvement. Collaborative skill development Classroom Instruction (6 quarter credits). The practicum is the capstone course for all formal and informal assessment strategies and includes coaching and mentoring skills, team tools; communicating assessment results to building, and communities of practice. Simulated learners in the advanced classroom instruction specialization. The learner selects a school and a parents, administrators, teachers, school board case studies complement the practical experiences members, and students; aligning assessments in this course. site supervisor with experience and expertise in the learner’s academic interest area. The site with instructional programs; effective assessment- ED5536 - Applying Research to the supervisor, the Capella instructor, and the learner based intervention programs; and using Improvement of Curriculum and Instruction develop a plan to provide the learner with the instructional technology for assessment and (4 quarter credits). This course, required in the substantive experiences necessary to complete instruction. curriculum and instruction master’s specialization, and present a professional portfolio, the ED5554 - Socio-cultural Context of Reading encourages learners to examine current research culminating activity in this 150-175 hour practicum. Instruction (3 quarter credits). This three-credit as a basis for data-driven decision making. This course is not available as an elective to course for K-12 teachers addresses the Learners prepare research designs within specific learners outside the master’s specialization in competencies necessary for implementing content and grade-level curriculum and advanced classroom instruction. This course assessment-based intervention strategies at early instructional areas that, if implemented, may cannot be taken prior to the final quarter of the and intermediate reading levels. Learners study contribute to data-driven decision making at the program. research-based intervention models and develop school or district level. skills in effective interventions, taking into account home and community literacy practices and • Catalog05.v1.4-64/15/053:19PMPage101 accomplished related toreading andliteracy. to demonstratewhattheyknowandhave As aresult ofthisexperience,learnerswillbeable completion ofthereading andliteracypracticum. Capella ED5557instructorfollowingthe outcomes. Theportfolioreview isconductedbythe demonstrates theirmasteryofthespecialization present theirportfolio,adocumentthat the courseinwhichmaster’s learnerscompleteand specialization, are takenconcurrently. ED5557is courses, theculminationofreading andliteracy Reading andLiteracyPortfolioReview. Thesetwo Literacy Practicum,before enrolling inED5557, all courseworkexceptED5556,Readingand (3 quartercredits). ED5557 -ReadingandLiteracyPortfolioReview one ormore higherlevels. reading levelsincludingthenon-reader leveland assessing strugglingreaders attwoormore students withreading problems. Learnerspractice language learners,beginningreaders, and diverse experiencesthatincludeteachingEnglish instruction andcanensure thateachlearnerhas comprehensive reading andlanguagearts sites thatcanprovide learnerswithbalanced, practicum seminars.Theisrestricted to practicum instructor, alongwith15hoursof of 15hourswillbeobservedbythementoror mentored workinaclassroom, ofwhichaminimum engaging learnersin45hoursofdocumented, during theprevious specializationcoursesby ED5556 extendstheguidedpracticeprovided literacy specialization,are takenconcurrently. two courses,theculminationofreading and ED5556, ReadingandLiteracyPracticum.These Literacy PortfolioReview, before enrolling in all courseworkexceptED5557,Readingand (3 quartercredits). ED5556 -ReadingandLiteracyPracticum drafting, revising, editing,andpublishing). differences; andthewritingprocess (pre-writing, cultural, gender, linguistic,andsocioeconomic the Englishlanguagelearner;respect forethnic, writing skillsfortheEnglishproficient learnerand comprehensive literacyinstruction;reading and language, spelling,reading, andwriting;balanced language acquisition;therelationship between structure ofEnglish;orthography/spelling;second learn toread; thephonologicalandmorphological instructional experiencerelated tohowchildren instruction. Topics includeknowledgeofand implications forstudentassessmentand research inreading andlanguageartsits course forK-12teachersreviews andexplores the Instruction (3quartercredits). ED5555 -FoundationalTheoriesinReading comprehension forolder, strugglingreaders. student andfamilysupportnetworks; instructional technology;scaffolding strategies; small group andone-on-onetechniques; writing interventionprograms; flexiblegroupings; aligning ongoingassessmentwithreading and English languageproficiency. Topics alsoinclude 1-888-CAPELLA • Learners musthavecompleted Learners musthavecompleted www.capella.edu This three-credit Education (4quartercredits). ED5601 -Enrollment ManagementinHigher topics includebuildinginstitutionalsupportfor strategic enrollment planandlearnhowtotie implementing actionplans.Learnersdevelopa management strategies,anddeveloping long-term goals,developingenrollment collection andanalysis,quantifyingannual education includingenvironmental scanning,data concepts ofstrategicplanningforhigher (4 quartercredits). ED5611 -StrategicEnrollment Planning education institutions. strategic plantoimprove marketingforhigher other marketingdocumentsandprepare a Learners analyzeexistingcommunicationsand strategies andtacticsinenrollment management. targeted communicationsandmarketing understanding ofthepurposeandpower This courseprovides acomprehensive Enrollment Management(4quartercredits). ED5609 -CommunicationsandMarketingin with financialaidprinciplesandpolicies. acquired from othercoursesandaspractitioners enrolled inthiscoursesynthesizeknowledge enrollment managementstrategies.Learners aid principlesandregulations toeffective designed forthoseinterested inapplyingfinancial student recruitment andretention. Thecourseis explores thenature androle offinancialaidin Management (4quartercredits). ED5607 -FinancialAidandEnrollment management. technologies tothefieldofenrollment retention, andsynthesizeapplyemerging of technologiescurrently usedinrecruitment and universities. Learnersdevelopanunderstanding management ofenrollment incollegesand the courseisontechnologiesusedineffective enrollment managementtechnology. Thefocusof introduced tobasicconceptsinhighereducation Management (4quartercredits). ED5605 -ApplyingTechnology toEnrollment profession. this knowledgetotheenrollment management body ofresearch onstudentretention andapply course learnersanalyzeandinterpret asignificant student retention inhighereducation.Inthis fundamentals andbestpracticesofeffective provides acomprehensive overviewofthe Higher Education(4quartercredits) ED5603 -EssentialsofEffective Retentionin practices inenrollment management. understanding ofbasicconceptsandbest designed tobroaden anddeepenknowledge enrollment managementprograms. Thecourseis practices, andtechniquesutilizedinsuccessful introduces fundamentalrecruitment concepts, strategies inenrollment managementand comprehensive overviewoftherecruitment that plantotheinstitution’s strategicplan.Course This courseintroduces basic This courseoffers a This course Learners are . Thiscourse century principalship. readiness tomeetthechallengesoftwenty-first experiences thatwillstrengthen thelearner’s Capella Universityfacultymember, designsasetof site supervisorandsite,workingwiththe principal attheschoolsite.Thelearnerselects by aCapellafacultymemberandlicensed internship. Thisfieldworkexperienceissupervised outcomes andforadocumented150-175hour portfolio basedonthespecialization’s 16program credits forcompletionandpresentation oftheir in educationaladministration.Learnersreceive six learners inthemaster’s specializationinleadership This courseistheculminatingexperiencefor Educational Administration(6quartercredits). ED5900 -Master’s inLeadership Internship project required forthemaster’s degree. management specializationandincludesthe the capstonecourseforenrollment mobilizing humanandfinancialresources. Thisis the strategicenrollment managementplanand must complete 38 credits, or nine core and core nine or credits, 38 complete must after theyleavethecourse. continue toimprove theirownacademicwriting linguistic andcontenteditingskillssothattheycan opinions from multiplesources. Learnersdevelop writing includingskillsincombiningfactsand skills inproducing effective advancedacademic practiced intheUnitedStates.Learnersdevelop that underlieadvancedacademicwritingasitis understanding oftheassumptionsandintentions academic writing.Learnersdevelopan native speakersofEnglishtograduate-level (4 quartercredits). ED7004 -GraduateWriting forESL/EFLLearners two areas. written exercises, learnersdevelopskillsinthese expression asthegoal.Through discussionand and meaninglesswords, withclearandconcise with simplicityandgrace,eliminatingwordiness argument isimportant.Eleganceimplieswriting not emotional.Howstrongly thewritermakes refers tothetoneoflanguage:passionate,but course concentratesonthelasttwo.Effectiveness readability, effectiveness, andelegance.This that definequalitywritingare organization, credits). ED7002 -AdvancedWriting Concepts(4quarter of required coursework. integrative project istakenfollowingcompletion intended forSchoolofEducationlearners.The application intheirprofessional field.Thiscourseis an organization orsystem,thedesignofanew and electivecoursesbycompletingananalysisof integrating learningfrom required, specialization, Master’s learnersdemonstrateproficiency in ED5990 -IntegrativeProject (4quartercredits). specialization courses including ED5007 before ED5007 including courses specialization enrolling in ED5900. in enrolling CAPELLA UNIVERSITY The fourdistinguishingcharacteristics This courseintroduces Prerequisite(s): Learners Prerequisite(s): non- 101
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ED7006 - Research and Writing for Graduate sites. This course focuses on four areas: design, ED7497 - Storyboarding for Instructional Design Learners (4 quarter credits). This course is factors affecting learning, communication, and (4 quarter credits). This course provides an designed to prepare graduate learners for the project management. In addition, the course opportunity for detailed examination and practice rigors of academic writing. Academic writing provides a detailed examination of common with storyboarding, a mechanism for capturing requires a series of related critical thinking and instructional methodologies such as tutorials and plans for the media, and methods for content writing skills, including: understanding the nature simulations. Prerequisite(s): ED851. delivery typically used in instructorless settings. of academic research; developing strong ED7212 - Administration and Leadership of Prerequisite(s): ED7211. Directed study, arguments based on primary and secondary Distance Education Programs (4 quarter credits). PhD only. research; evaluating, summarizing, paraphrasing, This course provides an overview of the skills and ED7499 - Needs Analysis for Instructional and citing sources; drafting, revising, and editing competencies needed for the administration, Design (4 quarter credits). This course provides multiple drafts of major projects; and producing management, and leadership of distance practice with approaches to needs analysis, clear, accurate, and error-free prose. Because this education programs. Discussions include the setting the requirements and boundaries for a set is a writing course, learners should expect to write management of existing distance education of instruction, especially as it relates to a lot: the course includes weekly writing programs, the design and implementation of new instructorless settings. Prerequisite(s): ED851 assignments, several short writing projects, and a distance education programs, and the or ED7211. Directed study, PhD only. research plan for a longer project. Learners submit transformation of existing distance education a final portfolio at the end of the course. ED7503 - Instructional Media Tools (4 quarter programs for more efficient and effective delivery. credits). Many software programs now offer ED7007 - Focused Research and Writing for ED7400 - Technology Strategies for Brain-Based instructional designers opportunities to create Graduate Learners (4 quarter credits). In the Learning (4 quarter credits). This course focuses innovative Web-based courses. This course second course of this sequence, learners refine the research on brain-based learning and provides provides hands-on experiences in the preview of principles and strategies learned in ED7006 by applications for a technology-based curriculum. current software with direct application of focusing on writing in their disciplines. Learners Course activities are presented in a project-based instructional media to instructional design. should expect to spend a significant amount of learning model that provides authentic experiences ED7504 - Leadership for Instructional Design time completing writing assignments for this in brain-based learning with a discussion on course including weekly writing assignments, (4 quarter credits). This course provides specific applications for grade-level and content- opportunities for instructional designers to several short writing projects, one long writing specific curriculum development. Course activities project, and a final portfolio. Learners develop a examine the leadership and management skills include a study of assessment strategies to meet necessary for the effective design and delivery of research topic, conduct and write a short literature the needs of diverse learners and technology- review, develop an argumentative essay of Web-based instruction. Through the development resource planning for the design and development of a professional portfolio, instructional designers significant length (25-35 pages), and document of a brain-based learning environment. sources appropriately while focusing on the critical participate in assessments that evaluate thinking and writing skills established in ED7006. ED7491 - Instructional Design for Health Care collaborative team planning, decision making, Prerequisite(s): ED7006. Programs (4 quarter credits). This course problem-solving, and change management. explores various instructional design methods that ED7008 - Developing Your Writing Voice and ED7505 - Evaluation and Assessment of can be used in health care programs. Theoretical Instructional Design (4 quarter credits). This Style (4 quarter credits). This course focuses on frameworks upon which the instructional design one of the most challenging components of course provides specific guidelines and formats methods are based are addressed. Directed for the evaluation and assessment of learning academic writing: developing a voice and style that study, PhD only. reflect excellence in scholarship (research, thinking, environments in a Web-based format. Course and communication) while maintaining individuality ED7493 - Internships for Instructional Design for activities also provide instruction in creating and style. In this course learners analyze a variety Online Learning (4 quarter credits). Internships effective assessment for online learning programs. of writing samples, including writing samples of offer experiential opportunities for learners in the Prerequisite(s): ED851 or ED7211. their own, in order to understand the effects of area of instructional design for online learners. A ED7540 - Leadership in Higher Education writers’ rhetorical choices; learn and apply an array plan of action, field supervision, and written (4 quarter credits). This course provides an of writing strategies that lead to improved documentation are required components of the overview of leadership philosophies and theories awareness and use of voice and style; and revise internship. Directed study, PhD only. as related to higher education administration with writing submissions used in external coursework to ED7495 - Research Strategies and the overall goal of preparing professionals to demonstrate learning and understanding. Methodologies for Online Learning (4 quarter develop decision-making structures. Learners are strongly encouraged to take the credits). This course provides opportunities for ED7541 - Teacher Supervision and Evaluation ED7006-ED7007 course sequence before dissertational research in the practice and delivery (4 quarter credits). The call for higher standards enrolling in this course. of online learning. Through discussion and analysis and greater accountability demands a framework ED7210 - The Delivery of Distance Education of current research studies, learners formulate for teacher supervision and evaluation system that (4 quarter credits). This course provides models and methodologies that may guide their focuses on professional development and student discussions and experiences leading to an own study. Quantitative and qualitative studies are outcomes, while ensuring quality instruction. The understanding of current delivery systems for included for discussion and analysis. Directed development of effective systems of teacher distance education including interactive television, study, PhD only. supervision and evaluation should follow a process satellite dissemination, and wireless networking. ED7496 - Advanced Instructional Design that includes the perspectives of all stakeholders, ED7211 - Designing Online Instruction (4 quarter credits). Through discussion and and provides differentiated paths for evaluation. (4 quarter credits). This course teaches the learner analysis of current practice and theory, this course ED7542 - The Politics of K-12 Education how to create instructorless (or self-paced) examines emerging advancements in instructional (4 quarter credits). The Politics of K-12 Education programs which are often multimedia courses or design with specific adaptations for online is an introduction to the basic analytical categories segments, usually found on CD-ROM or on Web learning. Prerequisite(s): ED851 or ED7211. of political science as they apply to education, Directed study, PhD only. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 103
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including the influence of federal, state, and local think and act critically to resolve conflicts, the experience and savvy of the designer. In this governments in school policy-making, school and negotiate multiple solutions, and understand the course, learners are exposed to learning theories, community relations, decentralization, school many ideas, theories, and proposals that enter our several instructional and performance design finance, desegregation, affirmative action, lives on a daily basis. Three distinct models are models, and case studies. Learners design bilingual education, technology, privatization and presented that can aid adult educators in thinking, performance solutions by diagnosing the results of choice, as well as teacher empowerment. reading, and acting critically. These models needs assessments, specifying objectives and ED7543 - The Superintendency (4 quarter represent the best practices of leaders in critical applying the principles and procedures of learning credits). School superintendents have complex thinking in adult education today. solution design, selecting appropriate methods,
leadership responsibilities. Those who hold the ED7620 - Theoretical Basis of Instructional and continuous evaluation. COURSE DESCRIPTIONS GRADUATE position must be among our best and brightest. Design (4 quarter credits). This course surveys ED7672 - Delivery Systems for Training and Their vision and performance must focus on the major instructional design theories that are Performance Improvement (4 quarter credits). creating quality schools that inspire our children to applicable to training and education, delivered in a This course provides learners with an in-depth, become successful, caring Americans, capable of variety of ways. This provides a solid foundation application-based overview of facilitation skills and becoming contributing citizens of the world. The for the rest of the technology-related curriculum. e-learning initiatives. A variety of tools and superintendency requires courage, creativity, ED7631 - Introduction to Training and strategies are utilized to address these critical issues. energy, vision, and adaptability to a myriad of Performance Systems (4 quarter credits). This ED7673 - The Future of Corporate and Technical issues ranging from social change, diverse student course provides learners with an overview of the Training: Issues and Trends (4 quarter credits). populations, demands for equity, and new history and evolution of training and performance With the continuing rapid changes in technology, technologies. improvement systems in business and industry. global competition, and business strategies, the ED7544 - Introduction to School Business Learners develop an understanding of the field of training and performance improvement Administration (4 quarter credits). The course important role played by the Human Performance must also respond in a nimble and timely manner. provides an introduction to school business Improvement (HPI) process and other supporting This course explores those forces that are most administration, providing an overview of and critical services such as performance dramatically shaping the evolution of corporate accounting, budgeting, information technology, management, coaching, and career and and technical training, including the recent facilities planning and construction, purchasing organizational development. The course takes a transition to greater emphasis on performance and warehousing, risk management, nutrition macro or systems view of developing people and improvement methodologies. services, maintenance/operations and organizations. Included are numerous structured ED7674 - Managing Training and Performance transportation. Legal requirements, organization, learning exercises, application activities, Improvement (4 quarter credits). Internet-based and staffing for each area are addressed. discussions, and a final project. learning and the emergence of performance ED7545 - Special Education Administration ED7641 - Needs Assessment: Models and management in the field of human resource (4 quarter credits). This course is intended for Procedures (4 quarter credits). This course development have added importance, complexity, personnel administering special educational surveys a variety of needs assessment models and and increased accountability to the training services; responsibilities of superintendents, procedures that practitioners may use to diagnose manager role. Participants in this course become principals, supervisors, and directors for special the causes of workplace performance problems. more prepared to meet these challenges by education, student personnel, and other special As key outcomes, learners are able to design and learning to determine priorities, assess needs, programs are discussed. develop needs assessment instruments, collect, create a mission and goals, develop a budget and ED7560 - Innovative Leadership (4 quarter and then diagnose data in order to differentiate a marketing strategy, plan programs and credits). To successfully improve school between a workplace performance issue that performance interventions, conduct evaluations, performance, the K-12 leader must engage in a requires training solutions as opposed to one that hire and manage personnel, and provide continuous process of change and transformation. requires another, more appropriate, non-training leadership. Understanding the processes of change and its intervention. ED7690 - Critical Skills for Facilitating Online impact on faculty, parents, students, and ED7652 - Evaluating Training and Performance Learning (4 quarter credits). The educator’s/ community is a challenge. Through study of Improvement Systems (4 quarter credits). As an trainer’s role in online learning differs markedly change and behavioral theories, leadership often neglected process, evaluation is essential from the traditional classroom or corporate principles, and case studies, school leaders build for two reasons: so that courses or performance training room, yet many of the same hallmarks of skills as effective change agents. solutions can be improved and so that it can be success still apply. Participants examine online ED7580 - Theory and Development of Multiple clearly shown how a particular training learning from a variety of perspectives to enhance Intelligences (4 quarter credits). This course uses intervention can improve both personal and technical skills, improve success, and facilitate Howard Gardner’s theory of multiple intelligences organizational performance. This course provides learning. as a framework to better understand creative learners with an understanding of measurement ED7692 - Strategies for Building Online thinking and to explore and develop teaching and evaluation theory, principles, and procedures. Learning Communities (4 quarter credits). strategies and techniques to teach to all of the Topics include quantitative and qualitative The virtual classroom benefits from interaction intelligences. Teachers and administrators learn measures, performance objectives, Kirkpatrick’s among learners. In this course, learners develop how to be more effective in working with the five levels, and reporting strategies. facilitation strategies and tactics designed to differences and potentials in learners. ED7662 - Designing Training and Performance nurture interaction and collaboration among ED7590 - Critical Thinking in Adult Education Solutions (4 quarter credits). The design of online learners and guide learners in the (4 quarter credits). This course provides a training and performance solutions is both a development of effective personal learning framework for practicing critical inquiry and systematic and an artful process. Alternative strategies. reflection on issues that come up in personal and solutions are often possible. In this context, design professional life and in the field of adult education. is informed by multiple factors: the needs of the Educators of adults, and indeed all adults, need to learner, the circumstances, the organization, and • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 104
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Graduate Course Descriptions, continued
ED7693 - Curriculum Development for Online classroom assessment techniques designed to fulfill a contract with the site supervisor based on Learning (4 quarter credits). This course is collect ongoing, formative feedback for Capella’s leadership in educational administration designed for instructors and those who develop instructors to better facilitate the learning outcomes and competencies. To be endorsed for curriculum for online instructor-led and hybrid environment in their classroom. superintendent licensure by Capella, learners courses. Course study includes contemporary ED7713 - Student Advising and Retention must successfully complete ED7903 and ED7904 models of curriculum design, teaching models, (4 quarter credits). This course examines the in two consecutive quarters. For purposes of and learning theory. As a project-based course, process of advising and retaining students licensure endorsement, the two courses constitute curriculum development activities include the including faculty role and institutional support. a single 320-hour internship experience taken development of a course syllabus, content, Various advising models, screening methods, and over two quarters. assignments, and activities. approaches to orientation are explored to assist ED7904 - Internship in the Superintendency II ED7699 - Practical Applications for Online with retention and success of students. (4 quarter credits). Internship in the Teaching and Training (4 quarter credits). ED7716 - Faculty Leadership (4 quarter credits). Superintendency II is the conclusion of the two- Participants apply skills, strategies, and tactics This course explores the role of educator as leader quarter superintendent internship. Learners from earlier courses, and create a collaborative from both a personal and organizational complete a log of hours, a portfolio, and a learning environment. It is recommended that perspective. In addition, concepts of effective competency-based internship contract. Learners learners complete ED7690, ED7692, and leadership and followership are reviewed and must have taken ED7903 the quarter immediately ED7693 prior to enrolling in this course. discussed. The focus is on educational leadership before they enroll in ED7904 if they plan to apply ED7700 - Learning Theory and the Educational as it applies to teaching and learning in any for Capella’s endorsement for superintendent Process (4 quarter credits). This course explores educational setting in higher education. licensure. For purposes of licensure endorsement, major learning theories (behaviorism, social the two courses constitute a single 320-hour ED7819 - Grantsmanship (4 quarter credits). internship experience. Prerequisite(s): ED7903. learning theory, and constructivism) as well as This course focuses on methods and practices of associated concepts, including memory and obtaining funding from governments, research ED8004 - Societal and Cultural Change motivation. Applications of these theories and and philanthropic institutions, and other private (4 quarter credits). Understanding the impact of concepts focus on the educational setting. sources. social and cultural differences, diversity, and change is a fundamental competency of ED7701 - Educational Philosophy and Change ED7901- Internship in Educational (4 quarter credits). This course examines the educators. This is a foundation course for doctoral Administration I (4 quarter credits). Internship in learners that introduces themes that persist philosophical foundations, ideologies, and Educational Administration I is the first of two theories that have influenced the development of throughout the degree program. Societal and consecutive courses that provide learners with the Cultural Change prepares learners to lead in the American educational philosophy and practices. academic and field experiences that are Learners examine, articulate, clarify, and refine field of education by addressing theories of prerequisites for principal or administrative change and strategies of the change agent. A their basic assumptions, and beliefs underlying licensure in most states. During the first of the two their personal educational philosophy and practice. broad array of theories and readings cover the internship courses, learners create, sign, and spectrum of social change and its effect on ED7703 - Student Development, Challenges, begin to fulfill a contract with the site supervisor education. As a result, learners understand the and Successes (4 quarter credits). This course based on Capella’s leadership in educational complexity of a diverse classroom population and offers a comprehensive examination of the administration outcomes and competencies. the impact of social movements. Assessment of theoretical and research literature related to To be endorsed for principal or administrative learning consists of the evaluation of the depth of successful student development, developmental licensure by Capella, learners must successfully learners’ ability to analyze, synthesize, and think issues, and challenges facing U.S. college students. complete ED7901 and ED7902 in two consecutive critically in relation to course content and This course also explores the constructive- quarters. For purposes of licensure endorsement, interpretation of research material. Learners also developmental theoretical claim that the the two courses constitute a single 320-hour demonstrate the ability to conceptualize original epistemological, intrapersonal, and interpersonal internship experience. thought in relation to course content. aspects of student development are interrelated, ED7902 - Internship in Educational ED8004 and ED8005 must be taken and therefore, all three aspects should be primary Administration II (4 quarter credits). Internship in concurrently by PhD learners in their first goals of a college education. Educational Administration II is the concluding quarter. Cannot be fulfilled by transfer. ED7711 - Course Design and Development course of the two-quarter principal or ED8005 - Doctoral Learner Success Lab (4 quarter credits). This course explores elements administrative internship. Learners complete a log (non-credit). This lab is designed to provide new of course design as applicable to the of hours, a portfolio, and a competency-based doctoral learners the knowledge and skills they comprehensive community college. Various internship contract. Learners must have taken need to be successful in their academic programs. models of course (instructional) design and guides ED7901 the quarter immediately before they The lab familiarizes learners with the Capella for design are included. Course preparation enroll in ED7902 if they plan to apply for Capella’s online environment and support resources material, instructional techniques, and forms of endorsement for principal or administrative provided to ensure success. It is specifically evaluation constitute the final units of the course. licensure. For purposes of licensure endorsement, designed to provide doctoral learners the tools ED7712 - Classroom Assessment in Education the two courses constitute a single 320-hour they need to successfully complete their program (4 quarter credits). The primary focus of the internship experience. Prerequisite(s): ED7901. and dissertation. Learners build skills in the course is classroom assessment of individual ED7903 - Internship in the Superintendency I selection and use of methods, techniques, and student achievement, including alternative (4 quarter credits). Internship in the library resources. Working with the academic assessment techniques. This topic is treated as a Superintendency I is the first of two consecutive advisor, learners develop a degree completion key component of student-centered education, courses that provide the academic and field plan (DCP). ED8005 is an advisor-led course identifying the importance of initial and ongoing experiences that are prerequisites for taken in the first quarter in conjunction with assessment of student needs, skills, and progress. superintendent licensure in most states. In this ED8004. Available online only. Cannot be A secondary focus of this course is that of internship, learners create, sign, and begin to fulfilled by transfer. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 105
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ED8111 - The Historical and Social Foundations ED9053 - Special Topics in Advanced Classroom ED9986 - Dissertation Research I (4 quarter of Education (4 quarter credits). This course Instruction (4 quarter credits). This course credits). Learners examine the key components explores the ways in which educational institutions provides learners with an opportunity to study of planning and conducting dissertation research, have emerged and developed, particularly in specific or innovative areas of interest within the including the dissertation process and the roles relation to societal functions and expectations. advanced classroom instruction specialization. and responsibilities of the dissertation committee, The study of the historical and social foundations Directed Study, PhD only. course instructor and course administrator. In of education provides us with an awareness of and ED9054 - Special Topics in Postsecondary and addition, learners form and obtain approval on context for the evolving practices of education. Adult Education (4 quarter credits). This course their dissertation committees, conduct a preliminary
This course helps learners develop specific provides learners with an opportunity to study literature review, develop the dissertation COURSE DESCRIPTIONS GRADUATE knowledge, skills, and attitudes necessary for specific or innovative areas of interest within the prospectus, and become familiar with procedures looking at education historically and for postsecondary and adult education specialization. for protecting human participants/subjects in understanding the socio-cultural forces that have Directed Study, PhD only. research. Resources for research methodology and made American education what it is today. the IRB process are provided. Learners must ED9056 - Special Topics in Training and ED8113 - Advanced Study in Research Methods complete the dissertation prospectus and the Performance Improvement (4 quarter credits). short online Collaborative IRB Training Initiative (4 quarter credits). This course focuses on This course provides learners with an opportunity research methods applicable to disciplines (CITI) modules in order to pass Dissertation to study specific or innovative areas of interest Research I. Grading for this course is S/NS. relevant to the School of Education and to within the area of training and performance professional development. Learners analyze the Prerequisite(s): ED9985. Cannot be fulfilled improvement. Learners propose appropriate by transfer. relevance and appropriateness of specific research course topics that are not covered in any of the methodologies in preparation for use in the electives. Directed Study, PhD only. ED9987 - Dissertation Research II (4 quarter dissertation. Cannot be fulfilled by transfer. credits). In this course, learners obtain committee ED9058 - Special Topics in Instructional Design approval on the dissertation prospectus, prepare ED8910 - The Minnesota Superintendency for Online Learning (4 quarter credits). This (4 quarter credits). This course prepares learners informed consent and field testing materials, course provides learners with an opportunity to develop and solidify the data collection design/plan aspiring to licensure as Minnesota superintendents. study specific or innovative areas of interest within Minnesota’s superintendents are licensed on the and schedule (based on the prospectus), prepare the area of instructional design for online learning. and submit the IRB application for approval, basis of eight competencies spelled out in statute, Learners propose appropriate course topics that and the course touches on each. In addition, the conduct field testing to establish validity and are not covered in any of the electives. Directed reliability of the instrument (when appropriate), course addresses issues such as law and finance Study, PhD only. that are unique to Minnesota superintendents. complete the dissertation prospectus conference Cannot be fulfilled by transfer. ED9984 - Doctoral Comprehensive Examination I call, develop and complete dissertation Chapters (4 quarter credits). In the first course of the 1 (Introduction), 2 (Literature Review), and 3 ED8911 - The Minnesota K-12 Principalship comprehensive examination and dissertation (Methodology), based on the prospectus. (4 quarter credits). This course prepares learners sequence, learners examine the key components Resources for research designs and methodology aspiring to licensure as Minnesota principals. in the comprehensive examination. The course are provided, including the dissertation manual Minnesota’s licensure is K-12, thus the course includes an overview of the comprehensive and a template for Chapters 1, 2, and 3. touches on the critical aspects of the principalship examination process and the university’s Procedures for prospectus and IRB application at the elementary, middle and senior high levels. expectations of academic honesty and integrity submission and the prospectus conference call are The course addresses the state’s 21 principal and introduces the four core themes of the available. Grading for this course is S/NS. competencies, especially those (such as law and examination and the evaluation criteria. Structured Prerequisite(s): ED9986. Cannot be fulfilled by finance) that are unique to Minnesota. Cannot be study groups are established and resources on the transfer. fulfilled by transfer. core themes are provided. Course requirements ED9988 - Dissertation Research III (4 quarter ED9050 - Special Topics in Leadership in include completion of the overview and a credits). In this course, learners engage in data Educational Administration (4 quarter credits). preliminary conference call with the comprehensive collection according to the plan and schedule, This course provides learners with an opportunity examination committee and development of a develop and organize Chapter 4 (Results) draft to study specific or innovative areas of interest schedule for the final oral examination. Grading (structure based on the research questions and within the leadership in educational administration for this course is S/NS. Prerequisite(s): All required methods before data collection is complete), specialization. Learners propose, then develop, and elective course work completed with a GPA check in data (as they come in), process and appropriate course topics not covered in the of 3.0 or better. Fulfillment of all residency analyze the data, and finalize Chapter 4 with specialization’s elective offerings. Directed Study, requirements. Cannot be fulfilled by transfer. results. Resources for data analysis designs and PhD only. ED9985 - Doctoral Comprehensive Examination II interpretation are provided, including the ED9051 - Special Topics in Leadership for Higher (4 quarter credits). Learners and their dissertation manual and a template for Education (4 quarter credits). This course provides comprehensive examination committee members Chapter 4. Grading for this course is S/NS. learners with an opportunity to study specific or each develop one comprehensive examination Prerequisite(s): ED9987. Cannot be fulfilled innovative areas of interest within the leadership in question to address one of the four core themes. by transfer. higher education specialization. Learners propose Learners write answers to the comprehensive ED9989 - Dissertation Research IV (4 quarter then develop appropriate topics not covered in examination questions, which are evaluated by the credits). In this course, learners develop and the specialization’s elective offerings. committee using analytical point-scale scoring Directed finalize Chapter 5 (Conclusions and rubrics. Upon passing the written examination, Study, PhD only. Recommendations), polish the final draft of all learners complete the comprehensive examination ED9052 - Special Topics in Professional Studies chapters (1-5), obtain approval on the dissertation final oral defense conference call and are eligible in Education (4 quarter credits). This course manuscript, complete the final dissertation for enrolling in the first dissertation course upon provides learners with an opportunity to study conference call, make all necessary final content passing their defense. Grading for this course is specific or innovative areas of interest within the changes, obtain form and style clearance, publish professional studies in education specialization. S/NS. Prerequisite(s): ED9984. Cannot be Directed Study, PhD only. fulfilled by transfer. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 106
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the dissertation online with UMI, and obtain human services professionals include crime and and utilizing community resources to address a clearance from Academic Records on degree audit delinquency, chemical abuse and addiction, variety of human service needs. Specific topics (to verify that all required and elective program poverty, education, job training and employment, addressed are theories of social organization, courses have been taken). Resources for writing aging, mental illness, health care, physical and community organizing, self-help organizations, conclusions and recommendations are provided, sexual abuse, homelessness, and issues involving use of volunteers and the use of social policy to including the dissertation manual, a template for marriage and the family. This course addresses influence human behavior. Chapter 5, and procedures for dissertation problem analysis and problem-solving strategies HS837 - Counseling and Guidance in Diverse submission and the final conference call. Grading for many of these issues. Populations (4 quarter credits). This course for this course is S/NS. Prerequisite(s): ED9988. HS821 - Mental Health Counseling (4 quarter examines substantive and theoretical issues Cannot be fulfilled by transfer. credits). This course reviews the basic skills, concerning guidance and counseling in a variety methods, and practices related to mental health of culturally diverse populations. Issues addressed counseling. Topics included are basic counseling are: the role of culture-specific programming, skills, treatment planning, special issues in working special issues and needs of cultural subgroups, School of Human Services Courses with diverse populations, and various methods of and therapeutic approaches to working with HS813 - Social Influences of Behavior (4 quarter therapeutic interventions. The course applies culture-specific issues. Current theory and credits). This course is an overview of behavior current theory and research to clinical practice. research are applied to specific clinical issues. that is influenced by the presence of others, or HS823 - Philosophy of Social Work (4 quarter HS839 - Theories of Psychotherapy (4 quarter behavior that is under the control of society. credits). This course reviews the history and credits). This course provides an examination of Culture and society, large and small group development, philosophical tenets, and major psychotherapy theories, procedures, and behavior, cross-cultural factors, and interpersonal intervention methods of contemporary social techniques. The course reviews various schools of relationships will be considered. The social work. Learners examine issues related to therapeutic intervention, their philosophical psychology of decision making, attitude community development, social policy analysis, tenets, and therapeutic skills. Emphasis is placed formation, and social attribution will be reviewed intermediate care systems, and improvement of on applying current theory, research and and applied to contemporary issues. social conditions. techniques to a variety of clinical problems. HS814 - Theories of Personality (4 quarter HS825 - Human Sexuality (4 quarter credits). HS840 - Counseling and Guidance with Children credits). This course is an examination of the This course provides investigation of sexuality (4 quarter credits). This course presents a review assumptions, constructs, and processes of within the larger context of human experience. of current theories, research and methods of personality as these are expressed in the major Emphasis is placed on physical and psychosexual counseling and guidance of children. Special theoretical writings. Reviewed are the development, frequency and significance of attention is given to addressing the family psychodynamic, behavioral, structuralist, various types of sexual behavior, and health relationships and their impact on the child, humanistic, existential, social, feminist, and related issues. Issues addressed are treatment of childhood abuse and trauma, methods of parent cognitive theories of personality. Research on sexual problems and concerns of special and education, and specialized techniques for working normal and abnormal constructs of personality is diverse populations. with challenging children. reviewed. Contemporary issues and problems in HS827 - Juvenile Delinquency (4 quarter credits). HS841 - Group Counseling and Psychotherapy personality theory and types are addressed. This course presents investigation into the (4 quarter credits). This course reviews the HS815 - Professional and Scientific Ethics etiology, nature and extent, and treatment of historical development, major theories, current (4 quarter credits). This course examines the juvenile delinquency in contemporary society. research and clinical procedures of group historical origins of professional ethics, including Various theories are reviewed, and current theory counseling and psychotherapy. Course content issues affecting education, psychotherapy, law, and research are applied to understanding the also includes the role of the leader and leadership and institutional guidelines for protecting human dynamics of juvenile delinquency and current styles, mechanics of co-therapy, designing special subjects in research. Attention is given to methods of intervention. function groups, and handling of critical incidents identifying effective methods for addressing HS831 - Psychopathology: Assessment and within groups. ethical dilemmas and to current ethical issues in Treatment (4 quarter credits). This course examines HS845 - Grief and Bereavement Counseling the human services. the assessment and treatment of various forms of (4 quarter credits). This course investigates HS817 - Social Systems (4 quarter credits). This psychopathology, current methods of psychological research on death and dying. Students examine course is designed to review basic features and assessment, research on psychodynamics, and psychological stages of dying common to all factors of social systems theory as it applies to existing treatment methods. The politics of mental losses, symptomatology of grief, death trajectory, groups, families, agencies, institutions or disorders, emerging diagnoses, and other hospice model of treatment, and dealing with corporations, and government entities. It contemporary issues are addressed. death in the family. Case consultations with dying addresses problems inherent in the operation of HS834 - Ethnic and Cultural Awareness children and parents are featured utilizing these systems, as well as suggesting resolution of (4 quarter credits). This course involves techniques of drawing therapy and storytelling these problems from a systemic viewpoint. examination of ethnic and cultural issues that which elicit, respectively, psychological material in Additionally, the course covers issues of social influence the etiology, perception, and treatment the form of unfinished business and techniques for policy-making and decision-making that will affect of mental illness. Topics reviewed are: needs for coping with losses of all types. conditions of social change. specialized training, needs of various special HS847 - Applied/Clinical Sociology (4 quarter HS818 - Scope of Human Services (4 quarter populations, the impact of racial identity on self- credits). Clinical Sociology provides a solid credits). The human services movement is in its perception, and specialized methods of treatment. grounding in sociological practice, including the fourth decade of development and emphasis has HS836 - Utilization of Community Resources application of sociological knowledge, research, been on educating learners and professionals to (4 quarter credits). This course investigates and theory to intentional intervention. Whether serve a wide variety of client populations with a influences of larger social systems on human the sociological practitioner or clinician is working wide array of services. Problems encountered by behavior and the various methods of organizing with individuals or families, designing and • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 107
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executing interventions to improve productivity HS858 - Mental Health and Aging (4 quarter Current trends in service delivery are considered, and performance of public and private organizations, credits). The dramatic increase in the population particularly in light of ongoing changes in the or helping to design and implement policy which of older persons has focused attention on the health care delivery system. could affect an entire nation, the focus in clinical well-being of older persons — their mental and HS869 - Families, Systems, and Health Care sociology is important to the overall field of physical health. This course examines mental (4 quarter credits). This course examines human services. health and aging as major psychosocial consequences of adequate or inadequate health HS849 - Health Advocacy in the Community phenomena integrating biological, psychological, care upon the family system in America. Today’s (4 quarter credits). A major goal in human social and environmental perspectives and factors. families, composed of parents, grandparents, and
services is to develop effective change agents Contemporary research in these areas of the children as well as extended family members who COURSE DESCRIPTIONS GRADUATE in communities. Health care is an extremely mental health of the older population is explored live in or out of the home, all operate as important issue for communities in our society. as a function of many aspects of modern society: subsystems of families where each member affects Issues such as the purity of drinking water, waste family life, caregivers, community and institutional and is affected by every other family member. disposal, clean air, health education and public care, ethnic and sociocultural differences, and When health crises occur in families, then the safety, public and private health care plans, effects urbanization. health care system becomes a subsystem of those of HMOs and managed care, and Medicare and HS864 - Contemporary Issues in Compulsive and families which affects each and every part of the Medicaid are all issues which involve health Addictive Behavior Treatment (4 quarter credits). family. This course explores information on advocacy. This course addresses many of This course reviews current development, functional and dysfunctional features of public and these issues. research and trends within the addiction field. private health care and how they contribute to HS850 - Mind/Body Healing Practices (4 quarter Emphasis is placed on gaining a current family health or dysfunction. credits). This course describes the crucial role the understanding of substantive issues in the field. HS870 - Transpersonal Counseling and mind plays in health and healing. It analyzes the Possible topics considered include developments Psychotherapy (4 quarter credits). This course mind/body connection in illness and wellness, in psycho-pharmacologic treatment of addictions, covers material that emanates from the growth of investigates the concept of holistic healing, and the influences of managed care on treatment, humanism to spirituality, and the impact that this explores alternative approaches to the promotion ethics and managed care, the use of Internet movement has on therapeutic change. Topics of a healthy mind and body. The commonly used resources in the field, the changing role of the included are the role of spirituality in counseling, word “holistic” refers to that approach which counselor, emerging treatment approaches, and and the use of yoga, meditation, and prayer in attempts to heal the whole person, acknowledging the development of new treatments. counseling. Emphasis is placed upon how these the importance of subjective as well as objective HS865 - Group Therapy and Compulsive and theories and practices may be used to help the elements in health care. Consequently, holistic Addictive Behavior (4 quarter credits). Students growing population of spiritually-oriented clients. practitioners often bring many treatment strategies in this course review a variety of theoretical HS871 - Marriage and Family Systems (4 quarter to bear, from the traditional to the alternative, on orientations, relevant research findings and credits). Families are studied as systems from a the health problems of their patients or clients. develop and practice a number of practical clinical theoretical, clinical and research perspective. HS852 - Introspective and Personal Growth skills based on a thorough understanding of group Emphasis is placed on family development, Seminar (4 quarter credits). This experiential process. Topics include group development, styles transitions, assessment and intervention. Systems- course is intended to elucidate various aspects of of leadership, and critical incidents in group oriented assessment models are explored. the learner’s history and personality which are therapy including member “acting out” Strategies for initial interviews, hypothesis relevant to professional clinical work. The course (e.g., relapsing to some form of addictive or formulation, designing a strategy for intervention, employs a variety of methods to assist the compulsive behaviors) inter-group conflict, group and the process of termination are covered. introspective process including journaling, transference with leaders and premature exit from the group by a member. HS872 - Marriage and Marital Therapy personal psychotherapy, self-expressive artwork, (4 quarter credits). This course is an overview of dream work, and specialized readings. Emphasis is HS866 - Compulsive Behavior and the theory and research on marriage and the couple placed on identifying personal strengths and Disturbance of the Self: Alternatives to the relationship in contemporary society. Topics limitations and how they may influence clinical Addiction Model (4 quarter credits). This course covered include relationship development, effectiveness. defines the nature of addictive and compulsive maintenance, and termination; conflict-resolution HS853 - Prevention and Causes of Child Abuse behavior problems, discusses the development of skills; communication styles and skills; marital (4 quarter credits). This course explores the the addiction model and its tenets, and reviews adjustment and assessment of interpersonal recognition of child abuse as a sociological the literature on the validity and efficacy of relationships; cultural variations; and issues problem in the United States. The social, treatment approaches based on the addiction related to gender. Major approaches to marital psychological and familial causes are considered model. Alternatives to the addiction model are therapy are reviewed. discussed, including cognitive behavior therapy. and the current prevention approaches and HS876 - Methods of Family Research (4 quarter treatment programs are reviewed. An understanding of the compulsive behavior model, a psycho-dynamically oriented model, is credits). This course provides an introduction to HS854 - Child and Adolescent Counseling developed and covered in detail. measurement of family variables, complexities of (4 quarter credits). This course presents an family research design, data collection and analysis. overview of major theories and current research in HS867 - Intervention with Compulsive and Topics include scales of measurement, validity, the area of adolescent and child development. Addictive Behaviors (4 quarter credits). This and reliability, experimental and non-experimental Biological and psychosocial factors are examined. course reviews traditional and nontraditional designs, and approaches to integrating clinical Topics considered are normal development, the approaches to treatment. Topics covered are in- research and practice. Special attention is given to influence of trauma on development, family and out-patient treatment programming, self-help the unique factors in family research. groups, utilization of community resources and factors, and the influence of community and HS877 - Family Therapy Theory and Methods societal factors on development. alternative treatment approaches, and the use of individual, group, and family psychotherapy. (4 quarter credits). This course provides a comparative study of the prominent schools of • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 108
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Graduate Course Descriptions, continued
thought within the field of marriage and family Emphasis is placed on the management of distress HS899 - Special Topics in Human Services therapy, their tenets, therapeutic strategies, and and the utilization of stress management (4 quarter credits). This course allows the learner techniques. Structural, strategic, transgenerational, techniques to enhance performance, particularly to designate an area of study within Human behavioral, communication, and analytical in high stress situations. Topics covered include Services and work with a faculty member to study approaches to marriage and family therapy are the psychological and physical effects of stress, that area in depth. discussed. methods of stress reduction and individual and HS5004 - Survey of Research in Human HS878 - The Family in Social Context (4 quarter organizational strategies for preventing high Development and Behavior (4 quarter credits). credits). An exploration of the dynamics within levels of stress. This course reviews the major theories of human families and the systems that influence the family HS885 - Managed Care and Health Services development and behavior across the entire such as the larger society, church, school, and (4 quarter credits). This course provides a broad lifecycle. The developing person is the focus of other societal organizations. Topics include family overview of managed care and is designed to inquiry and connects such areas of study as development, cross cultural perspectives on the examine the variety of techniques employed by psychology, anthropology, and biology. Some of family, roles and functions of the family, alternative this new main-stream health system in its attempt the research will approach human development forms of the family, and influences of social policy to provide quality care in an efficient and from the point of view of personality theory, on the family. affordable manner. The learner focuses on the developmental tasks, or moral development. HS879 - Life Planning and Career Developments various delivery systems and utilization and quality HS5004 and HS5005 must be taken concurrently (4 quarter credits). This course provides theory, management practices employed by a wide by master’s learners in their first quarter. Cannot research, and opportunities for application variety of organizations. Regulatory, legal, and be fulfilled by transfer. appropriate for counselors working with ethical issues are also explored. The course also HS5005 - Master’s Learner Success Lab individuals responding to life transitions. Included allows the learner to consider the future of our (non-credit). This lab is designed to provide new are theory and research related to career and life health care system and how the world of master’s learners the knowledge and skills they development, improvement, and transition. providers, receivers, and payors may continue to need to be successful in their academic programs. change in the evolution of American medicine. HS880 - Contexts and Models of Health The lab familiarizes learners with the Capella (4 quarter credits). This course explores the HS886 - Health Care Communication: Providers online environment and support resources models of health and their contexts as utilized in and Receivers (4 quarter credits). Effective provided to ensure success. Learners build skills in the contemporary health industry. This is an communication is central to every aspect of the the selection and use of methods, techniques, and extraordinary time in health care from aspects of health care delivery process. This course provides library resources. Working with the academic policy with the devolution of power from the a broad overview of health communication and is advisor, learners will develop a degree completion federal level to the states and private sectors. designed to examine current theoretical models. plan. HS5005 is an advisor-led course taken in Learners examine the impact of changes in the The material presented allows the learner to the first quarter in conjunction with HS5004. new era on models of health care within the develop strategies to enhance communication Cannot be fulfilled by transfer. context of health delivery systems. Implications for between professionals, allied health personnel, HS5006 - Survey of Research Methodology health service administration are also addressed. patients and their families in both interpersonal (4 quarter credits). This course presents an and group settings, and to enable the HS881 - Health in the Workplace (4 quarter overview of the general approaches to research communication process to be more functional methodology at the graduate level. It deals with credits). This course explores emerging problems and therapeutic. and issues facing employees in government the quantitative and qualitative approaches to service or private business who are burdened by HS889 - Role and Function of Boards and CEOs rigorous scholarly inquiry and the major research increasing demands for productivity coupled with (4 quarter credits). This course addresses the methodologies. This course is aimed primarily at decreasing health and welfare in the workplace. roles of boards of directors in public and private master’s-level learners although PhD learners may The current downturn in federal employment, sectors, including policy-making, representing the take it as an elective. downsizing in industry, and rightsizing of public, and promoting the organization. It reviews HS5100 - Health Care Management (4 quarter corporations have led to increased employee functions of boards as they establish contracts and credits). This course presents the foundation complaints of discrimination, disenfranchisement, hire executives and general managers. The course principles and dynamics of health care and disgruntled feelings which cause alcohol and also reviews the roles and functions of CEOs, who management, the health care system, and basic drug usage at work, marital problems, and are commissioned to represent the organization concepts and skills in administration. The violence in the workplace. This course reviews the and implement board policy while carrying out institutional, social, and political forces in the field growth of employee assistance programs (EAP) as administrative decisions and policies. Boards of of health care are analyzed. Topics include a method to solve these types of problems. public and private companies are represented in fundamentals of management in health care, trends the analysis, which includes legal liabilities and in health care financing, and contemporary issues. HS883 - Adult Criminal Justice System (4 quarter responsibilities. credits). This course examines the adult criminal HS5101 - Health Care Finance (4 quarter credits). justice system, its processes and methods. Current HS893 - Management of Human Services This course addresses financial management research and theory on criminality and its Agencies (4 quarter credits). This course concepts and practices and the basic economic treatment are reviewed. Issues such as the integrates the principles of management practice models in health care organizations through assessment of criminal behavior, alcohol and drug in nonprofit agencies. A metatheoretical model of principles of accounting and finance that have use and their relationship to criminal behavior, organizational managerial effectiveness is particular relevance to the health care manager. incarceration of the “psychopathic personality,” presented as a basis for comparisons between the Topics include basic accounting, financial and the treatment of the chronic, violent offender for-profit, public, and nonprofit sectors. Special statements and ratios, evaluation of project are included. emphasis is given to fundraising and government investment decisions, break-even analysis, resources(acquisition of support) for nonprofit and HS884 - Stress Management in Organizations budgeting, cost allocation, and reimbursement charitable agencies as well as to budgeting methodologies. Health care specific topics are (4 quarter credits). This course studies the role (spending). and management of stress in the workplace. reimbursement mechanisms, managed care, • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 109
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capitation, per-case or per-diagnosis payment, how human resource management issues such as administrators can use information technology to these are packaged by third-party payors, and the strategic workforce planning, hiring, training, maximize organizational performance. Topics effects reimbursement types have on health care personnel evaluation, and compensation are include fundamental principles of information provider organizations. Issues of working capital, examined from the perspective of the nonprofit technology and data management and their capital budgeting, and investment in relation to net organizations with their mix of paid staff and implications for health care administrators. The present value and value added to the organization, volunteers. Additionally, the impact of human use of technology, data bases, and other analytical health care organizations’ ratio analysis, cost resource management on the board, executive tools to structure, analyze, and present information analysis, and other financial management director, staff interface, volunteerism, and related to health care management and problem
techniques of primary importance to health care productivity is evaluated. Particular attention is solving are explored. Strategic information COURSE DESCRIPTIONS GRADUATE organizations are discussed. paid to the legal responsibilities of the organization systems planning, systems analysis, system design, HS5102 - Nonprofit Organization and in human resource management and to the role of evaluation, and selection are also explored. Management (4 quarter credits). This course the board. Current applications, such as patient care, examines the origins, history, and societal role of HS5106 - Assessment, Tests, and Measures administrative and strategic decision support, nonprofit organizations in the United States, (4 quarter credits). This course examines the managed health, health information networks, including their social, political, economic, cultural, assessment process and the use of tests and and the Internet will be examined to determine and ideological importance in American society. measures to engage in assessment activities. how they may be used to meet the challenges The magnitude, scope, and functions of the Theory and content of assessment, testing and facing health care administrators today and in the nonprofit sector and its relationships with business measurement applicable to the counselor role future. The course also focuses on the regulatory and government are presented. Theories, general are provided including history of assessment and legal requirements for acquiring and concepts and principles of organization methods, principles of test construction and managing health information; related technology; management, governance and leadership in standardization, interpretation of assessment patient rights and the release of health information nonprofit organizations are explored. A wide range measures, and strategies for use of assessment under state law, federal law, and the Health of external forces and internal dynamics that affect measures. Insurance Portability and Accountability Act. nonprofit organizations are presented. The life and HS5107 - Principles of Psychopathology: HS5502 - Nonprofit Entrepreneurship (4 quarter growth cycles of organizations are applied to non- Diagnosis and Treatment (4 quarter credits). credits). Entrepreneurship lies at the foundation profits. Current trends in non-profits and This course examines the theory, research, and of the nonprofit sector. This course provides an projections for the future are analyzed. application of principles of psychopathology. introduction to the theory and practice of HS5103 - Strategic Planning for Nonprofit Included in the course are etiology of entrepreneurship in the nonprofit sector. The Organizations (4 quarter credits). Nonprofit psychopathology, current methods of assessment, course focuses both on the creation of an operations are viewed from a strategic perspective. use of the DSM-IV-TR to diagnose mental disorders, innovative mission-based organization and the The role of strategic thinking and planning in application of psychopathology assessment to establishment of an innovative program or activity enhancing organizational effectiveness in the individuals, couples, families, and groups, and within an existing organization to meet a societal context of increased competition for scarce intervention strategies. Contemporary issues need. Areas of social innovation as diverse as resources and the wide range of challenging issues associated with assessment and treatment of business, environment, education, human requiring solutions is examined. Organizational mental disorders are incorporated into the course. services, and government are explored. Topics include practical information about how to identify missions and goals, governance, program HS5108 - Foundations of Addictive and development and structure, operational and fiscal potential opportunities, necessary skills Compulsive Behavior (4 quarter credits). This development, and competencies for creating, controls, information systems and monitoring, and course examines theory and research that guide evaluation are analyzed. developing, and implementing entrepreneurship treatment for addictive and compulsive behavior ideas and ways of measuring the success of the HS5104 - Accounting and Economics for the disorders. Traditional and non-traditional entrepreneurial activity. Nonprofit Manager (4 quarter credits). This interventions are reviewed as applied to inpatient, course introduces the basic language, underlying outpatient, and community-based treatment HS5900 - Counselor Education Pre-practicum concepts, and reporting methods of accounting methods for individuals, families, and groups. Course I (4 quarter credits). This online course and financial analysis which pertain to nonprofit Assessment, diagnosis, treatment planning and should be taken with HS-R5900 - Counselor organizations. The underlying foundation is the evaluation, as well as emerging issues in the field, Education Pre-practicum Laboratory I. The twelve- comprehension, analysis, and interpretation of are considered. week online course reinforces laboratory skills nonprofit organizational financial statements, development including academic assignments HS5500 - Multicultural Issues in Health Care and online discussion. This course emphasizes rather than producing them. Topics include basic (4 quarter credits). The course explores culture- accounting principles, financial statements therapeutic relationship skills, therapeutic specific variations as they affect health care assessment, therapeutic intervention, and ethical composition, cost accounting concepts, budgeting, administration and the health care delivery discounted cash flow analysis, and ratio analysis. and legal standards. It integrates effective system. Strategies sensitive to cultural diversity theories and practices of individual and family Additionally, economic thinking and the economist’s and the respective positions of professional tools, elasticity, public goods and the role of systems counseling methods relevant to mental associations, regulatory agencies, and health care health counselors and marital, couple, and family nonprofit organizations in a market economy, systems are explored and analyzed. Additionally, counselors/therapists. Prerequisite(s): Mental cross-subsidization and competition, and cost- the processes by which culturally sensitive and benefit analysis are presented. Health and Marital, Couple, and Family linguistically specific information are incorporated Counseling/ Therapy learners must have HS5105 - Human Resources and Volunteer into administrative policies and health outreach completed or be progressing in the following Management in Non-Profits (4 quarter credits). programs are examined. courses: HS5004, HS5005, HS834, HS814, This course addresses the theories, concepts, HS5501 - Health Informatics (4 quarter credits). HS815, HS5107, HS5106 , HS821, HS841, practices, and strategies of human resource This course provides a management perspective (HS871 for MHC), (HS877 for MCFC/T). management in the nonprofit organization. Basic of information technology and how health care Cannot be fulfilled by transfer. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 110
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Graduate Course Descriptions, continued
HS5901 - Counselor Education Pre-practicum HS7006 - Research and Writing for Graduate Accreditation of Health Care Organizations, Course II (4 quarter credits). This online course Learners (4 quarter credits). This course is Professional Review Organizations, and should be taken with HS-R5901 - Counselor designed to prepare graduate learners for the Accreditation Council for Graduate Medical Education Pre-practicum Laboratory II. The twelve- rigors of academic writing. Academic writing Education, and quality control mechanisms in week online course reinforces laboratory skills requires a series of related critical thinking and managed care plans, including the National development including academic assignments and writing skills, including: understanding the nature Committee for Quality Assurance and others online discussion. The course focuses on advanced of academic research; developing strong are evaluated. therapeutic relationships and special applications arguments based on primary and secondary HS7501 - Fundraising Strategies for Nonprofit of individual psychotherapy for Axis-I behaviorally research; evaluating, summarizing, paraphrasing, Organizations (4 quarter credits). This course disordered clients, techniques for group and citing sources; drafting, revising, and editing examines a variety of strategies for securing psychotherapy for unrelated individuals, and multiple drafts of major projects; and producing resources for a nonprofit organization such as systemically oriented therapies for couples and clear, accurate, and error-free prose. Because this donor research, annual giving, endowment and family groups. It integrates effective theories and is a writing course, learners should expect to write capital campaigns, major gifts, planned giving, practices of individual and family systems a lot: the course includes weekly writing social enterprise, and special events. The key counseling relevant to mental health counselors assignments, several short writing projects, and a practices, principles, and processes of fundraising and marital, couple, and family counselors/ research plan for a longer project. Learners will are also analyzed to enable the nonprofit therapists. Prerequisite(s): HS-R5900 and submit a final portfolio at the end of the course. executive to create, participate in, and manage HS5900. Cannot be fulfilled by transfer. HS7007 - Focused Research and Writing for fund development programs and staff. HS5990 - Integrative Project for Human Services Graduate Learners (4 quarter credits). In the HS7502 - Grant Proposal Development and Learners (4 quarter credits). Master’s learners second course of this sequence, learners refine the Administration (4 quarter credits). Grant funding demonstrate proficiency in integrating learning principles and strategies learned in HS7006 by is one of the major keys to the financial survival of from required, specialization, and elective courses focusing on writing in their disciplines. Learners nonprofit organizations. This course provides by completing an analysis of an organization or should expect to spend a significant amount of insights into the success strategies for grant- system, or the design of a new application in their time completing writing assignments for this seeking such as effective research, compelling professional field. This course is intended for course including weekly writing assignments, prose, and constructive relationships, and for School of Human Services learners. several short writing projects, one long writing grant-making perspectives such as effective writing HS5992 - Integrative Project for Human Services project, and a final portfolio. Learners develop a and proposal preparation. A comprehensive Learners (2 quarter credits). The integrative research topic, conduct and write a short literature overview of private and corporate philanthropies project represents the culminating academic review, develop an argumentative essay of is examined along with other research resources activity for the online master’s degree learner. The significant length (25-35 pages), and document including the Internet. project incorporates elements of knowledge sources appropriately while focusing on the critical thinking and writing skills established in HS7006. HS8001 - Human Services Practicum (4 quarter mastery, the ability to critique literature and/or credits). This is a supervised hands-on practicum Prerequisite(s): HS7006. research, synthesis of a diverse body of information, during which PhD learners apply the theory and and application to an area or topic of particular HS7008 - Developing Your Writing Voice and skills from their course work and residencies to a interest to the learner. The integrative project is Style (4 quarter credits). This course focuses on work environment in their professional taken following completion of required course work. one of the most challenging components of specialization. Includes study assignments, HS7002 - Advanced Writing Concepts (4 quarter academic writing: developing a voice and style tracking of practicum and supervision hours, credits). The four distinguishing characteristics that reflect excellence in scholarship (research, monthly reports, and final evaluation from site that define quality writing are organization, thinking, and communication) while maintaining supervisor. The four quarter credits include 300 readability, effectiveness, and elegance. This individuality and style. In this course learners hours of experience, including but not limited to course concentrates on the last two. Effectiveness analyze a variety of writing samples, including 12 hours of face-to-face site supervisor feedback refers to the tone of the language: passionate, but writing samples of their own, in order to for the learner. Prerequisite(s): HS815, or not emotional. How strongly the writer makes the understand the effects of writers’ rhetorical equivalent, and faculty approval. Contact the argument is important. Elegance implies writing choices; learn and apply an array of writing School of Human Services six months prior to with simplicity and grace, eliminating wordiness strategies that lead to improved awareness and registration for application materials. Cannot be and meaningless words, with clear and concise use of voice and style; and revise writing fulfilled by transfer. submissions used in external coursework to expression as the goal. Through discussion and HS8004 - Advanced Research in Adult Human demonstrate learning and understanding. written exercises, learners will develop skills in Development and Behavior (4 quarter credits). these two areas. Prerequisite(s): Learners are strongly encouraged to take the HS7006-HS7007 course This course critically analyzes theory and research HS7004 - Graduate Writing for ESL/EFL Learners sequence before enrolling in this course. in adult development and behavior with an (4 quarter credits). This course introduces non- emphasis on contemporary research and native speakers of English to graduate-level HS7500 - Quality Improvement and application issues. Adult development is studied academic writing. Learners will develop an Organizational Performance in Health Care from the biological, psychological, social, and understanding of the assumptions and intentions (4 quarter credits). This course analyzes the multicultural perspectives. Application to the that underlie advanced academic writing as it is concept of quality and its application in a variety human services professions of principles of adult done in the United States. Learners will develop of health care arenas. Methods for measuring, development is central to this course. skills in producing effective advanced academic benchmarking, and assessing organizational HS8004 and HS8005 must be taken concurrently writing including skills in combining facts and performance along dimensions such as financial by PhD learners in their first quarter. Cannot be opinions from multiple sources. Learners will results, clinical services, utilization, productivity, fulfilled by transfer. develop linguistic and content editing skills so that and the health of the community are examined. they will be able to continue to improve their own Additionally, public and private quality review academic writing after they complete the course. mechanisms, including the joint Commission on • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 111
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HS8005 - Doctoral Learner Success Lab the historical evolution of America’s response to presented. Current economic thinking about the (non-credit). This lab is designed to provide new social need, as well as an understanding of the role of nonprofit organizations in a market doctoral learners the knowledge and skills they historical emergence of social work as a helping economy, cross-subsidization and competition, need to be successful in their academic programs. profession. The course explores the historical and cost-benefit analysis are also considered. The lab familiarizes learners with the Capella online social welfare experience of different groups, Additionally, timely financial issues, transactions, environment and support resources provided to including women, Asian-Americans, African- and trends in nonprofit finance are analyzed. These ensure success. It is specifically designed to Americans, Native Americans, Hispanics, citizens include innovative financing techniques, complicated provide doctoral learners the tools they will need with disabilities, gays or lesbians, and others in the organizational structures, mergers, and
to successfully complete their program and United States. Comparisons will be made to some bankruptcy. Database and spreadsheet scenarios COURSE DESCRIPTIONS GRADUATE dissertation. Learners build skills in the selection other social welfare systems, particularly those of and sensitivity analysis of finance topics, through and use of methods, techniques, and library England, which greatly influenced early U.S. “poor the use of analytical models, are used to create resources. Working with the academic advisor, laws.” However, the bulk of the course emphasizes effective tools for financial decision making. Prior learners will develop a Degree Completion Plan. social welfare issues in the United States. knowledge in the areas of accounting, finance, and HS8005 is an advisor-led course taken in the first HS8103 - Principles and Practices of Social Work familiarity with financial statements is expected. quarter, in conjunction with HS8004, and carries (4 quarter credits). This course provides learners HS8109 - Nonprofit Public Policy and Advocacy no credit. Cannot be fulfilled by transfer. an overview of principles, methods, and practice (4 quarter credits). This course provides a Available online only. models for intervention and social change through comprehensive view of the current advocacy HS8100 - Fundamentals of Social Science work with groups and communities. It examines strategies utilized by nonprofit executives and Research (4 quarter credits). This course theoretical perspectives of group and community advocates to advance their organizations’ missions introduces learners to social science research, organizing as well as advocacy models, grassroots and to inform public policies and attitudes. These particularly in the context of human services. The participation, and the empowerment of strategies include advocacy organizing, public overall goals of the course are two-fold. First, the disadvantaged groups. Learners will also explore education, litigation, mobilization, demonstrations, course will assist learners in becoming educated theories and methods of present-day social polling, research, lobbying, and working with the consumers of research; that is, to be able to work practices with individuals, families, and media. Emphasis is also placed on the ways critically evaluate published research and utilize organizations. nonprofit advocates can advance their goals in research findings in practice. Second, the course HS8106 - Epistemology of Practice Knowledge the public policy process. will also prepare learners to design research (4 quarter credits). This course examines theories HS8111 - Quantitative Research Methods in the studies in their fields of interest. Therefore, major that guide the acquisition of knowledge within the Human Services (4 quarter credits). This course concepts and techniques of social science research human services professions. The methods used to emphasizes the application of research methods will be examined, including problem formulation, develop theory within the social sciences are and designs to specific social problems identification of variables, literature review, critically analyzed and evaluated as precursors to encountered in human service disciplines. Topics research design, sampling, definition and understanding and using the scientific method. include human subjects protection, and issues measurement of study variables, instrument Included in the course is the study of how theory is associated with measurement, development of construction, and data collection and analysis. derived, how research methods are linked to instruments, data collection, data management, Prerequisite(s): HS8106. Cannot be fulfilled by theory, and finally, how scholar-practitioners apply and initial phases of data analysis. SPSS (Statistical transfer. scientific method. Cannot be fulfilled by transfer. Package for the Social Sciences) will be introduced, HS8101 - Social Change and Public Policy HS8107 - Marketing and Public Relations for and learners will learn how to set up an SPSS (4 quarter credits). This course provides an Nonprofits (4 quarter credits). The importance of database, create variables, enter data, and introduction to social welfare policies and establishing an integrated marketing system and perform basic descriptive statistical analysis. programs that are designed to improve the well- the specialized aspects of marketing strategies in Methodological adaptations are considered when being and the quality of people’s lives. The process nonprofit organizations are examined. Topics conducting research with special populations and of development and implementation of programs include segmentation, complementary in diverse human service contexts. targeted to poverty, mental illness, children and positioning, membership recruitment, products Prerequisite(s): HS8100. Cannot be fulfilled families, elderly, ethnic minorities, HIV/ AIDS, and and services, the supply chain, and promoting by transfer. other social problems and groups will be intangible products whose benefits are often HS8112 - Advanced Qualitative Research examined. Learners will also begin to acquire indirect. The roles of public relations, advertising Methods (4 quarter credits). This course examines policy and program formation, change, and and persuasive communication with target qualitative designs used in research, including in- evaluation skills. Finally, the course will set the markets are also explored. Disciplines such as depth interviewing, case studies, participant- stage for how social welfare policies affect the fundraising, volunteer management, and media observations, focus groups, ethnographies, and direct practice of human service professionals and relations are viewed from a marketing document analysis. Specific attention will focus on social workers. The professional role of affecting perspective, with attention given to the the development of skills in question change at the public policy level and policy at the integration of their various techniques into development, interviewing, observation, selection agency level will be explored. compelling marketing positioning strategies for of sampling strategy, verification of data, and HS8102 - History of Social Welfare (4 quarter the organization. recording of data. Learners will examine the credits). This course is an advanced historical HS8108 - Financial Analysis and Reporting for philosophical assumptions, the political and ethical survey of social services, public policies, social Nonprofit Executives (4 quarter credits). issues involved in qualitative research. Qualitative welfare, and the profession of social work in the Techniques and principles of financial analysis and software programs will be introduced, and learners United States from the colonial era to the present. management, including budgeting, finance and will gain experience in entering data and The course follows a general chronological investment decision making, revenue extracting themes. Scholarly presentation and approach of the emergence of the American management, internal control, and cost writing of qualitative findings will also be reviewed. welfare state and professional social services. It management for the nonprofit organization are Prerequisite(s): HS8111. Cannot be fulfilled by provides learners with a broad understanding of transfer. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 112
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Graduate Course Descriptions, continued
HS8113 - Advanced Study in Research Methods HS8117 - Strategic Management of Health Care system and process. Theories of causation and (4 quarter credits). This course focuses on Reimbursement Systems (4 quarter credits). This innovative intervention approaches, such as “drug research methods applicable to disciplines course is an in-depth examination and analysis of courts,” will be examined. The course will review relevant to the School of Human Services. Learners the current health care reimbursement policies the dramatic increase of juvenile violence and analyze the relevance and appropriateness of including the full spectrum of insurances, from crime in American culture over the last quarter specific research methodologies in preparation for conventional catastrophic insurance (with or century. It will focus upon the debate between use in the dissertation. Cannot be fulfilled by without a medical savings account), through “root causes” for juvenile violence and crime transfer. PPOS, to strictly managed health maintenance versus the survivability of the children’s court system. HS8114 - Operations in Health Care Systems organizations, and post retirement health benefits HS8300 - Diversity in the Workplace (4 quarter (4 quarter credits). This course applies principles are examined. Proposed legislative changes in credits). All CEOs, managers, supervisors, training from the field of operations management science these reimbursement policies such as tax financing professionals, and educators must be able to to the complex health care industry. Topics for public insurance are also explored. Strategic effectively recruit, train, manage, and promote a examined include formulating a competitive issues are considered for meeting government culturally diverse workforce. Unfortunately, too strategy and key management science decision regulations for Medicare and managed care. few managers and directors have been adequately area, including strategic planning, process design, Contracting and policy decisions are examined trained to accomplish these tasks. The Hudson quality control, and service delivery. Organizational with regard to revenue impact. Decision making Institute’s demographic study called technology and structure as well as operations and strategies are explored which maximize revenues WORKFORCE 2000 determined that due to various models for organizing work, such as the while providing excellent quality care to patients. increased U.S. immigration quotas and increased matrix structure, are examined and assessed. Tools HS8118 - Health Policies Analysis and Strategy birthrates among minorities, workplace diversity of Continuous Quality Improvement (CQI) and (4 quarter credits). This course analyzes selected will be an inevitable fact in twenty-first century selected quantitative techniques used in the existing and proposed health policies from the America. While the demographics make an efficient management of health care delivery such perspectives of economic, sociological, and appreciation of workforce diversity a requirement, as forecasting, queuing, inventory analysis, and political theory, methodology, and models. Health its effective management is seen as good linear programming are explored. care executives must be able to participate business. It takes communication, conflict HS8115 - Managing Human Capital in Health effectively in the development and analysis of resolution, and the creation of an inclusive Care Environments (4 quarter credits). This policy and in the political processes within which organizational structure for diversity in the course addresses the complex theories, concepts, they take place. Health care issues, strategies, and workplace to succeed. This course helps practices, and strategies in the management of programs that are the subject of comparative administrators to better understand the problems human resources in health care organizations. analysis for public and quasi public sector decision to be faced and the solutions to be planned. Strategic workforce planning, hiring, training, making are evaluated. Alternative methods of HS8370 - The Criminal Mind (4 quarter credits). personnel evaluation, and compensation are policy analysis including matrix analysis, decision Lifestyles, practices, and motivations of serial examined from the perspective of health care trees, and cost-benefit analysis are examined. killers, robbers, and those who assault citizens in management as carried out from the unit level Additionally, the ethical dilemmas that arise in our communities are examined continually in the through the executive level. Topics include policy making and analysis are included. media, television, and cinema. Virtually a new sub- recruitment, interviewing and selection; retention HS8210 - Issues in Police-Community Relations culture has arisen to follow the lives and habits of (including compensation and benefits); diversity; (4 quarter credits). This course is a study of issues these perpetrators of harm and violence. This performance management; and career in police communication and their impact on course is a review of psychosocial theories that development. Also examined are the laws and society in the context of police-community analyze and evaluate deviant human behavior and regulations that frame human resource relations. The course will cover a variety of law the environment that precipitates repetitive management including employment law and enforcement structures in large and small criminal conduct. The course also is an introduction OSHA; fair employment practices; wrongful communities, urban and rural areas, and suburban into profiling criminals and predicting criminal termination and privacy; National Labor Relations districts. Learners will examine resident behavior. Act (and unions); and strikes and boycotts. expectations of police, sheriff, and legal systems in HS8371 - Race/Culture in Criminal Justice HS8116 - Financial Analysis in Health Care their local communities, particularly focusing upon (4 quarter credits). As our communities become Systems (4 quarter credits). This course focuses disparities between relationships with the police in more diverse, there is a heightened need to on the knowledge and skills required to conduct mainstream versus racial minority resident areas. understand and address racial and cultural advanced strategic financial analyses of an HS8211 - Practices of Probation, Parole, and pluralism in human behavior. The criminal justice organization’s external environment, mergers and Community Corrections (4 quarter credits). This system, like the larger society, must reflect such a acquisitions, capital budgeting and sources of course is an investigation of the historical and change in social attitudes. Law enforcement capital, and debt and investment are examined. current practices of non-institutional correctional agents, in particular, are being monitored for their High-uncertainty, high-impact trends and events practices. The course will cover education and relationships with those who come from diverse of importance to health care organizations are training requirements for the community backgrounds. Similarly, disproportionate rates and analyzed. Current issues in fraud and abuse in the correctional officials, caseload assignments, the lengths of incarceration between racial and ethnic health care environment are addressed. ratio of correction officers to released offenders, groups are being evaluated. This course will Frameworks for conducting advanced strategic as well as policies that govern release from examine these and other issues in correctional financial analyses and making innovative institutional custody to the community. It will focus practice and the criminal justice system. organizational recommendations on the basis of upon an examination of the release of sexual HS8372 - Criminal Behavior: A Sociological these are presented. Scenarios of possible futures, offenders to local communities. Primus (4 quarter credits). It has become assessing different outcomes of trends and events HS8212 - History of the Juvenile Criminal Justice increasingly apparent in the twenty-first century and identifying possible management responses System (4 quarter credits). This course offers an that the traditional “get tough” policy of the past are examined. intensive study of the juvenile criminal justice century toward crime remains less than completely • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 113
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effective in finding a way to deal with those who HS8375 - Deviance: The Interactionist the effectiveness of several classroom discipline continue criminal behavior. One reason for this Perspective (4 quarter credits). This course techniques. failure is that all too often little attention is paid to advances a new sociology of deviance by focusing HS8403 - Social Skills for At-Risk Students the social causes of crime. Crime rates differ both on the issues that relate to how people stereotype (4 quarter credits). This course is designed for geographically and sociographically. Race, gender, one another with regard to their interest in crime. educators, parents, and those in the helping social class, and age contribute to the pattern of Relationships between individuals based on such professions. It reviews theories from various criminal behavior and victimization. Society’s stereotypes identify an important link between schools of thought on the applicability of social- response to crime is often reflected in public “crime in the streets” and “crime in the suites” and skills education as well as an evaluation of specific
opinion via the news media, stronger policing, the differences between the two in eluding techniques for social-skills instruction. Some major COURSE DESCRIPTIONS GRADUATE prosecution, and finally, punishment. However, in punishment and its consequences. Use of this issues discussed in this course could involve order to reduce the crime rate, crime must not only perspective helps the learner to understand the mainstreaming and inclusion strategies, disabled be addressed as a problem manifested in the interactionist approach to the course and and culturally diverse students, and curriculum behavior of the individual, but also as a problem of distinctions between deviance and crime by adaptations for special students. Learners may society, since it is also social structure and process examining deviance as a social phenomenon that expect a broad philosophical inquiry coupled with that impacts this outcome. Succinctly, the root consists of a set of interpretations and social case-by-case applications and techniques. causes of criminal behavior in the U.S. may lie with reactions. This course is designed for learners in the way society itself is organized. Therefore, a the fields of criminology, criminal justice, and HS8501 - Contemporary Issues in Counseling different strategy must be imposed to understand sociology. Studies (4 quarter credits). The counseling such a seemingly intransigent problem. professions are increasingly faced with the need to HS8376 - Correlates of Crime (4 quarter credits). advance understanding of the role of the counselor HS8373 - Understanding Criminology (4 quarter One of the most perplexing problems faced by any in contemporary society and to devise research- credits). This course is for learners who are person with a basic knowledge of statistics is the based methods of practice that can meet existing interested in understanding crime as it relates to confusion of correlation with cause. Criminologists and emerging consumer needs. This course the field of criminology. It focuses on the central often speculate that correlation does not equal a focuses on analysis and evaluation of contemporary issue of defining crime. While many people would deeper examination but requires the crucial step issues that are impacting the counseling be content to accept a clinical definition of crime, of observing correlates and interpreting them with professions such as ethical issues, compassion that is, “behavior that violates the law,” such a the help of methodological theory. It is only by fatigue and burnout, the impaired professional, definition would only necessitate changing the building and testing theories that criminologists Internet counseling applications, multiculturalism individual’s crime calculus in reducing such can begin to make sense of such correlates. This and diversity challenges, and the role of the behavior. Modern criminologists have come to course examines social class, race, sex, and gender biological sciences on counselor role development. believe that crime is a more complex enterprise, as correlates of crime to determine if any patterns since they are acutely aware that what is exist for understanding their development. This HS8502 - Health Care Strategic Planning and considered a crime may also be a product outside course is designed for learners in the fields of Management (4 quarter credits). This course of the individual’s control. Yet, both issues are criminology, criminal justice, and sociology. focuses on strategic analysis of the mission and important factors in developing a better goals of the institution, its governance, services, HS8377 - The Penal System: Its Role in the U.S. operational and fiscal components, market, and understanding of (1) why people break the law; Society (4 quarter credits). This course provides (2) how society responds to offenders; and (3) how clients. These elements are evaluated within a an in-depth examination of the social and historical strategic management framework that links criminologists define crime and conceptualize foundation of the American correctional these affects relative to that of the criminal. planning to operations. The role of strategic institution. Issues relating to structure and social thinking and planning in enhancing organizational Therefore, it is important for learners in those processes of institutions of confinement in relation fields of study dealing with crime to have a better effectiveness in the context of increased to problems of treatment and rehabilitation are its competition for health care dollars and the wide understanding to the how and why or “root cause” primary focus. The course includes a systemic of such a trenchant issue as criminal behavior. This range of challenging issues requiring solutions is evaluation of recidivism, general and specific examined. course is designed for learners in the fields of deterrence, rehabilitation, incapacitation, and criminology, criminal justice, and sociology. retribution in relation to the American correctional HS8503 - Health Systems Analysis and HS8374 - Current Research on Violent Behavior system. Emphasis will be placed on philosophies of Evaluation (4 quarter credits). This course (4 quarter credits). The course has been designed punishment, sentencing strategies, the prison focuses on the structure, function, financing, and to help learners develop a thorough understanding community, alternatives to incarceration, and management of health care systems in the United and extensive accounting in explaining “violent” various reform efforts. Critical issues facing States at both micro and macro levels. It focuses behavior. It draws upon sociological and corrections will be examined. This course is on the critical issues facing the United States with psychological perspectives as part of a coherent designed for learners in the fields of criminology, emphasis on the relationships among providers, approach relating to those violent acts which have criminal justice, and sociology. payors, and patients. The course is designed to caused public concern. The course also focuses on evaluate the impact of the myriad of HS8402 - Teacher-Student Behavior interdependent actors within the health care the ways in which violence is defined by the Management (4 quarter credits). “Discipline is a criminal justice system. Definitions of the main systems and the widespread consequences of double-edged sword” was an axiom examined decisions in the clinical, policy, and management violent offenses, including violent sexual offenses, twenty years ago in a course on classroom arenas. Related evaluation measurement issues are discussed and an indication of the levels of discipline for teachers of problem students. True sentencing in particular cases is provided. Finally, are addressed and evaluative research on health then as it is today, most educators and parents still care systems and services are analyzed. the course focuses on techniques used to confront believe that in order to discipline a child the adult offenders of violent behavior within the criminal must possess and practice good discipline skills. HS8504 - Law and Health Care Administration justice system. This course is designed for learners This course reviews a general overall model of (4 quarter credits). The course focuses on analysis in the fields of criminology, criminal justice, disciplinary philosophies, from the behavioral to of the impact of law on the way health care is sociology, and psychology. the humanistic, as well as in-depth evaluations of delivered in the U.S. The major legal principles and • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 114
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issues relevant to health care administration are HS8509 - Law and Nonprofit Organizations right to die are explored. Within the patient-state examined such as those that affect the operational (4 quarter credits). This course provides an relationship, public health laws, reproductive decisions of health care providers, payors, and overview of the laws and regulations governing rights, bioethics, and genetics will be examined. managers, and others that impact development the establishment and operations of nonprofit At the level of provider institutions and the state, of markets for health care products and services. organizations. Specifically, the laws governing areas of managed care, individual and institutional Topics addressed include legal and regulatory incorporation and tax-exempt status of nonprofit licensure, anti-trust, cost containment, staffing, constraints imposed on the health care industry, organizations, and the implications of laws and fraud, mental health law, Medicare, Medicaid, and the liability of health care providers, the rights of statutes are explored. Additionally, the efforts of health care reform are reviewed. Learners acquire patients, labor relations, and administrative law for nonprofit organizations to influence legislative and a basic understanding of how health care law and health care organizations. Legal issues relating to rule-making processes are examined. regulation apply to the world of providers, admission and discharge, emergency treatment, HS8511 - Resource Management in Nonprofit receivers, and payors. medical records and mental health treatment are Organizations (4 quarter credits). The theoretical HS8900 - Nonprofit Program Development and also covered. and conceptual economic models fundamental to Implementation (4 quarter credits). This course HS8505 - Ethics and Decision Making in Health all nonprofit organizations are analyzed. Topics includes an examination of the theories and issues Care (4 quarter credits). This course focuses on include resource allocation, price formation, of planning, developing and implementing substantive ethical principles and procedural production and costs, and economic impact programs consistent with the mission and goals methodologies by which managers can understand, analysis. Trade-offs faced by non-profits and of the nonprofit organization. Topics include analyze, and resolve ethical problems. Issues in methods for evaluating them are explored. The conducting and interpreting needs assessments, medical ethics are explored with an emphasis on economic impact of nonprofit organizations on the evaluating the organization and its programs, their impact on administrative policies in health people and communities that they serve is and making operational the organization’s care delivery organizations, including the personal critically analyzed. philosophy and goals. and moral dilemmas they may raise for HS8512 - Organizational Assessment and HS9002 - Clinical Practicum (100 hours) administrators. Topics include business ethics Program Evaluation in Nonprofit Organizations (4 quarter credits). This clinical practicum is versus health care ethics, organizational (4 quarter credits). This course focuses on critical required for all learners specializing in mental philosophy and mission statements, professional analysis of the principles and techniques that health counseling and marital, couple, and family codes of ethics, conflicts of interest, ethical nonprofit managers use to assess and measure counseling/therapy who seek licensure as a part of committees, the allocation of scarce resources, organizational effectiveness. The need for their academic program. This is an online-directed informed consent, confidentiality, human accountability is intensified for funders, major and intensely supervised, one-quarter field experimentation, determination of death, stakeholders, and the public at large. Activities experience during which the learner receives euthanasia, suicide, abortion, the ethics of that provide justification for the use of the financial supervised practice in specific clinical skills in managed care, and HIV disease. and human resources is evaluated to ensure that interviewing, assessment, intervention, HS8506 - Leading Organizational Change in non-profits gain sophistication in assessment and documentation, and consultation in a field setting Health Care Systems (4 quarter credits). This program evaluation techniques. The course relevant to the learner’s chosen field of counseling course presents a comprehensive examination of examines how nonprofit managers can use the or marriage and family therapy. Field supervision the complex, dynamic, rapidly changing health results of assessment processes to enhance the contracts are negotiated, agreed upon, and care system in the United States. The health care organization’s mission. monitored by the online instructor of record. system’s major components and their characteristics HS8800 - Long Term Care (4 quarter credits). Actual field supervision is conducted and are identified with an emphasis on current policy In this course learners examine how their evaluated by university assigned licensed issues, performance challenges, and program profession relates to long-term care and the supervisors in specific locations throughout the solutions. Social, economic, and political forces management of personal, social, and medical country. Learners are expected to meet face-to- that have shaped and continue to influence the services needed by people who can no longer care face with field supervisors in monthly scheduled health care system are traced. Policy innovations for themselves due to a physical or mental chronic meetings during this one-quarter course that designed to address performance gaps are illness or disability. While areas of home care and includes 100 hours of clinical field experience and analyzed for federal, state, and private sector assisted living facilities are explored, the primary no less than 15 hours of face-to-face contact with programs. Potential lessons from international focus of the course is on skilled nursing facilities field supervisors. Prerequisite(s): Learners must health care systems are explored. Prospects for and the crisis facing this industry today. Subjects to complete or be progressing in the following the future of U.S. health care are also discussed. be explored include the changing long-term care courses: HS5900, HS5901. HS8508 - Ethics for Nonprofit Executives scene, institutional vs. non-institutional care, HS9031 - Clinical Internship I (4 quarter credits). (4 quarter credits). This course is an examination system financing, public reimbursement, balancing This is the first course in a sequence of three of the ethical principles and methodologies by cost and quality, staffing, licensure, certification, clinical internship courses in the mental health which nonprofit executives can understand, inspection and review, and the levels of care counseling and marital, couple, and family analyze, and resolve ethical issues. Both conceptual through the role of hospice. Learners acquire a counseling/therapy specializations in the School of and practical ethical questions and value dilemmas basic understanding of both the social and Human Services. This internship provides learners encountered by executives in various types of medical models along this continuum of care. with specific clinical skills in interviewing, contemporary nonprofit organizations are HS8801 - Health Care and the Law (4 quarter assessment, intervention, documentation and examined. Topics include personal codes of ethics, credits). In this course learners examine how their consultation in a field setting relevant to the organizational philosophy and goals, conflicts of profession relates to American health care law learner’s chosen field of counseling or therapy. interest, ethics committees of the board, and regulating financial, bioethical, patient care, and This course provides 300 contact hours. allocation of scarce resources. informational access issues. At the level of the Prerequisite(s): HS5900 and HS5901 and all patient-physician relationship, subjects such as degree course work. malpractice, informed consent, duty to treat and • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 115
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HS9032 - Clinical Internship II (4 quarter credits). specific subject matter identified by the learner subjects in research. Resources for research This is the second course in a sequence of the and approved by the course tutor. The course methodology and the IRB process are provided. three clinical internship courses. It provides 300 guide template is used to construct the course. Learners must complete the dissertation additional hours of clinical field experience. HS9055 - Special Topics in Social and prospectus and the short online Collaborative IRB Prerequisite(s): HS9031. Community Services (4 quarter credits). This Training Initiative (CITI) modules in order to pass HS9033 - Clinical Internship III (4 quarter credits). course provides an opportunity to engage in an Dissertation Research I. Grading for this course is This is the third course in the sequence of three in-depth study of the theory, research, and S/NS. Prerequisite(s): HS9985. Cannot be clinical internship courses. It provides 300 application of subject matter that is not included fulfilled by transfer.
additional hours of clinical field experience. in the social and community services curriculum. HS9987 - Dissertation Research II (4 quarter COURSE DESCRIPTIONS GRADUATE Prerequisite(s): HS9032. Using the special topics course format, each credits). In this course, learners obtain committee HS9050 - Special Topics in Criminal Justice element of a directed study course focuses on approval on the dissertation prospectus, prepare (4 quarter credits). This course provides an specific subject matter identified by the learner informed consent and field testing materials, opportunity to engage in an in-depth study of the and approved by the course tutor. The course develop and solidify the data collection theory, research, and application of subject matter guide template is used to construct the course. design/plan and schedule (based on the that is not included in the criminal justice HS9984 - Doctoral Comprehensive Examination I prospectus), prepare and submit the IRB curriculum. Using the special topics course format, (4 quarter credits). In the first course of the application for approval, conduct field testing to each element of a directed study course focuses on comprehensive examination and dissertation establish validity and reliability of the instrument the specific subject matter identified by the learner sequence, learners examine the key components (when appropriate), complete the dissertation and approved by the course tutor. The course in the comprehensive examination. The course prospectus conference call, develop and guide template is used to construct the course. includes an overview of the comprehensive complete dissertation Chapters 1 (Introduction), 2 (Literature Review), and 3 (Methodology), based HS9051 - Special Topics in Health Care examination process and the university’s on the prospectus. Resources for research designs Administration (4 quarter credits). This course expectations of academic honesty and integrity and methodology are provided, including the provides an opportunity to engage in an in-depth and introduces the four core themes of the dissertation manual and a template for Chapters study of the theory, research, and application of examination and the evaluation criteria. 1, 2, and 3. Procedures for prospectus and IRB subject matter that is not included in the health Structured study groups are established and application submission and the prospectus care administration curriculum. Using the special resources on the core themes are provided. conference call are available. Grading for this topics course format, each element of a directed Course requirements include completion of the course is S/NS. Prerequisite(s): HS9986. Cannot study course focuses on specific subject matter overview and a preliminary conference call with the be fulfilled by transfer. identified by the learner and approved by the comprehensive examination committee and course tutor. The course guide template is used to development of a schedule for the final oral HS9988 - Dissertation Research III (4 quarter construct the course. examination. Grading for this course is S/NS. credits). In this course, learners engage in data Prerequisite(s): All required and elective course collection according to the plan and schedule, HS9052 - Special Topics in General Human work completed with a GPA of 3.0 or better. develop and organize Chapter 4 (Results) draft Services (4 quarter credits). This course provides Fulfillment of all residency requirements. (structure based on the research questions and an opportunity to engage in an in-depth study of Cannot be fulfilled by transfer. methods before data collection is complete), the theory, research, and application of subject check in data (as they come in), process and matter that is not included in the general human HS9985 - Doctoral Comprehensive Examination II analyze the data, and finalize Chapter 4 with services curriculum. Using the special topics course (4 quarter credits). Learners and their results. Resources for data analysis designs and format, each element of a directed study course comprehensive examination committee members interpretation are provided, including the focuses on the specific subject matter identified by each develop one comprehensive examination dissertation manual and a template for Chapter 4. the learner and approved by the course tutor. The question to address one of the four core themes. Grading for this course is S/NS. course guide template is used to construct the Learners write answers to the comprehensive Prerequisite(s): HS9987. Cannot be fulfilled course. examination questions, which are evaluated by the committee using analytical point-scale scoring by transfer. HS9053 - Special Topics in Counseling Studies rubrics. Upon passing the written examination, HS9989 - Dissertation Research IV (4 quarter (4 quarter credits). This course provides an learners complete the comprehensive credits). In this course, learners develop and opportunity to engage in an in-depth study of the examination final oral defense conference call and finalize Chapter 5 (Conclusions and theory, research, and application of subject matter are eligible for enrolling in the first dissertation Recommendations), polish the final draft of all that is not included in the counseling studies course upon passing their defense. Grading for chapters (1-5), obtain approval on the dissertation curriculum. Using the special topics course format, this course is S/NS. Prerequisite(s): HS9984. manuscript, complete the final dissertation each element of a directed study course focuses on Cannot be fulfilled by transfer. conference call, make all necessary final content specific subject matter identified by the learner changes, obtain form and style clearance, publish and approved by the course tutor. The course HS9986 - Dissertation Research I (4 quarter the dissertation online with UMI, and obtain guide template is used to construct the course. credits). Learners examine the key components of planning and conducting dissertation research, clearance from Academic Records on degree HS9054 - Special Topics in Management of including the dissertation process and the roles audit (to verify that all required and elective Nonprofit Agencies (4 quarter credits). This and responsibilities of the dissertation committee, program courses have been taken). Resources for course provides an opportunity to engage in an course instructor and course administrator. In writing conclusions and recommendations are in-depth study of the theory, research, and addition, learners form and obtain approval on provided, including the dissertation manual, a application of subject matter that is not included in their dissertation committees, conduct a template for Chapter 5, and procedures for the management of nonprofit agencies curriculum. preliminary literature review, develop the dissertation submission and the final conference Using the special topics course format, each dissertation prospectus, and become familiar with call. Grading for this course is S/NS. element of a directed study course focuses on procedures for protecting human participants/ Prerequisite(s): HS9988. Cannot be fulfilled by transfer. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 116
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School of Human Services easier to make decisions and set goals that are MBA9114 - Consumer Behavior (3 quarter Residency Courses congruent. Prerequisite for all other 15 MBA credits). This course explores critical required courses. Cannot be fulfilled by transfer contemporary issues related to consumer buying HS-R5900 - Counselor Education Pre-practicum or petition. behavior and perceptions, consumer motivation, Laboratory. This first pre-practicum residency MBA9020 - Leading for Results (3 quarter market behavior and product reaction, and socio- focuses on initial development of counselor credits). In this course learners gain knowledge of cultural influences that affect consumer behavior education clinical proficiencies: therapeutic and apply the practices of leadership effectiveness and the consumer decision process. Learners relationship skills, therapeutic assessment, to analyze and understand their personal discuss the ethical implications of decisions related therapeutic intervention, and ethical and legal leadership style, as well as the different styles of to consumer behavior and decisions and examine standards. It integrates effective theories and leadership in their organization. The focus of this how economic, psychological, and socio-cultural practices of individual and family systems course is how leaders mobilize others in their influences impact managerial decisions. counseling methods relevant to mental health organizations to get extraordinary things done. Prerequisite(s): MBA9110 and MBA9112. counselors and marital, couple, and family Learners analyze their own leadership skills in MBA9116 - New Product Design and counselors/therapists. Prerequisite(s): HS5004 terms of current strengths and areas for Development (3 quarter credits). This course and HS5005, HS834, HS814, HS815, HS5107, improvement. Learners develop measurable presents a framework for product planning, HS5106, HS821, HS841, (HS871 for MHC), goals and plans for applying new behaviors in the implementation and evaluation, and new product (HS877 for MCFC/T). The pre-practicum context of a “personal best project” within their introductions. The course addresses the new residency has a companion academic online organization. Learners will also be assessing their product development process — from idea course, HS5900. organization’s context for leadership. generation to commercialization. Learners are HS-R5901 - Counselor Education Pre-practicum The framework for leadership effectiveness introduced to basic concepts and tools to help Laboratory II. This residency focuses on advanced established in this course forms a foundation for them understand this process from a managerial development of counselor education clinical the business core and the professional perspective. Emphasis is placed on the process as proficiencies: therapeutic relationship skills, effectiveness core courses. Prerequisite for the it relates to the manager in his or her role as a therapeutic assessment, therapeutic intervention, remaining 14 required courses. Cannot be product manager. Prerequisite(s): MBA9110. ethical and legal standards, and program fulfilled by transfer or petition. MBA9118 - International Marketing (3 quarter evaluation and supervision. It integrates effective credits). This course addresses the marketing theories and practices of individual and family MBA9110 - Marketing and Brand Management challenges related to selling products or services systems counseling relevant to mental health (3 quarter credits). This course presents a in foreign markets. Topics include the impact of counselors, and marital, couple, and family comprehensive approach to marketing and brand cultural differences; variations in market structure; counselors/ therapists. Prerequisite(s): HS5900 - management including: marketing strategy and methods of distribution; and issues related to the Counselor Education Pre-practicum Course I. competitive differentiation; segmentation and adaptation of products, pricing, and The pre-practicum residency has a companion targeting; the positioning levers of product, price, communications strategy. Learners examine the academic online course, HS5901. promotion, and distribution; and creation and management of brand. ethical implications of decisions, identify and synthesize the forces that shape the global In this course learners analyze the major decisions business/marketing environment, examine the that marketers must make in their efforts to School of Business and Technology unique challenges of marketing products and effectively use company resources to meet services internationally, and identify issues in their MBA Courses marketplace needs. Learners use commonly own organization or industry. accepted criteria to evaluate those decisions in Prerequisite(s): MBA9110. MBA9010 - Professional Effectiveness: Stretch, making sound, productive judgments. Learners are Impact, Reposition (3 quarter credits). In this asked to analyze how the environmental variables MBA9120 - Sales and Customer Relationship course learners identify and prioritize their with their unique attributes impact marketing, and Management (3 quarter credits). This course professional development goals. In turn this will how marketers must anticipate and respond to covers the theory and practice of strategic help learners strategize about how to effectively evolving changes in these variables. The course consultative selling, including relationship selling, manage their MBA experience so that they can assignments and discussions are designed to solution selling, and strategic account stretch themselves, have a positive impact on their challenge the learner to think strategically about management. Learners explore topics in sales job, and reposition themselves for greater the marketing process, determine how to evaluate force management, including alignment of the responsibility and influence within their the success or failure of the overall marketing field organization, the use of resellers, and organization. This course is the first component of strategy, and how to leverage learning from the compensation. The course is structured according the Professional Effectiveness CoachingSM process. course to their work environment. to the five steps of consultative selling which are presented in detail: development of a personal The course offers various assessments that can MBA9112 - Market Research (3 quarter credits). selling philosophy and the subsequent creation of help learners identify and articulate their This course addresses survey research techniques, a strategy for the relationship, product, customer management skills, values, purpose, and vision. research design, secondary/primary data and sales presentation. Learners also will explore With this information in hand, learners will be in a collection, data analysis, and ethical implications various customer relationship management better position to establish the goals that may of marketing research activities. Learners examine software applications and topics. Various roles in help them achieve their vision. More specifically, methods for gathering and analyzing data and the selling process, such as the buyer, the sales learners will use the experiences in the course to learn how to apply techniques to contemporary manager, and of course the salesperson, will be clarify what is truly essential in their life (values), marketing problems, market research projects, investigated. what they want their life to be about (purpose), and effective decision making. and what they want to achieve in their life (vision). Prerequisite(s): MBA9110. When values, purpose, and vision are aligned, it is • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 117
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MBA9130 - Operations and Process analysis and interpretation. Learners examine a analysis, value chain analysis, SWOT analysis, Management (3 quarter credits). This course multinational capital budgeting process and identification of critical success factors and driving presents tools and techniques for effective process review cost of capital and long-term financing forces, and development of strategic alternatives and supply chain selection, design, planning, and strategies, including an assessment of financial and recommendations. Throughout the course control. Today’s organizations are constantly markets used by international firms. Topics learners apply these tools and concepts as they challenged by ever changing strategic issues and covered include exchange rate systems, methods develop a strategic profile for a company that is directions. Competitive organizations look for of government interventions, direct foreign described in a detailed case study. ways to succeed in the 21st century by using new investment, country risk analysis, and global MBA9160 - Managing Information Assets and
technologies to improve products and services. strategy in the context of international finance. Technology (3 quarter credits). This course will COURSE DESCRIPTIONS GRADUATE Effective operations and process management Learners apply their knowledge in realistic address the use of information, knowledge, and systems are essential to achieving continuity and business situations and synthesize relevant technology as a strategic asset. In today’s success. This course helps learners apply the techniques into sound recommendations and competitive business environment an principles and techniques of process-based conclusions. Prerequisite(s): MBA9140. organization’s strategic adeptness and management as a foundation for continuous MBA9146 - Investment and Portfolio responsiveness are strengthened by its ability to improvement. Learners explore how to design, Management (3 quarter credits). This course effectively manage information assets and leading develop and manage effective operations examines the securities market, the various types edge technology. Conducting business effectively management tools that are required to detect and of investment securities, and the risk-return is increasingly intertwined with current and fix problems quickly. Learners identify, discuss and characteristic of each. Emphasis is on tools used emerging communication technologies. In this practice how to apply measures of operational by professional money managers for managing course, learners gain knowledge in how to performance that support organizational growth, investment alternatives, including global proactively manage information as a strategic innovation, and market leadership. As a result, opportunities. Learners apply investment theories asset, and recognize how to use appropriate learners are better prepared to respond to to the management of corporate portfolios; technologies by applying new skills and changes in market demand. evaluate corporate investment and portfolio knowledge. Learners will understand the MBA9140 - Financial Management (3 quarter management strategies; analyze and evaluate importance of monitoring and adjusting their credits). This course will provide basic theories and methods of portfolio construction; and analyze organization’s communication processes and techniques related to the acquisition of, current theories, strategies, and methods for their principles. Overall, this course is about learning accounting for, and allocation of an organization’s application to global opportunities. how to leverage available information technology financial resources. Financial management Prerequisite(s): MBA9140. and communication assets to the realization of an represents a critical business function within all MBA9148 - Corporate Finance Analysis and organization’s business goals. organizations. In today’s fast-paced global Decisions (3 quarter credits). This course MBA9170 - Regulatory and Ethical Environment environment, employees need to recognize and examines the principles of financial administration, of Business (3 quarter credits). In this course, understand key financial and risk-management with applications to problems of financial analysis learners examine the key components of the systems to ensure alignment with long-term and control, and planning by firms under changing business environment, and about ethical choices strategic directions. Along with a comprehensive economic conditions. Learners conduct financial with regard to corporate decisions. In today’s overview of these processes, learners identify and analyses, evaluate a corporation’s financial business world, legal and regulatory environments apply basic financial management theories and planning and control functions, and assess the directly impact an organization’s strategic techniques to support the effective acquisition ability of corporations to create wealth. Learners operation and performance. Environmental and allocation of their organization’s financial discuss the impact of financing decisions on real controls reflect a series of ever changing issues resources, and how to apply their knowledge of asset valuation; managerial incentives; and that are frequently reviewed, revised or finance management practices to real-world corporate strategy including mergers/acquisitions, eliminated. Successful leaders understand the business concerns and issues within their work corporate restructuring, real options, and the use need to regularly monitor these issues and their environment. of derivatives and other financing tools, on deal business implications. The emphasis in this course MBA9142 - Advanced Finance (3 quarter credits). structure. Prerequisite(s): MBA9140. is on current regulatory environments and their This course extends the competencies developed MBA9150 - Strategy (3 quarter credits). This impact on organizational directions. Learners in MBA9140, which focuses on the basic theories course will cover tools and techniques for analyze and discuss how current trends in business and techniques related to the acquisition of, competitive analysis, strategic planning, and ethics can help them make socially responsible accounting for, and allocation of an organization’s strategy implementation. Organizations that and strategically sound decisions. financial resources. This course takes a deeper look thrive in today’s competitive environment are led MBA9210 - Building Relationships (3 quarter at existing theories and emerging topics in the by managers who develop a strategy that shapes credits). This course presents tools and field. Learners gain additional insights and how their companies conduct business and techniques to help the learner influence others, techniques for examining financial risk, return and generate profits. A company’s strategy provides a build relationships, inspire trust, and manage the capital asset pricing model; dividend policy; roadmap for competitive advantage by outlining conflict. We are more persuasive when people financing flexibility; valuation of securities; how the organization will establish a market trust our credibility. In addition to using business derivatives and risk management; and capital position, allocate resources and conduct business, and technical skills, one of the most effective ways structure. Learners apply their knowledge to real- and generate and serve customers. A carefully to achieve personal and organizational goals is by world business concerns and issues within their developed business strategy guides decisions and understanding how to work effectively with work environment. Prerequisite(s): MBA9140. actions that take place throughout a company and others. By building positive relationships, leaders MBA9144 - International Financial Management build it into a cohesive unit that competes develop and sustain strategic alignments within (3 quarter credits). This course exposes learners to successfully. In this course learners gain the organization. In this course, learners examine international financial management and reporting knowledge of the tools and concepts needed to various tools and techniques to motivate and techniques. It emphasizes international financial develop a business strategy, including macro inspire others. They will gain knowledge in how to statement analysis (an overview) and detailed case environmental scanning, industry and competitive recognize and use important interpersonal skills to expand their circle of influence and manage conflict. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 118
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Graduate Course Descriptions, continued
MBA9220 - Developing and Coaching Others MBA9250 - Leveraging Workplace Diversity specialization. It will focus on the implementation (3 quarter credits). In this course learners examine (3 quarter credits). In this course, learners explore of a project that incorporates the skills necessary how to effectively match people’s talents to jobs the models and tools for creating an effective and for analyzing issues, thinking creatively and and coach, develop, and grow strengths of others. respectful work environment. Different strategically, using sound judgment, and A critical part of the leader’s role is to ensure that perspectives increase an organization’s ability to establishing plans. Techniques used to accomplish an organization is capitalizing on the collective respond creatively. Individual and cultural diversity these goals may vary. Prerequisite(s): Completion capacity of its intellectual capital. To that end, the within today’s workplace ensures a continuing of all MBA required courses and Marketing leader must coach and develop talent to ensure source of fresh ideas and insights. A diverse specialization electives. Cannot be fulfilled by that followers are aligned with the vision, values, workforce represents multiple opportunities to transfer or petition and strategy of the organization. From an leverage differences into strengths. This course MBA9340 - Finance Capstone: Judgment, organizational perspective, coaching and emphasizes the importance of encouraging the Planning, and Action (3 quarter credits). This is developing is about mobilizing talent. The effective expression of diverse people and their ideas. an integrative course for learners completing the leader is able to articulate vision, establish and Learners gain knowledge in how to use models MBA Finance specialization. The outcome is for communicate strategic objectives, and identify the and tools to promote ethical and respectful learners to synthesize and integrate the learning individual and collective capabilities needed to interpersonal relationships that support the free experiences acquired in finance and to evaluate drive toward results. To mobilize talent effectively, flow of ideas. Learners develop practical skills and the research and current topics relative to this the leader uses coaching and development skills hands-on techniques to effectively support and specialization. It will focus on the implementation to obtain and retain the right employees, recognize manage diversity, recognize the importance of of a project that incorporates the skills necessary the strengths and developmental needs of others, organizational diversity and why it is inextricably for analyzing issues, thinking creatively and and provide development opportunities, while linked to business success, and establish a strategically, using sound judgment, and encouraging responsibility for self-development. framework to promote an ongoing and respectful establishing plans. Techniques used to accomplish MBA9230 - Leading Teams (3 quarter credits). exchange of information. these goals may vary. Prerequisite(s): Completion In this course learners gain knowledge of MBA9260 - Negotiating for Results (3 quarter of all MBA required courses and Finance techniques and models for building and leading credits). In this course learners gain insight into specialization electives. Cannot be fulfilled by effective teams. Through reading, discussion, how to create effective negotiations with transfer or petition. participation, research, and analysis, learners employees, customers, and partners. The purpose develop a consistent conceptual grounding in of this course is to help learners understand the team dynamics theory and application and theories and processes of negotiation so that they School of Business and Technology examine what makes teams effective at the can negotiate successfully in a variety of settings. Master’s Organization and individual, group, and organizational levels. The The course offers a practical exploration of the Management Courses development of team collaboration skills is a major concepts and theories of bargaining and critical aspect of this course. Learners are asked to negotiation and examines the dynamics of OM5004 - People at Work (4 quarter credits). synthesize their understanding of team theory and interpersonal and inter-group conflict and its This course covers a broad array of topics relating practice by completing assigned readings and resolution. The course is designed to be relevant to managing and organizing “people at work.” discussion questions. Learners apply their to the broad spectrum of problems faced by Learners will evaluate and discuss classic theories understanding of teams by assessing their managers and professionals. Learners will have a of organizational behavior, including theories of organization’s use of teams and the overall chance to understand more about their own power and politics, leadership and power, effectiveness of team support systems. Learners negotiating preferences and the consequences of interpersonal behavior, group and team dynamics, are asked to accept the personal challenge to the choices they make. In addition, learners will as well as touch on the implications of diversity research and recommend strategies and best be asked to accept and offer feedback on the and multiculturalism. OM5004 and OM5005 practices to better align a critical team negotiation behavior that they demonstrate and must be taken concurrently by master’s learners organizational support system in their organization. observe. Equally important will be opportunities in their first quarter. Cannot be fulfilled by Learners practice important team processes of for learners to formulate their own perspectives transfer or petition. problem-solving, decision-making, project about negotiation and extract insights from their OM5005 - Master’s Learner Success Lab management, and conflict management in a own experiences to guide them in future (non-credit). This lab is designed to provide new virtual environment by completing specific negotiations. master’s learners the knowledge and skills they course assignments. MBA9300 - MBA Capstone: Judgment, need to be successful in their academic programs. MBA9240 - Facilitating Change (3 quarter credits). Planning, and Action (3 quarter credits). This The lab familiarizes learners with the Capella This course presents theories and models for course is a capstone MBA impact project. It will online environment and support resources leading and facilitating organizational change. focus on the implementation of a project that provided to ensure success. Learners build skills in Maintaining a competitive advantage in today’s incorporates the skills necessary for analyzing the selection and use of methods, techniques, and global economy requires an ongoing commitment issues, thinking creatively and strategically, using library resources. Working with the academic to change and innovation. New demands sound judgment, and establishing and executing advisor, learners will develop a degree completion accelerate the need to assume different roles, plans. Prerequisite(s): Completion of all required plan. OM5005 is an advisor-led course taken in responsibilities, and attitudes to achieve MBA courses. Cannot be fulfilled by transfer or the first quarter in conjunction with OM5004. organizational goals. In this course, learners petition. Cannot be fulfilled by transfer or petition. recognize how to translate theory into practice MBA9310 - Marketing Capstone: Judgment, OM5015 - Marketing (4 quarter credits). This by identifying and applying effective change Planning, and Action (3 quarter credits). This is course investigates a multitude of factors related management techniques. Learners develop an integrative course for learners completing the to marketing in firms that produce both goods collaborative processes that support forward MBA Marketing specialization. The outcome is for and services. The 4Ps of marketing are discussed movement within their work environment. By using learners to synthesize and integrate the learning as they relate to the development of marketing these processes, learners will help themselves and experiences acquired in marketing and to evaluate plans and strategies. their employees make important transitions more the research and current topics relative to this effectively for the organization. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 119
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OM5025 - Accounting and Finance in examined in depth. Leaders’ behaviors in the participate in a non-adversarial, collaborative Organizations (4 quarter credits). This course is a context of their responsiveness to environmental search for mutually beneficial outcomes. The focus survey of the elements of financial accounting and complexity and change are also analyzed. is on litigation avoidance and the alternative how the activities of organizations are influenced Prerequisite(s): OM5112. methods utilized in common disputes in a variety of by accounting measurement. The emphasis of the OM5120 - Leading and Building Teams industries. Prerequisite(s): OM5210. course is on becoming good consumers, rather (4 quarter credits). This course focuses on the OM5218 - Managing Compensation, Benefits, than producers, of financial information. Current theory and practice of building and leading and Reward Systems (4 quarter credits). This events will be used to reinforce and demonstrate effective teams. The emphasis in this course is on course examines the goals of the organization in its
the implications of accounting choices. building and maintaining high-performance teams employment of human resources and its use of COURSE DESCRIPTIONS GRADUATE OM5030 - Corporate Social Responsibility and and the processes necessary to support them. compensation, benefits, and reward systems in the Managerial Ethics (4 quarter credits). This course Prerequisite(s): OM5112. motivation of goal-oriented behavior. This course investigates the orientation of the firm in the OM5122 - Leading and Coaching Others focuses on the complex variety of pay structures context of today’s complex social and business (4 quarter credits). This course analyzes the within an organization and the relationship of those environments. Specific issues related to social leader’s role as coach in the organization. The pay structures to organizational performance. responsibility and corporate ethics are addressed. focus is on providing the theory and models for Theory and practice relating organizational The course focuses on identifying relevant issues helping leaders build relationships and develop characteristics to compensation-system strategy, and using theory to make informed and talent in others. Prerequisite(s): OM5112. design, and administration are covered. responsible decisions. Prerequisite(s): OM5210. OM5199 - Special Topics in Leadership OM5035 - Data Analysis and Decision-Making (4 quarter credits). This course provides MS OM5220 - Recruitment, Selection, and for Managers (4 quarter credits). This course learners an opportunity to pursue in-depth study Assessment (4 quarter credits). This course examines a variety of quantitative tools that are within specific areas of leadership. Alternative provides an in-depth examination of the talent useful in making organizational decisions. Rather course delivery approaches may be utilized. acquisition process from workforce planning than requiring learners to complete complex Course may be repeated for credit. through recruitment to final selection in both the calculations, this course focuses on identifying Prerequisite(s): OM5112. Cannot be fulfilled by public and private sector. This course also provides problem solving situations, selecting appropriate transfer or petition. an overview of the theory and practice of quantitative tools, and interpreting analytical results. assessment of job applicants and how to conduct OM5210 - Human Resource Management OM5040 - Strategic Planning (4 quarter credits). proper analysis of skills, abilities, interests, and (4 quarter credits). This course provides a broad aptitudes. Prerequisite(s): OM5210. This course examines practices, methodology and overview of human resource management theories of business strategy. It reviews theoretical strategies and processes. Topics include the OM5222 - Training, Development, and models and the development of plans for strategic and operational aspects of human resource Succession Planning (4 quarter credits). This assessing strategic capabilities. management functions, roles, and practices. course provides an intensive study of employee OM5112 - Leadership (4 quarter credits). This training and development within organizations. OM5212 - Managing Diversity and Inclusion in Emphasis is placed on the identification of training course provides a broad overview of leadership Organizations (4 quarter credits). This course strategies and practices in a variety of needs, program design, choice of development explores the issues of corporate culture and methods, and evaluation of results. This course also organizational settings. Leadership theories, inclusion and how these affect the understanding processes, and best practices are analyzed addresses effective succession planning processes. and appreciation of diversity practices within an Prerequisite(s): OM5210. and applied. organization. The course will include an analysis of OM5114 - Organization Structure and Design prejudices and discrimination as they exist in OM5299 - Special Topics in Human Resource (4 quarter credits). This course focuses on contemporary organizations. Interventions are Management (4 quarter credits). This course developing skills in analyzing, designing, formulated and implemented to champion provides MS learners an opportunity to pursue maintaining, and changing organizational diversity in the workplace and in the community. in-depth study within specific areas of human structures. A variety of organizations are evaluated Prerequisite(s): OM5210. resource management. Alternative course delivery approaches may be utilized. Course may be with respect to vision, strategy, efficiency, impact OM5214 - Employment Law: Legal Structures, on culture, financial health, competitive repeated for credit. Prerequisite(s): OM5210. Compliance, and Reporting (4 quarter credits). Cannot be fulfilled by transfer or petition. advantage, and other factors. This course provides a basic knowledge of the Prerequisite(s): OM5112. legal environment in which organizations operate. OM5310 - Strategic Information Technology OM5116 - Personal Leadership Development Learners review legal considerations and how Management (4 quarter credits). This course (4 quarter credits). This course examines the employment law affects management/employee investigates competitive alignment, core learners’ personal leadership attributes, relations and demonstrates the legal ramifications competencies, and information systems from a characteristics, and behaviors. Personal leadership of human resource decisions. strategic perspective. Factors and processes that skills are examined in the context of the type and Prerequisite(s): OM5210. affect the successful use of information technology to support the organization’s strategy are examined. level of the organization. A variety of leadership OM5216 - Conflict Management and Employee practices and their applications are evaluated. Dispute Resolution (4 quarter credits). This OM5312 - Advances in Information Technology Prerequisite(s): OM5112. course explores current theories and techniques (4 quarter credits). This course examines OM5118 - Leading Organizational Change for conflict management and resolution. Learners emerging information technologies, their potential (4 quarter credits). This course provides an evaluate interpersonal, group, and systems impact on the organization, and strategies for overview of the theory and practice of leading conflict and negotiation theories appropriate to planning and managing them. Topics include new effective organizational change. Organizational the workplace. The course critically evaluates programming paradigms, universal networking, strategies for motivating change and effective alternative dispute resolution processes and advanced computer architectures, new generation communication, and establishing commitment are procedures that help parties to a business dispute database management systems, and self-repairing systems. Prerequisite(s): OM5310. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 120
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OM5314 - System Planning and Delivery School of Business and Technology OM7008 - Developing Your Writing Voice and (4 quarter credits). This course addresses the Style (4 quarter credits). This course focuses on management of the end-to-end process of Graduate-level Writing Courses one of the most challenging components of aligning IT with organizational goals, planning IT OM7002 - Advanced Writing Concepts academic writing: developing a voice and style initiatives, and delivering infrastructure and (4 quarter credits). The four distinguishing that reflect excellence in scholarship (research, application systems to support those goals. characteristics that define quality writing are thinking, and communication) while maintaining Topics may include strategic information system organization, readability, effectiveness, and individuality and style. In this course learners planning, development of programs to implement elegance. This course concentrates on the last analyze a variety of writing samples, including the strategic plan, and specific approaches to two. Effectiveness refers to the tone of the writing samples of their own, in order to delivering system integration programs. language: passionate, but not emotional. How understand the effects of writers’ rhetorical Prerequisite(s): OM5310. strongly the writer makes the argument is choices; learn and apply an array of writing OM5316 - Project Planning, Management, and important. Elegance implies writing with simplicity strategies that lead to improved awareness and Financial Control (4 quarter credits). This course and grace, eliminating wordiness and meaningless use of voice and style; and revise writing covers the skills needed to manage large, complex words, with clear and concise expression as the submissions used in external coursework to IT projects and programs. It addresses stakeholder goal. Through discussion and written exercises, demonstrate learning and understanding. analysis; building partnerships with user learners will develop skills in these two areas. Learners are strongly encouraged to take the OM7006-OM7007 course sequence before constituencies; project and program organization; OM7004 - Graduate Writing for ESL/EFL enrolling in this course. planning, estimation, and budgeting; monitoring, Learners (4 quarter credits). This course control, and problem resolution; change introduces non-native speakers of English to management; and financial analysis and reporting. graduate-level academic writing. Learners will Prerequisite(s): OM5310. develop an understanding of the assumptions and School of Business and Technology OM5318 - Managing IT Professionals (4 quarter intentions that underlie advanced academic credits). This course examines the particular issues writing as it is done in the United States. Learners Doctoral Organization and of managing information technology professionals will develop skills in producing effective advanced Management Courses including analysts, developers, technical academic writing including skills in combining facts OM7020 - Marketing Strategy and Practice specialists, and infrastructure support personnel. and opinions from multiple sources. Learners will (4 quarter credits). This course presents a This course covers contemporary management develop linguistic and content editing skills so that systematic analysis of the factors that influence practices and techniques regarding IT staff they will be able to continue to improve their own marketing strategy. Marketing theory is used to acquisition, development, motivation, retention, academic writing after they leave the course. evaluate opportunities, identify market segments, and assessment. It examines the challenges of OM7006 - Research and Writing for Graduate and to formulate appropriate strategies. While this organizing effective virtual work teams. Learners (4 quarter credits). This course is course has a theoretical focus, attention is also Prerequisite(s): OM5310. designed to prepare graduate learners for the given to the development of good marketing OM5399 - Special Topics in IT Management rigors of academic writing. Academic writing practices. (4 quarter credits). This course provides MS requires a series of related critical thinking and OM7021 - Advanced Marketing Management learners an opportunity to pursue in-depth study writing skills, including: understanding the nature (4 quarter credits). This course examines the within specific areas of information technology of academic research; developing strong application of the marketing concept in the management. Alternative course delivery arguments based on primary and secondary development of a product or service from approaches may be utilized. Course may be research; evaluating, summarizing, paraphrasing, conception to launch. Prerequisite(s): OM7020. repeated for credit. Prerequisite(s): OM5310. and citing sources; drafting, revising, and editing Note: PhD learners only: To be completed in Cannot be fulfilled by transfer or petition. multiple drafts of major projects; and producing directed-study format. OM5990 - Integrative Project: Organizational clear, accurate, and error-free prose. Because this OM7030 - Global Business Issues and Strategies Leadership and Change Management (4 quarter is a writing course, learners should expect to write (4 quarter credits). This course provides an credits). The Integrative Project is designed to a lot: the course includes weekly writing overview of the key issues in leading and apply learning from the program to a professional assignments, several short writing projects, and a managing the global enterprise. setting. Learners work with course faculty to research plan for a longer project. Learners will Note: PhD learners only: To be completed in develop and implement a comprehensive submit a final portfolio at the end of the course. directed-study format. integrative project in their field of study. OM7007 - Focused Research and Writing for Prerequisite(s): Completion of all required Graduate Learners (4 quarter credits). In the OM7035 - Applied Business Economics master’s course work. Cannot be fulfilled by second course of this sequence, learners refine the (4 quarter credits). This course is a survey of transfer or petition. principles and strategies learned in OM7006 by macroeconomics and microeconomics. Current focusing on writing in their disciplines. Learners developments in the economy, inflation, should expect to spend a significant amount of unemployment, resource allocation, market time completing writing assignments for this structures and competition, and the relationship of course including weekly writing assignments, economic policy to business may be examined. several short writing projects, one long writing Note: PhD learners only: To be completed in project, and a final portfolio. Learners develop a directed-study format. research topic, conduct and write a short literature OM7040 - Accounting and Financial review, develop an argumentative essay of Management (4 quarter credits). This course significant length (25-35 pages), and document addresses accounting and financial concepts and sources appropriately while focusing on the critical their applications to the management of an thinking and writing skills established in OM7006. organization, and presents a framework for Prerequisite(s): OM7006. financial decisions in organizations. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 121
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OM7041 - Finance (4 quarter credits). This course architecting, leading, and sustaining transformation OM8022 - Survey of Applied Research Methods emphasizes and develops an understanding of initiatives and practices within organizations. (4 quarter credits). This course presents an financial concepts and major decision areas related OM7130 - Conflict Management and overview of the general approaches to research to the financial management of business. Negotiation (4 quarter credits). This course methodology for doctoral-level research. Learners Prerequisite(s): OM7040. Note: PhD learners explores current theories and techniques for investigate the quantitative, qualitative and mixed only: To be completed in directed-study format. conflict management and negotiation for today’s methodology approaches to rigorous scholarly OM7050 - Ethics and Social Responsibility complex, global and multi-cultural organizations. inquiry in their field. Emphasis is placed on reliability, (4 quarter credits). This course examines ethical Learners evaluate interpersonal, group, and validity, dependability and ethical considerations
behavior in organizations and the role of business system conflict and negotiation theories for developing dissertation designs. Learners COURSE DESCRIPTIONS GRADUATE in society. appropriate to the workplace. analyze the relevance and appropriateness of specific research methodologies for use in their OM7055 - Operations Management (4 quarter OM8004 - Managing and Organizing People dissertation. Prerequisite(s): OM7080 and credits). This course addresses concepts and (4 quarter credits). This course explores the OM8021. Available online only. Cannot be methods to support the management of theoretical assumptions of a wide array of fulfilled by transfer. operations in both service and manufacturing organizational behavior issues and challenges environments. which arise when managing and leading in OM8025 - Advanced Qualitative Research (4 quarter credits). This course covers qualitative OM7060 - Strategic Information Technology organizations. The course prepares PhD learners inquiry and methods appropriate for organization Management (4 quarter credits). This course for doctoral research related to organization research designs and data analysis. Topics include covers the strategic perspective for aligning behavior literature and theory. OM8004 and data collection and bounding, data analysis and competitive strategy, core competencies, and OM8005 must be taken concurrently by PhD coding, and drawing and verifying conclusions information systems. It examines both factors and learners in their first quarter. Available online from data. Prerequisite(s): OM7080, OM8021 processes that affect the successful use of only. Cannot be fulfilled by transfer. and OM8022. Available online only. Cannot be information technology to support the OM8005 - Doctoral Learner Success Lab fulfilled by transfer. organization’s strategy. (non-credit). This lab is designed to provide new OM8026 - Applied Multivariate Modeling OM7065 - E-Business Strategy and Management doctoral learners the knowledge and skills they (4 quarter credits). This course will review, critique, (4 quarter credits). This course is designed to need to be successful in their academic programs. and apply models appropriate to organizational create an understanding of the interactive forces of The lab familiarizes learners with the Capella online research designs with topics such as General technology, society and change that influence environment and support resources provided to Linear Model (multiple regression, ANOVA, ways people live, work, and meet their needs for ensure success. It is specifically designed to MANOVA, ANCOVA); canonical correlations; products, services and community. provide doctoral learners the tools they will need principle components; factor analysis; and multi- Prerequisite(s): OM7020. to successfully complete their program and dissertation. Learners build skills in the selection dimensional scaling. Nonparametric alternatives OM7070 - Entrepreneurship (4 quarter credits). and use of methods, techniques, and library to statistical tests will be examined. Data analysis This course provides an overview of fundamental resources. Working with the academic advisor, and interpretation software for quantitative data management and marketing practices essential to learners will develop a Degree Completion Plan. will be explored. Prerequisite(s): OM7080, successful entrepreneurial development. OM8005 is an advisor-led course taken in the OM8021 and OM8022. Available online only. OM7080 - Statistical Research Techniques first quarter, in conjunction with OM8004. Cannot be fulfilled by transfer. (4 quarter credits). This course addresses Available online only. Cannot be fulfilled by OM8099 - Topics in Applied Quantitative and fundamental data skills and analytical capabilities transfer. Qualitative Research (4 quarter credits). needed for graduate-level research. The focus is OM8010 - Principles of Organization Theory A rotating selection of advanced topics will be on reviewing published research using basic and Practice (4 quarter credits). This course offered. Potential topics include systems and statistical techniques, applying SPSS to conduct examines developments in organization theory, case study designs; experimental and quasi- similar analyses, and determining the appropriate exploring organizations as rational, natural and experimental designs; survey sampling designs techniques for a given situation. It covers data open systems. The course prepares PhD learners and instrumentation validation; nonparametric exploration and analysis, sampling, t-tests, to synthesize and integrate organizational theory. inferential models; advanced general linear analysis of variance, correlation and regression, Available online only. Cannot be fulfilled by modeling; grounded theory. Course may be and selected nonparametric tests. transfer. repeated for credit. Prerequisite(s): OM7080, Available online only. OM8021 and OM8022. Available online only. OM8012 - Strategy (4 quarter credits). This OM7120 - Diversity and Culture in the Workplace course examines the theories which are relevant OM8101 - Theories of Leadership (4 quarter (4 quarter credits). This course focuses on diversity to effective strategy development and credits). This doctoral seminar course explores and issues of the multicultural workforce. Learners implementation, preparing the learner to operate the numerous theories of leadership which inform evaluate categories of difference, compare and as a strategic thought-leader in today’s complex, research and practice. Research articles explore contrast how culture and diversity each impact the global business environment. Available online foundational tenants of leadership theory, individual, organization, and society and evaluate only. Cannot be fulfilled by transfer. creating a compare and contrast of the theories how similarities and differences affect human for their impact on organizations, leaders and OM8021 - Management Theory Creation development and potential. followers. Available online only. Cannot be (4 quarter credits). This course examines the OM7125 - Systems Change and Transformative fulfilled by transfer. philosophical and methodological approaches to Practice (4 quarter credits). This course examines advancing theory in organization and management. OM8102 - Leading at the Top: The Upper systems theory and its relation to individual and Topics include both the researcher’s ontological Echelon (4 quarter credits). This doctoral seminar organizational change and transformation. and epistemological views and the fundamental course explores the dynamic environment of Emphasis is placed on learners gaining an constructs of theory building. leading at the top of the organization. The integrated perspective of systems theory and Prerequisite(s): OM7080 or equivalent. relationship of the leader to the executive board, developing capabilities enabling strategic planning, Available online only. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 122
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Graduate Course Descriptions, continued
the market, communication techniques and tools OM8202 - The HR Executive as Strategic Partner managing the process of selecting, deploying, and of communication, as well as knowledge (4 quarter credits). This doctoral seminar course operating information technology within management are among the topics addressed. explores the linkage between the strategic organizations. This focus includes both Available online only. Cannot be fulfilled by architecture of human asset management and components of information technology and the transfer. organizational strategy. Learners investigate how human resources that support them. Available OM8103 - Global Executive/Manager the careful crafting of human resource policy and online only. Cannot be fulfilled by transfer. Development (4 quarter credits). This doctoral practice create optimum resource utilization for OM8302 - Survey of Research Literature in seminar course examines the current and relevant exceptional organizational effectiveness. Information Technology Planning and Delivery theories of global leader and manager Available online only. Cannot be fulfilled by (4 quarter credits). This doctoral seminar course development. While learning about the productive transfer. reviews the IT Management research literature theories for developing people for the global OM8203 - Perspectives and Practices in Global focusing on the process of applying information enterprise system, learners evaluate and prepare a HRM (4 quarter credits). This doctoral seminar technology to the support of organizational goals. plan for their own leadership and management course examines innovative human resource This includes organizational alignment, strategic portfolio of skills and assets against the models management theories and best practices being system planning, and the application system discussed. Available online only. Cannot be used in domestic and international knowledge- delivery process. Available online only. Cannot be fulfilled by transfer. oriented organizations. Emphasis is placed on fulfilled by transfer. OM8104 - Leadership: The Dark Side (4 quarter preparing learners to operate as HRM thought OM8303 - IT Technical Foundations (4 quarter credits). In this innovative doctoral seminar leaders within complex and dynamic 21st century credits). This doctoral seminar course focuses on course, learners explore what constitutes the dark business environments. Available online only. theory and research that address the technical side of leadership, how these characteristics are Cannot be fulfilled by transfer. foundations of the Information Technology evaluated, and the psychology of dark leader OM8204 - Legal Systems, Labor Relations, and Management discipline. Topics include a wide development. The learning experience culminates Regulatory Practices (4 quarter credits). This range of technologies, processes, and methods, in the development of original approaches and doctoral seminar course examines key with a particular emphasis on emerging strategies for the management of the dark side of components of domestic and international legal technologies and concepts. Available online only. leadership in contemporary organizations. systems, labor relations, and regulatory practices Cannot be fulfilled by transfer. Available online only. Cannot be fulfilled by as they relate to organizational structure, business OM8304 - IT Delivery (4 quarter credits). This transfer. activities, and human capital management. Topics doctoral seminar course concentrates on the OM8105 - Issues on the Frontier of the Global include law making, enforcement agencies, labor behavioral aspects of deploying information Economy (4 quarter credits). This doctoral relations, legal processes, and litigation reduction technology in organizations. During this course, seminar course examines the economic landscape and management. Available online only. Cannot the learners examine and evaluate IT deployment- of the competitive global economy. Issues and be fulfilled by transfer. related literature from both academic and trends will be identified, compared, and OM8205 - Knowledge Management, Human practitioner sources, survey both achievements contrasted for their impact on markets, Resource Information Systems, and Internet and failures in the field, and identify various organizations, and leadership practice. Available Technologies (4 quarter credits). This doctoral research frontiers associated with it. Available online only. Cannot be fulfilled by transfer. seminar course examines the relationship between online only. Cannot be fulfilled by transfer. OM8106 - Leading in the Global Enterprise knowledge management, human resource OM8305 - IT Strategy and Management System (4 quarter credits). In this doctoral information systems, and internet technologies as (4 quarter credits). This doctoral seminar course seminar course, leadership theory for the global they relate to maximize human capital and focuses on organizational issues related to enterprise organization will be compared and organizational productivity. Emphasis is placed on developing IT strategy and managing IT staff and contrasted. Learners evaluate theories pertinent to providing learners with an integrated understanding, functions. It examines the research frontiers of their own operational environment, creating a strategic orientation, and innovative perspective topics such as IT strategy formulation and business framework for successful leading and managing of how these systems working collectively, can alignment; IT organization, structure, and for their operational contexts. Available online enable HRM business-oriented solutions for 21st governance; implementation and change only. Cannot be fulfilled by transfer. century global organizations. Available online management; organizational learning and only. Cannot be fulfilled by transfer. OM8107 - Entrepreneurial Leader as Pioneer knowledge management; and evaluation of IT (4 quarter credits). In this doctoral seminar OM8206 - Human Capital Management, impacts on the organization. Available online course, entrepreneurial leadership theories will be Acquisition, Development, and Retention only. Cannot be fulfilled by transfer. compared and contrasted to inform the (4 quarter credits). This doctoral seminar course OM8450 - Theory of Organizational scholar/practitioner of the options, opportunities, examines human capital acquisition, development, Improvement (4 quarter credits). This course and benefits of entrepreneurial leadership in the and retention from theoretical, best practices, and examines historical, contemporary, and emerging developing global enterprise system. Available business results perspectives. Topics include theories of organizational improvement. online only. Cannot be fulfilled by transfer. establishing high-performance cultures, systems Continuous improvement, balanced scorecard, dynamics models, innovative compensation and Malcolm Baldrige and other relevant theories may OM8201 - Theories of Executive Human reward strategies, and return-on-investment Resource Management (4 quarter credits). This be addressed. The focus of this course is on metrics. Available online only. Cannot be fulfilled understanding the theoretical foundations of doctoral seminar course explores current trends in by transfer. human resource research and the numerous these improvement philosophies and on theories of human resource management. OM8301 - Survey of Research Literature in recognizing their impact on organizational Research articles compare and contrast theories Information Technology Management outcomes. for their impact on the human asset management Infrastructure (4 quarter credits). This doctoral of the organization. Available online only. Cannot seminar course reviews the IT Management be fulfilled by transfer. research literature focusing on research related to • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 123
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OM8451 - Process Analysis (4 quarter credits). topics not covered in the elective offerings of this OM9986 - Dissertation Research I (4 quarter This course examines various approaches to specialization and develop content with course credits). Learners examine the key components of measuring and assessing process and business tutor approval. PhD learners only: To be planning and conducting dissertation research, outcomes. Statistical process control, process completed in a directed-study format. including the dissertation process and the roles and responsibilities of the dissertation committee, capability analysis, design of experiments and OM9051 - Special Topics in Leadership course instructor and course administrator. In other relevant measurement approaches may be (4 quarter credits). This course provides an addition, learners form and obtain approval on addressed. The focus of this course is on opportunity to engage in an in-depth study within their dissertation committees, conduct a developing an appreciation for the variety of the area of leadership. Theory, research, and
preliminary literature review, develop the COURSE DESCRIPTIONS GRADUATE approaches to organizational measurement, on application of subject matter are constructed to dissertation prospectus, and become familiar with understanding appropriate applications, and in focus on specific subject matter using the special procedures for protecting human participants/ measuring the outcomes of planned change topics course format. Learners propose course subjects in research. Resources for research initiatives. Prerequisite(s): OM7080. topics not covered in the elective offerings of this methodology and the IRB process are provided. OM8910 - Teaching Practice Seminar (4 quarter specialization and develop content with course Learners must complete the dissertation credits). This seminar covers the practice tutor approval. PhD learners only: To be prospectus and the short online Collaborative IRB fundamentals for professionals choosing to completed in a directed-study format. prepare themselves for a teaching career in Training Initiative (CITI) modules in order to pass OM9052 - Special Topics in Human Resource Dissertation Research I. Grading for this course is management education. Syllabus and course Management (4 quarter credits). This course development, online and classroom instruction, S/NS. Prerequisite(s): OM9985. Cannot be provides an opportunity to engage in an in-depth fulfilled by transfer. as well as the fundamentals of human study within the area of human resource OM9987 - Dissertation Research II (4 quarter development in the classroom are explored. management. Theory, research, and application of credits). In this course, learners obtain committee Prerequisite(s): Completion of program core subject matter are constructed to focus on specific approval on the dissertation prospectus, prepare courses. Available online only. Cannot be fulfilled subject matter using the special topics course informed consent and field testing materials, by transfer. format. Learners propose course topics not develop and solidify the data collection design/plan OM8920 - Leadership Practice Seminar covered in the elective offerings of this and schedule (based on the prospectus), prepare (4 quarter credits). This seminar covers the specialization and develop content with course and submit the IRB application for approval, practice fundamentals for professionals choosing tutor approval. PhD learners only: To be conduct field testing to establish validity and to prepare themselves for an executive leadership completed in a directed-study format. role. The frameworks of the strategic thought- reliability of the instrument (when appropriate), OM9984 - Doctoral Comprehensive Examination I complete the dissertation prospectus conference leader of the organization are explored, preparing (4 quarter credits). In the first course of the learners for the role, activities and leadership call, develop and complete dissertation Chapters comprehensive examination and dissertation 1 (Introduction), 2 (Literature Review), and 3 realities of the top leadership in today’s complex sequence, learners examine the key components and diverse organizations. Prerequisite(s): (Methodology), based on the prospectus. in the comprehensive examination. The course Resources for research designs and methodology Completion of program core courses. Available includes an overview of the comprehensive online only. Cannot be fulfilled by transfer. are provided, including the dissertation manual examination process and the university’s and a template for Chapters 1, 2, and 3. OM8930 - Consulting Practice Seminar expectations of academic honesty and integrity Procedures for prospectus and IRB application (4 quarter credits). This seminar covers the and introduces the four core themes of the submission and the prospectus conference call practice fundamentals of professionals choosing examination and the evaluation criteria. Structured are available. Grading for this course is S/NS. to prepare themselves for an executive consulting study groups are established and resources on the Prerequisite(s): OM9986. Cannot be fulfilled by leadership role. The role of consultant, core themes are provided. Course requirements transfer. organizational assessment, intervention planning, include completion of the overview and a OM9988 - Dissertation Research III (4 quarter intervention execution, measurement and preliminary conference call with the credits). In this course, learners engage in data consultant exit strategies are reviewed, preparing comprehensive examination committee and collection according to the plan and schedule, the learner for executive consulting practice. development of a schedule for the final oral develop and organize Chapter 4 (Results) draft Prerequisite(s): Completion of program core examination. Grading for this course is S/NS. (structure based on the research questions and courses. Available online only. Cannot be fulfilled Prerequisite(s): All required and elective course methods before data collection is complete), by transfer. work completed with a GPA of 3.0 or better. check in data (as they come in), process and Fulfillment of all residency requirements. OM8999 - Special Topics in Organization and analyze the data, and finalize Chapter 4 with Cannot be fulfilled by transfer. Management (4 quarter credits). Learners results. Resources for data analysis designs and propose appropriate course topics that address a OM9985 - Doctoral Comprehensive Examination II interpretation are provided, including the specific issue or problem in the field. Proposals (4 quarter credits). Learners and their dissertation manual and a template for must be submitted to the mentor for approval. comprehensive examination committee members Chapter 4. Grading for this course is S/NS. PhD learners only: To be completed in directed each develop one comprehensive examination Prerequisite(s): OM9987. Cannot be fulfilled study format. question to address one of the four core themes. by transfer. Learners write answers to the comprehensive OM9050 - Special Topics in Information OM9989 - Dissertation Research IV (4 quarter examination questions, which are evaluated by the Technology Management (4 quarter credits). credits). In this course, learners develop and committee using analytical point-scale scoring This course provides an opportunity to engage in finalize Chapter 5 (Conclusions and rubrics. Upon passing the written examination, an in-depth study within the area of information Recommendations), polish the final draft of all learners complete the comprehensive examination technology management. Theory, research, and chapters (1-5), obtain approval on the dissertation final oral defense conference call and are eligible application of subject matter are constructed to manuscript, complete the final dissertation for enrolling in the first dissertation course upon focus on specific subject matter using the special conference call, make all necessary final content passing their defense. Grading for this course is topics course format. Learners propose course changes, obtain form and style clearance, publish S/NS. Prerequisite(s): OM9984. Cannot be fulfilled by transfer. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 124
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Graduate Course Descriptions, continued
the dissertation online with UMI, and obtain PSY7007 - Focused Research and Writing for organizations, licensure requirements, and codes clearance from Academic Records on degree audit Graduate Learners (4 quarter credits). In the of ethics in the field of psychology. Learners (to verify that all required and elective program second course of this sequence, learners refine the identify and articulate their choice of study in courses have been taken). Resources for writing principles and strategies learned in PSY7006 by psychology and the educational steps necessary conclusions and recommendations are provided, focusing on writing in their disciplines. Learners to accomplish their goal. PSY7021 and PSY7022 including the dissertation manual, a template for should expect to spend a significant amount of must be taken concurrently by PhD learners in Chapter 5, and procedures for dissertation time completing writing assignments for this their first quarter. Cannot be fulfilled by submission and the final conference call. Grading course including weekly writing assignments, transfer. for this course is S/NS. Prerequisite(s): OM9988. several short writing projects, one long writing PSY7022 - Doctoral Learner Success Lab Cannot be fulfilled by transfer. project, and a final portfolio. Learners develop a (non-credit). This lab is designed to provide new research topic, conduct and write a short literature doctoral learners the knowledge and skills they review, develop an argumentative essay of need to be successful in their academic programs. significant length (25-35 pages), and document The lab familiarizes learners with the Capella Harold Abel School of Psychology sources appropriately while focusing on the critical online environment and support resources Courses thinking and writing skills established in PSY7006. provided to ensure success. It is specifically Prerequisite(s): PSY7006. PSY7002 - Advanced Writing Concepts designed to provide doctoral learners the tools (4 quarter credits). The four distinguishing PSY7008 - Developing Your Writing Voice and they will need to successfully complete their characteristics that define quality writing are Style (4 quarter credits). This course focuses on program and dissertation. Learners build skills in organization, readability, effectiveness, and one of the most challenging components of the selection and use of methods, techniques, and elegance. This course concentrates on the last two. academic writing: developing a voice and style that library resources. Working with the academic Effectiveness refers to the tone of the language: reflect excellence in scholarship (research, thinking, advisor, learners will develop a degree completion passionate, but not emotional. How strongly the and communication) while maintaining individuality plan. PSY7022 is an advisor-led course taken in writer makes the argument is important. Elegance and style. In this course learners analyze a variety of the first quarter, in conjunction with PSY7021, implies writing with simplicity and grace, eliminating writing samples, including writing samples of their and carries no credit. Cannot be fulfilled by wordiness and meaningless words, with clear and own, in order to understand the effects of writers’ transfer. concise expression as the goal. Through discussion rhetorical choices; learn and apply an array of PSY7050 - Writing Skills for Psychology Learners and written exercises, learners will develop skills in writing strategies that lead to improved awareness (5 quarter credits). This course aims to refine the these two areas. This course cannot be used and use of voice and style; and revise writing basic skills necessary for professional writing. as an elective. submissions used in external coursework to Through weekly exercises, the course instructs demonstrate learning and understanding. PSY7004 - Graduate Writing for ESL/EFL Learners learners in composing clear, concise, technical, Prerequisite(s): Learners are strongly (4 quarter credits). This course introduces non- and grammatical language that reflects their encouraged to take the PSY7006-PSY7007 native speakers of English to graduate-level personal writing style. Through short writing course sequence before enrolling in this course. academic writing. Learners will develop an assignments, the course also prepares learners to understanding of the assumptions and intentions PSY7011 - Foundations of Psychology - Master’s construct paragraphs using established methods that underlie advanced academic writing as it is Learners (5 quarter credits). Learners describe of development, such as definition, description, done in the United States. Learners will develop professional roles, organizations, licensure classification, and process. The course does not skills in producing effective advanced academic requirements and codes of ethics in the field of require a research project or paper. writing including skills in combining facts and psychology. Learners identify and describe their PSY7110 - History and Systems of Psychology opinions from multiple sources. Learners will choice of study in psychology and the educational (5 quarter credits). This course examines historical develop linguistic and content editing skills so that steps necessary to accomplish their goal. PSY7011 and contemporary schools of psychology with an they will be able to continue to improve their own and PSY7012 must be taken concurrently by emphasis on key contributors to the discipline. academic writing after they leave the course. master’s learners in their first quarter. Cannot be Paradigmatic approaches (e.g., behavioral, This course cannot be used as an elective. fulfilled by transfer. cognitive, psychoanalytic, humanistic, etc.) are PSY7006 - Research and Writing for Graduate PSY7012 - Master’s Learner Success Lab analyzed in relation to the cultural context existing Learners (4 quarter credits). This course is (non-credit). This lab is designed to provide new in the United States at the close of the twentieth designed to prepare graduate learners for the master’s learners the knowledge and skills they century. Special emphasis is given to systems of rigors of academic writing. Academic writing need to be successful in their academic programs. psychology that have emerged in response to requires a series of related critical thinking and The lab familiarizes learners with the Capella online radical and rapid social changes experienced since writing skills, including: understanding the nature environment and support resources provided to mid-twentieth century and to implications of those of academic research; developing strong ensure success. Learners build skills in the selection systems for professional practice. arguments based on primary and secondary and use of methods, techniques, and library PSY7210 - Lifespan Development (5 quarter research; evaluating, summarizing, paraphrasing, resources. Working with the academic advisor, credits). A comprehensive survey of and citing sources; drafting, revising, and editing learners will develop a degree completion plan. contemporary and classical theory and research multiple drafts of major projects; and producing PSY7012 is an advisor-led course taken in the related to physical, cognitive, psychological, and clear, accurate, and error-free prose. Because this first quarter in conjunction with PSY7011, and social development throughout the lifespan. is a writing course, learners should expect to write carries no credit. Cannot be fulfilled by transfer. Particular attention will be given to topics in the a lot: the course includes weekly writing PSY7021 - Foundations of Psychology - Doctoral areas of human development that have assignments, several short writing projects, and Learners (5 quarter credits). This introductory applications for psychologists working in clinical, one long writing project. Learners will submit a course requires the articulation of a professional educational, and organizational settings. final portfolio at the end of the course. This course identity based on doctoral level training in cannot be used as an elective. psychology. Learners describe professional roles, • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 125
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PSY7220 - Child Psychology (5 quarter credits). role of genetic factors in psychopathology, the Reviewed are the psychodynamic, behavioral, An overview of major theories and current research influence of physical and emotional trauma on structuralist, humanistic, existentialist, socialist, in child development. Biological and psychosocial brain function, biological considerations in feminist, and cognitive theories of personality. factors will be examined. Topics to be considered treatment planning, addictive phenomena, and Research on normal and abnormal constructs of are normal development, the role of attachment other clinically relevant subjects. personality will be reviewed. Contemporary issues processes, influence of trauma on development, Prerequisite(s): PSY7310. Cannot be fulfilled and problems in personality theory and types will family factors, and the influence of community and by transfer. be addressed. societal factors on child development. PSY7330 - Psychopharmacology (5 quarter PSY7520 - Social Psychology (5 quarter credits).
PSY7225 - Child and Adolescent Psychology credits). This course explores the behavioral and Overviews behavior that is influenced by the COURSE DESCRIPTIONS GRADUATE (5 quarter credits). This course focuses on the therapeutic effects of psychoactive drugs. It presence of others, or behavior that is under the study of children and adolescents from infancy includes topics such as synaptic transmission, control of society. Interpersonal relationships, through adolescence. Learners apply in-depth behavioral role of specific neuromodulatory social cognition, social inference, emotion, and knowledge of the physical, cognitive and systems, pharmacological treatment of mental personality will be considered. The social psychosocial development of this age group to and neurological disorders, addiction, and the psychology of decision making, attitude school related functioning. Learners examine all various side effects of psychoactive drugs. formation, and social attribution will be reviewed major stages of life from prenatal to adolescence, Attention will be given to drug effects on learning, and applied to contemporary issues. Application focusing on development as the progressive creativity, memory, sleep, perception, and sexual of social psychological theory and research will be reorganization of psychological functioning. These functioning. The efficacy of treating patients with applied to various clinical, educational, and developmental factors are examined within the a combination of psychotherapy and psychotropic organizational settings. context of a child’s home, school, culture, and medication for a number of diagnosed mental PSY7530 - Group Psychology (5 quarter credits). community. Learners will integrate the cognitive, disorders will be examined, including depression, Considers influence processes important in group emotional, and social process within these bi-polar disorder, anxiety, obsessive compulsive settings, including conformity, rejection of deviant developmental stages. behavior, schizophrenia, and childhood disorders. group members, and minority member influence. PSY7230 - Adolescent Psychology (5 quarter Prerequisite(s): PSY7310. Also reviews research on stages of group credits). This course is an overview of major PSY7340 - Human Sexuality (5 quarter credits). development, the formation of group norms, theories and current research in the area of An investigation of sexuality within the larger communication among group members, group adolescent development and behavior. Learners context of human experience and individual decision making, leadership, and group examine biological and psychosocial factors. development. Emphasis is placed on physical and productivity. Topics include normal development, the influence psychosexual development; frequency and PSY7540 - Multicultural Perspectives in Human of trauma on development, family factors, peer significance of various types of sexual behavior; Behavior (5 quarter credits). An examination of influences, and the influence of school, community, health related issues; and the application of substantive and theoretical issues concerning the and societal factors on development. Prevention scientific information to sexual issues and application of psychological principles in a variety and treatment of behavioral problems are also problems. Issues to be addressed are sexual of culturally diverse populations. Issues to be considered. deviation, sexual inadequacy, treatment of sexual addressed are the role of culture-specific PSY7240 - Adult Psychology (5 quarter credits). problems, and concerns of special and diverse programming, special issues and needs of cultural An analysis of major contemporary theories and populations. subgroups, and psychological approaches to research on continuity and change during the PSY7410 - Psychology of Learning (5 quarter working with culture-specific issues. Current period of maturity, from the end of the credits). Classical areas of learning theory are theory and research will be applied to specific dependency of childhood to the beginning of the surveyed, including instrumental and classical clinical, educational, and organizational issues. dependency of old age. Application of current conditioning paradigms, habituation, PSY7542 - Ethics and Multicultural Issues theory and research to the workplace, family and reinforcement variables, stimulus generalization (5 quarter credits). This course examines social relationships, and psychological changes to and transfer, and memory. Current theory, relevant professional ethics and issues of cultural diversity the self will be explored. research, and application to clinical, educational, important to professional practice. Current PSY7310 - Biological Basis of Behavior (5 quarter and organizational settings are also reviewed in standards of practice for professional psychology credits). Introduction to the biological basis of this course. will be reviewed emphasizing guidelines by behavior including an overview of genetic factors, PSY7421 - Cognitive/Affective Psychology professional organizations and state regulations. functional neuroanatomy, and physiology in (5 quarter credits). Introduction to the normal Learners will evaluate recent research and theory relation to such topics as sensation, movement, and psychopathological factors of cognitive and surrounding the issues of cultural diversity and motivation, emotion, sleep, learning and memory, emotional functions on behavior. These include psychological concepts. Learners will assess consciousness, and abnormal behavior. Special learning, perception, imagining, language, situations in which ethical dilemmas or diversity attention will be given to the relationship between memory, reasoning, affective processes, and issues are important with strategies for addressing brain functions and behavioral disorders (e.g., judging. The course examines the organization of them. addictions, eating disorders, effects of chronic the perceptual world into a unified and PSY7610 - Tests and Measurements (5 quarter stress, learning disorders, sexual dysfunctions, hierarchical pattern of belief, attitudes, and credits). Introduction to the general area of sleep disorders, and mood disorders). expectancies. These dynamics will be applied to mental measurement. Theory and content of PSY7320 - Advanced Biological Psychology contemporary issues and psychological problems measuring devices in the fields of intelligence, (5 quarter credits). An examination of the in human behavior. interests, personality, and special aptitudes will be biological factors related to psychopathology. PSY7510 - Psychology of Personality (5 quarter reviewed. Includes an analysis of the psychometric Special emphasis will be given to research credits). An examination of the assumptions, procedures used to develop and validate problems and methods currently being explored in constructs, and processes of personality as these educational and psychological instruments. biological psychology. Topics to be covered are the are expressed in the major theoretical writings. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 126
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Graduate Course Descriptions, continued
Attention will be given to the appropriate validation of treatment methods, and the strengths in achieving behavioral proficiency in the skills. The applications of each type of methodology. Specific and limitations of various methods of inquiry. residential component will involve the use of role- techniques used to facilitate proper interpretation PSY7650 - Research Methods (5 quarter credits). playing and other simulation techniques to of test scores such as percentiles, standard errors A review of behavioral science research designs provide feedback to learners. Learners taking of measurement, validity and reliability indices, and methods appropriate for applied psychologists. this course must be enrolled in the clinical or and standard scores will be discussed. The Topics include philosophy of science, ethical issues counseling PsyD specialization or the specialist professional standards for test development and in research with human subjects, hypothesis certificate in school psychology. use will also be covered. Ethical and legal formulation, experimental and quasi-experimental PSY8093 - Professional Standards and Ethics of considerations of testing and research with human designs, measurement, descriptive designs, and Counseling (5 quarter credits). Through the use participants as set forth by the American the analysis and interpretation of data. Application of case examples, learners will explore the Psychological Association (APA) are also considered of research methods to clinical, organizational, application of professional and personal codes of as a part of this course. This course must be taken and educational settings will be emphasized. the ethics to the practice of counseling. Ethical during the learner’s second quarter in the school Application of the skills gained in the course will guidelines applicable to the multiple professional psychology specialization, immediately be applied to the learner’s dissertation and other roles associated with counseling will be explored. following PSY7011 and PSY7012. research projects. Strategies and methods for identifying ethical PSY7612 - Functional Based Assessment PSY7656 - Advanced Research Methods conflicts and the appropriate professional (5 quarter credits). Learners will apply functional (5 quarter credits). This course addresses response will be emphasized. Learners taking behavior assessments in the development of advanced issues of research design and this course must be enrolled in the clinical or behavioral support plans. Learners gain knowledge methodological consideration in the selection and counseling PsyD specialization or the specialist and experience in working collaboratively with execution of a research proposal. Relationship certificate in school psychology program. others to design strategies that help students between problem formulation, hypothesis testing, PSY8110 - Teaching Psychology (5 quarter who exhibit challenging behaviors to be more sampling, data collection, and data analysis are credits). This course will review traditional and successful in school. Learners will apply various covered in detail. The final project for this course is current methods of formulating objectives of strategies including the implementation of a research paper that may be applicable to a instructions; examination of student characteristics environmental supports and skills training, dissertation proposal. Prerequisite(s): PSY7650. which affect learning; discussion of basic learning as well as behavioral interventions. Cannot be fulfilled by transfer. processes; analysis of instructional variables which Prerequisite(s): PSY7610 or school approval. PSY8090 - Counseling Theories (5 quarter affect learning; selection of instructional methods, PSY7620 - Inferential Statistics (5 quarter credits). credits). This course offers learners an overview of technologies, and materials; evaluation of learning Application of parametric statistical procedures to major theories of counseling, the assumptions that outcomes; and evaluation of the instructional psychological research and the strengths and underlie these theories as well as the historical and methods and systems appropriate to teaching limitations of conducting quantitative studies. cultural context in which they developed. In psychology courses. Sampling issues, experimental design, and addition, the course will explore the specific PSY8120 - Computer-Mediated Instruction/ concerns of internal validity will be examined. techniques, research, limitations, and ethical issues Learning (5 quarter credits). Theory and Tests of difference between and among groups associated with these theories. Finally, learners will applications of computer software to improve and correlation will be studied. This course may have the opportunity to develop their integrative learning, productivity, and personal satisfaction involve the use of software in the analysis of data understanding of these theories. in information processing and cognitive tasks. sets provided by the instructor. PSY8091 - Group Counseling (5 quarter credits). Human information processing models and PSY7625 - Advanced Inferential Statistics This course explores the theories and techniques cognitive theories will provide a theoretical basis (5 quarter credits). Multivariate analysis including that underlie the use of the group format in for how to facilitate complex human learning. step-wise and multilinear regression are examined counseling. The course will examine the dynamics Applications to local access networks and distance in this course. Learners are expected to of group facilitation, therapeutic movement within learning will be considered. Current online demonstrate proficiency in the use of software groups, and group development. Additional instructional resources will be examined. packages appropriate to dissertation level topics include the use of groups across the PSY8130 - Adult Learner in the Classroom research. Prerequisite(s): PSY7620. Cannot be intervention spectrum (prevention to tertiary), (5 quarter credits). This course reviews the special fulfilled by transfer. issues specific to particular populations, and issues related to education of adult populations in PSY7630 - Qualitative Analysis (5 quarter integration of developmental theory within group traditional and distance education programming. credits). This course covers qualitative methods counseling and co-facilitation. Learners taking Topics covered include learning styles, tenets of appropriate to content of phenomenological, this course must be enrolled in the clinical or adult education, curriculum considerations in observational, and ethnological research. counseling PsyD specialization or the specialist design of adult education, implementing Emphasis will be given to such methods as case certificate in school psychology. advanced technological methods, and the various studies, interviews, narrative journals, and field PSY8092 - Counseling Skills and Procedures uses of emerging technological developments. surveys. Data analysis techniques for qualitative (5 quarter credits). This course focuses on the PSY8140 - Mentoring Psychological Research data will be covered. specific skills that underlie the counseling (5 quarter credits). Covers the psychologist’s role PSY7640 - Methods of Clinical Inquiry (5 quarter relationship. From the development of the in teaching research design, execution, analysis of credits). This course presents a theoretical and therapeutic alliance through termination, data, and interpretation of results. Attention will practical review of ways in which psychologists can counseling relies on the intentional use of skills to be given to writing skills necessary for preparation demonstrate accountability in a broad range of promote client growth and development. This of publication-ready manuscripts. Emphasis is on settings. The application of scientific methods to course provides an introduction into the basic skills the collaborative and consultative roles necessary problems of human behavior will be demonstrated. and core conditions associated with effective for successful adult learning. Topics considered are methods of field research, counseling practice. This course is paired with a program evaluation, the role of empirical residential component intended to assist learners • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 127
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PSY8150 - Exceptional Children in the Classroom PSY8220 - Advanced Psychopathology Prerequisite(s): PSY7610. This course is (5 quarter credits). This course provides an (5 quarter credits). This course will examine theory restricted to learners in the school psychology introduction to the topic of learning disabilities and research associated with major psychological specialization only. There is a residency in the classroom. Theoretical perspectives, disorders and will emphasize the transition from requirement associated with this course. Test characteristics, etiology, assessment, and concepts and terminology of DSM-IV to actual kits will be required, and a limited number are remediation of learning disabilities will be clinical situations. Learners will examine in depth available for rental at [email protected]. examined. Learners will be introduced to recent the concepts of psychopathology with an Learners are required to obtain the test kits trends and research related to identification and emphasis on areas related to the learner’s practice from another source if none are available to rent
educational treatment practices. Concomitant emphasis. In particular, learners will familiarize through Capella. Cannot be fulfilled by transfer. COURSE DESCRIPTIONS GRADUATE exceptionalities, diversity, service delivery models, themselves with applications of theoretical PSY8232 - Psychological Assessments for School and teaching strategies will also be explored. concepts in a clinical setting. Additional topics Psychologists II (5 quarter credits). Learners Prerequisite(s): For learners in the specialist include the controversy of “empirically validated” demonstrate mastery of the diagnostic issues certificate in school psychology, completion of treatments, the interplay of social and biological important in the social-emotional functioning and MS in school psychology from Capella University. factors in etiology and treatment, and review of personality assessment of a multi-culturally diverse PSY8160 - Strategies for Career and Life Axis I and II disorders. Prerequisite(s): PSY8210. population of school age children. Learners will Planning (5 quarter credits). This course presents Learners taking this course must be enrolled in conduct clinical interviews and behavioral a survey of current methods and criteria used in the clinical or counseling PsyD specialization or observations as well as synthesize and interpret career development, placement, and follow-up. the specialist certificate in school psychology. data from teacher, parent, and self-report Attention will be given to career entry, mid-career PSY8230 - Psychological Testing (5 quarter behavior rating scales, as well as objective and transition, and special needs of handicapped and credits). This course covers the administration of projective techniques. Learners will score, disadvantaged populations. Application of current psychological tests and behavioral measures interpret and integrate the results to make theory and research to clinical, educational, and associated with the assessment of cognitive and recommendations and write psychological organizational settings will be considered. intellectual functioning, special aptitudes, reports. Prerequisite(s): For learners in the PSY8170 - Principles of Instructional Design functioning, and achievement. Learners enrolled specialist certificate in school psychology, (5 quarter credits). Application of learning in this course will be expected to be proficient, at completion of MS in school psychology from principles and cognitive information processes to the conclusion of the course, in the administration Capella University. This course is restricted to the acquisition of classroom educational and scoring of instruments to assess the above learners in the school psychology specialization. outcomes. Emphasis is given to the design of behavioral domains, and to appropriately report There is a residency requirement associated instructional strategies that meet the educational the findings of such assessments to lay and with this course. Test kits will be required, and a learning needs of individual students. professional audiences. Ethical and professional limited supply are available for rental at standards in the use of psychological tests are also [email protected]. Learners are required PSY8182 - Field Experience in Educational covered. Learners enrolled in this course are to obtain the test kits from another source if Psychology (5 quarter credits). The purpose of expected to either purchase or gain access to the none are available to rent through Capella. this supervised field experience is to permit use of standard and commonly used tests of Cannot be fulfilled by transfer. learners to gain experience in three areas of higher cognitive function, adaptive functioning, and education: (a) teaching, (b) research, and (c) PSY8240 - Advanced Psychological Testing achievement. Prerequisite(s): PSY7610. This (5 quarter credits). The course covers the administration. This field experience will consist of course is restricted to learners in the clinical, at least 100 hours. The required course administration of such measures of psychosocial counseling, or school psychology specializations functioning as the MMPI-2, the MMPI-A, and participation will provide the equivalent of 30 of only. There is a residency requirement those hours. In addition, ten hours will be in each related measures of personality. The use of these associated with this course. Test kits will be instruments in assessing psychopathology and for of the three areas of experience under the required, and a limited supply are available for supervision of a professor holding a doctoral treatment planning is a major focus of this course. rental at [email protected]. Learners are The assimilation of psychosocial measures with degree in psychology. The remaining 40 hours will required to obtain the test kits from another be distributed among the three areas so that most cognitive and achievement measures to achieve a source if none are available to rent through comprehensive appraisal of the individual in a hours will be spent in the area of least previous Capella. Cannot be fulfilled by transfer. experience held by the learner. social context is an important goal of the course. Prerequisite(s): All required courses completed PSY8231 - Psychological Assessments for School Preparation of psychological reports and the at the 7000 level, plus PSY8110, PSY8130, and Psychologists I (5 quarter credits). Learners consultation process are emphasized. Learners PSY8330. Cannot be fulfilled by transfer. demonstrate mastery of the diagnostic issues enrolled in this course are expected to purchase important for individual assessment within a or acquire access to MMPI-2 or the MMPI-A and PSY8210 - Principles of Psychopathology multiculturally diverse population of school-age related measures of psychosocial functioning. (5 quarter credits). An examination of the children, using norm-referenced assessment tools, Prerequisite(s): PSY7610, PSY8230. This course assessment and treatment of various forms of including intelligence (verbal and non-verbal), is restricted to learners in the clinical, psychopathology. The etiology of psychopathology, achievement, adaptive behavior, and curriculum- counseling, or school psychology specializations current methods of psychological assessment, based measures. Learners will synthesize norm- only. There is a residency requirement research on psychodynamics, and existing referenced assessment with observational associated with this course. Test kits will be treatment methods will be reviewed. The politics assessments to create psychological reports required, and a limited supply are available for of mental disorders, emerging diagnoses, and appropriate to the audience. Specific measures rental at [email protected]. Learners are other contemporary issues will be addressed. covered include standard and widely-used required to obtain the test kits from another Prerequisite(s): For learners in the specialist instruments for assessing cognitive function and source if none are available to rent through certificate in school psychology, completion of intelligence, achievement, adaptive behavior, and Capella. Cannot be fulfilled by transfer. MS in school psychology from Capella University. other assessments of developmental integration. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 128
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Graduate Course Descriptions, continued
PSY8251 - Neuropsychological Assessments psychotherapy. Attention will be given to the PSY8336 - Organization and Operation of the (5 quarter credits). Current theory, methods and application of scientific thinking to clinical School (5 quarter credits). Learners demonstrate research in neuropsychological assessment of questions. Demonstration of treatment efficacy, a mastery of general education, special education, mental disorders. Administration of test batteries clinical epistemology, myths of psychotherapy, and other educational and related services that and preparation of psychological reports are empirical treatments, and difficulties with school psychologists need in order to work in required in this course. Prerequisite(s): PSY7610, measurement of psychological variables will be schools. Learners will undertake a systems analysis PSY8230, PSY8240. This course is restricted to covered. of schools and other settings to propose how best learners in the clinical, counseling, or school PSY8330 - Ethics and Standards of Professional to work with individuals and groups to facilitate psychology specializations only. There is a Practice (5 quarter credits). This course examines policies and practices that create and maintain residency requirement associated with this the historical origins of professional ethics, safe, supportive, and effective learning course. Test kits will be required, and a limited including issues affecting education, environments for children and others. supply are available for rental at psychotherapy, law, and institutional guidelines or Prerequisite(s): Completion of MS in school [email protected]. Learners are required protecting human participants in research. The psychology from Capella University. to obtain the test kits from another source if current standards of practice for professional PSY8337 - Legal and Ethical Issues in the School none are available to rent through Capella. psychology will be reviewed. Attention will be (5 quarter credits). Learners will apply legal and Cannot be fulfilled by transfer. given to identifying effective methods for ethical guidelines to various situations PSY8310 - Theories of Psychotherapy (5 quarter addressing ethical dilemmas and to current ethical encountered in the practice of school psychology. credits). This course involves discussion and issues in professional psychology. Learners taking Learners will incorporate important issues such as elaboration of the major schools of psychotherapy, this course must be enrolled in the clinical or privacy, informed consent, confidentiality, record their underlying assumptions and clinical techniques, counseling PsyD specialization or the specialist keeping, ethical, and legal issues into psycho- and methods of intervention. The application of certificate in school psychology. educational assessments, and school related these theories and techniques to the change of PSY8331 - Principles of School Psychology interventions. Learners will identify ethical human behavior and the analysis of clinical cases (5 quarter credits). This course examines the considerations involved when faced with testing for treatment planning will be covered. Client- practice of school psychology, its history and in school settings. therapist process issues, treatment outcome current trends. Attention is given to how school PSY8340 - Psychology and the Law (5 quarter considerations, current research supporting the psychologists are part of the school organization credits). The primary focus of PSY8340 is to efficacy of treatment methods, and ethical issues and participate as members of the educational prepare learners for the advanced practical will be considered. team. Legal, social, and professional considerations training covered in PSY 8350 and 8360, PSY8311 - Group Psychotherapy (5 quarter influencing the work of the school psychologist are emphasizing basic theoretical, ethical, and credits). This course reviews the historical also considered. The application of psychological empirical bases of forensic psychology. PSY8340 development, major theories, current research, research and theory in the context of the practice also helps learners develop beginning skill in and clinical procedures of group counseling and of school psychology will be reviewed. forensic assessment methodologies. Topics psychotherapy. Course content includes the role PSY8332 - Advanced Methods in School include psychology’s role in the judicial system; of the leader and leadership styles, mechanics of Psychology (5 quarter credits). This course differences between clinical and forensic co-therapy, group development, methods of explores the major areas that practicing school psychological practice; and parameters of ethical group intervention, designing special function psychologists will encounter. Special emphasis is practice in forensic psychology. Basic functions of groups, and handling of critical incidents within placed on social functioning including violence in forensic practice in criminal, civil, juvenile, and groups. Emphasis will be placed on developing the schools. Anger control management, peer family law contexts and basic principles of clinical competence by applying theory and mediation, and the teaching of social skills are testimony are also addressed. research to the group experience. Learners taking topics that will assist school psychologists in Prerequisite(s): PSY8210, 8230, 8240, 8330. this course must be enrolled in the clinical or dealing with current needs and concerns. Other PSY8350 - Techniques of Forensic Practice counseling PsyD specialization or the specialist topics to be covered are: HIV-AIDS, ADHD, autism, (5 quarter credits). The primary focus of PSY8350 certificate in school psychology. Asperger’s syndrome, retardation, Down’s is on the methodology and mechanics of PSY8312 - Clinical Interventions (5 quarter syndrome, visual and auditory disabilities, performing different types of forensic activities. credits). This course reviews the basic issues and retention, talented and gifted, preschool, and The course begins training learners in the skills necessary to function in a clinical setting. school phobia. Issues of privacy, confidentiality, methodology of forensic evaluations through a The course begins with an exploration of one’s and ethics will also be examined. series of introductory exercises that culminate in a motivations for working in the psychology Prerequisite(s): Completion of MS in school major forensic evaluation assignment. The course profession. The course previews basic psychology from Capella University. This course focuses further on practical applications and skill- psychotherapy skills such as warmth, empathy, is restricted to learners in the school psychology building in different areas of forensic practice. concreteness, confrontation, motivational specialization. Forensic evaluation methodologies addressed interviewing, treatment planning, case PSY8335 - Consultation and Collaboration in the include competency to stand trial, insanity management, and clinical documentation. This School (5 quarter credits). This course examines defense, child custody, fitness to parent, course has a required residency. Learners taking the optimal approaches within the school setting mitigating defenses, and recidivism. Evaluation of this course must be enrolled in the clinical or for effective consultation and collaboration. malingering and ethical practice guidelines are counseling PsyD specialization or the specialist Learners will synthesize results of assessments and emphasized throughout. Prerequisite(s): PSY8340. certificate in school psychology. formulate effective ways to communicate with PSY8371 - Strategies of Clinical Supervision and PSY8315 - Research in Psychotherapy and parents, school administrators and teachers, and Consultation (5 quarter credits). This course Empirically Supported Treatments (5 quarter other support service providers. Learners will provides an overview of the theory, basic credits). This course reviews the research and demonstrate the ability to facilitate understanding functions, and methods of clinical supervision. research methods used to understand the of assessment outcomes and implementation of Some of the topics to be covered are the complex dynamics of psychopathology and interventions. supervisory contract and relationship, the various • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 129
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styles of supervision, the legal and ethical issues less time observing their supervisor and more time culminating portfolio review. Final portfolio related to clinical supervision, and methods of practicing skills under close supervision. The full should reflect proficiency across competency supervision including case consultation, video practicum experience, along with its two courses, areas. Cannot be fulfilled by transfer. supervision, live supervision, and co-therapy as School Psychology Practicum I and II, is conducted PSY8391 - Master’s Practicum I (5 quarter credits). supervision. A review of the research on over two quarters for a total of 350 hours Supervised training appropriate to the master’s supervision will be included, and these findings will combining direct and indirect activities at the field level in psychological testing, interviewing, be applied to the delivery of supervisory services. site and in the virtual classroom. This intense assessment, intervention techniques, community Learners will be encouraged to develop their own experience gives the learner the opportunity to consultation, and applied research in a setting
theory and approach to clinical supervision. both observe and practice, to be part of the daily selected by the learner and approved by the COURSE DESCRIPTIONS GRADUATE Learners taking this course must be enrolled in a life of a school setting while under the guidance of director of training. The online course emphasizes specialization in clinical, counseling, or school an experienced school psychologist supervisor, increased awareness of the learner’s clinical psychology. and to synthesize these site experiences with strengths and limitations, psychological PSY8377 - School Psychology Practicum I academic knowledge from previous course work. assessment and rudimentary understanding of (3 quarter credits). The school psychology The school psychology program culminates in the DSM-IV, introduction to treatment planning, case practicum is the first integrated field experience of practicum and its two courses, which are direct documentation, ethical issues, and working with school psychology training. It incorporates all preparation for the internship. specific clinical populations. Prerequisite(s): All academic and clinical skills learned to date and Prerequisite(s): All master’s courses in school required courses completed, approval of the provides the first significant opportunity to apply psychology completed as stipulated by the practicum application by the director of the skills of the school psychology practitioner in a current manual and PSY8150, PSY8232, training. Refer to the current manual for further real work setting. The full practicum experience, PSY8332, PSY8337, PSY8377. details. Cannot be fulfilled by transfer. along with its two courses, School Psychology PSY8380 - Issues and Challenges of Supervision PSY8392 - Doctoral Practicum I (5 quarter credits). Practicum I and II, is conducted over two quarters (5 quarter credits). This course addresses the Supervised training appropriate to the doctoral for a total of 350 hours combining direct and special clinical issues, emerging theoretical and level in psychological testing, interviewing, indirect activities at the field site and in the virtual research trends, and ethical and legal concerns assessment, intervention techniques, community classroom. This intense experience gives the involved with various models of clinical supervision. consultation, and applied research in a setting learner the opportunity to both observe and The course will focus on developing the identity selected by the learner, and approved by the practice, to be part of the daily life of a school and orientation of the clinical supervisor. director of training. The online course emphasizes setting while under the guidance of an PSY8385 - School Psychology Internship I increased awareness of the learner’s clinical experienced school psychologist supervisor. This is (5 quarter credits). This course runs parallel to strengths and limitations, psychological the time to put newly acquired skills into practice, and complements the intensive, supervised field assessment and rudimentary understanding of to apply previously learning to the acquisition of training experience which assures completion of DSM-IV, introduction to treatment planning, case new skills, to develop broader perspectives on activities necessary in becoming a competent documentation, ethical issues, and working with professional issues — and generally to prepare for professional school psychologist. The purpose is specific clinical populations. Prerequisite(s): All the higher expectations of internship and the integration and application of skills that required courses completed, approval of the ultimately independent practice. The practicum address the competencies of professional practice practicum application by the director of courses combine academic preparation and field outlined by professional standards in the field. The training. Refer to the current manual for further experiences, emphasizing practical issues that internship provides supervision as well as details. Cannot be fulfilled by transfer. impact the everyday practice of school psychology. formative and summative performance-based PSY8393 - Master’s Practicum II (5 quarter There is less emphasis on the empirical literature evaluation of the intern’s work. The internship credits). Continued supervised training in and more on its applications, less emphasis on requires at least 1200 hours with a minimum of professional psychological issues with particular academic assignments and more on field-based 600 hours in schools, full time over one academic emphasis on DSM-IV Axis I. The online seminar activities. Course discussions are intended to be as year. Prerequisite(s): All school psychology MS with the instructor and enrolled learners provides much a support system for addressing concerns and specialist certificate courses and all the opportunity for in-depth examination that arise in the field as an opportunity to share residency courses. Enrollment restricted to appropriate to the master’s level of various ideas and information. Essentially, all previous those whose internship application has been psychopathological conditions in addition to the program course work culminates in the practicum approved by the Field Training Office. field supervision experience. and the practicum is direct preparation for Application deadline is at least one quarter Prerequisite(s): PSY8391. Cannot be fulfilled internship. Prerequisite(s): PSY8150, PSY8232, prior to intended start date. Refer to the current by transfer. PSY8332, and all course work for the Master of manual for further details. Cannot be fulfilled Science in school psychology or equivalent. by transfer. PSY8394 - Doctoral Practicum II (5 quarter Enrollment restricted to those whose practicum credits). Continued supervised training in PSY8386 - School Psychology Internship II application has been approved by field training professional psychological issues with particular (5 quarter credits). This course is a continuation office. Application deadline is at least one emphasis on DSM-IV Axis I conditions. The online of the previous quarter of internship, PSY8385. quarter prior to intended start date. seminar between the instructor and enrolled Prerequisite(s): PSY8385. Cannot be fulfilled learners provides the opportunity for in-depth PSY8378 - School Psychology Practicum II by transfer. examination appropriate to the doctoral level of (2 quarter credits). The second quarter of the PSY8387 - School Psychology Internship III various psychopathological conditions in addition school psychology practicum continues the (5 quarter credits). This course is a continuation to the field supervision experience. integrated field experience of school psychology of the previous two quarters of internship, Prerequisite(s): PSY8392. Cannot be fulfilled training. It incorporates all academic and clinical PSY8385 and PSY8386. Prerequisite(s): PSY8385, by transfer. skills learned to date and builds on the skills and PSY8386. Internship completion is contingent knowledge acquired in the first practicum course. upon learner successfully passing final, In the second practicum course, learners spend • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 130
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Graduate Course Descriptions, continued
PSY8395 - Master’s Practicum III (5 quarter PSY8403 - Internship III (5 quarter credits). This content and develop clinical skills. Emphasis will credits). Continued supervised training in course is a continuation of the previous quarter of be placed on the application of scientific research professional psychological issues with particular internship, PSY8402. Prerequisite(s): PSY8401 to the clinical and programmatic settings. emphasis on DSM-IV Axis II conditions, V codes, and PSY8402. Cannot be fulfilled by transfer. PSY8510 - Family Systems Theories (5 quarter and other psychosocial concerns. The online PSY8404 - Internship IV (5 quarter credits). This credits). Families will be studied as systems from a seminar with the instructor and enrolled learners course is a continuation of the previous quarter of theoretical, clinical, and research perspective. provides the opportunity for in-depth examination internship, PSY8403. Prerequisite(s): PSY8401, Emphasis will be on family development, family appropriate to the master’s level of various PSY8402, and PSY8403. Cannot be fulfilled by transitions, assessment, and intervention. Systems psychopathological conditions in addition to the transfer. oriented assessment models will be explored. field supervision experience. This course is Strategies for initial interviews, hypothesis designed for learners whose state regulatory or PSY8410 - Substance Abuse Therapies (5 quarter credits). A review of traditional and formulation, designing a strategy for intervention, licensure boards require more than two academic and the process of termination will be covered. quarters of practicum or those learners who have nontraditional approaches to treatment. Topics to an ongoing desire to extend their field training. be covered are in- and out-patient treatment PSY8520 - Couples Therapy (5 quarter credits). Prerequisite(s): PSY8393. Cannot be fulfilled by programming, self-help groups, utilization of An overview of theory and research on marriage transfer. community resources and alternative treatment and the couple relationship in contemporary approaches, and the use of individual, group, and society. Topics covered include relationship PSY8396 - Doctoral Practicum III (5 quarter family psychotherapy. Current trends in service development, maintenance, and termination; credits). Continued supervised training in delivery will be considered, particularly in light of conflict-resolution skills; communication styles professional psychological issues with particular ongoing changes in the health care delivery system. and skills; couple adjustment and assessment of emphasis on DSM-IV Axis II conditions, V codes, interpersonal relationships; cultural variations; and other psychosocial concerns. The online PSY8430 - Issues and Trends in Addiction/ Compulsion Treatments (5 quarter credits). This and issues related to gender. Major approaches seminar with the instructor and enrolled learners to couple therapy will be reviewed. provides the opportunity for in-depth examination course reviews current developments, research, appropriate to the doctoral level of various and trends within the addiction field. Emphasis will PSY8530 - Family Therapy (5 quarter credits). psychopathological conditions in addition to the be placed on gaining a current understanding of This course is an analysis and comparative study of field supervision experience. This course is substantive issues in the field. Possible topics to be the prominent schools of thought within the field designed for learners whose state regulatory or considered are developments in psycho- of family psychology, their tenets, therapeutic licensure boards require more than two academic pharmacological treatment of addictions, the strategies, and techniques. Structural, strategic, quarters of practicum or those learners who have influences of managed care on treatment, ethics, transgenerational, behavioral, communication, an ongoing desire to extend their field training. the use of Internet resources in the field, the and analytical approaches to family therapy will Prerequisite(s): PSY8394. Cannot be fulfilled by changing role of the counselor, and emerging be discussed. transfer. treatment approaches. PSY8550 - Bereavement and Loss Therapy PSY8397 - Advanced Practicum (5 quarter credits). PSY8440 - Substance Abuse Program Evaluation (5 quarter credits). This course covers the process Continued supervised training in professional (5 quarter credits). This course will cover various and impediments to dealing with expected and psychological issues with particular emphasis on methods appropriate for field experimentation traumatic losses. Topics considered are the phases case presentations. This course provides an and program evaluation. Topics will include quasi- of bereavement, special issues involved with opportunity to develop case presentations for the experimental designs, sampling procedures, and suicide survivorship, coping with loss following purpose of obtaining consultations from issues associated with program evaluation. Ethical chronic illness, the role of emotion in the grief colleagues about treatment issues. The online issues related to field research will also be covered. process, and the clinical methods of bereavement seminar with the instructor and enrolled learners PSY8450 - Compulsive Behavior and the treatment. Current theory, relevant research, and provides the opportunity for in-depth examination Disturbance of the Self (5 quarter credits). application to clinical, educational, and of various psychopathological conditions and This course defines the nature of addictive and organizational settings are considered in this course. treatment issues in addition to the supervision compulsive behavior problems, discusses the PSY8560 - Principles of Family Pathology experience. Prerequisite(s): PSY8396. Cannot be development of the addiction model and its (5 quarter credits). This course offers a fulfilled by transfer. tenets, and reviews the literature regarding the conceptualization of pathology based on a family PSY8401 - Internship I (5 quarter credits). An validity and efficacy of treatment approaches systems model. The understanding of the etiology intensive, closely-supervised experience working based on the addiction model. Alternatives to and maintenance of pathology will be understood with a broad range of clients in various institutions the addiction model will be discussed, including as a function of family interaction and family and settings. Emphasis is on the application of cognitive behavior therapy. An understanding structure rather than of individual dynamics. Topics psychological principles and techniques learned in of the Compulsive Behavior Model, a to be considered are styles of family interaction, academic courses, development of diagnostic and psychodynamically oriented model, will be family boundaries, family roles, and the family life clinical skills, and clarification of one’s personal developed and covered in detail. cycle. strengths and limitations as a clinician. PSY8460 - Dual Diagnosis in Mental and PSY8610 - Principles of Health Psychology Prerequisite(s): All courses completed, including Addictive Disorders (5 quarter credits). This (5 quarter credits). This course is a review of practicum course(s) and approval of the course addresses the complexities of comorbidity, behavioral and biomedical theory and research internship application by the director of diagnosis, and treatment of clients with various with the objective of understanding the training. Refer to the current manual for further addictive disorders and mental illness (both Axis I contributions of psychological factors to the details. Cannot be fulfilled by transfer. and Axis II disorders). Current research and theory prevention, diagnosis, and treatment of disease PSY8402 - Internship II (5 quarter credits). This on the etiology, psychodynamics, and treatment and illness. Topics include psychosocial factors course is a continuation of the previous quarter of will be reviewed, as well as specific methods of contributing to health and disease, health internship, PSY8401. Prerequisite(s): PSY8401. psychotherapy and the role of pharmacotherapy. promotion, mind-body relationships, and Cannot be fulfilled by transfer. Case studies will be used to illustrate course psychological approaches to the prevention and • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 131
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treatment of physical illness. Cognitive and perspective are applied to patients with acute and PSY8740 - Psychology Practices in Personnel behavioral interventions for health related chronic conditions housed both in medical care and HRM (5 quarter credits). Introduces problems and the collaborative roles of medical facilities and treated as out-patients. The use of problems and research relevant to personnel specialists and psychologists will be emphasized. self-instruction strategies, relaxation techniques, issues in organizations. Topics include individual PSY8620 - Environmental Health and Behavior imagery, meditation, hypnosis, and other stress differences; selection of personnel; test theory; (5 quarter credits). This course examines the management strategies are reviewed. performance appraisal; equal employment emerging literature supporting the capacity for PSY8711 - Principles of Industrial/Organizational opportunity legislation, regulation, and litigation; self-control in managing personal health care. Psychology (5 quarter credits). In this course, and assessing bias in selection. Application of
Emphasis will be given to relationships between learners review theories and research on theory and research to corporate and educational COURSE DESCRIPTIONS GRADUATE nutrition, exercise, and wellness. psychological issues relevant to organizational settings will be emphasized. Psychoneuroimmunology and the use of behavior. Topics include job satisfaction, testing PSY8750 - Managing Psychological Services autogenic techniques to treat somatoform and performance assessment, organizational (5 quarter credits). This course will address some disorders will be examined. Behavior medicine communication, training and consultation, of the challenges that face practitioners in and the role of the psychologist in the health care equipment and environmental design, group psychology over the next decade. We will setting will be explored. decision making, performance monitoring, and investigate and study issues such as managed PSY8630 - Health Care Delivery (5 quarter credits). incentive motivation. Ethical considerations care; diversified group practice, including new An examination of the role of the psychologist as a related to leadership in modern organizations are client populations; ethical conflicts in psychology; health care provider within managed health care. also addressed. contemporary legal challenges such as suicidal or Consultative and collaborative roles for the PSY8720 - Psychology of Leadership (5 quarter violent clients, risk management, and expert psychologist will be reviewed. Working in an credits). Current theory on leadership, relevant witness testimony; psychological record-keeping; integrated and interdisciplinary team environment research, and case studies will provide a marketing psychological services; and will be explored along with alternative health care comprehensive review of the various models of contemporary business practices in professional delivery models. leadership. Applications to clinical, educational, psychology. Learners will be encouraged to and organizational settings are also reviewed in develop a plan for professional growth and PSY8640 - Community Psychology (5 quarter development. credits). This course addresses the role of the this course. Special topics include team building, psychologist as an agent of change in the leading groups, styles of leadership and PSY8760 - Vocational Psychology (5 quarter community. Attention will be given to the social multicultural issues related to leadership. Learners credits). A comprehensive review of major change strategies community-oriented will develop their own theory of leadership based theories and research in vocational psychology psychologists can use in facilitating community on synthesis of the course material. and implications for the work of the counseling improvements and alleviating adverse social PSY8730 - Consultation Psychology (5 quarter and consulting psychologist. Vocational conditions. Legal, social policy, medical, familial, credits). The various roles of consultants, current psychology combines an individual’s vocational and psychological viewpoints will be considered in theory of consultation, ethical considerations, attainment, preparation, and career development. the analysis of community problems and their relevant research, and the consultant-client This course is designed to study an individual’s prevention. Topics considered are child abuse, relationship are covered in this course. Psychologists’ occupational behavior, occupational choice, and delinquency, crime, poverty, powerlessness, contributions to clinical, educational, and motivational development surrounding work inadequate social support, and forms of organizational settings are reviewed in this course. choice patterns. It is designed for the work of the discrimination. Discussion of critical incidents and cases will be industrial/ organizational (I/O) practitioner, I/O part of the course. Learners will be encouraged psychologist, and career counselor, and combines PSY8650 - Innovative Health Care Practices I/O psychology with vocational counseling. (5 quarter credits). This course examines the to develop a plan to identify and market to appropriate potential clients for consultation. Vocational counseling is a facilitative process for emerging trends in health practices. Topics to be individuals who are making career choices, career considered are integrating spiritual resources into PSY8734 - Workplace Violence and Sexual transitions, and seeking occupational attainment. treatment, “alternative” therapies, current issues in Harassment (5 quarter credits). This course mind/body relationships, and the impact of covers the most recent legal updates concerning PSY8765 - Testing and Assessment in Workplace managed care in the delivery of psychological workplace violence and sexual harassment. Psychology (5 quarter credits). A review of services. Emphasis will be given to interdisciplinary Additional issues will include assessment of theories and research methods specifically geared practice and collaborative relationships. potentially violent employees, dispelling myths to workplace psychology and consultation surrounding violence and harassment in the assessment methods including employee and PSY8660 - Coping with Chronic Physical Illness organizational assessment, psychometric testing, (5 quarter credits). This course examines the workplace, familiarization with policies and procedures to deal with these issues, and pre-employment testing, vocational and career psychological impact of a variety of medical assessment, workplace performance assessment, conditions and their bio-psycho-social etiologies understanding the general management impact of these phenomena. and quantitative and qualitative principles and treatments. Emphasis is placed on the role of specifically designed for research in the workplace. the interdisciplinary team in treatment planning PSY8735 - Managing Problem Personnel This course is geared to the I/O psychologist, and implementation. Pain syndromes such as (EAP Issues) (5 quarter credits). This course professional consultant, human resources headaches, back pain, gastrointestinal disorders, examines the tests and interventions used to manager, and other professionals involved in and auto-immune diseases are covered. Other address employees’ needs when psychological workplace testing, assessment, methods, and chronic diseases will also be examined. problems or substance abuse issues are evident. interventions. Prerequisite(s): PSY7610. PSY8670 - Cognitive/Affective Basis of Physical Psychopharmacological and psychotherapeutic PSY8770 - Performance Enhancement and Illness (5 quarter credits). This course emphasizes treatments, as well as issues of confidentiality, will Motivation (5 quarter credits). Concepts and the assessment and treatment of psychosomatic be addressed. methods in the study of motivation of employees; conditions from a cognitive/affective perspective. determinants of employee attitudes and job Assessment and treatment interventions from this • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 132
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Graduate Course Descriptions, continued
satisfaction; and the various methods of PSY8840 - Principles of Sport Psychology psychology. Prerequisite(s): All courses modification of attitudes and morale in corporate (5 quarter credits). This course overviews the field completed. Cannot be fulfilled by transfer. and educational settings. Specific methods for of sport psychology. It will cover a broad range of PSY9150 - Master’s Final Project (5 quarter optimizing performance at the executive and topics that will be investigated in greater detail in credits). This capstone project provides learners in managerial levels will be addressed. additional courses. Topics include personality, the professional tracks an opportunity to PSY8780 - Psychology of Organizational attention, anxiety and arousal, arousal adjustment demonstrate mastery of knowledge, scholarship, Ergonomics in the Workplace (5 quarter credits). strategies, cognitive-behavioral intervention, and practice proficiencies in the identified field of The study of the interface between individuals, causal attribution, motivation, self-confidence, psychology. Prerequisite(s): All courses workplace design, and their work environments. psychology, and social issues of sport. The learner completed. Cannot be fulfilled by transfer. Topics include ergonomics as responsive to social will leave this course with an eclectic understanding of sport psychology. PSY9984 - Doctoral Comprehensive Examination change in industry, computerization, human- I (5 quarter credits). In the first course of the computer interaction, automation, and information PSY8841 - Performance Enhancement in Sports comprehensive examination and dissertation display. Specific approaches to work design include (5 quarter credits). Performance enhancement is sequence, learners examine the key components anthropometry, biomechanics, and physiological the most common issue dealt with by sport in the comprehensive examination. The course considerations in the work environment. psychologists. How to increase an individual’s includes an overview of the comprehensive PSY8785 - Compensation and Benefits Planning performance through mental strategies in the examination process and the university’s Psychology (5 quarter credits). This course arena of sport is a critical factor in the success of expectations of academic honesty and integrity emphasizes workplace compensation issues and an athlete. This course will examine the and introduces the four core themes of the benefits planning. Current trends in compensation mechanisms by which athletes can exceed their examination and the evaluation criteria. Structured issues, the process of job evaluation, establishing perceived physical limitations. Strategies such as study groups are established and resources on the pay rates, and conducting salary surveys are visualization, meditation, hypnosis, autogenic core themes are provided. Course requirements covered. Employee benefit planning, employee training, biofeedback, and progressive relaxation include completion of the overview and a insurance services, retirement planning, workplace will be examined. preliminary conference call with the options, and flexible workplace programs are also PSY8842 - Applied Sport Psychology (5 quarter comprehensive examination committee and addressed. credits). This course will take the theoretical development of a schedule for the final oral PSY8790 - Workplace Safety and Health concepts learned in PSY8840 and demonstrate examination. Grading for this course is S/NS. Psychology (5 quarter credits). This course their practical application to the field of sport Prerequisite(s): All required and elective course addresses contemporary employee safety and psychology. The focus of this course is on how the work completed with a GPA of 3.0 or better. health issues in the workplace. Topics include sport psychologist interacts with individuals within Learners must complete practicum courses prior OSHA awareness, management’s commitment to a a sport context. How to provide effective to starting comprehensive examination courses. safe work environment, conducting safety surveys, professional guidance in the areas of learning, Fulfillment of all residency requirements. Cannot preventing accidents, and health problems motivation, and social interaction will be examined, be fulfilled by transfer. associated with work and occupational stress. as will mental training for performance PSY9985 - Doctoral Comprehensive enhancement. Issues such as referrals, drug PSY8810 - Geriatric Psychology (5 quarter Examination II (5 quarter credits). Learners and abuse, burnout, injury, and termination from their comprehensive examination committee credits). Age-related cognitive and personality athletics will be explored. changes in the elderly are examined, along with an members each develop one comprehensive analysis of the causes and mechanisms of aging. PSY8843 - Exercise Psychology (5 quarter credits). examination question to address one of the four Content includes interpersonal relationships Covers all psychological aspects related to core themes. Learners write answers to the between the aged individual and significant others exercise. Theoretical foundations of reasons comprehensive examination questions, which are (especially family members), and the importance of people exercise, exercise adherence, personality evaluated by the committee using analytical point- these relationships for further development and factors in exercise, and the psychological effects of scale scoring rubrics. Upon passing the written aging. Psychological interventions appropriate to exercise will be investigated. In addition, applied examination, learners complete the the treatment of disorders of the elderly and issues such as motivation, cognitive and behavioral comprehensive examination final oral defense current research supporting the treatment of change strategies, leadership, and counseling in conference call and are eligible for enrolling in the cognitive dysfunction of the aged are also explored. exercise will be addressed. first dissertation course upon passing their The characteristics of successful aging will be PSY8845 - Current Issues in Sport Psychology defense. Grading for this course is S/NS. reviewed. (5 quarter credits). In-depth reading and critical Prerequisite(s): PSY9984. Cannot be fulfilled by transfer. PSY8820 - Research in the Aging Process analysis into current issues in sport psychology. (5 quarter credits). A comprehensive review of The content of this course examines in-depth PSY9986 - Dissertation Research I (5 quarter past and current research, as well as research current research and theoretical directions in the credits). Learners examine the key components of methods and trends in the area of aging. Content field of sport psychology. planning and conducting dissertation research, includes biological factors, cognitive and PSY8990 - Independent Readings (5 quarter including the dissertation process and the roles personality change, interpersonal and family credits). In-depth reading and critical analysis into and responsibilities of the dissertation committee, relationships, spiritual concerns, and relevant specific topic areas in psychology under the course instructor and course administrator. In medical factors. Attention will be given to factors guidance of the course instructor. May only be addition, learners form and obtain approval on which facilitate successful negotiation of age- taken once. their dissertation committees, conduct a preliminary literature review, develop the related issues. Learners will examine aspects of PSY9101 - Master’s Integrative Project dissertation prospectus, and become familiar with human aging both in contemporary American (5 quarter credits). This capstone project provides procedures for protecting human participants/ society and cross-cultural and ethnic perspectives. learners in the academic tracks an opportunity to subjects in research. Resources for research demonstrate mastery of knowledge, scholarship, methodology and the IRB process are provided. and research proficiencies in the identified field of • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 133
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Learners must complete the dissertation Harold Abel School of Psychology PSY-R6161 - Psychology MS Colloquium Track I. prospectus and the short online Collaborative IRB Academic Residencies Through the residential colloquia, Capella learners Training Initiative (CITI) modules in order to pass gain a stronger sense of academic community by Dissertation Research I. Grading for this course is Descriptions for the clinical PsyD year-in- networking and discussing course work, projects, S/NS. Prerequisite(s): PSY9985. Cannot be residence, counseling PsyD year-in-residence, and research issues face-to-face with fellow fulfilled by transfer. and master’s school psychology year-in-residence learners and faculty. This experience provides a can be found in the manual. Description for the PSY9987 - Dissertation Research II (5 quarter learning environment that fosters the application master's clinical and counseling colloquia and credits). In this course, learners obtain committee of critical thinking and integrates knowledge to PhD colloquia can be found below. approval on the dissertation prospectus, prepare professional and practice issues. Track I offers COURSE DESCRIPTIONS GRADUATE informed consent and field testing materials, basic or introductory workshops in the following develop and solidify the data collection design/plan PSY-R6061 - Psychology PhD Colloquium Track I. content areas: effective interviewing skills and and schedule (based on the prospectus), prepare Through the residential colloquia, Capella learners skills in psychological assessment (administration and submit the IRB application for approval, gain a stronger sense of academic community by and scoring of Wechsler series). conduct field testing to establish validity and networking and discussing course work, projects, PSY-R6162 - Psychology MS Colloquium Track II. reliability of the instrument (when appropriate), and research issues face-to-face with fellow Through the residential colloquia, Capella learners complete the dissertation prospectus conference learners and faculty. This experience provides a gain a stronger sense of academic community by call, develop and complete dissertation Chapters 1 learning environment that fosters the application networking and discussing course work, projects, (Introduction), 2 (Literature Review), and 3 of critical thinking and integrates knowledge to and research issues face-to-face with fellow (Methodology), based on the prospectus. professional and research issues. Track I offers learners and faculty. This experience provides a Resources for research designs and methodology basic or introductory workshops in the following learning environment that fosters the application are provided, including the dissertation manual and six content areas: of critical thinking and integrates knowledge to a template for Chapters 1, 2, and 3. Procedures for Area 1: Developing the scholar-practitioner professional and research issues. Track II offers prospectus and IRB application submission and the Area 2: Critical analysis skills intermediate workshops in the following content prospectus conference call are available. Grading areas: counseling and psychotherapy Area 3: Research skills for this course is S/NS. Prerequisite(s): PSY9986. interventions; psychological testing skills Cannot be fulfilled by transfer. Area 4: Professional communication skills (including tests of achievement and adaptive PSY9988 - Dissertation Research III (5 quarter Area 5: Development of learning communities functioning); and group counseling skills. credits). In this course, learners engage in data Area 6: Psychology-specific content and offerings PSY-R6163 - Psychology MS Colloquium Track III. collection according to the plan and schedule, PSY-R6062 - Psychology PhD Colloquium Track II. Through the residential colloquia, Capella learners develop and organize Chapter 4 (Results) draft Through the residential colloquia, Capella learners gain a stronger sense of academic community by (structure based on the research questions and gain a stronger sense of academic community by networking and discussing course work, projects, methods before data collection is complete), check networking and discussing course work, projects, and research issues face-to-face with fellow in data (as they come in), process and analyze the and research issues face-to-face with fellow learners and faculty. This experience provides a data, and finalize Chapter 4 with results. Resources learners and faculty. This experience provides a learning environment that fosters the application for data analysis designs and interpretation are learning environment that fosters the application of critical thinking and integrates knowledge to provided, including the dissertation manual and a of critical thinking and integrates knowledge to professional and research issues. Track III offers template for Chapter 4. Grading for this course is professional and research issues. Track II offers advanced workshops in the following content S/NS. Prerequisite(s): PSY9987. Cannot be intermediate workshops in the following six areas: psychological assessment skills (including fulfilled by transfer. content areas: test selection and interpretation) and ethical applications and solutions. PSY9989 - Dissertation Research IV (5 quarter Area 1: Developing the scholar-practitioner credits). In this course, learners develop and Area 2: Critical analysis skills finalize Chapter 5 (Conclusions and Area 3: Research skills Recommendations), polish the final draft of all chapters (1-5), obtain approval on the dissertation Area 4: Professional communication skills manuscript, complete the final dissertation Area 5: Development of learning communities conference call, make all necessary final content Area 6: Psychology-specific content and offerings changes, obtain form and style clearance, publish PSY-R6063 - Psychology PhD Colloquium Track III. the dissertation online with UMI, and obtain Through the residential colloquia, Capella learners clearance from Academic Records on degree audit gain a stronger sense of academic community by (to verify that all required and elective program networking and discussing course work, projects, courses have been taken). Resources for writing and research issues face-to-face with fellow learners conclusions and recommendations are provided, and faculty. This experience provides a learning including the dissertation manual, a template for environment that fosters the application of critical Chapter 5, and procedures for dissertation thinking and integrates knowledge to professional submission and the final conference call. Grading and research issues. Track III offers advanced for this course is S/NS. Prerequisite(s): PSY9988. workshops in the following six content areas: Cannot be fulfilled by transfer. Area 1: Developing the scholar-practitioner Area 2: Critical analysis skills Area 3: Research skills Area 4: Professional communication skills Area 5: Development of learning communities Area 6: Psychology-specific content and offerings • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 134
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School of Business and Technology introduced to the Web by creating a Web site with Local language considerations for e-business and an industry standard Web development tool. other enterprise Internet applications are MS Information Technology Courses Learners explore a functional, business-supporting introduced. This course covers techniques for TS5004 - Technical Communications (4 quarter Web site and identify the roles of key Web analyzing user needs, synthesizing user goals, and credits). This course provides the necessary skills components (Web page, server-side script, ensuring the completed application satisfies for communicating technical information to database, etc.). Characteristics of a well-designed customer requirements. various stakeholders in organizations including Web page are explored. Learners also understand TS5150 - Enterprise Application Testing customers, users, managers, and peers. The the role of the standards supporting the Web (4 quarter credits). This course takes learners course focuses on the fundamentals of technical (XHTML, XML, CGI). Learners are able to select the through an effective, step-by-step methodology communication in the electronic workplace, most appropriate option for hosting a Web for testing enterprise Internet applications. The emphasizing clarity and organization. Learners application based on business requirements. This course focuses on mission critical aspects of e- engage in exercises that focus on technical writing, course is intended for learners not pursuing the commerce Web-based applications, but the editing, and online communication, and apply System Design and Programming specialization. methodology can be applied to any Internet their skills across a broad range of activities, TS5120 - Project Management for Technology application. Learners are introduced to the quality including the preparation of an effective résumé, Professionals (4 quarter credits). The course attributes of Web-based applications including writing a technical report, creating professional focuses on defining management techniques for interesting content, a unique product or service at development plans and writing a proposal. planning, estimating, and facilitating successful a reasonable price, and swift and reliable Techniques presented are intended to help enterprise Internet, intranet, and extranet fulfillment. Learners gain an appreciation for the learners develop an appreciation for format and application projects. Learners define a project, importance of systematic testing to facilitate content. This course also prepares learners for develop work breakdown structures, prepare continuous improvement in usability, performance, project documentation requirements throughout project schedules, and determine how to security, availability, and interoperability. This their program, as well as throughout their coordinate the various resources. Special attention course gives learners the tools and knowledge to professional careers. TS5004 and TS5005 must is devoted to the special skills needed to lead and ensure their enterprise Internet application be taken concurrently by master’s learners in manage cross-functional and multinational teams satisfies the expectations of customers. Prior to their first quarter. Cannot be fulfilled by transfer in a virtual team environment. This course includes enrolling in this course, learners should have or petition. methods for managing new application completed TS5130 or possess a working TS5005 - Master’s Learner Success Lab development projects as well as the selection, knowledge of software development processes (non-credit). This lab is designed to provide new installation, and integration of third-party software or software engineering principals. master’s learners with the knowledge and skills applications. Techniques are introduced to help TS5151 - Quality Assurance (4 quarter credits). they need to be successful in their academic keep projects on track and enhance team This course presents the practical application of programs. The lab familiarizes learners with the motivation. In addition, planning, time management, quality assurance principles in technology. This Capella online environment and support resources and risk management activities are introduced that course presents tools, techniques, quality provided to ensure success. Learners build skills in assist learners throughout their program, as well as improvement, and statistical processes for the selection and use of methods, techniques, and throughout their professional careers. determining quality assurance. Real-world library resources. Working with the academic TS5130 - System Development Theory and examples, cases, and models are examined to advisor, learners develop a degree completion Practice (4 quarter credits). This course focuses evaluate how to apply quality assurance in plan. This is an advisor-led course taken in the on the software engineering fundamentals that technology. Learners explore industry standard first quarter in conjunction with TS5004. Cannot can be applied to enterprise-wide software quality assurance processes like the Software be fulfilled by transfer or petition. application development. Advanced techniques Engineering Institute (SEI) Capability Maturity TS5110 - Enterprise System and Application for requirements analysis, functional specifications, Model (CMM) or the American Society for Quality Development (4 quarter credits). This course system design, implementation, testing, and (ASQ) Six Sigma. As a result of this course, learners covers dynamic HTML, JavaScript, Java Applets, maintenance are covered. Other topics to be are able to compare quality principles with actual cascading style sheets, and design templates. The discussed are portability, reusability, prototyping, practices and are ultimately able to apply these course also includes an introduction to CGI and performance management. As a result of this principles in technology professions and in their programming, server side includes (SSI), and course, learners compare theory with actual organizations. extensible markup language (XML). Learners apply practice and ultimately assess, evaluate, and apply TS5160 - Business Foundations (4 quarter their knowledge as they use a professional software development principals or processes to a credits). This course provides IT learners with a interactive development environment (IDE) to professional environment. Prior to enrolling in foundation of business concepts. Learners analyze develop a Web application during this course this course, learners should possess a working organizational structures, operational processes, showing mastery of one or more of the Internet knowledge of the software development and financial measures, as well as key business application technologies. Prior to enrolling in this process. communication concepts and techniques. course, learners should have a working knowledge TS5140 - System Usability Analysis and Design Successful completion of this course helps learners of both Web site development and programming. (4 quarter credits). This course provides an better understand how IT integrates with the TS5111 - Overview of Enterprise Applications overview of the theoretical aspects of human- enterprise as a whole through the analysis and (4 quarter credits). Since the Web has become an computer interaction and then concentrates on application of fundamental business processes, intrinsic component of enterprise business giving learners practical guidelines, strategies, and theories, and techniques. process, an IT professional must understand its methods for designing successful user interfaces. TS5230 - Evolving Legal Issues for IT structure and its utility to the enterprise. This User-centered design approaches are covered that Professionals (2 quarter credits). This course course provides an overview of the components of can be applied to enterprise Internet applications focuses on legal issues surrounding computer the Web and identifies how its components are using a personal computer desktop interface, technologies and, in particular, the challenges utilized by various parts of an enterprise (i.e. personal digital assistant (PDA) interface, cell posed to the computer professional. Researching marketing, operations, etc.). 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current events and conducting Internet searches TS5281 - Java Programmer Practicum (2 quarter interfaces, database connectivity technologies are utilized to facilitate discussions in an ever- credits). This course provides practice preparing (ODBC/JDBC), concurrency control, database changing environment. Learners choose the area for Sun Microsystems’ Certified Java Programmer security, and data warehousing multi-dimensional of discussion that best suits their needs for examination. Since the examination for this databases and data mining methods that extract professional growth. Learners critically analyze a certification touches on a very broad spectrum of useful information from the data warehousing. A legal issue and prepare a case study related to Java knowledge and experience, this course problem-based approach using SQL is used in this copyright and trademark issues, privacy, organizes the required knowledge and focuses on course. governmental regulation, or ethics. topics likely to be included in the exam. The TS5502 - Programming Strategies (4 quarter
TS5250 - Overview of the eXtensible Markup course also allows learners to receive and provide credits). This course provides a foundation for the COURSE DESCRIPTIONS GRADUATE Language (XML) (2 quarter credits). This course support as they prepare for the certification exam. learner interested in learning Java. The course will provides an in-depth overview of the eXtensible Prerequisite(s): TS5502 and TS5513 or also explore the aspects of Java that make it one Markup Language (XML). Understanding the equivalent formal training in Java and a of the most popular and dynamic programming mechanisms behind XML is crucial to understanding minimum of two years of Java programming environments available to the IT professional. The its potential and effectively managing development experience upon school approval. course is hands-on, with numerous programming projects that use it. Learners are introduced to TS5282 - Java Developer Practicum (2 quarter exercises to further develop programming skills. mechanisms that help them develop the thought credits). This course provides practice preparing The course will cover Java programming syntax, processes necessary to analyze the return on for Sun Microsystems’ Certified Java Developer Java concepts, data types and methods, classes investment (ROI) of using this technology on a examination. Since the examination for this and class hierarchies, Applet and application particular project. Topics include domain standards certification touches on a very broad spectrum of creation, Java Swing, error handling and and how XML supports these standards. Learners Java knowledge and experience, this course exceptions, and introduce Java Database focus on the types of new applications that can organizes the required knowledge and focuses on Connectivity (JDBC). Prerequisite(s): TS5505 or effectively be implemented using XML and topics likely to be included in the exam. The equivalent programming experience in C, C++, associated technologies. course allows learners to receive and provide Visual Basic, or formal programming language TS5270 - Cyber Threats to Enterprise Security support as they prepare for the certification exam. upon school approval. (2 quarter credits). This course is designed for IT Learners also complete a Java application that TS5503 - Advanced Enterprise System managers, executives, network and system demonstrates mastery of GUI development Development (4 quarter credits). This course administrators, and other IT professionals that (Swing), network interfaces (RMI), and database extends the topics covered in TS5110 by need to develop a working knowledge and usage (JDBC) while interfacing with existing code examining several mechanisms for interfacing with vocabulary for assessing their organization’s risk to to prepare for the programming portion of back-end databases, including Rapid Application hackers and cyber terrorists. This course surveys developer certification. Note: Learners must have Development (RAD) techniques, to support the key terms and concepts necessary for earned Sun Java Programmer certification in order dynamically created Web content from server-side enterprise security, including the tools, techniques, to take the Sun Java Developer certification databases. This course covers Active Server Pages and strategies that are most often used to break examination. Prerequisite(s): TS5502 and TS5513 (ASP) and introduces Java Server Pages (JSP) and into networks and associated databases. Learners or equivalent formal training in Java and a more advanced technologies supporting reusable become familiar with the basic steps that are used minimum of two years of Java programming business logic on the server. Enterprise Java Beans by these attackers. This course provides learners experience upon school approval. (EJBs) capabilities and contexts for use are also with a framework for assessing an organization’s TS5500 - Systems Analysis and Design (4 quarter introduced. Distributed object technology are also security risk from attackers and creating an credits). This course examines the process of explained and compared. The course also action plan. analyzing and designing enterprise-wide systems. describes how extensible markup language (XML) TS5271 - Network Security Solutions for the Although the focus is upon the traditional system is utilized for spontaneous data exchange between Enterprise (2 quarter credits). This course is development methods, alternative methods are two Internet applications. In addition, this course designed for network designers, system also described. These alternative methods include covers mechanisms to improve performance of administrators, and other IT professionals who object-oriented, rapid application development Internet applications. Prerequisite(s): TS5110, need to develop strategies and countermeasures and joint applications development. Within the TS5501, TS5502 or equivalent experience upon for the various cyber threats to an enterprise course, learners develop a variety of models school approval. network. This course covers current network including data, process, network, and object TS5504 - Wireless Web Design and security solutions to protect an organization from models. In addition, learners are exposed to Development (4 quarter credits). This course exposure internally (attacks from within) and application architectures and the design process. provides an overview of the evolving wireless externally (Internet). Specific strategies to guard Various systems analysis and design tools are used technologies and the Wireless Application against the most common intrusion are discussed, as part of the process. Learners develop skills to Protocol (WAP). WAP is the de facto worldwide including firewalls, gateways, and proxy servers. better understand how to specify and design standard for providing Internet communications Authentication and encryption techniques are also systems that solve business problems and and advanced telephony services on digital mobile discussed. Case studies are used to better accomplish improvements in business processes. phones, pagers, personal digital assistants, and understand the impact of good security solutions. TS5501 - Database Analysis and Design other wireless terminals. Learners use simulation Lab exercises are used to give learners experience (4 quarter credits). This course introduces software to design and debug wireless Web with network security solutions. Prior to enrolling database analysis, database design, and N-tiered applications using wireless markup language in this course, learners should have taken client server database systems. Topics include (WML) or handheld device markup language TS5990 or possess a working knowledge of database structures, data dictionaries, data (HDML) for Internet-enabled phones. This course networking concepts. analysis, normalization, and common database provides an introduction to related technologies applications. Learners develop an application in a and includes an overview of mobile telephony popular database system. Advanced discussion architecture. topics include database scripting (SQL), API • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 136
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TS5505 - Object-oriented Design and and explores authentication and encryption support of wireless applications. Aspects of Development (4 quarter credits). This course techniques. The course also covers a list of the Servlet/JSP that are relevant to WAP will be introduces object-oriented analysis and design most often used methods for attacking a network explored, particularly the unique support for concepts using the Universal Modeling Language system and how to defend against them. Case session management. Learners use XSLT to (UML) and the Java programming language. studies are used to better understand the impact transform XML documents into WML to create Sound practices for the design, construction, of poor security on an enterprise. WAP supported Web pages. Learners work testing and debugging of object-oriented TS5513 - Advanced Programming Strategies through a number of computer labs to reinforce software applications are emphasized. Specific (4 quarter credits). This course extends the topics the above concepts. Prerequisite(s): TS5503 and attention is given to the use of use cases as a discussed in TS5502 by covering several advanced TS5504 or equivalent experience upon school means of describing behavioral software features of Java programming. It is intended for approval. requirements. This course also introduces patterns learners who understand the fundamental Java TS5516 - Client Server Architecture and Design and object-oriented architectures. A problem- programming concepts and who now want to (4 quarter credits). This course focuses on the based approach to object-oriented analysis and explore some of the advanced Java programming networking concepts and skills necessary to plan, design concepts is used in this course. topics. The primary focus of this course is on the install, configure and manage a local area network TS5506 - Graphics and Multimedia (4 quarter advanced features and libraries of the Java2 (LAN). Other topics covered in this course include credits). The course introduces graphics and platform; this knowledge is essential to security, printing, and troubleshooting. Upon multimedia technologies, as learners create a Web programming in the application server completion, learners have a solid understanding of interactive animation project. Activities include environment. The learner will be able to create a network administration at the LAN level. In illustrating with Flash, using animation techniques client-server Java application utilizing remote addition, learners are able to take one of the and special effects. Flash files produce resizable method invocation (RMI) and a Swing-based industry certification exams. Prior to enrolling in compact full-screen navigation interfaces, applet interface. Prerequisite(s): TS5502 or this course, learners should possess a working technical illustrations, long-form animations, and equivalent experience upon school approval. knowledge of networking concepts. other dazzling site effects. Flash enables Web TS5514 - Advanced Graphics and Multimedia TS5517 - Network Enterprise Architecture and designers to import artwork from their favorite (4 quarter credits). This course builds competencies Design (4 quarter credits). This course is a bitmap or illustration programs, apply for developing Web sites containing more continuation of TS5516 focusing on the enterprise transparency, create morphing effects, add complex, interactive, and interesting multimedia network. Topics in this course include designing interactivity and sound, and animate them over features by integrating theory with practice. This Wide Area Networks (WANs), directory services, time. Unlike bitmapped images that are optimized course assumes experience in Web site design and connectivity issues and procedures, remote for a single resolution, vector images can adapt to with multi-media tools like Flash, Fireworks, and access, network traffic management, network multiple display sizes and resolutions. This is ideal Photoshop. This course extends the learner’s security and monitoring multi-protocol wide area for displaying Web sites uniformly on set-top capability of using these techniques and tools networks. Upon completion, learners have a solid boxes, hand-held computers, or PCs. This course through the development of a business-quality understanding of network administration at the also covers how to embed exported Flash movies Web site. Learners are able to use the theory WAN. In addition, learners are able to take one of into HTML documents for play in a browser. behind vector graphic and image manipulation to the industry certification exams. Prerequisite(s): TS5110 or equivalent experience more effectively utilize these techniques. Vector TS5518 - Advanced Network Technology - upon school approval. graphic techniques are utilized to pre-process Routing (4 quarter credits). This course is a TS5507 - Network Technology (4 quarter credits). images for use in Flash-supported Web pages. continuation of TS5507, focusing on designing This course presents an overview of network Learners import several types of multimedia wide area networks at the advanced level and technology. Learners consider video systems, local artworks into Flash to create interesting animated focusing on planning and configuring large area networks, wide area networks, wireless Web pages. Learners create interactive movies scalable networks based on multi-protocol systems, satellite communications, Internet and that let the user control aspects of the movie Internet works. Upon completion, learners have a the World Wide Web, cable networks, and voice presentation. Prerequisite(s): TS5506 or solid understanding of implementing, designing, and data communications. Learners are also equivalent experience in Web site development and configuring large scalable networks using introduced to Frame Relay, DSL, ATM, SONET, and including experience with Flash, Fireworks, queuing, tunneling, route distribution, route maps, the OSI Model. The course focuses on Photoshop, and other image processing tools BGP, EIGRP, OSPF, and route summarization. In understanding the impact of network technologies upon school approval. addition, learners are able to take one of the on the performance of Web-based applications, TS5515 - Advanced Wireless and Mobile industry certification exams. Prior to enrolling in including security, privacy, and reliability. Learners Development (4 quarter credits). Mobile Web this course, learners should earn certification as completing this course develops competencies interfaces are maturing and becoming readily a Cisco Certified Network Associate (CCNA). associated with the Cisco Certified Network more available. This course emphasizes how TS5520 - Operating System Theory and Associate (CCNA) certification. aspects of Web technology (XML, XHTML, and Application (4 quarter credits). This course TS5508 - Enterprise System Security (4 quarter JSP) are used to support interactive wireless Web provides the learner with a sound foundation in credits). This course provides an overview of applications. The wireless application protocol operation system principles. The concepts of network security and information systems. This (WAP) will be presented in detail including current resource management, scheduling, and course is geared for the information technology news on latest changes to this developing industry concurrency management and device management professional tasked with establishing security standard. Learners explore how Web Markup are covered. The mechanisms used to support strategies to protect their organization from Language (WML) and WMLScript are utilized to network interfaces including interfaces to the exposure to the Internet, or the IT professional create an interactive Web Telephony Application Internet and LANs are also introduced. The who needs to design applications that enable data (WTA). The use of Web Transport Layer Security concepts of administering an operating system are security, privacy, and confidentiality. The course (WTLS) and its importance in developing secure discussed to provide an understanding of user presents strategies to guard against hackers and wireless application will be explored. The access and operating system security. Finally, the forms of viruses, examines firewalls and gateways, remainder of the course is devoted to server side • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 137
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concept of operating system performance issues TS5524 - Advanced Project Management including the processes required to obtain goods are discussed to provide an understanding of the (4 quarter credits). This course focuses on and services based upon project scope. Other importance of operating system configuration advanced project management topics and project management areas that relate to upon application performance. Examples are techniques for successful projects. An initial procurement management are discussed. provided from both Unix-based and Windows- assessment of the learner’s project management TS5528 - Project Integration Management based operating systems. At the conclusion of the competencies and skills are conducted along with (4 quarter credits). This course introduces the course, learners are able to compare how each the establishment of a professional development learner to key components for project integration system implements the key concepts listed above plan. The course provides an in-depth look at management and the processes required to
to be able to determine the applicability of the scope, time, cost, and quality management based ensure that elements of a project are properly COURSE DESCRIPTIONS GRADUATE system to an operational environment. upon a real-world case study scenario. Attention is coordinated. Learners are challenged to look for TS5521 - Advanced Network Technology - paid to the process of joint project planning ways to bring excellence to their projects. The role Switching (4 quarter credits). This course allows sessions to increase the effectiveness of project of the project manager as an integrator is learners to build on the skills from TS5507, planning. Learners discover the importance of discussed along with the tradeoffs among focusing on advanced multiplayer switching properly recruiting, organizing, and managing the competing objectives and alternatives. The need technologies and techniques used by some of the project team. Techniques are discussed to help for a project management strategy and an major telecommunication companies to provide keep projects on track through proper monitoring, understanding of stakeholder identification and advanced switch configuration, Spanning Tree control, and closeout methods. The course analysis are discussed. The importance of a Protocol (STP) implementation, and Virtual Private provides tools that the project manager may use comprehensive approach to change control is Networks (VLANs). Topics in this course are throughout their professional careers. reviewed and highlighted. Learners gain an complemented by those in the other two TS5525 - Project Risk Management (4 quarter understanding of overall project management advanced network technology courses, TS5522 credits). This course addresses the important including successful project implementation, and TS5523. In addition, learners will be able to elements of risk management including risk systems thinking, problem solving, and the skills, take one of the industry certification exams. Prior planning, identifying risk, quantifying risk, impact roles, and expectations of project managers. to enrolling in this course, learners should earn analysis, development of appropriate responses, TS5529 - Component Development - Java certification as a Cisco Certified Network and risk control. Learners gain an appreciation of Framework (4 quarter credits). This course Associate (CCNA). Prerequisite(s): TS5507 or the systematic process of identifying, analyzing, introduces the key concepts supporting Web equivalent experience upon school approval. and appropriately responding to project risk. The enterprise component development through an TS5522 - Advanced Network Technology - course covers the probability and consequences examination of the key features of Java 2 Remote Access (4 quarter credits). This course of maximizing positive events and minimizing the Enterprise Edition (J2EE), a framework for allows learners to build on the skills from TS5507, probability and consequences of negative events. developing reusable and portable enterprise focusing on the advanced technologies and Learners have a better understanding of risk and components. Learners study the architecture of techniques that are being used to plan, design, how to appropriately apply it to projects. J2EE to understand key components for creating implement, configure, and monitor remote access TS5526 - Leadership and Human Resource applications. Learners create a servlet-based and dial-up techniques that provide remote Management (4 quarter credits). This course application supported by an industry standard connectivity using PPP, ISDN, Frame Relay, and focuses on organizational planning, staff application server utilizing a JSP based user authentication. The course also allows learners to acquisition, and team development, which interface. Learners understand how XML is used to explore technologies such as DSL, cable modem, includes assigning project roles, responsibilities, configure an enterprise component application and VPN. Topics in this course are complemented and reporting relationships, staffing, motivation, and explore the main types of EJBs and when and by those in the other two advanced network leadership, team development, and conflict where to use them. The concepts of security technology courses, TS5521 and TS5523. In resolution. Learners gain an understanding of the relative to enterprise components also are addition, learners are able to take one of the processes required to make effective use of discussed. Learners completing this course industry certification exams. Prior to enrolling in people and resources on a project. The relationship develop competencies associated with the Sun this course, learners should earn certification as between human resource management and certified Web component developer for J2EE a Cisco Certified Network Associate (CCNA). project management are explored along with how platform certification and the enterprise architect Prerequisite(s): TS5507 or equivalent experience it relates to the project life cycle. Techniques are for J2EE technology certification. upon school approval. covered regarding interfacing with project Prerequisite(s): TS5503 and TS5513 or TS5523 - Advanced Network Technology - stakeholders, designing effective organizational equivalent experience upon school approval. Troubleshooting (4 quarter credits). This course structures, dealing with conflict on projects, TS5530 - Component Development - Microsoft allows learners to build on the skills from TS5507, communication, and managing stress. Practical Framework (4 quarter credits). This course focusing on the advanced troubleshooting skills self-assessment exercises are used to determine examines the architecture of .NET and explores and techniques that are used on large scale and learners’ communication, conflict resolution, and how applications utilize this architecture to create multi-protocol Internet works. Topics in this course leadership styles in addition to power orientation, .NET enabled applications. The Microsoft .NET are complemented by those in the other two personality type, and motivation to manage. technology will become the backbone of advanced network technology courses, TS5521 TS5527 - Procurement Management (4 quarter Microsoft’s network solutions and development and TS5522. Special emphasis is placed on credits). This course presents the major processes environment. Migration from COM to .NET is troubleshooting Ethernets, Token Ring, routing, used in project procurement management, discussed including its enhanced support for the routed ISDN, PPP, Frame Relay, VLAN, and WAN including: planning, solicitation, source selection, object-oriented programming model. Also, the networks and protocols. In addition, learners are contract administration, and contract closeout. impact of .NET on current Microsoft technologies able to take one of the industry certification exams. Each area of the procurement process is reviewed is explored. .NET Web Services are presented Prior to enrolling in this course, learners should sequentially and salient points discussed. clarifying its role in supporting Web application earn certification as a Cisco Certified Network Procurement management is considered from the development. Learners gain experience with Associate (CCNA). Prerequisite(s): TS5507 or perspective of the buyer and seller relationship, ASP.NET to create a .NET enabled Web equivalent experience upon school approval. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 138
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Graduate Course Descriptions, continued
application. C# examples are presented in light of TS5538 - Programming Strategies - Microsoft TS5591 - Programming and Database Systems its support for .NET. Prerequisite(s): TS5503 or Environment (4 quarter credits). This course (4 quarter credits). This course enables learners equivalent experience upon school approval. provides an introduction to the C# language and with little prior IT knowledge to understand TS5531 - Security Management Practices implementing C#-based applications using the fundamental concepts of IT and to be prepared for (4 quarter credits). This course, which includes .NET Framework. The course is oriented toward future courses in the their program. It is crucial to aspects from the disciplines of networking, the learner with some programming experience in understand the role of software development in database management, and project management, strongly-typed languages such as C, C++, or Java. today’s business environment. It is also essential to enables IT professionals to identify, develop, and Starting with the basics of the C# language such as understand how data is managed, accessed, and implement security policies for an information built-in data types, operators, and control utilized in decision-making processes. An overview system and its physical environment (i.e. network structures, the course migrates to an introduction of the basic concepts of the software development interface). Essential to this is operations security. to how C# implements the foundation of OOP process is presented. Learners become familiar Legal and investigative concepts regarding such as extending classes through inheritance, with programming through updating existing information security are discussed as well as the interfaces, and polymorphism. The course covers applications in an industry standard programming necessity for network and physical security. This how to utilize Microsoft’s Visual Studio Integrated language (i.e., Visual Basic). This course also course covers proactive practices including Development Environment (IDE) to create, provides an overview of database principles Business Continuity Planning (BCP) and disaster compile, and deploy C#-based applications. enabling the learner to construct a simple recovery planning in order to maintain information Hands-on lab exercises throughout each unit database and access its information through an integrity. This course also explores areas of provide learners with experience creating and application interface. Learners modify existing operations security. debugging C# applications and assemblies. programs to access a database and develop Prerequisite(s): TS5505 or equivalent useful reports. In both areas, learners are able to TS5532 - Secure System Development and programming experience in C, C++, or Java compare various options in application Cryptology (4 quarter credits). Applications and upon school approval. development and database technology to select the operating systems supporting them must be TS5540 - Introduction to XML and Web Services the most appropriate solution for their business designed securely to protect access to enterprise environment. Learners may choose or be advised data. Communications between these systems (4 quarter credits). This course provides a comprehensive overview of the eXtensible Markup to enroll in this course. Does not apply toward also must occur securely to prevent unauthorized degree or certificate total credits. access to the data or corruptions of the data. This Language (XML) and the fundamental technologies course explores the key concepts of operating that underlie Web services. Understanding the TS5899 - Special Topics in Technology (4 quarter system and application design from the mechanisms behind XML and Web services is credits). This course enables learners to propose perspective of security and emphasize the crucial to understanding its potential and and conduct a study of special topics of interest importance of securing database access. It also effectively implementing these technologies. related to information technology. Appropriate illustrates the importance of software development Learners create XML documents, schemas, and course topics address an area of study that and maintenance processes that impact security. stylesheets for transforming XML. In addition, complement the learner’s past experience and Further, this course analyzes how cryptography learners discover how to create SOAP messages learning objectives. The results of the study must addresses the principles, means, and methods of and integrate services through various Web exhibit a graduate-level mastery of the topic area. disguising information to ensure its integrity, Service technologies such as WSDL. Prerequisite(s): Prior to enrolling in this course, a confidentiality, and authenticity. Prior to enrolling Prerequisite(s): TS5503 or equivalent experience preliminary learning plan must be approved by in this course, learners should possess a working in server-side development and intermediate- the school. Cannot be fulfilled by transfer or knowledge of basic algorithm construction. level programming in a programming language petition such as Java, C#, C++, or Perl (i.e., TS5513) TS5990 - Integrative Project (4 quarter credits). TS5536 - Ethical and Legal Considerations in upon school approval. Information Technology (4 quarter credits). This This course enables learners to demonstrate course focuses on the ethical and legal issues TS5590 - Web Development and Networks proficiency in integrating learning from their surrounding computer technologies within an (4 quarter credits). This course enables learners course work at Capella University. Learners organization. This course uses specific case with little prior IT knowledge to understand prepare a project plan that includes proposed examples and projects to explore the various fundamental concepts of IT and to be prepared for topic area, deliverables, dates when they will be human dimensions of information technology and future courses in the program. It is crucial to completed, and the associated learning that will researches the relationships with customers, understand the role of the Web and Web-based be exhibited. Upon approval from their instructor, partners, and society. Topics include intellectual applications in today’s business environment. It is learners execute their project plans. Learners property rights, privacy, governmental regulations, also essential to understand how business and record weekly status on their progress, issues, key and the individuals’ responsibilities in the decision- data communications are supported through decisions, and learning. At the conclusion of the making process. network devices and software. This course course, learners complete their projects and provides an overview of Web applications and how summarize their results on their Capella University TS5537 - Project Portfolio Management they are utilized to support business needs. It also Web sites. Prerequisite(s): Completion of all (4 quarter credits). This course studies project presents the basic concepts of computer networks required master’s course work. Cannot be management from an organizational standpoint and an overview of various methods of creating fulfilled by transfer or petition. allowing a holistic view of IT projects across the and supporting internal and external computer enterprise. Learners gain skills in analyzing project networks. In both areas learners are able to proposals to best align projects with key business compare various options in Web application strategies. Various project characteristics are development or networks and select the most discussed and reviewed for their impact on the appropriate solution. Learners may choose or be business and technology infrastructure of the advised to enroll in this course. Does not apply enterprise including risk, cost, and strategic toward degree or certificate total credits. benefits. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 139
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Colloquia and Residencies COL-R5921 - MS Colloquium Track I. The first master’s residential colloquium is the initial track of the residency sequence and should be completed during the first two quarters of enrollment. COL-R5922 - MS Colloquium Track II. The second colloquia will be taken approximately during the
second year of enrollment (master’s learners COURSE DESCRIPTIONS GRADUATE completing in fewer than three years may take their colloquia more closely together, the second colloquium near the midpoint of their programs). COL-R5923 - MS Colloquium Track III. The third colloquia will be taken approximately during the third year of enrollment (master’s learners completing in fewer than three years may take their colloquia more closely together). COL-R8921 - PhD Colloquium Track I. Track I is taken before completing 56 earned and transferred credits. Learners are strongly encouraged to complete this colloquium within their first quarter of enrollment. COL-R8922 - PhD Colloquium Track II. Track II is taken as learners are completing 57-72 credits, while they are immersed in their required course work. COL-R8923 - PhD Colloquium Track III. Track III is taken while learners are completing 73-96 credits (for HASOP learners, 73-95 credits). Since the final 24 (or 30) credits earned in the doctoral program are tied to the completion of the comprehensive examination and dissertation, Track III prepares learners for their comprehensive examination questions, for completing their dissertations, and for life after graduation. • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 140
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Governance
Administration Board of Directors School Directories
The administration of Capella University is Capella University School of Undergraduate Studies committed to excellence in all aspects of the The board of directors provides oversight and institution. Along with an enthusiasm for Executive Director guidance regarding Capella University’s policies Valerie Perkins, EdD working with adult learners, Capella’s and programs. administrators bring many years of experience Faculty Directors to designing and delivering higher education Rubye Howard Braye, PhD Paul Coverstone, PhD programs. Wayne "Buck" Buchanan, PhD Michael J. Miller, MBA Patricia Garyon-Corey, RN, MS Feranda Williamson, EdD University President James V. Gambone, PhD Michael J. Offerman William B. Harvey, EdD Faculty Chairs BA, University of Iowa Helene Krivosha (emeritus), BS Eileen Dittmar, MA MS, University of Wisconsin-Milwaukee Sharan B. Merriam, PhD Keith Morneau, EdD EdD, Northern Illinois University Michael J. Offerman, EdD Core Faculty Provost Paul Schroeder, MBA Sharon Bender, PhD Karen J. Viechnicki Stephen G. Shank (emeritus), JD Karen Bernard, MBA BA, Beaver College Joan C. Stoner, EdD Paul Gold, MS MA, University of Akron Priscilla McNulty (secretary), JD J. Dennis Hart, MBA PhD, Kent State University Joseph Johnson, MBA Jerry Minshall, MS Vice Provost, Academic Affairs Capella Education Company Tony J. Christianson, MBA Deborah Snyder, PhD Ronald O. Anderson Susan Stehlik, MS BA, Saint Olaf College Gordon A. Holmes, MBA MA, University of Minnesota S. Joshua Lewis, DPhil Curriculum Specialist PhD, University of Minnesota Jody G. Miller, JD Ron Dougall, EdD James A. Mitchell, BA Vice Provost, Assessment and School Administration Manager Jon Q. Reynolds, Jr., MBA Institutional Research Janice Aanenson, MEd Stephen G. Shank, JD School Administration Staff Dana Offerman David W. Smith, MBA BA, Kent State University Jeffrey W. Taylor, BS Michelle Faucher, BA MA, Kent State University Darrell R. Tukua, BS Kevin D. Krier, MBA PhD, University of Wisconsin-Madison Greg Thom (secretary), JD Mike Moffitt, BS Chancellor Christina Newell Stephen G. Shank Kathy Saulton, PhD BA, University of Iowa Bachelor’s Academic Advisors MA, The Fletcher School Jason Bauer-Clapp, MA JD, Harvard Law School Nancy Bois, MA Vice President, Learner Support Amy Buechler-Steubing, MA Lisa Wheeler Jenelle Davis, MS BS, University of Wisconsin-Madison Kelly Kubicek, MA MEd, Springfield College Meredith McCann, MS EdD, University of St. Thomas Julie McNamara, MS Sarah Meyer, MA Director, Academic Support Kyle Munoz, MA Trenda Boyum-Breen Sidney Smith, MS BA, Concordia College-Moorhead Sara Wendinger, MA MS, Winona State University Advising Assistants Director of Faculty Diversity and Engagement Josh Blaeser, BS Cecilia Stanton Kim Staley, BA BA, Bloomfield College MA, Lehigh University Director of Financial Aid Tim Lehmann BA, Concordia College - Moorhead MBA, Capella University • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 141
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School Directories, continued
School of Business and Technology School of Business and Technology, continued School of Education, continued GOVERNANCE Executive Director Doctoral Academic Advisors School Administration Manager Kurt R. Linberg, PhD Doug Gorsuch, MBA Michael Higgs, BA Faculty Directors Shelly Grothe, MS School Administration Staff Melissa Hartman, DBA Bryan Kujawski, MA, MS Sue Arakawa, MS Barbara Butts Williams, PhD Barbara Pappenfus, MS Andrea Armagost, BA Jeffrey Scanlon, MSSc Kristina Bilberry, BA Faculty Chairs Michelle Beinner, MEd Steven Brown, DBA Doctoral Advising Assistant Jillian Robole, BS Lucy Reile, BS Sheila Fournier-Bonilla, PhD Brenda Samson, BS Jack Krichen, MS Master’s, MBA, and Kelly Sundsmo, BA Gary Robinson, PhD Certificate Academic Advisors Lisa White, BA Robert Rodriguez, PhD Jill Adams, MS Doctoral Academic Advisors Lawrence K. Wang, PhD Tracy Griffin, MA Christine Keith, MS John Whitlock, PhD Joe Mitzel, JD Jonathan Gehrz, MS Michael Williams, PhD John Murphy, MSE Lynn Riskedal, PhD Core Faculty Nancy Olson, MA Kim Smieja, MA Cheryl Bann, MBA Advising Assistant Shannon Smith, PhD Tsun Chow, PhD Jesmia Avery, BA Carley Watts, MA George Ecker, PhD Doctoral Advising Assistant Stephanie Fraser-Beekman, PhD Jillian Robole, BS Larisa V. Genin, DBA Master’s and Certificate Martha Hollis, PhD School of Education Academic Advisors Kris Jamsa, PhD Sarah Horst, MA Nancy Johnson, PhD Executive Director Jody Janati, EdD Forest Jourden, PhD, JD James Wold, PhD Carrie-Beth Schrader, MS Joseph LeVesque, DBA Faculty Directors William Reed, PhD Ed Gould, EdD Shelley Robbins, PhD Miriam Guthrie, PhD Rebecca Snarski, MS Harry McLenighan, PhD Linda Terry, PhD Faculty Development Specialist Curriculum Specialist and Colloquia Lead Kristina Luopa, MS Keith Johansen, PhD School Administration Manager Faculty Chairs Thomas Henderson, MS Phil Corkill, EdD Beverly Enns, EdD School Administration Staff Christine Jax, PhD Brad Berkland, MA Alyce LeBlanc, PhD Becky Copper, MA Adell Newman-Lee, EdD Irina Cudo, BS Nancy E. Thornton, PhD Margaret Eastman, BA H. Griffin Walling, PhD Ikechukwu Ezueh, MA Interim Faculty Chair Emil E. Gerth, BA Jamie Barron, EdD Dana Hillesheim, BA Senior Faculty Juanita Ikuta, MS Elizabeth Bruch, EdD Brian Imholte, BS Bruce Francis, PhD Bill Kuchar Jerome Halverson, EdD Sandy Leppanen, BA Mark H. Rossman, EdD Sara Leiste, MS Core Faculty Amy J. Petterson, BS Marcella Benson-Quaziena, PhD Margaret Pidde Kathryn Campbell, EdD Lora Roussanova, MBA Cheryl Doran, PhD Sandra Running, MA Pam Hanfelt, PhD Kimberly Wapola, BS Sonja Irlbeck, EdD Jennifer Wills, BS Michael Medley, EdD Dennis Mills, PhD Larry Reynolds, PhD Carolyn Rogers, PhD Leone Snyder, MS Kim Spoor, PhD • Catalog 05.v1.4-6 4/15/05 5:00 PM Page 142
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Governance, continued
School Directories, continued School of Human Services Harold Abel School of Psychology
Executive Director Co-Interim Executive Directors Pamela K. S. Patrick, PhD Jody Neuman-Aamlie, PhD, LP Suzanne Montella Faculty Development Specialist and Colloquia Lead Faculty Director Douglas Bird, PhD Gail Lorenz, PhD Faculty Chairs Associate Director of Training Janice J. Caron, EdD for Residency Programs Thomas (Bill) Clyburn, PhD Laura Jarrett, PhD John Darland, PsyD Associate Director of Training Joanna Oestmann, EdD Vesna Hampel-Kozar, PhD, LP Core Faculty Faculty Chairs Wendy Andberg, PhD Sharlene Adams, PsyD Curtis Brant, PhD Malcolm Gray, PhD Amanda Costin, PhD Garvey House, PhD Alice Yick Flanagan, PhD Nancy Piotrowski, PhD Richard Flor, PhD Robert Schnedler, PhD, LP Suzanne Holmes, DPA Karen Yasgoor, PhD, SPHR Randy Johnson, PhD Interim Faculty Chairs Mee-Gaik Lim, PhD David Sarnoff, PhD, ABPP Charles Lorbeer, PhD Laren Winter, EdD Christopher Lucies, EdD Michele Mannion, PhD Senior Faculty Ron Muchnick, PhD Brian Austin, PhD Sherri Muchnick, PhD Core Faculty Angie O’Malley, PhD Leigh Baldwin, PhD AnnaLynn Schooley, PhD Rebecca D.B. Behrend, PhD, LP Ken Szymkowiak, PhD David Chapman, PsyD Charles Tiffin, PhD Bruce Fischer, PhD, LP, LMFT Jana Whiddon, PhD Victoria A. Gamber, PhD Curriculum Specialist John Gonsiorek, PhD Skip Wenda, PhD Chris Heffner, PsyD Sheldon Kleine, PhD, LP School Administration Manager Gina Langan, PhD Jennifer Morgan, MAT, PMP Jeffrey Leichter, PhD, LP School Administration Staff Marilyn Marks-Frey, PhD, ABPP Stacey Barenbaum, BA William Percy, PhD, LP, LMFT Amy Dorn-Fernández, BA Wayland Secrest, PhD Terri Edington, BS Christine Woolf, PhD Beth O’Hara Muller, BA Curriculum Specialist Eric Nelson, BA Skip Wenda, PhD Jacob Rocca, MA Siri Spong, BS School Administration Manager Jane Bradley-Durfee, MBA, PMP Doctoral Academic Advisors Susan Browender, MA School Administration Staff Scott Silver, MBC Mark Anderson, BA Maggie Cocherell, BA Master’s and Certificate Academic Advisors Kyle DeLaHunt, BA Mark Cowen, MA Kelly Dykstra, MHR Erin Holm, MS Tracy Emanoff, MA Kathryn O’Connell, MA Nicole Fuentes Adam Soderlind, MA Benjamin Imker, MA Advising Assistant Jennifer Meyer, BA Andrea Baker, BA Doctoral Academic Advisors Ellen Carey, MA Dawn Huebner, MA Vera Kovacovic, PhD Katherine Murphy, MA Kathe Pelletier, MA Doctoral Advising Assistant Jillian Robole, BS Master’s and Certificate Academic Advisors Julie Andreasen, MS Heather Sorrell, MA • Catalog 05.v1.4-6 4/15/05 3:19 PM Page 143
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Faculty FACULTY
Senior Faculty Ansoorian, Andrew, BS, James Madison University; Banton, Mernoush, MBA, University of Miami; MS, MS, California State University – San Bernardino Florida International University; DBA, Nova Austin, Brian, BA, Monmouth College; MS Ed, Southeastern University Southern Illinois University; PhD, Southern Illinois Anthony, Kimberly, BS, East Carolina University, University; postdoctoral certificate in Clinical Greenville; MA, Mary Baldwin College; PhD, Capella Barker, Gwen, BS, University of Wisconsin – River Psychology, University of North Carolina – University Falls; MBA, University of Minnesota, Twin Cities Greensboro Armer, Laura, BS, Sam Houston State University; Baron, Augustine, BA, Loyola University – New Bruch, Elizabeth, BA, Elmhurst College; MS, Indiana BA, Sam Houston State University; MS, University of Orleans; MA, University Of Illinois – Urbana- University – Fort Wayne; PhD, University of Wisconsin Houston, Clear Lake Champaign; PsyD, University of Illinois – Urbana- Champaign – Madison Aronson, Daniel, AB, UC Berkeley; MBA, MIT Sloan Francis, J. Bruce, BA, University of Detroit; MA, School Barron, Jamie, BS, University of Pittsburgh; MEd, Indiana University of Pennsylvania; EdD, Indiana University of Detroit; PhD, University of Michigan – Astacio, Victor, BA, Central Bible College; MS, University of Pennsylvania Ann Arbor Miami Institute of Psychology; PsyD; Carlos Albizu Halverson, Jerome, BA, Saint Mary’s University; MA, University; PhD, Carlos Albizu University Barrow, Lisa, BA, Capital University; MS, Buffalo State College; DM, University of Phoenix Saint Louis University; MEd, Saint Mary’s University; Auten, Anne, BA, Michigan State University; MEd, PhD, Michigan State University University of Illinois at Urbana-Champaign; PhD, Bartelme, Lois, BA, Mt. Holyoke College; MA, Rossman, Mark H., BA, New York University; MS, University of Minnesota – Twin Cities University of Alabama; PhD, University of Iowa University of Bridgeport; MHL, Ottawa University – Auxier, C.R., BA, Graceland College; MS, Central Barton, Brian, BS, University of Michigan; MBA, Ottawa; EdD, University of Massachusetts – Amherst Missouri State University; MA, Adams State College; University of Michigan PhD, Idaho State University Barton, Craig, BS, Wayne State University; MS, Core and Adjunct Faculty Avella, Joseph, BS, Rensselaer Polytechnic Institute; Central Michigan University; PhD, Wayne State MA, The Catholic University of America; MBA, University A Capella University; PhD, The Catholic University of Bassett, Caroline, BA, Tufts University; MA, America Abraham, JoAnn, BA, University of South Dakota; University of Vermont; PhD, University of Iowa MBA, University of St. Thomas Azar-Dickens, John, BA, Armstrong Atlantic State Baugh, Clifford, BS, San Jose State University; MBA, University; MS, Augusta State University; PhD, Union Acadia, Phyllis, BA, The City College of Liberal Arts University of Redlands; DBA, Nova Southeastern Institute & University and Science; MS, The City College; MA, Fielding University Graduate Institute; PhD, Fielding Graduate Institute Baumberger, Julie, BS, Dakota State University; Ackerman, Rosalie, BS, Iowa State University; MS, B MEd, South Dakota State University; EdD, University Iowa State University; PhD, Iowa State University of South Dakota Babb, Danielle, BS, University of California – Adams, Anna, BA, Catawba College; MA, The Riverside; MBA, University of Redlands; PhD, Bayer, Sam, BS, University of Florida; PhD, George Washington University Capella University University of Florida Adams, Katherine, BA, St. Olaf College; MS, Bail, David, BA, University of Cincinnati; MBA, Beazley, Jackson, BS, University of Maryland; MA, Winona State University University of Phoenix Chapman University; EdD, Arizona State University Adams, Richard, BA, VT College of Norwich Bailey, Barbara, BBA, Georgia State University; MS, Bechtold, Brigid, BA, College of Saint Benedict; University; MBA, Baker College Georgia State University; PhD, Georgia State MA, St. Cloud State University; MA, Fielding Adams, Sharlene, BA, Manchester College; MS, University Graduate Institute; PhD, Fielding Graduate Institute Northeastern State University; PsyD, Forest Institute Baker, Keith, BS, Purdue University; MBA, University Beekman, Carl, BS, Indiana University – Terre Haute; of Professional Psychology of Iowa; MS, Benedictine University; PhD, MS, Indiana University; PhD, Union Institute & Adkins, Mac, BA, Heritage Christian University; MA, Benedictine University University Southern Christian University; MDiv, Southern Balch, David, BS, California State University – Los Behrend, Rebecca, BA, Gustavus Adolphus College; Christian University; EdD, Auburn University Angeles; MBA, Pepperdine University; PhD, United MDiv, Moravian Theological Seminary; MSE, Akhavan-Majid, Roya, BA, University of Minnesota – States International University University of Wisconsin; PhD, Walden University Twin Cities; MA, University of Minnesota – Twin Baldwin, Leigh, BA, Western Kentucky University; Belos, Vernon, BA, Trent University – Ontario; MA, Cities; PhD, University of Minnesota – Twin Cities MS, Eastern Kentucky University; EdS, University of Ottawa University; EdD, Nova Southeastern Akins, William, BA, San Francisco State Univeristy; Kentucky – Lexington; PhD, University of Kentucky – University Lexington MS, Kansas State Univeristy Bemker, Mary, BS, Indiana University; BS, Spalding Allen, Carolyn, BA, Pennsylvania State University; Ballinger, Marcia, BS, University of Minnesota; MA, College; MS, Indiana University; PsyD, Spalding MSS, Bryn Mawr College; MA, Temple University; University of Minnesota; PhD, Capella University University; MS, University of Alabama – Birmingham; DSN, University of Alabama – Birmingham PhD, Temple University Bandow, Diane, BS, Iowa State University; MS, Almasude, Amar, BA, Evergreen State College; MA, National Louis University; MA, Fielding Graduate Bender, Eugene, BA, Brooklyn College; MSW, Ohio University, Athens; PhD, Ohio University Institute; PhD, Fielding Graduate Institute Columbia University; EdD, Jewish Theological Seminary of America Almasude, Joanna, BA, Ohio University, Athens; MA, Banescu, B. Chris, BS, New York University; JD, Ohio University, Athens Southwestern University School of Law Bender, Sharon, BA, Thomas Edison State College; MS, ISIM University; MBA, ISIM University; PhD, Andberg, Wendy, BA, University of Minnesota; MA, Bangert, Arthur, BA, Kent State University; MS, Capella University University of Minnesota; PhD, University of Youngstown State University; EdD, University of Minnesota South Dakota; EdS, University of Nebraska-Kearney Benedict, Norma, BA, University of Arizona; MSW, Arizona State University; PhD, Walden University Andersen, Jill, BS, Augustana College; MS, Cardinal Bann, Cheryl, BA, University of Minnesota; BS, Stritch University University of Minnesota; MBA, University of Benraouane, Sid, BA, University of Algiers; MA, St. Thomas University of Minnesota, Twin Cities; PhD, University Andrews, Letitia, BA, BS Roosevelt University; MEd, of Minnesota, Twin Cities National-Louis University • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 144
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Faculty, continued
Benson, Tracy, BS, St. Lawrence University; MA, Brehm, William, BA, State University of New York, C Northern Arizona University; EdD, University of Albany; MS, Springfield College; PhD, Walden Arizona University Cadogan, Rochelle, BS, University of Wisconsin, Stout; ME-PD, University of Wisconsin, La Crosse; Benson-Quaziena, Marcella, BS, University of Iowa; Brewer, Jackie, BA, Ottawa University; MA, Ottawa PhD, Capella University MA, University of Iowa; MSW, University of University; PhD, Capella University Washington; MA, Fielding Graduate Institute; PhD, Caffaro, John, BA, Long Island University; MA, Britten, Jody, BS, University of Nebraska; MEd, Fielding Graduate Institute United States International University; PhD, Fielding University of Kansas; PhD, University of Kansas Graduate Institute Benton, Bradley, BS, Morningside College; MBA, Bronner, Julia, CTN, Transcultural Nursing Society; University of Nebraska Callender, Stephen, BA, Davidson College; MS, BSN, College of St. Teresa; MS, Winona State Virginia Polytechnic Institute and State University; Berg-O’Toole, Carol, BS, North Dakota State University; PhD, Capella University EdD, Virginia Polytechnic Institute and State University; MA, University of Minnesota; PhD, Brown, Jeffrey, BS, Yale University; MS, University of University University of Minnesota; JD, University of Minnesota St. Thomas Cammann, Cortlandt, BS, Yale University; M. Phil., Bernard, Karen, BS, Bemidji State University; MBA, Brown, Mary, CISSP; BA, Metro State University Yale University; PhD, Yale University University of North Carolina – Chapel Hill Brown, Steven, BS, City College of New York; MBA, Campbell, Kathryn, BA, University of California – Bertrand, Art, BS, Westfield State College; MA, Pace University; DBA, Nova Southeastern University Los Angeles; MS, Dominican University of California; American International College; PhD, University of EdD, University of the Pacific Connecticut Brown, William R., BBA, Eastern Kentucky University – Richmond; BA, University of Kentucky – Lexington; Carlson, Jacqueline, BS, University of Washington – Bigelow, Robert, BA, University of New Mexico; MA, Eastern Kentucky University – Richmond; EdD, Seattle; MS, University of Wisconsin – Madison; PhD, JD, Georgetown University Nova Southeastern University University of Wisconsin – Madison Bird, Douglas, BS, University of Wisconsin; MS, Bruch, Daniel, BA, Carthage College – Kenosha; Caraballo, Ervin, BA, Inter American University of Gannon University; PhD, Capella University MA, Northern Illinois University – DeKalb; MDiv, Puerto Rico; MBA, Webster University; DBA, Nova Blagg, Michael, BS, Eastern Illinois University; MBA, Concordia Theological Seminary – Fort Wayne; Southeastern University Eastern Illinois University DMin, Concordia Theological Seminary – Fort Caron, Janice J., BS, University of New Hampshire; Wayne; PhD, University of Wisconsin – Madison Blessinger, Patrick, BS, Auburn Univeristy; MS, MEd, Salem State University; EdD, Sarasota Georgia Institute of Technology Brue, Alan, BA, State University of New York – New University Paltz; MA, University of Florida; EdS, University of Bly-Turner, Margaret, BS, University of New York Carter, Hellen, BA, Arizona State University; MS, Florida; PhD, University of Florida State; MPssc, Pennsylvania State University; PhD, Northern Arizona University; PhD, Walden University Oklahoma State University Buchen, Irving, BA, New York University; MA, New Casey, Rickey, BS, University of the Ozarks; MBA, York University; PhD, Johns Hopkins University Bobbie, Gloria, BA, State University of New York, University of Central Arkansas; DBA, Nova Plattsburgh; MALS, State University of New York, Buchman, Joseph, BS, Kelley School of Business- Southeastern University Plattsburgh Indiana University; MS, Krannert Graduate School of Casey, Russell, BS, Wesley College; MBA, Delaware Management, Purdue University; PhD, Indiana Bolland, Eric, BA, University of Wisconsin – State University; DBA, Nova Southeastern University University Madison; MA, University of Wisconsin – Madison; Cattapan, Mary Catherine, BS, University of Illinois- DBA, Nova Southeastern University Buck, Douglas, BS, Wright State University; MS, Chicago; MBA, DePaul University American University; MBA, University of Dayton; Born, Apiwan, BS, Chulalongkorn University; MS, DPA, Nova Southeastern University Chabries, Carole, BA, University of Washington; MA, Mississippi State University; MBA, Mississippi State University of Wisconsin-Madison; PhD, University of University; PhD, Southern Illinois University Buffkin, Sally, BSBA, University of Wisconsin – Wisconsin-Madison Eau Claire; MBA, University of Central Florida Bostain, Nancy, BA, University of Cincinnati; MS, Chang, Judy, BS, State University of New York at New Mexico Highlands University; PhD, Walden Bullock, Cheryl, BA, Sangamon State University; Old Westbury; MS, Florida Institute of Technology University MA, University of Illinois at Urbana-Champaign; PhD, University of Illinois at Urbana-Champaign Chapman, David, AB, University of Missouri; MA, Bourque, Thomas, BA, Salem State College; MA, Luther Theological Seminary; MA, University of St. Villanova University; MST, Regis College; MDiv, Buresh, Donald, BS, University of Illinois – Chicago; Thomas; PsyD, University of St. Thomas University of Saint Michael's College; EdD, University MA, Boston College; MBA, University of of San Francisco Massachusetts-Lowell Chappell, Kelly, BA, University of South Carolina; MA, University of South Carolina; PhD, University of Boyd, David, BA, University of Illinois – Urbana- Burkett, William, BS, Palm Beach Atlantic College; South Carolina Champaign; MBA, Golden Gate University; PhD, MS, Nova Southeastern University; PhD, Nova Walden University Southeastern University Chin, Darian, BA, University of Southern California; MA, California State University – Los Angeles; MBA, Boyd, Michael, BA, Jacksonville University; MBA, Busby, Nora, BS, Florida State University; MS, California State University – Los Angeles University of North Florida Florida State University; EdD, Nova Southeastern University Chow, Tsun, BS, University of California – Los Brain, Hank, BS, Florida Southern College; MA, Angeles; PhD, University of California – Berkeley University of Phoenix Butler, Clifford, BS, California State Polytechnic University; MBA, Golden Gate University; DBA, Christiansen, Bryan, BS, The University of the State Brant, Curtis, BA, Kent State University; MA, Nova Southeastern University of New York; MBA, Capella University Bowling Green State University; PhD, Bowling Green State University Butler, Robert, BA, Arizona State University; MA, Chuang, Jo-Yu “Roy”, BS, Tamkang University – University of Colorado-Boulder Taiwan; MS, Ohio State University; MBA, Baker Brashears, Michael, BA, Azusa Pacific University; University MA, Azusa Pacific University; PsyD, Azusa Pacific Butts Williams, Barbara, BA, Morgan State University University; MA, Hamline University; MA, Fielding Clayton, Phyllis, BS, Pittsburg State University; MS, Graduate Institute; PhD, Fielding Graduate Institute Pittsburg State University; EdS, Pittsburg State Braye, Rubye, BA, Hollins University; MBA, Boston University; EdD, University of Arkansas University; PhD, Walden University • Catalog 05-06.v1. 4/21/05 10:06 AM Page 145
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Clekis, Joanna, BA, Eckerd College; MA, Georgia Crelin, Sheryl, BS, Southern Connecticut State Dew, Katherine, BA, Colby College; MBA, Babson State University; EdD, University of Sarasota (See University; MA, University of Phoenix College; PhD, Walden University Oestmann, Joanna) Crews, Catherine, BA, Newcomb College of Tulane DeWitt, Douglas, BA, University of Redlands; MA, Clyburn, Thomas W., BA, Eckerd College; MA, University; MA, University of Kentucky; PhD, University of Redlands; PhD, Claremont Graduate Vermont College of Norwich University; PhD, Walden University of Kentucky University University Crocker, Ruth, BS, Saint Joseph’s College; MS, Dhawan, Amrita, BA, University of Dehli; MA, Coito, Deborah, BA, Humboldt State; MFA, CalArts, University of Wisconsin – Milwaukee; MS University University of Dehli; PhD, Columbia University Los Angeles of Wisconsin – Stout; PhD Saybrook Graduate DiBella, Anthony, BA, Trinity College; MA, American School Conrad, Rita M., BS, Illinois State University; MEd, University; MBA, University of Rhode Island; PhD, Arizona State University; PhD, Florida State Cruz, Norberto, BS, Northwest Missouri State Massachusetts Institute of Technology University University; MS, Northwest Missouri State University; Dickey, Corinne, BA, University of Minnesota; MA, EdD, Virginia Polytechnic Institute and State Contreras, Carlos, BA, University of Texas – Austin; University of Minnesota; PhD, University of University MA, University of Texas – Austin; PhD, University of Minnesota Texas – Austin Cunat, Patricia, BA, University of Wisconsin – DiMatteo, Donna, BA, University of San Diego; MS Eau Claire; MBA, University of St. Thomas Cook, James H., BS/BA, Henderson State University; California School of Professional Psychology – San MBA, Henderson State University; EdD, University of Cunningham, Neil, BA, Metropolitan State Diego; MS (2nd), California School of Professional Arkansas – Little Rock University Psychology – San Diego; PhD, California School of Professional Psychology – San Diego Cooke, Christine, BA, Regis College; MA, University Czelusniak, Vernon, BA, St. Leo College; MS, of New Hampshire; PhD, University of Memphis Florida International University; PhD, Nova Dittmar, Eileen, BS, Western Michigan University; Southeastern University MA, Western Michigan University Cooke, Phyliss, BA, Baldwin Wallace College; MA, Cleveland State University; PhD, Kent State Dobbert, Duane, BA, Albion College; MA, Michigan University D State University; PhD, Capella University Cooper, Mark, BS, Youngstown State University; MA, Domine, Lawrence, BA, University of Wisconsin – Damiani, Joseph, BA, Ohio Northern University; Towson State University; PhD, Kent State University Milwaukee; MS, University of Wisconsin – Milwaukee MSW, University of Michigan; PsyS, Center for Coppola, Nicholas, BSc, Liverpool University, Humanistic Studies; PhD, Union Institute & Dominguez, Cesar, BE, Universidad Tecnologica del England; BA, State University of New York, Potsdam; University Centro, Valencia, Venezuela; MA, Hamline University MSA Central Michigan University; MHA, Baylor Daniels, Dawn, BS, East Carolina University, Doran, Cheryl, BA, California State University – University; PhD, Virginia Commonwealth University – Greenville Sonoma-Rohnert Park; BBA, Boise State University; Richmond MS, Capella University; PhD, Capella University Darland, John, BA, Hamline University; MPP, Corkill, Phil, BA, Wesleyan University; MAEd, Humphrey Institute of Public Affairs; PsyD, Driver, Thomas, BS, Park College; MPA, Golden Northern Illinois University – DeKalb; EdD, Northern Minnesota School of Professional Psychology Gate University; MA, Liberty University; PhD, Walden Illinois University – DeKalb University Davidson, Karen, BS, University of Illinois – Urbana- Coronna, Mark, BS, University of Wisconsin – Champaign; MBA, DePaul University Drogosz, Lisa, BA, Ohio University; MA, The Madison; MS, University of Wisconsin – Madison University of Akron; PhD, The University of Akron Davis, Phillip, BS, Texas State University – Corpus Costello, Richard, BS, North Carolina State Christi; MS, Texas State University – Corpus Christi; Duchac, Neil, BS, University of Dayton; MS, University – Raleigh; MA, North Carolina State EdD Nova Southeastern University University of Dayton; PhD, University of Toledo University – Raleigh DeCaro, Frank, BBA, St. Francis College; MBA, Duff, Susan, BA, Illinois Institute of Arts; MA, Costin, Amanda, BA, University of Vermont; MEd, Long Island University; PhD, New York University University of Phoenix University of Virginia; PhD, Kent State University DeNigris III, John, BS, Indiana University; MBA, Durante, Joan, BA, Florida Atlantic University; Coverstone, Paul, BA, Marshall University; MS, ISIM Florida Metropolitan University; PhD, Walden MSW, Barry University; PhD, Barry University University; PhD, Capella University University Durham, Alexis, BA, New College; MA, University Covington, Marsha, BA, California State University – Dennis, Alan, BS, West Virginia University – of Pennsylvania; PhD, University of Pennsylvania Sacramento; MEd, Montana State University – Parkersburg; MS, West Virginia University – Bozeman; EdD, Montana State University – Bozeman Duva, Chris, BA, California State University; MA, Morgantown California State University; PhD, University of British Cox, Carol, BS, Northern Michigan University; MA, Dereshiwsky, Mary, BS, Southern Connecticut State Columbia Northern Michigan University University; MS, University of New Haven; PhD, Coxon, Valerie, BS, University of Washington; MS, University of Massachusetts – Amherst University of Washington; PhD, University of E Dervis, Jocelyn, BS, University of Central Florida; Washington MBA, Southeastern University Ecker, George, BA, Cornell University; MA, Cornell Craig, Jeanne Anne, BS, Ball State University; MEd, University; PhD, Stanford University Desjardins, Louis, BScA, Laval University; MScA, University of Washington; PhD, Fielding Graduate Laval University Eckstein, Daniel, BA, Presbyterian College; MA, Institute University of South Carolina; PhD, University of Deubel, Patricia, BS, Ohio University; MS, Ashland Crawford, Linda, BA, Emmanuel College; PhD, South Carolina College; PhD, Nova Southeastern University University of Minnesota – Minneapolis Eggersman, Denise, BS, Kennesaw State University; Deuser, William, BA, Kent State University; MA, Crawford, Theresa, BS, Ohio State University; MS, MS, University of Phoenix University of Missouri – Columbia; PhD, University of Ohio State University; PsyD, University of Denver Missouri – Columbia Elmore, Robert, BM, Eastern Illinois University – Cree, Lisa, BA, Southern Illinois University; MA, Charleston; MS, University of Illinois – Urbana; Roosevelt University; PhD, California School of PhD, University of Minnesota – Twin Cities Professional Psychology • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 146
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Embar-Seddon, Ayn, BS, University of Pittsburgh; Fournier-Bonilla, Sheila, BS, Rensselaer Polytechnic Glidewell, Reba, BA, Arkansas Tech University; MS, BA, University of Pittsburgh; MA, Edinboro Institute; MS, Rensselaer Polytechnic Institute; PhD, University of Southern Mississippi; PhD, University of University of Pennsylvania; PhD, Indiana University Texas A&M University Southern Mississippi of Pennsylvania Fox, Frank, BS, Richmond Professional Institute; MA, Godbey, George, BA, Wichita State University Emerick, Timothy, BA, California State University; University of Southern California; PhD, University of Gold, Paul, BA, Metropolitan State University; MS, BTh, L.I.F.E. Bible College; MDiv, Azusa Pacific Wisconsin – Madison St. Mary’s University of Minnesota Graduate School University; MA, California State University; PhD, Framan, Ted, BS, University of Southern California; Saybrook Graduate Research Institute Goldberg, Edward, BS, University of New Haven; MBA, University of Texas – Austin MBA, University of New Haven; DM, University of Emmons, Kate, BA, University of California – Santa Franklin, Paul, BS, Rockhurst University; MS, Phoenix Cruz; MA, University of California – Santa Barbara; University of Missouri – Kansas City; MBA, Keller PhD, University of California – Santa Barbara Goldwasser, Robert, BA, University of North Graduate School of Management Carolina at Chapel Hill; MBA, University of Phoenix Englesberg, Paul, BA, University of California – Fraser-Beekman, Stephanie, BS, Indiana University; Berkeley; MAT, University of New Hampshire; MA, Golin, Daniel, BA, Vassar College; MS, Colorado MA, Fielding Graduate Institute; PhD, Fielding Yale University; EdD, University of Massachusetts – State University; PhD Colorado State University Graduate Institute Amherst Gonsiorek, John, BA, State University of New York; Freville, Michael, BS, Western Kentucky University; Enns, Bev, BA, Bemidji State University; MS, Bemidji MA, University of Minnesota; PhD, University of MS, U.S. Army War College; MA, Western Kentucky State University; EdS, University of St. Thomas; PhD, Minnesota University; PhD, University of Kentucky University of St. Thomas Gontarz, Michael, BA, University of Dallas; MS Ed, Fry, Sheila, BBA, Davenport University; MBA, Baker Enright, Mary, BA, University of Wisconsin-Madison; University of Wisconsin-LaCrosse; EdD, Indiana College of Flint MA, University of Wisconsin – Madison; PhD, University; CAGS, University of Wisconsin – LaCrosse University of Wisconsin – Madison Gonzales, Dana, BS, University of Central Arkansas; Evans, Mary, BA, University of Connecticut; MBA, G MS, University of Arkansas – Little Rock; PhD, University of Arkansas Syracuse University; PhD, Syracuse University Gable, Karla, BA, Arizona State University; MA, Everette, Pauline, BA, Wayne State University; Arizona State University; MC, Arizona State Gordon, Jean, BS, University of Miami; MS, Nova MSW, Wayne State University; PhD, Capella University Southeastern University; DBA, Nova Southeastern University University Gamber, Victoria, BA, University of Oklahoma; PhD, University of Pittsburgh Gotches, Gregory, BS, University of Illinois – Chicago; MA, University of Illinois – Chicago; MS, F Garber, Michael, BS, University of Toledo; MBA, Benedictine University Illinois Benedictine College; PhD, Benedictine Fischer, Bruce, BA, University of Minnesota; MS, University Gould, Edward, BA, California State University; MS, University of Minnesota; PhD, University of San Diego State University; EdD, University of Minnesota Gardner, Jolynn, BS, Iowa State University; MA, Nevada – Reno Ohio State University; PhD, Ohio State University Fischer, Joshua T., BA, Oral Roberts University; MA, Goulet, Wayne, BA, St. John’s College; MDIV, St. Oral Roberts University; PhD, Oklahoma State Garsombke, H. Perrin, BS, California State John’s College; MA, Northern Arizona University; University University – Los Angeles; MBA, University of PhD, Northern Arizona University California – Los Angeles; PhD, University of Fisher, Deborah, RN, North Dakota State University; California – Los Angeles Graham, Robert, BS, Buffalo State College; MS, BA, Boise State University; MA, Idaho State Canisius College; EdD, University of Sarasota University; PsyD, University of Northern Colorado Gaskins, Amy, BS, Texas Tech University; M.Ed, East Central University; EdD, University of Nevada Grant, Carissa, BS, Mount Olive College; MBA, Flanagan, Alice Yick , BA, Williams College; MSW, Las Vegas Nova Southeastern University; MPH, Emory Columbia University; PhD, University of California, University Los Angeles Genin, Larisa, BS, University of San Francisco; MBA, Golden Gate University; DBA, Golden Gate Grant, Keith, BS, Davenport University; MA, Central Flood, Dennis, BS, University of Nebraska – Omaha; University Michigan University; PhD, Union Institute & MS, University of Nebraska – Omaha; PhD, University University of Nebraska – Lincoln Genin, Vladmir, BS, Kalinin Polytechnic University; MS, Kalinin Polytechnic University; PhD, Moscow Gray, Malcolm, BS, Oklahoma State University; MA, Flor, Richard, BS, University of Wisconsin; PhD, Institute of Industrial and Civil Engineering Oklahoma State University; PhD, University of University of Minnesota Colorado – Boulder Geren, Brenda, BS, University of Tennessee – Florin, Juan, BA, University of Illinois – Urbana- Chattanooga; MBA University of Tennessee – Green, Katherine E., BS, Regents College; MS, Troy Champaign; MBA, University of Illinois – Urbana- Chattanooga; PhD, University of Tennessee State University; PhD, University of Tennessee Champaign; PhD, University of Connecticut Gibson, Adrienne, BA, Rutgers University; MNS, Green, Kerry, BS, Central Washington University; Flynn, John, BS, State University of New York – Arizona State University; ScEdD, Curtin University – MA, University of Phoenix Cortland; MS, Indiana University; EdD, Indiana West Australia University Greene, David, BA, University of Utah – Salt Lake Ginther, Dean, BA, DePauw University; MA City; BS, University of Utah – Salt Lake City; MA, Fok, Matt, BS, California Polytechnic State University of Illinois – Urbana-Champaign; PhD, California School of Professional Psychology – University; MBA, University of San Francisco University of Illinois – Urbana-Champaign San Diego; PhD, California School of Professional Forbes, Judith, BA, California State University – Psychology – San Diego Giraud, Gerald, BS, Regents College; MA, Fullerton; MS, California State University – Fullerton; University of Nebraska – Lincoln; PhD, University of Greenstone, James, BA, University of Oklahoma; MBA, California State University – Fullerton; PhD, Nebraska – Lincoln BS, Northwestern California University School of Claremont Graduate University Law; MS, North Texas State University; EdD, Glazer, Hilda, BA, Beaver College; MS, University of Ford, Thomas, BS, Widener University; MBA, University of North Texas – Denton; JD, North Texas; EdM, Rutgers, The State University; Widener University; EdD, Widener University Northwestern California University School of Law EdD, Rutgers, The State University • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 147
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Greif, Toni, BA, Fairfield University; MBA, University Hart, J. Dennis, BS, Ohio State University; MBA, Hokanson, Brad, BA, Carleton College; BArch, of Connecticut; MA, Fielding Graduate Institute; Central Michigan University University of Minnesota – Twin Cities; MArch, PhD, Fielding Graduate Institute Hartman, Melissa, BBA, Wichita State University; Harvard University; PhD, University of Minnesota – Grillo, Joseph, BA, The American University; PsyD, MS, Wichita State University; DBA, University of Twin Cities The American School of Professional Psychology Sarasota Hollis, Martha, BA, College of William and Mary; (Argosy University – Washington DC) Harvan, Jill, BA, Keene State College; MEd, Central MS, George Washington University; PhD, Arizona Gripper, Albert, BS, Norfolk State University; MBA, Connecticut State University; MSW, Barry University; State University City University – Bellevue; PhD, Walden University PhD, University of Georgia Holm, Maudie, BA, Cleveland State University; Grunwald, Cristie, BS, Texas Tech University; MA, Hashmi, Ali, BS, University of Maryland; MS, George MEd, Cleveland Sate University; PhD, Cleveland University of Texas – San Antonio; PhD, University of Washington University; MBA, Carnegie Mellon State University Texas – Austin University Holmes, Suzanne, BA, University of California; Guerrazzi, Elaine R., BS, Illinois State University; Hawes, John, BA, University of California-Santa MA, George Washington University; DPA, University MA, Ohio State University; PhD, Ohio State Barbara; MIM, Thunderbird, The American Graduate of LaVerne University School of International Management Holzberg, Carol S., BA, McGill University; MA, Gull, Gregory, BS, West Chester University; MA, Heffner, Chris, BA, Malone College; MS, Nova University of Iowa; PhD, Boston University Pennsylvania State University; PhD, Union Institute & Southeastern University; PsyD, Nova Southeastern House, Garvey, BS, Texas Christian University; MS, University University Texas A&M University; PhD, Texas A&M University Guthrie, Miriam, BA, Lawrence University; MAEd, Helwig, Steven, BS, University of Phoenix; MS, Horgen, Jerold, BS, Minnesota State University – Virginia Polytechnic Institute and State University; Capella University Mankato; MS, Minnesota State University – Mankato; PhD, Virginia Polytechnic Institute and State Henry, Kathleen, BS, University of Southern Illinois; EdS, Minnesota State University – Mankato; EdD, University MA, Fielding Graduate Institute; PhD, Fielding University of North Dakota Graduate Institute Hotaling, Marjorie, BA, Allegheny College; MEd, H Herr, John, BS, Elizabethtown College; MS, Kuntztown University; EdS, Ball State University; American University; MA, Fielding Graduate EdD, Ball State University Haan, Perry, BS, Ohio State University; MBA, Xavier Institute; PhD, Fielding Graduate Institute University; DBA, University of Sarasota Howard, Ronald, MS, Florida A&M University; PhD, Herrara, Jennifer, BA, Dallas Baptist University; Florida State University Hackett, Jill, BA, Vassar College; EdM, Harvard MBA, Dallas Baptist University Graduate School of Education; PhD, Union Institute Howell, Cynthia, BA, College of William and Mary; & University Hillesheim, Gwen, BS, Mankato State University; MA, Western Washington University; EdD, Northern MS, Mankato State University; EdD, University of Arizona University Hagedorn, Rodney, BS, Minnesota State University St. Thomas – Mankato; MBA, Drake University; MS, Iowa State Hruskocy, Carole, BA, Purdue University; MA, University Hilliard, Pearl, BA, Manchester Polytechnic; BA, Purdue University; PhD, Purdue University University of the Witwatersrand; MS, California State Hall, Tawanna, BS, University of Alabama; MS, Troy Huber, Dennis, BA, State University of New York at University-Northridge; EdD, University of Southern State University; EdS, Troy State University; PhD, Buffalo; BS, State University of New York at Buffalo; California Florida State University JD, State University of New York at Buffalo; MBA, Hines, Ava, BS, Spelman College; MSPH, University State University of New York at Buffalo; MA, State Halsne-Baarda, Alana, BS, Arizona State University; of North Carolina University of New York at Buffalo; MS, State MA, Northeastern Illinois University; EdD, Loyola University of New York at Buffalo; EdM, State University Hinrichs, M. Virginia, BA, Miami University of Ohio; University of New York at Buffalo; DBA, University BS, St. Ambrose University; MM, Northwestern Ham Garth, Phyllis, BA, Roosevelt University; MA, of Sarasota University; MOB, Benedictine University; PhD, Governor’s State University; MSW, University of Benedictine University Huenefeld, Nancy, BA, University of Arizona; MS, Chicago; EdD, Northern Illinois University University of Kentucky – Lexington; PhD, Hirschhorn, Dan, BA, John Hopkins University; MS, Hammond, Lois, BBA, University of Arkansas – Little Pennsylvania State University John Hopkins University; JD, Touro Law School Rock; MS, University of Arkansas – Fayetteville; DBA, Hughes, Gail, BSc, University of Minnesota – Nova Southeastern University Hiss, Arlene, BS, High Point University; MBA, Azusa Twin Cities; MA, University of Minnesota – Twin Pacific University; PhD, United States International Handley, Kevin, BS, Virginia Tech; MA, Fairleigh Cities; PhD, University of Minnesota – Twin Cities University Dickinson University; PhD, Fairleigh Dickinson Humphreys, Richard, BA, Cleveland State University Ho, Truc-Nhu, BA, University of Michigan – University; JD, Cleveland State University Ann Arbor; MA, California State University at Hanfelt, Pam, BA, Ottawa University – Phoenix; MA, Sacramento; PhD, Rutgers University Hurd, F. Coy, BA, Arkansas State University; MPA, Ottawa University – Phoenix; PhD, Capella University University of Arkansas; PhD, University of Arkansas Hobbs, Stephen, BA, Lakehead University; MS, Hannon, John, BIE, University of Dayton; MBA, University of Calgary; EdD, Nova Southeastern University of Dayton; DBA, Nova Southeastern University University Hockin, Robert, BA, Moravian College; MA, Hanson, JoAnn, BA, University of Wisconsin – University of Minnesota; MBA, University of Milwaukee; MA, University of Wisconsin – Pennsylvania; PhD, University of Minnesota Milwaukee; PhD, University of Wisconsin – Madison Hoehn, Lilburn, BS, University of Missouri; MEd, Harper, Elizabeth, BA, Chapman University; MA, University of Missouri; PhD, Michigan State Southern Methodist University; PhD, Southern University Methodist University Hoekstra, Perry, BS Minnesota State University; Harris, Sandra, BA, California State University; MEd, MS, University of St. Thomas Auburn University; MA, California State University; PhD, Auburn University • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 148
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I Johll, Michael, BA, University of Wisconsin – Klimoski, Victor J., BA, Saint John’s University; Madison; PhD, State University of New York at MA, Saint John’s University; MS, St. Cloud State Igein, Godwin, BBA, University of Texas – El Paso; Buffalo University; PhD, University of Minnesota MBA, City University – Bellevue; MA, Union Institute and University; PhD, Union Institute and University Johnson, Joseph, BS, University of Wisconsin – Klocinski, John, BBA, University of Toledo; MEd, Stevens Point; MBA, University of Minnesota University of Toledo; EdS, University of Toledo; Ingman, Ann, BA, California State University – Long PhD, University of Toledo Beach; MA, United States International University – Johnson, Judith, BS, Central Michigan University; Irvine; EdD, United States International University – MA, Central Michigan University Knauft, Miliska, BS, Maryville College; MBA, San Diego State University; EdD, University of San Diego Johnson, Nancy, BS, University of Minnesota; MBA, Missouri – St. Louis Inserto, Fathiah, Diploma, University of Singapore; University of Minnesota; PhD, Walden University Kochanowski, Yvonne, BA, Mundelein College; MA, Fielding Graduate Institute; PhD, Fielding Johnson, Randy, BA, Valdosta State University; MBA, Loyola University of Chicago; MPA, University Graduate Institute MRC, University of Florida; EdD, Argosy University of Southern California; DPA, University of Southern Irlbeck, Sonja, BS, Montana State University – Jones, Lynn, BA, Drew University; MSW, Yeshiva California Bozeman; MA, University of Minnesota – Twin Cities; University; PhD, Yeshiva University EdD, University of Minnesota – Twin Cities Koelln, Rebecca, BA, Augsburg College; MA, Jourden, Forest, BA, San Jose State University; Augsburg College; PhD, University of Minnesota Isenhart, Carl, BA, DePauw University; MS, Indiana PhD, Stanford University; JD, Stanford University State University; MBA, University of St. Thomas; Kolberg, Sandra, BA, Western Michigan University; PsyD, University of Denver Judson, G. Thomas, BA, Lafayette College; MA, MA, Western Michigan University; PhD, Walden Lehigh University University Kortens, Tony, BS, Massey University – New J K Zealand; MA, Fielding Graduate Institute; PhD, Jacobs, Howard R., BA, Fairleigh Dickinson Fielding Graduate Institute Kariotis, Theodore, BA, University of Calgary – University; MA, Montclair State University; PhD, Korn, Leslie E., MA, Lesley University; MPH, Harvard Walden University Canada; MA, American University; PhD, University of Athens – Greece School of Public Health; PhD, Union Institute & Jacobs, Robert, BA, William Paterson College; MA, University University of Southern California; MA, United States Kavanaugh, Frank, BA, Lake Forest University; PhD, Union Institute & University Korth, Sharon, BS, Miami University – Oxford; MEd, International University; PsyD, United States Miami University – Oxford; EdD, University of International University Kavar, Louis, BA, Dusquesne University; MA, Cincinnati Dusquesne University; PhD, University of Pittsburgh James, Catherine, BA, Metropolitan State College; Kostere, Kim, BA, Mercy College; MA, Center for MA, University of Colorado; PhD, Walden University Kavli, Suzanne, BS, University of North Dakota; MS, Humanistic Studies; PsyS, Center for Humanistic Jamsa, Kris, BS, United States Air Force Academy; North Dakota State University; MS, North Dakota Studies; PhD, Union Institute & University State University; PhD, Capella University MS, University of Nevada, Las Vegas; MBA, San Kostere, Sandra, BA, Madonna College; MA, Center Diego State University; PhD, Arizona State University Kays, Elena, BFA, Centenary College; MA, East for Humanistic Studies; PsyS, Center for Humanistic Jarvis, Sara, BA, University of Florida; MEd, Stroudsberg University; PhD, Capella University Studies; PhD, Union Institute & University University of Florida; EdS, University of Florida; Kelley, George, BA, Seattle University; MS, Kozak, Andrew, BS, United States Naval Academy; PhD, Union Institute & University Marylhurst University; MA, University of Portland; MA, Nichols College MBA, Marylhurst University Javetz, Esther, BA, Tel Aviv University; MA, Ohio Kozoll, Charles, BS, University of Michigan; MA, State University; PhD, Ohio State University Kelley, Lisa, BS, Spalding University; MEd, University Boston University; EdD, Columbia University Jax, Christine, BA, University of Minnesota; MA, of Nevada – Las Vegas; EdS, University of Georgia Krebs, Krista, BA, University of Nebraska; MS, Iowa Hamline University; PhD, University of Minnesota State University; PhD, Iowa State University Jean, Rojeanne, BA, Florida International University; Kellogg, E Susan, BA, University of Cincinnati; MA, Syracuse University; MBA, Loyola College – Krichen, Jack, BS, University of Wisconsin – MS, Florida International University; PhD, Union Milwaukee; MS, University of St. Thomas Institute & University Maryland; PhD, Union Institute & University Krolik, James, BS, Eastern Michigan University – Jeffrey, Christina, BA, University of Plano; MA, Kepford, Lori, BA, Bluffton College; MA, Bowling Green State University; PhD, Bowling Green State Ypsilanti; MA, Eastern Michigan University – University of Alabama – Huntsville; PhD, University Ypsilanti; PhD, University of Michigan – Ann Arbor of Alabama – Huntsville University Keup, Linda, BSE, Minot State University; MBA, Kroll Wheeler, Joann, BS, Troy State University; MS, Jerome, Lawrence, BS, Florida State University; MS, Troy State University; PhD, University of West Florida Florida State University University of North Dakota; PhD, University of Manitoba, Faculty of Management Krout, Jill, BSB, University of Minnesota; MBA, Jin, Zhenu, BA, Shanghai Teachers’ University; MA, University of Minnesota University of Houston; MBA, University of Houston; Kiefer, Ann, BS, University of Wisconsin-Stout; MS, PhD, University of Houston University of Wisconsin-Stout Kuo-Newhouse, Amy M., BA, National Kaohsung King, David, MS, Air Force Institute of Technology; Normal University; ME-PD, University of Wisconsin – Johansen, Keith J., BS, University of Minnesota – River Falls; PhD, University of Minnesota – Twin Cities Minneapolis; MS, Queens College – New York; MA, MA, Indiana University; PhD, Indiana University New School for Social Research – New York; PhD, Klein, Bernard, BA, Los Angeles State University; Kuther, Tara, BA, Western Connecticut State University of Minnesota – Minneapolis BS, San Jose State University; MA, Los Angeles State University; MA, Fordham University; PhD, Fordham University; PhD, Walden University University Klein, Richard, BA, Ohio State University; MA, Kent State University; PhD, Kent State University Kleine, Sheldon, BA, Temple University; MA, Trenton State College; PhD, Purdue University • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 149
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L Lessner, Janet E., BA, University of Michigan; MA, M University of Iowa; PhD, University of Iowa Lacey, Tracey, BS, University of Georgia; MS, Machnic, John, BA, Niagara University; MA, Ball Southern Polytechnic State University; PhD, Capella Lester, Cherri, BS, University of Wyoming; MS, State University; PhD, Virginia Polytechnic Institute University University of Wyoming; PhD, University of Wyoming and State University Lackey, Gregory, BS, University of Redlands; MBA, LeVesque, Joseph, BA, Our Lady of the Lake Maione, Paul, BA, State University of New York; University of Califorina-Riverside University; MBA, University of Dallas; DBA, MA, Hofstra University; PhD, Nova Southeastern University of Sarasota University Laendner, Geoffrey, BS, New York University; MA, New School – New York; PhD, New York University Levinskas, Antanas, BA, Governors State University; Majzner, Gerald, BS, Embry-Riddle Aeronautical MA, Arizona State University; PhD, Arizona State University; MS, Embry-Riddle Aeronautical University Lahoud, Hilmi, CCAI; BS, Campbell University; MS, University Capella University Makatura, Tim, BA, Youngstown State University; Leyba, Michael, BS, Southern Illinois University at MS, Youngstown State University; PhD, Illinois Laibe, Michael, BS, Indiana University; MA, Indiana Carbondale; EdM, Boston University; EdD, Institute of Technology University; PhD, Fielding Graduate Institute Pepperdine University Malpass, Diane, BA, California State University; MA, Lane, Carla, BS, Washington University; MA, Lim, Mee-Gaik, BS, University of Montevallo; MA, Pepperdine University; PhD, Pepperdine University Webster University; EdD, University of Missouri – Southwestern Baptist Seminary; PhD, Texas St. Louis Woman’s University Malpass, John, BS, United States Military Academy – West Point; MS, Indiana University; MA, Central Lane, Molly M., BA, Purdue University; MS, Purdue Linberg, Kurt, BS, University of Wisconsin – Stout; Michigan University; MS, West Coast University; University; PhD, Purdue University MS, University of St. Thomas; PhD, Walden MBA, Pepperdine University; PhD, University of Langan, Gina, BA, Oakland University; MA, Wayne University Southern California State University; PhD, Wayne State University Lindgren, Michelle, BS, North Dakota State Manderscheid, Steven, BS, St. Cloud State Lao, Teresa, BA, Ateneo University; MA, Ball State University; MBA, North Dakota State University University; MEd, University of Minnesota University; PhD, New Mexico State University Livingood, Richard, BS, Bob Jones University; MA, Mannion, Michele, BA, Boston College; MEd, Larson, Milan, BA, Concordia College – Moorhead; Liberty University; PhD, Capella University Harvard University; PhD, The Pennsylvania State MBA, University of Colorado – Denver; PhD, Locklear, Bruce, BA, St. Andrews Presbyterian University University of Nebraska College; MPA, University of North Carolina; EdD, Markos, Laura, BA, North Central College – Illinois; Latham, John, BS, Wayland Baptist University; MBA, St. Mary’s University MBA, Northern Illinois University; MA, Fielding Chapman University; PhD, Walden University Loehrer, Rebecca, BA, Baylor University; MS, Graduate Institute; PhD, Fielding Graduate Institute Lattas, Robert, BS, DePaul University; MBA, Indiana Radford University; PhD,Texas A&M University Marks-Frey, Marilyn, BA, Roosevelt University; MS, University; JD, Indiana University Lohmann, Ursula, BS, Georgetown University; MA, Illinois Institute of Technology; PhD, Illinois Institute LaVake, Jeff, BA, University of Wisconsin – Eau American University; PhD, American University of Technology Claire; MBA, University of Minnesota – Twin Cities Longo, Nancy, BA, University of Southern California; Maronick, Thomas, BA, Saint Thomas Seminary; Lavelle, Michael, BS, North Dakota State University; MEd, University of Southern California; PhD, MS, University of Denver; DBA, University of MS, University of Mary University of Southern California Kentucky; JD, University of Baltimore School of Law Lawrence, Dennis, BA, Rockhurst University; MA, Lorbeer, Charles, BA, Florida State University; Marschhausen, John, BA, Wittenberg University; University of Kansas; EdD, University of Kansas MSW, Florida State University; PhD, Walden MS, University of Dayton University Leahy, Martin, BA, University of New Orleans; MA, Matias, Haziel, PMP, BA, Stella Maris College; MBA, Fielding Graduate Institute; PhD, Fielding Graduate Lorenz, Gail, BA, Carleton College; MA, University University of St. Thomas Institute of Minnesota; PhD, University of Minnesota Mayberry, Ed, BS, Northern Illinois University – Leary, Margaret, BS, University of Phoenix; MBA, Lucies, Christopher, BS, Lesley College; MS, Lesley DeKalb, MS, Northern Illinois University – DeKalb; University of Phoenix College; EdD, University of Sarasota EdD, Northern Illinois University – DeKalb LeBlanc, Alyce, BMus, Oberlin College – Oberlin; Ludwig, Germain, BA, State University of New York McCoy, Douglas, BS, Illinois State University; MS, Staatsexamen, Hochschule für Musik – Cologne, – Buffalo; MS, American University; MA, Columbia Illinois State University; EdD, Northern Illinois Germany; MS, University of Southern California – University; EdD, Columbia University University Los Angeles; PhD, Old Dominion University – Lum, Jason, BA, Washington University in St. Louis; McCracken, Holly, BA, Illinois Wesleyan University – Norfolk MPP, Harvard University; JD, University of California- Bloomington; MA, University of Illinois – Springfield Lee, Tyjaun, BSS, Ohio University – Athens; MEd, Berkeley McCready, Douglas Jackson, BA, University of Ohio University – Athens; PhD, Ohio University – Luopa, Kris, BA, University of Minnesota – Duluth; Windsor; MS, University of London; PhD, University Athens MS, Capella University of Alberta Lees, Martin, BS, McMaster University; MS, Central McDaniel, Garry, BS, Texas State University; MEd, Michigan University; MD, University of Ottawa; PhD, Texas State University; EdD, University of Texas – Walden University Austin Leichter, Jeff, BS, University of California – Irvine; McDermott, James, BS, North Dakota State MA, California School of Professional Psychology; University; MS, University of Texas – Tyler; EdD, PhD, California School of Professional Psychology Texas A&M University Lepervanche, Jose, License, Venezuelan Naval McGaughey, Nick, BS, University of Chattanooga; Academy; MS, Massachusetts Institute of Technology MS, University of Tennessee; MBA, Western Leslie-Toogood, Adrienne, BA, University of Kentucky University; PhD, Walden University; DBA, Manitoba, MA, University of Manitoba, PhD, Nova Southeastern University University of Manitoba • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 150
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McGivern, Michael, BS, Central Connecticut Mosely, Alisa, BS, Florida A&M University; MBA, Newman-Lee, Adell, BA, Western Illinois University; University; MS, Ransselaer Polytechnic Institute; PhD, Florida A&M University; PhD, University of Nebraska MA, Western Illinois University; EdD, Northern Walden University Illinois University Mottaz, Carole, BA, University of Lancaster – McGlynn, Maureen, BA, Immaculate Heart College; Lancaster, England; BS, University of Wisconsin – Noah, Benjamin, BS, University of the State of MA, Pacific Oaks College; PhD, Capella University River Falls; MST, University of Wisconsin – River Falls; New York; MS, Eastern Washington University; PhD, EdD, University of St. Thomas Walden University McIntyre, Melissa, BS, University of Central Texas; MA, University of Phoenix; MA, University of Muchnick, Marc, BA, University of Texas – Austin; Nocita, Andrew, BA, Michigan State University; MA, Phoenix; PhD, Capella University MA, California School of Professional Psychology; Miami University; PhD, Miami University PhD, California School of Professional Psychology McLenighan, Harry, BA, University of Minnesota – Noe, Nancy, BS, Portland State University; MA, Twin Cities; MA, University of St. Thomas; EdD, Muchnick, Ron, BS, University of Missouri; MA, Oregon State University University of St. Thomas Lindenwood College; MS, Nova Southeastern Nolan, James, BA, Ohio State University – University; PhD, Nova Southeastern University McMeans, Juliana, BS, Clarion University; MA, Saint Columbus; MA, Ohio State University – Columbus; Francis University; EdD, University of Hartford Muchnick, Sherri, BA, University of Missouri; MS, PhD, Ohio State University – Columbus University of Missouri; PhD, St. Louis University McNaughton, Robert “Drumm”, BS, U.S. Naval Noronha, Lavina, BA, Mangalore University, India; Academy; MA, Fielding Graduate Institute; PhD, Muldrow, Edward, BA, Philander Smith College; MSW, Mangalore University, India; PhD Mangalore Fielding Graduate Institute MHA, Governors State University; MSW, University University, India; PhD, University of Illinois Urbana- of Houston; PhD, University of Houston Champaign Medley, Michael R., BS, University of Phoenix; MBA, University of Phoenix; EdD, Pepperdine University Munns, Carol J., BS, Bemidji State University; MA, Nwugwo, Boniface, BS, State University of New College of St. Thomas; EdD, University of York; MPA, State University of New York; MS, Mendes, Ernie, BA, San Diego State University; MS, St. Thomas Rochester Institute of Technology; PhD, Capella San Diego State University; PhD, Walden University University Murphy, Annemarie, BA, State University of New Menzel, Lydia, BA, University of Connecticut; MA, York; MS, Rutgers University; PhD, Rutgers University University of Connecticut; EdD, Harvard University Murrey, Gregory, BA, Brigham Young University; Meyers, Ann, BME, Wittenberg University; MA, Ball O MHA, Brigham Young University; MS, Washington State University; PhD, Walden University Oberhoff, Randall, BS, University of Houston; MEd, State University; PhD, Washington State University University of Houston; PhD, University of Texas – Mikell, Ted, BS, Mississippi State University; MBA, Musial, Diann, BA, Rosary College; MA, Roosevelt Austin Amber University; MM, University of Dallas; PhD, University; EdD, Northern Illinois University Nova Southeastern University O’Boyle, Irene, BS, Central Michigan University; MA, Myer, Russ, BS, University of Pittsburgh; MS, Central Michigan University; PhD, Union Institute & Miller, Kathryn, BA, University of Texas – University of Pittsburgh; PhD, Capella University University San Antonio; MS, St. Mary’s University; PhD, St. Mary’s University Myers, Carmen, BA, University of South Florida; O’Connor, R.D. “Buck,” BS, University of Southern MEd, North Carolina State University; PhD, Florda Mississippi; MS, University of Southern Mississippi; Miller, Michael, BA, St. John’s University; MBA, State University – Tallahassee PhD, University of Southern Mississippi University of Minnesota – Twin Cities O’Malley, Angie, BS, Purdue University; MA, Mills, Dennis W., BA, Western Washington Montclair State University; PhD, Oklahoma State University; MEd, Western Washington University; N University PhD, University of Minnesota – Twin Cities Nadeem, Mohammed, BS, Osmania University; MS, Odumade, Olibunmi, BS, University of Minnesota; Minchella, K., BS, Mercy College of Detroit; MEd, Osmania University; MS, National University; PhD, MS, University of Wisconsin – Madison Wayne State University; PhD, Wayne State University Union Institute & University Oestmann, Joanna, BA, Eckerd College; MA, Minelli, Mark, BS, Central Michigan University; MA, Narjes, Shayne, BS, Mankato State University; MBA, Georgia State University; EdD, University of Sarasota Central Michigan University; MPA, Western Michigan University of St. Thomas – Minnesota (See Clekis, Joanna) University; PhD, Union Institute & University Narveson, Ray, BA, Concordia University; MA, Old, Harold, BS, Marquette University; MA, Western Minshall, Jerry, BA, Coe College; MS, University of University of Minnesota; PhD, University of Michigan University; PhD, Michigan State University Pittsburgh Minnesota Olsen-Murray, Jo, BS, University of Wisconsin – Mirabella, James, BS, United States Air Force Natale, Samuel, BA, LaSalle University; MA, Superior; MS, University of Wisconsin – Superior; Academy; MBA, Auburn University; DBA, Nova University of Maryland; MDiv, Weston School of EdD, University of St. Thomas Southeastern University Theology; DPhil, University of Oxford, England Onderdonk, James C., BA, The College of William Misite, Phyllis, BS, Framingham State College; MA, Nelson, Kimberly, BA, Minot State University; MS, and Mary; MS, Old Dominion University; PhD, Old Boston College; PhD, Boston College Eastern Washington University; PhD, University of Dominion University Northern Colorado Mondell, Kathleen, BSJ, Ohio University; MA, Oomen, Jody, BA, Brigham Young University; MS, University of Toledo; PhD, University of Toledo Nelson, Wayne, BA, Portland State University; MA, Brigham Young University; PhD, Texas Woman’s Portland State University; MA, California State Moore, Deborah, BA, York College: MS, Fordham University University; MBA, City University; PhD, Oregon State University; PhD, Capella University University Ottomanelli, Gennaro, BS, Manhattan College; MS, Moore, Julia, BS, University of Houston; MS, Fordham University; PhD, New York University Newell, Ron, BS, St. Olaf College; MS, Mankato University of Houston; MS University of Houston; State University; EdD, University of South Dakota PhD, Mississippi State University Newell, Susan, BA, Glenville State College; MS, Morris, Johnny, BBA, University of Miami; MBA, University of Maryland Nova Southeastern University; PhD, Capella University Newman, Charles, BS, Case Western Reserve University; MS, University of Southern California; Morneau, Keith, BS, Florida Institute of Technology; DPS, Pace University MS, George Mason University; EdD, Pepperdine University • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 151
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P Pizur, Tony, BA, Canisius College; MA, Brown Reed, William, BS, Thomas Edison State College; University; PhD, International University of MS, Thomas Edison State College; PhD, Union Padula, Laura, BS, Barry University; MBA, Nova Kyrgyzstan Institute & University Southeastern University Plante, Julie, BS, University of Wisconsin – River Reinke, Gary, BS, University of Wisconsin – Pal-Freeman, Bill, BA, Park College; MBA, University Falls; MA, Concordia University – St. Paul LaCrosse; MS, Central Michigan University of North Dakota Pogue, Laura, BBA, University of Michigan – Ann Reynolds, Larry, BSEd, Washington University – Palloff, Rena, BA, University of Wisconsin – Madison; Arbor; MBA, University of Michigan – Ann Arbor; St. Louis; MSEd, Washington University – St. Louis; MSSW, University of Wisconsin – Milwaukee; MA, DM, University of Phoenix PhD, University of Oregon – Eugene Fielding Graduate Institute; PhD, Fielding Graduate Institute Poindexter, James, BS, University of Southern Richards, Thomas, BA, San Jose State University; California; MBA, Rochester Institute of Technology; MA, San Jose State University; PhD, University of Palma de Schrynemakers, Gladys, BA, Saint John’s JD, Texas Southern University; PhD, Walden Massachusetts College; MS, City College of New York; MA, University Columbia University; EdD, Columbia University Riley Ordu, Sharon, BA, Georgia State University – Polakoff, Michael, BA, State University of New York Atlanta; MEd, West Georgia College – Carrollton; Parscal, Tina, BA, Regis College; MSS, University of – Binghamton; MBA, State University of New York – EdS, West Georgia College – Carrollton; EdD, South Colorado – Denver Binghamton; PhD, State University of New York – Carolina State University – Orangeburg Binghamton Pascarella, Joseph, BA, Rowan University; MA, John Rivera, Luis, BA, St John’s University; MA, New Jay College of Criminal Justice; PhD, City University Posner, Rita, BA, Fairleigh Dickinson University; MA, School University; PhD, New School University of New York Fairleigh Dickinson University; PhD, Seton Hall Robbani, Mohammad G., BS, University of Dhaka – University Pascarelli, Richard, BA, San Francisco State Bangladesh; MS, University of Dhaka – Bangladesh; University; MBA, San Francisco State University Premo, William, BA, Cardinal Stritch College; MA, MBA, University of Massachusetts – Amherst; PhD, Patrick, Pamela K.S., BS, University of Hawaii; MS, Alfred Adler Institute; PhD, Walden University Florida International University University of California, San Francisco Medical Price, Bill, BA, Bethel College; MSW, Washington Robbins, Shelley, BS, University of Illinois – Urbana- Center; MA, University of Hawaii; PhD, University University - St. Louis; EdS, University of Minnesota – Champaign; MBA, University of Chicago; PhD, of Hawaii Twin Cities; EdD, University of Minnesota – Twin Northwestern University Cities Patton, Jennifer, BS, Portland State University; MS, Roberts, William, BA, Southwestern University; MS, California State University Price, Tim, BS, Pennsylvania State University; MBA, Texas A&M University; PhD, Iowa State University; Paulissen, May, BA, University of Texas – Austin; MA, University of South Florida; PhD, University of South PsyD, Southern California University for Professional University of Texas – Austin; PhD, University of Florida Studies Houston Robinson, Gary, BA, Southern Illinois University; Percy, Bill, BA, St. John’s College; MA, Goddard R PhD, Case Western Reserve University College; PhD, Union Institute & University Robinson, Mary, BS, Duke University: MBA, North Raghavan, Gayathri, BE, University of Madras; MS, Carolina State University; PhD, University of North Perone, Gerald, BS, University of Dayton; MBA, Capella University Marist College Carolina at Chapel Hill Raghavan, Srinivasa, BS, University of Madras; MS, Rochester, Donna, BS, Central Michigan University; Perry, David, BEd, University of Saskatchewan; MA, University of Madras; MBA, Keller School of MS, Central Michigan University Gonzaga University; MA, Gonzaga University; PhD, Management; PhD, Capella University Gonzaga University/Texas A&M University Rodriguez, Robert, BS, St. Cloud State University; Randall, Phillip, BS, Youngstown State University; MS, Keller Graduate School of Management; PhD, Persky, Barry, BA, Brooklyn College; MS, Brooklyn MS, University of Michigan; PhD, University of Akron College; MS, Bank Street College; PhD, New York Benedictine University Ratcliff, Terry, BS, University of Idaho – Moscow; University Rogers, Carolyn B., BS, Morgan State University; MEd, Arizona State University – Tempe; EdD, MA, University of South Carolina – Columbia; PhD, Petkovich, Michael, BS, University of Pittsburgh; University of California – Berkley MA, Michigan State University; MS, University of Capella University Ray, Ted, BS, University of North Carolina – Nevada; PhD, University of Minnesota Rogers, Debra, BS, University of Phoenix; MS, Pembroke; MA, University of North Carolina – University of Phoenix; PhD, University of Phoenix Petrick, Jane, BA, Barnard College; MA, Columbia Pembroke, EdD, Nova Southeastern University University; MS, State University of New York; PhD, Rogers, Gary, BA, University of Florida; MA, Reason, Casey, BA, Bowling Green State University; Saybrook Institute Webster University; PhD, Walden University MA, Bowling Green State University; PhD, Bowling Phillips, Elaine, BS, Southern Illinois University; MA, Green State University Rommel, Gary, BS, Loyola College; MSEE, Indiana University; MA, University of St. Thomas; University of Virginia; PhD, University of Reason, Lisa, BEd, University of Toledo; MEd, EdS, University of Minnesota Massachusetts Bowling Green State University Piccolino, Adam, BA, University of Minnesota – Ronneberg, Jeffrey, BA, Augsburg College; MS, Redden, Charlotte, BA, Indiana State University – Twin Cities; MA, Minnesota School of Professional Minnesota State University – Mankato; EdD, Terre Haute; MA, University of Denver; MA, Psychology; PsyD, Minnesota School of Professional University of Minnesota – Twin Cities Psychology University of Colorado – Denver; PhD, University of Denver Roper, Greg, BA, California Baptist University; MS, Pietrzak, Dale, BS, Minnesota Bible College; MA, Keller Graduate School of Management; PhD, Reddout, Jeffery, BS, Cornell University; MS, University of South Dakota; EdD, University of South Benedictine University Dakota Syracuse University; PhD, Syracuse University Ross, William, BA, Luther College (2); MA, Northern Redfield, Kristin, BA, University of North Carolina – Pimpinelli, Angelo, BA, University of South Florida; Arizona University; EdD, Texas Southern University MS, Nova Southeastern University; PhD, Union Greensboro; MA, University of North Carolina – Institute & University Greensboro; EdD, Regent University Rossman, Maxine, BS, New York University; MS, University of Bridgeport; MHL, (Honorary), Ottawa Reed, Linda, BS, Wright State University; MS, Piotrowski, Nancy A., BA, Rice University; MA, University; EdD, University of Massachusetts University of Houston – University Park; PhD, Wright State University; PhD, Walden University University of Houston – University Park • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 152
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Rostal, Pam, BA, College of St. Teresa; BS, Secrest, Wayland, BA, University of California – Spender, J.C., BA, Oxford University; MA, Oxford University of Minnesota; MS, University of Santa Cruz; MA, University of Oregon; PhD, University; PhD, Manchester Business School UK St. Thomas; PhD, Nova Southeastern University University of Oregon Spicer, Vivian, BA, State University of New York – Rounds-Bryant, Jennifer, BS, Northern Illinois Seiberling, Eric, BA, United States Airforce Stony Brook; MA, State University of New York – University; MA, University of North Carolina; PhD, Academy; MBA, University of Colorado Stony Brook; EdD, Nova Southeastern University University of North Carolina Sessoms, Isaiah, BA, Kentucky State University; MA, Spjut, Ann, BA, Columbia College; MA, University of Rowden, Robert, BS, Edison State College; MBA, California Lutheran College; PhD, Cornell University Phoenix; DM, University of Phoenix Brenau University; PhD, Georgia State University Shannon, Ed, BA, Lewis University; MS, Lewis Spoor, Kimberly, BA, College of St. Scholastica; Ruff, William, BS, Colorado State University; MA, University; EdD, Northern Illinois University EdM, Harvard Graduate School of Education; PhD, Webster University; MA, University of Texas – San Capella University Sharghi, Einollah George, BS, National University of Antonio; EdD, University of Texas – San Antonio Iran; MS, University of Dallas; DBA, United States St. Germaine, Jacquelyn, BS, Old Dominion Rusaw, A. Carol, BA, Lake Superior State University; International University University; MS Ed, Old Dominion University; MA, MA, University of Missouri – Kansas City; MPA, Pepperdine University; PhD, University of Arizona Sheedy, Patrick, BA, College of St. Theresa; JD, Golden Gate University; MA, Hartford Seminary; St. Mary’s University; PhD, Marquette University Stanford, Naomi, BA, University of Sheffield; MEd, EdD, Virginia Polytechnic Institute and State University of New Castle; MSc, South Bank University Sherr, Robert, BA/BS, San Diego State University; University; PhD, University of Warwick – UK MBA, Thunderbird/American Graduate School of Rutkowski, Kevin, BS, University of Michigan International Management Stauber, Randy, MS, Capitol College Ryser, Rudolph, PhD, Union Institute & University Shiflet, E. Stone, BA, University of North Carolina at Stechschulte, Paula, BS, Eastern Michigan Chapel Hill; MA, Western Carolina University; PhD, University; MS, Central Michigan University; PhD, S University of South Florida Capella University Simmons, Stephen, BS, Central Connecticut State Stehlik, Susan, BS, University of Wisconsin – Sabet, Behrooz, BSc, Tehran College of Economics, University; MBA, Florida Metropolitan University Madison; MS, New School University Tehran; MEd, State University of New York – Buffalo; EdD, State University of New York – Buffalo Sims, Roderick, BA, Macquarie University; Diploma Stein, Jack, BS, Union College; MSW, New York of Education, Sydney Teacher’s College; MA, University; PhD, Walden University Sahlin, Julie, BBA, Campbell University; MS, Central Macquarie University; PhD, University of Wollongong Michigan University Steinhagen, Thomas, BS, University of Cincinnati; Singh, Raj, BS, University of Allahabad; MIE, Asian MBA, Nova Southeastern University; DBA, Nova Salice, Barbara, BA, University of Hawaii; MEd, Institute of Technology; MS, University of Southern Southeastern University University of Hawaii; EdD, University of Southern California; PhD, University of Southern California California Stewart, Jeff, BS, Western Carolina University; MA, Small, Linwood, BA, Wesleyan University; MA, University of Alabama; PhD, University of Alabama Salinas, Albert, BS, New Mexico State University; University of Florida; PhD, University of Florida MBA, Harvard University Stone, Suki, BA, National College of Education; Smith, Douglas E., BBA, Western Michigan MS, University of Wisconsin – Milwaukee; PhD, San Salmons, Janet, BS, Cornell University; MA, Empire University; MBA, Nova Southeastern University; Diego State University and Claremont Graduate State College DBA, Nova Southeastern University School Sankovich, Laura, BA, DePaul University; MBA, Smith, Mark, BA, Purdue University; MBA, Webster Stottlemeyer, Diane, BA, Indiana University; Webster University University MS California State University Santonastasi, Antonio, BS, University of Maryland; Smith, Robert E., BS, Baptist College; MA, Webster Strickland, Cyd, BA, Antioch University; MA, MHR, University of Oklahoma; PhD, Walden University; MS, Troy State University; EdS, University Fielding Graduate Institute; PhD, Fielding Graduate University of West Florida; EdD, University of West Florida Institute Sarnoff, David, BA, Harvard University; MS, Smith, W. James, BS, California State University – Strom, Mary, BS, Moorhead State University University of Kentucky; PhD, University of Kentucky – San Jose; MA, Brigham Young University Lexington Styles, Deborah, BFA, Emerson College; MFA, Snarski, Rebecca, BA, University of Alaska; MS, University of San Diego; MA, California Institute of Schnedler, Robert, BA, Florida State University; MS, Capella University Integral Studies; PsyD, California School of Washington State University; PhD, Washington State Professional Psychology University Snyder, Deborah, BA, Wayne State University; MBA, Wayne State University; PhD, Wayne State University Styles, Douglas, BA, University of California-Santa Schneider, Steven, BA, Southern Illinois University; Cruz; MA, California Institute of Integral Studies; MS, Southern Illinois University; PhD, University of Snyder, Leonard, BA, Metropolitan State University; PsyD, California School of Professional Psychology – Wisconsin – Madison MA, University of Minnesota – Twin Cities Alameda Schooley, AnnaLynn, BA, Western Illinois University; Snyder, Leone, BS, University of Minnesota – Twin Sullivan, Jacquelyn, BS, Capella University MS, Nova Southeastern University; PhD, Nova Cities; MEd, University of Minnesota – Twin Cities; Southeastern University PhD, Capella University Sullivan, John, BS, Lynn University; MS, National- Lewis University; PhD, Capella University Schatzman, Bard, BA, Westminster College; MS, Spangenburg, Janice, BA, Saint Leo College; MS, Central Missouri State University; PhD, University of Troy State University; MA, Fielding Graduate Superville, Claude, BBA, Florida International Missouri – Columbia Institute; PhD, Regent University University; MS, University of Alabama; PhD, University of Alabama Schreiber, Mary, BBA, Sul Ross University; MBA, Spector, Kathleen, BS, Charter Oak State College; Liberty University; PhD, Walden University PhD, Union Institute & University Suter, Marcia C., BA, Colorado State College; MEd, University of Nebraska – Lincoln; MA, University of Schreiber, Nancy, BA, Oberlin College; MA, Spencer, Joe, BA, Baylor University; MDiv, Temple Nebraska – Lincoln; PhD, Capella University University of Detroit; PhD, University of Detroit Baptist Seminary; MBA, Vanderbilt University; MS, University of Colorado; DBA, Argosy University Szostek, Lynn, BA, Missouri Valley College; MA, Schuldes Michael, BS, University of Wisconsin; MS, Antioch University; PhD, The Union Institute Naval Postgraduate School; MS Colorado Technical Spencer, Pamela, BS, Mercer University; MA, University; DCS, Colorado Technical University George Washington University Szymkowiak, Ken, BA, Temple University; MA, University of Hawaii; PhD, University of Hawaii • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 153
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T V Waynick, Randall, BA, Michigan State University; MS, Central Michigan University Taylor, Sharon, BSBA, University of Colorado – Vail, Thomas, BS, Florida State University; MTh, Boulder; MBA, Regis University Harding Graduate School of Theology; PhD, Wederski, Lonnie, BA, Ottawa University; MBA, Saybrook Institute University of Phoenix; PhD, Walden University Taylor, Susan S., BS, University of Minnesota; MS, Florida State University; PhD, Florida State University Van Haveren, Richard, BS, Carroll College; MS Ed, Wellington, Eric R., BA, Youngstown State University of Miami; PhD, Oklahoma State University University, MA, West Chester University; PhD, Teel, J. Howard., BA, Samford University; MDiv, Capella University Southwestern Baptist Seminary; MRE-SW, Carver van Langen, Cornelus, BA, Brigham Young School of Social Work; PhD, University of Louisville University – Provo; MA, Brigham Young University – Welstead, Callie, BA, Fordham University; MEd, Provo Beaver College; PhD, Walden University Terlizzi, Charlene, BA, Mundelein College; MA, Adler School of Professional Psychology; PsyD, Van Rekom, Petti, BA, University of California – Wencel, Janice, BA, Elmira College; MS, Florida Adler School of Professional Psychology Los Angeles; MA, California State University – State University – Tallahassee; PhD, Florida State Los Angeles; EdD, University of Southern California University – Tallahasse Terry, Linda, BA, Goddard College; MA, Goddard College; MA, Fielding Graduate Institute; PhD, Vogele-Welch, Deborah, BA, Hawaii Pacific Wentz, Jan, BA, Gettysburg College; MA, Northern Fielding Graduate Institute University; MA, Professional School of Psychological Illinois University Studies; PhD, Union Institute & University Thauberger, Gerald, BA, University of California – Whiddon, Jana, BS, Florida Southern College; MS, Berkeley; MS, California State University – Hayward; Voigt, Lisa, BS, University of Wisconsin – Milwaukee; Troy State University-Florida Region; PhD, Barry PhD, University of Phoenix MBA, Cardinal Stritch University University Thomas, Jerry, BS, Mississippi College; MBA, Volk, Ted, BS Ladoga University; MS, Ladoga Whipple, Thomas, BS, Eastern Michigan University; Mississippi College University MEd, Bowling Green State University; PhD, Bowling Green State University Thornton, Nancy E., BA, College of St. Catherine; von Ber, Ina, BA, United States International MS, Washington University; PhD, Arizona State University; MA, United States International Whitby, Anita, BA, University of Arkansas; JD, University University; PhD, United States International University of Arkansas University Tierney, Erika, BA, University of Colorado – Boulder; Whitlock, John, BA, St. Mary’s University – San MA, University of Colorado – Boulder; PhD, Vucetic, Jelena, BS, University of Belgrade; MS, Antonio; MA, Ball State University; PhD, Bowling University of Minnesota – Twin Cities University of Belgrade; MBA, University of Phoenix; Green State University PhD, University of Belgrade Tiffin, Charles, BAS, Guilford College; MA, Duke Whitman, Mary, BA, University of Minnesota – University; PhD, Union Institute & University Duluth; MS, University of Minnesota – Duluth; DBA, University of Sarasota Tischler, James, BA, Indiana University of W Pennsylvania; MBA, University of Pittsburgh Wilcox, Bonita, BS, Edinboro State College; MEd, Walkup, Louise, BA, Eastern Connecticut State Edinboro State College; PhD, University of Pittsburg Tousignant, Steven, BS, University of St. Thomas; University; MA, Central Michigan University; MA, MS, University of St. Thomas Holy Apostles College and Seminary Wilkins, Nancy, BS, St. Cloud State University; MS, Mercy College Trapani, Michael, BA, Stetson University; MS, Nova Wall, April Boyington, BA, Queen's University – Southeastern University; EdD, Nova Southeastern Kingston, Ontario; MSW, University of Toronto; PhD, Wilkinson, Lee, BA, Syracuse University; MS, State University The Union Institute University of New York; EdS, Nova University; EdD, University of Sarasota Tovbin, Paul, BA, Lvov University; MBA, Fordham Wall, David, BS, Oklahoma State University; BS, University; PhD, Institute of World Economy Oklahoma State University; MS, University of Tulsa; Williams, Julia M, BS, University of Minnesota – PhD, University of Tulsa Twin Cities; MA, University of St. Thomas Tran, Vincent, BS, Florida Atlantic University; MS Florida Atlantic University Wallace, James, BS, United States Military Academy Williams, Michael, BM, New England Conservatory – West Point; MBA, Harvard University of Music; MM, New England Conservatory of Music; Trent, James, BS, Middle Tennessee State University; MS, Fordham University; PhD, Fordham University MA, University of Mississippi; PhD, University of Walling, Griffin, BS, Hobart College; MS, State Mississippi University of New York – Albany; EdD, State Williams, Travis, BA, California Institute of the Arts; University of New York – Albany MBA, University of Phoenix Troiani, Joseph, BA, Northeastern Illinois University; MHSA, Governors State University; MA, Fielding Wang, Lawrence, BA, Christ’s College; MS, Virginia Williamson, Gordon, BA, University of Portland; MS, Graduate Institute; PhD, Fielding Graduate Institute; Commonwealth University; MA, University of Portland State University; PhD, University of MSSI, Joint Military Intelligence College Cincinnati; PhD, University of Cincinnati Maryland Trow, Timothy, BA, University of Oklahoma; MEd, Ward, Jason, BA, Florida State University; MA, Wilson, Jeanette, BS, Manchester College; MS, University of Minnesota – Twin Cities University of Phoenix; EdD, Nova Southeastern Ohio State University; PhD, University of Tennessee University Trunk, Barry, BA, University of California – Wilson, Michael, BA, University of Florida; MA, Los Angeles; MA, California State University – Warren, Stephanie, BA, Duke University; MS, University of Florida; PhD, University of Florida Long Beach; PhD, Ohio State University University of Pittsburgh; PhD, University of Wing, Linda, BS, Minnesota State University – Pittsburgh Tucker, Lewis, BS, Pennsylvania State University; Mankato; MBA, University of St. Thomas; MA, MBA, Columbia University; PhD, Pennsylvania State Waters, Rhonda, MEd, Cambridge College; PhD, Fielding Graduate Institute; PhD, Fielding Graduate University Union Institute Institute Tungaturti, Lakshmi, BA, Osmania University; MBA Watson, Robert, BS, Brigham Young University; Wingfield, Barry, BA, Harding University; MS, Texas Louisiana Tech MBA, Indiana University A&M University; PhD, University of Louisiana at Monroe Turner, Terilyn, BS, Ohio State University; MA, Ohio Waugh, Wendy, BS, Wayne State College; BA, State University; PhD, University of North Carolina – Wayne State College; MS.Ed. University of Winter, Laren, BS, Kansas State University; MS, Chapel Hill Nebraska – Kearney; MBA, Chadron State College; Kansas State University; MDiv, The University of PhD, Capella University South Sewanee, EdD, University of Northern Tvorik, Stephen, BS, Ohio University; BFA, Ohio Colorado University; MA, New Mexico State University; MBA, LaVerne University; PhD, Walden University • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 154
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Faculty, continued
Wold, James, BA, St. Mary’s University; MS, Advisors Munoz, Kyle, BA, Winona State University; MA, University of St. Thomas; PhD, Vanderbilt University Saint Mary’s University Adams, Jill, BS, University of Minnesota – Twin Wold, William F., BA, Saint Mary’s College; MA, Cities; MS, University of Wisconsin – Stout Murphy, John, BS, University of Wisconsin – River College of Saint Thomas; MA, Saint Mary’s Falls; MSE, University of Wisconsin – River Falls University; EdD, Saint Mary’s University Andreasen, Julie, BS, Park University; MS, Capella University Murphy, Katherine, BSEd, University of North Wolskee, Patricia, BA, Catholic University of Dakota; MA, University of North Dakota America; MA, Catholic University of America; PhD, Bauer-Clapp, Jason, BA, Hamline University; MA, O’Connell, Kathryn, BS, University of Wisconsin – Catholic University of America University of Minnesota – Twin Cities Madison; MA, University of St. Thomas Woods, Manuel, BA, University of Minnesota; MEd, Bois, Nancy, BA, College of St. Scholastica; MA, Olson, Nancy, BA, Metropolitan State University; University of Hartford; PhD, University of Minnesota College of St. Scholastica MA, Saint Mary’s University of Minnesota Woolf, Christine, BA, Oglethorpe University; MA, Browender, Susan, BA, University of Wisconsin- Pappenfus, Barbara, BS, University of Wisconsin – University of South Florida; EdS, University of South Madison; MA, Hamline University Stout; MS, University of Wisconsin – Stout Florida; PhD, University of South Florida Buechler-Steubing, Amy, BS, University of North Pelletier, Kathe, BA, University of Illinois – Urbana- Wordell, Jennifer, BA, Bridgewater State College; Dakota; MA, University of Texas – San Antonio Champaign; MA, University of St. Thomas MA, Bridgewater State College Carey, Ellen, BA, Western Washington University; Rehfeld, Rebecca, BA, Augsburg College; MS, Worthington, Janet, BA, University of Chicago; MA, MA, University of Northern Colorado; MA, University Capella University; PhD, Capella University University of Iowa – Iowa City; PhD, Florida State of Minnesota – Twin Cities University – Tallahassee Cowen, Mark, BA, University of Minnesota – Twin Riskedal, Lynn, BS, University of Illinois at Urbana- Champaign; MExtEd, University of Illinois at Urbana- Worthington, Michael T., BS, Campbell College; Cities; MA, University of St. Thomas Champaign; PhD, University of Minnesota – Twin MSE, University of Wisconsin – Superior; PhD, Davis, Jenelle, BS, University of Wisconsin – Stevens Cities Capella University Point; MS, Minnesota State University – Mankato Ryan, Melissa, BA, St. Cloud State University; MA, Gehrz, Jonathan, BA, College of William and Mary, Roosevelt University Chicago MS, Capella University Y Scanlon, Jeff, BA, University of Minnesota – Yasgoor, Karen, BA, University of Cincinnati; MA, Gorsuch, Douglas, BSBA, Cardinal Stritch University; Twin Cities; MSSc, Syracuse University Pepperdine University; PhD, Walden University MBA, Cardinal Stritch University Schrader, Carrie-Beth, BA, University of Minnesota – Yellen, Richard, BS, San Jose State; MBA, University Griffin, Tracy, BS, Northwestern College; MA, Duluth; MS, Minnesota State University – Mankato of California – Los Angeles; PhD, University of Saint Mary’s University of Minnesota Silver, Scott, BA, Augsburg College; MBC, Arizona – Tucson Grothe, Shelly, BA, University of Wisconsin – University of St. Thomas Eau Claire; MS, University of Wisconsin – LaCrosse Smieja, Kim, BA, University of Minnesota – Z Holm, Erin, BSEd, Northwestern University; MS, Twin Cities; MA, University of St. Thomas University of Wisconsin – Madison Zimmermann, Sandra, BA, University of California, Smith, Shannon, BA, University of Virginia; MA, Santa Barbara; MSW, University of California – Horst, Sarah, BA, Carthage College; MA, College University of Wisconsin – Madison; PhD, University Los Angeles; PhD, Walden University of St. Scholastica of Wisconsin – Madison Zuba, Marge Tye, BA, St. Mary-of-the-Woods Huebner, Dawn, BA, Metropolitan State University; Smith, Sidney, BA, Texas Woman’s University; MS, College; MSW, University of Illinois – Chicago; PhD, MA, Alfred Adler Graduate School Minnesota State University – Mankato Northern Illinois University – DeKalb Janati, Jody, BS, St. Cloud State University; MA, Soderlind, Adam, BS, University of Wisconsin – Zwingelberg, Mark, BS, University of Minnesota – North Dakota State University, EdD Argosy Superior; MA, Minnesota State University – Mankato Twin Cities; MS, University of Wisconsin – Madison; University/Sarasota Sorrell, Heather, BS, University of Wisconsin – River PsyD, Florida Institute of Technology Keith, Christine, BA, St. Olaf College; MS, Indiana Falls; MA, Saint Mary’s University of Minnesota State University Watts, Carley, BA, Gustavus Adolphus College; MA, Kovacovic, Vera, BA University of Minnesota – University of Minnesota – Twin Cities Duluth; MA, University of Minnesota – Twin Cities; PhD, University of Minnesota – Twin Cities Wendinger, Sara, BS, Minnesota State University – Mankato; MA, Texas Woman’s University Kubicek, Kelly, BA, College of St. Benedict; MA, University of Minnesota – Twin Cities Kuchar, Tamara, BA, University of Wisconsin – Stevens Point; MS, Minnesota State University – Mankato McCann, Meredith, BS, Winona State University; MS, Winona State University McNamara, Julie, BS, University of Wisconsin – River Falls; MS, Capella University Mejia, Leslie, BAS, University of Minnesota – Duluth; MA, University of Minnesota – Twin Cities Meyer, Sarah, BA, University of Minnesota – Twin Cities; MA, University of Minnesota – Twin Cities Mitzel, Joseph, BA, University of Notre Dame; JD, University of Minnesota – Twin Cities • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 155
1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 155 FACULTY
MBA Coaches Solberg-Tapper, Pamela, BS, University of Wisconsin – Superior; MS, University of Saint Alexander-Stearns, Cheryl, BA, University of Francis; Certified Co-Active Professional Coach, The Minnesota; Certification for Coaching, Center for Coaches Training Institute; Certified Coach Master Character Based Leadership Sumner, Jennifer, BA, Chatham College; MEd, Augspuger, Richard, BS, The Ohio State University; University of Pittsburgh; PhD, International College; PhD, Northwestern University; coaching certificates, coach training, Personnel Decisions Inc, Center For DePaul University/Linkage, Inc. Creative Leadership, and Academy for Coach Cerchio, Patrick, BS, Fairleigh Dickinson University; Training MBA, Fairleigh Dickinson University; Certified Coach Woodbridge, Elizabeth, BS, University of Kentucky; Program – Coach Training Alliance Certified Professional Co-Active Coach, The Cocking, Jane, BA, Goddard College; Master Coaches Training Institute Certified Coach, International Coach Federation Young, Martha, BA, University of Michigan; MBA, Jeddeloh, Steven, BS, Mankato State University; University of Michigan; JD, University of Michigan; MEd, University of Minnesota – St. Paul; MEd, Coach Training Certificate, Goldwin Coaching University of Minnesota – St. Paul; MA, The Fielding Institute; PhD, The Fielding Institute Kuentz, Mary, BS, Southern Illinois University- Edwardsville; Certified Professional Co-Active Coach, The Coaches Training Institute Lasley, Martha, BS, Mansfield University; MBA, Syracuse University; Leadership and Co-Active Coaching, The Coaches Training Institute; Executive Coaching, Corporate Coach University Lennox, Susan, BA, Douglass College; MA, Fielding Graduate Institute; JD, Harvard Law School; Certified Focusing Trainer, The Focusing Institute Lindblad, Mark, BA, University of California-Santa Barbara; MIM, Thunderbird/American Graduate School of International Management; Certified Professional Co-Active Coach, The Coaches Training Institute Miller, Barbara, BA, Vanderbilt University; MA, University of Minnesota; Professional Certificate in Individual and Organizational Coaching, Hudson Institute Miner, Louise, BA, Bryn Mawr College; MEd, Antioch New England Graduate School; Advanced Coaching Training; Mobius, Inc.; The Coaches Training Institute Nelson-Garrison, Marcy, BA, University of Iowa; MA, St. Mary’s University of Minnesota; Certified Professional Co-Active Coach, The Coaches Training Institute Orem, Sara, BA, University of Minnesota; MA, United Theological Seminary of the Twin Cities; MA, Fielding Graduate Institute; PhD, Fielding Graduate Institute; Certification Intensive, Coach Phil.com Pointer, Todd, BBA, University of Wisconsin-Eau Claire; MA, Saint Mary’s University of Minnesota; Certified Professional Co-Active Coach, The Coach Training Institute Rudner, Mal, BS, United States Air Force Academy; MS, North Carolina State University; MBA, Harvard Business School; Certified Professional Co-Active Coach, The Coaches Training Institute Schnichels, Barbara, BA, Concordia College – Moorhead; MS, University of Wisconsin – Madison; Institute of Life Coach Training • Catalog 05.v1.4-6 4/15/05 3:20 PM Page 156
156 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu
State Regulatory Information Minnesota Higher Education Services Office West Virginia Higher Education Policy Commission 1450 Energy Park Drive, Suite 350 1018 Kanawha Blvd. E., Suite 700 Capella University is licensed, registered, authorized, St. Paul, MN 55108-5227 Charleston, WV 25301 or certified in the following states: (651) 642-0533 (304) 558-2101 Capella University is registered with the Minnesota Alabama Department of Wisconsin Educational Approval Board Higher Education Services Office. Registration is not Postsecondary Education 30 W. Mifflin St., 9th Floor an endorsement of the institution. Registration does P. O. Box 302101 Madison, WI 53707-8696 not mean that credits earned at the institution can Montgomery, AL 36130-2101 (608) 266-1354 (334) 242-2900 be transferred to other institutions or that the quality of the educational programs would meet the Arizona Department of Education standards of every student, educational institution, 1535 West Jefferson or employer. Phoenix, AZ 85007 (602) 542-4391 Ohio Board of Regents 30 E. Broad Street, 36th Floor Rights to Change Requirements The leadership in educational administration and Columbus, OH 43215-3414 Neither the Capella University catalog, nor any of school psychology specializations are conditionally (614) 466-6000 the information and requirements contained herein, approved by the Arizona Department of Education constitute a contract or create any contractual through December 2005. Capella is currently The following degree programs are authorized by commitments between Capella University and any pursuing full approval. the Ohio Board of Regents: Bachelor of Science in Business, Bachelor or Science in Information student, any prospective student, or any third party. Arizona State Board for Private Technology, Master of Business Administration, The information and program requirements Postsecondary Education Master of Science in Information Technology, and contained in this Capella University catalog are 1400 W. Washington, Room 260 Master of Science in Organization and Management. regularly updated and are subject to change without Phoenix, AZ 85007 notice. All updates to the catalog will be posted on (602) 542-5709 Ohio State Board of Career Colleges and Schools Capella’s Web site. http://azppse.state.az.us 35 East Gay Street, Suite 403 Columbus, OH 43215-3138 Arkansas Higher Education Coordinating Board (614) 466-2752 114 E. Capito Capella University is registered with the Ohio State Little Rock, AR 72201-3918 Board of Career Colleges and Schools, and the (501) 371-2065 undergraduate and graduate certificate programs Arkansas Higher Education Coordinating Board have program authorization under the provisions of certification does not constitute an endorsement of Chapter 3332 of the Ohio Revised Code and the any institution or program. Such certification merely standards, rules and regulations of the Ohio State indicates that certain minimum standards have been Board of Career Colleges and Schools. Registration met under the rules and regulations implementing No. 04-03-1709T. institutional certification as defined in Arkansas Code §6-61-301. The Doctor of Philosophy in Organization State Council of Higher Education for Virginia and Management does not meet requirements for James Monroe Bldg., 9th Floor teacher or administrator licensure in Arkansas. 101 N. 14th Street Richmond, VA 23219 Colorado Commission on Higher Education (804) 225-2609 1380 Lawrence Street, Suite 1200 Denver, CO 80204 Washington Higher Education Coordinating Board (303) 866-2723 P. O. Box 43430 Olympia, WA 98504-3430 Florida Commission for Independent Education (360) 753-7800 2650 Apalachee Parkway Capella University is authorized by the Washington Tallahassee, FL 32301 Higher Education Coordinating Board and meets (850) 245-3200 the requirements and minimum educational License #2809 standards established for degree-granting institutions under the Degree Authorization Act. This Georgia Nonpublic Postsecondary Education authorization is valid until March 4, 2005 and Commission authorizes Capella University to advertise and recruit 2189 Northlake Parkway for the following degree programs: Bachelor of Building 10, Suite 100 Science in Business; Master of Business Tucker, GA 30084-4113 Administration; Master of Science in Organization (770) 414-3235 and Management; Doctor of Philosophy in Illinois Board of Higher Education Organization and Management; Master of Science in 431 East Adams St., Second Floor Education, Doctor of Philosophy in Education; Springfield, IL 62701-1418 Master of Science in Human Services; Doctor of (217) 782-8548 Philosophy in Human Services; Master of Science in Psychology; Doctor of Philosophy in Psychology; Kentucky Council on Postsecondary Education Doctor of Psychology; Bachelor of Science in 1024 Capital Center Drive, Suite 320 Information Technology; and Master of Science in Frankfort, KY 40601-8204 Information Technology. Any person desiring (502) 573-1555 information about the requirements of the Act or the applicability of those requirements to the institution may contact the board at P.O. Box 43430, Olympia, WA 98504-3430, (306) 753-7869. • Catalog Cover.05-06 4/15/05 5:25 PM Page 1
telephone 612.977.5100 • toll-free 1.888.CAPELLA • fax 612.977.5060 e-mail [email protected] • web www.capella.edu 225 SOUTH SIXTH STREET • NINTH FLOOR • MINNEAPOLIS, MINNESOTA 55402 CAPELLA UNIVERSITY ADDENDUM 1
2005-2006 University Catalog, Volume 05-06, No.1 Catalog Addendum
Changes to page 15 are effective July 5, 2005.
Academic Calendar
SUMMER QUARTER 2005 FALL QUARTER 2005 ACADEMIC DEADLINES July August September October November December Course Registration Starts (1 AM Central Time) 4/7/05 4/7/05 4/7/05 7/8/05 7/8/05 7/8/05
Quarter and Monthly Start Courses Begin 7/5/05 8/1/05 9/6/05 10/3/05 11/7/05 12/5/05 (8 AM Central Time) Quarter and Monthly Start Course Registration Ends 7/7/05 8/3/05 9/8/05 10/5/05 11/9/05 12/7/05 (11:59 PM Central Time) Last Day to Drop Course Without "W" 7/16/05 8/12/05 9/17/05 10/14/05 11/18/05 12/16/05 Midquarter Courses 8/15/05 11/14/05 Begin
Midquarter Course 8/17/05 11/16/05 Registration Ends Last Date to Drop Midquarter Course Without “W” 8/26/05 11/25/05
Last Date to 60th calendar day for 12-week courses Drop a Course 30th calendar day for 6-week courses 15th calendar day for 3-week courses
End of Quarter 9/23/05 10/21/05 11/25/05 12/23/05 1/27/06 2/24/06
FINANCIAL DEADLINES — See specific refund policy for Florida, Georgia, and Wisconsin residents in the Tuitions and Fees section. PLEASE NOTE CHANGES TO REFUND PERCENTAGES, HIGHLIGHED IN THE FOLLOWING TABLE. Last Day to Drop Quarter and Monthly Start Course with 100% Refund 7/9/05 8/5/05 9/10/05 10/7/05 11/11/05 12/9/05 (by 11:59 PM Central Time)
Last Day to Drop Quarter and Monthly Start Course with 75% Refund 7/16/05 8/12/05 9/17/05 10/14/05 11/18/05 12/16/05 (by 11:59 PM Central Time) Last Day to Drop Midquarter Course with 100% Refund 8/19/05 11/18/05
Last Day to Drop Midquarter Course with 75% Refund 8/26/05 11/25/05
NOTE: All courses starting on dates other than the quarter start, monthly start, or midquarter start dates are not directly represented in this chart. For such courses, the following deadlines apply: 1) The last date to drop without a “W” for all courses is on the 12th calendar day of the course. 2) The last date to drop with a 100% refund for all courses is on the 5th calendar day of the course.