2006 - 2007

UNIVERSITY CATALOG

Volume 06-07, No. 2 • January 2007 2007 University Catalog

Volume 06-07, No. 2 January 2007

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

© 2007 Capella University. All rights reserved. 2 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Table of Contents

Welcome to Capella University ...... 5 Academic and Other University Policies, continued About Capella University ...... 6 Course Formats...... 19 Mission Statement ...... 6 Online Courses Educational Philosophy...... 6 Directed Study Courses University History ...... 6 Course Load ...... 20 Affirmative Action ...... 6 Credit for Prior Learning...... 20 Ownership of University ...... 6 Nationally Recognized Examination Programs Institutional Accreditation...... 6 ACE Recommended Credits General Overview ...... 7 Credit for Prior Learning Undergraduate Learners Credit for Prior Learning Graduate Learners Academic Program Options ...... 7 Description of Credit Awarded...... 21 Course Formats...... 7 Disability Accommodation ...... 21 Academic Residencies ...... 7 Discrimination, Harassment, and Assault ...... 21 Capella's Commitment to Dissertation Publishing ...... 22 Learner Success...... 7 Doctoral Learners—Continuous Enrollment During Learner Services ...... 7 Comprehensive Examination and Dissertation Courses ...... 22 Computer Requirements ...... 9 Dismissal from the University Policy ...... 22 Admissions Policies ...... 10 Drug and Alcohol Policy ...... 23 Admissions Requirements...... 10 Grading Policies ...... 23 Admissions Components ...... 11 Grading Admissions Decisions ...... 11 Incomplete Grades Offer of Admission Repeating Courses Full Admission Grade Value Summary Conditional Admission Appealing a Grade Denial of Admission Graduation Requirements and Commencement ...... 26 International Applicants Undergraduate Academic Honors Academic Readiness ...... 12 Application to Graduate Equal Opportunity and Nondiscrimination...... 12 Application to Receive Certificate Commencement Credit for Prior Learning...... 12 Intellectual Property ...... 27 Transfer of Credit ...... 12 Interlibrary Loan ...... 27 Credit Earned at Other Institutions Overdue Books Maximum Transfer Credit Book Recalls Undergraduate Credit Learner Code of Conduct...... 28 Graduate Credit Appeal of Transfer Credit Evaluation Learner Grievance...... 28 Transfer Credit Exceptions For Arizona Learners Application of Capella Credits ...... 13 For Arkansas Learners Truth in Information ...... 13 For Florida Learners For Georgia Learners Academic and Other University Policies ...... 14 For Ohio Learners Academic Calendar...... 14 For Wisconsin Learners Academic Freedom...... 15 Leave of Absence ...... 29 Academic Honesty ...... 15 Medical Leave of Absence Academic or Education Records Military Leave of Absence (Privacy and Record Retention) ...... 15 National Emergency Leave of Absence Definition of an Education Record Limitations of Registrations with Right to Inspect and Review a Single Faculty Member ...... 30 Right to Request Amendment Multiple Degree Program Enrollments...... 30 Disclosure of Personally Identifiable Information Professional Licensure and Certification...... 30 External Requests Research at Capella University ...... 31 Retention of Education Records Residencies ...... 31 Complaints Regarding FERPA Schools of Business and Technology, Education, and Access to Learning Resources ...... 17 Human Services Colloquia Courseroom Access Harold Abel School of Psychology Academic Residencies Library and iGuide Access Harold Abel School of Psychology Year-in-Residence Change of Program ...... 17 Attendance Requirements and Cancellation Fees ...... 32 Change of Degree Program Retention of Learner Work Products Change of Specialization and Grading Records ...... 33 Change of Certificate Program Satisfactory Academic Progress ...... 33 Consensual Relationships ...... 18 Undergraduate Programs Contact Information for Learners ...... 18 Graduate Programs Course Drop ...... 18 Academic Probation Course Withdrawal ...... 18 Doctoral Learners Course Registration ...... 19 Registration in Continuation Courses, Federal Financial Aid, and Satisfactory Academic Progress Maximum Time to Completion...... 35 Transcripts ...... 35 Transferability of Capella Credits ...... 35 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 3

Table of Contents, continued

Financial Aid ...... 36 Capella University Graduate Schools ...... 65 Satisfactory Academic Progress School of Business and Technology...... 67 Policy for Financial Aid ...... 36

Scholarships ...... 36 About the School of Business and Technology ...... 68 OF CONTENTS TABLE Veterans’ Educational Benefits ...... 36 Mission Statement ...... 68 Degree Programs ...... 68 Tuition and Fees ...... 37 Doctor of Philosophy (PhD) Tuition and Fee Policies ...... 38 Master of Science (MS) in Organization and Management BS, MBA, MS, and Certificate Tuition Master of Science (MS) in Information Technology PhD Tuition Master of Business Administration (MBA) HASOP PhD and PsyD Tuition Certificates Tuition for Continuation Courses Reduced Tuition for Advanced Doctoral Learners School of Business and Technology Degree Programs ...... 70 Special Business Office Hold Doctor of Philosophy (PhD) in Organization Tuition Refunds ...... 38 and Management Specializations...... 70 Refund Procedure for Financial Aid Recipients ...... 39 Human Resource Management Tuition Refund Schedules ...... 39 Information Technology Management Leadership Florida Residents Refund Policy General Georgia Residents Refund Policy Master of Science (MS) in Organization Wisconsin Residents Refund Policy and Management Specializations...... 71 Residency Tuition and Fees ...... 40 Human Resource Management Residency Cancellation Fee Leadership Other Fees ...... 40 General Application Fees Master of Science (MS) in Information Petition for Credit Fee Technology Specializations...... 72 Late Registration Fee General Information Technology Graduation Fee Information Security Paying Tuition and Fees ...... 40 Network Architecture and Design Financial Aid Project Management and Leadership Employer Reimbursement System Design and Development Credit Card / Check / Wire (Formerly System Design and Programming) Master of Business Administration Capella University School of Undergraduate Studies ...... 43 (MBA) Specializations ...... 74 School of Undergraduate Studies ...... 45 General Accounting About the School of Undergraduate Studies ...... 46 Finance Mission Statement ...... 46 Health Care Management Undergraduate Degree Programs ...... 46 Information Technology Management Bachelor of Science (BS) in Business Marketing Bachelor of Science (BS) in Information Technology Project Management General Education Requirements ...... 46 Graduate Certificates ...... 77 School of Undergraduate Studies Degree Programs ...... 48 Human Resource Management Leadership Bachelor of Science (BS) in Business Specializations ...... 48 Professional Project Management Accounting Information Security Professional Business Administration Finance School of Education ...... 79 Human Resource Management Management and Leadership About the School of Education...... 80 Marketing Mission Statement ...... 80 Bachelor of Science (BS) in Information Technology Degree Programs ...... 80 Specializations...... 52 Doctor of Philosophy (PhD) General Master of Science (MS) Graphics and Multimedia Certificates Information Assurance and Security Professional Licensure and Certification...... 80 Network Technology School of Education Degree Programs ...... 81 Project Management Web Application Development Doctor of Philosophy (PhD) Specializations ...... 81 Undergraduate Course Descriptions...... 56 Leadership in Educational Administration Leadership for Higher Education Curriculum and Instruction Postsecondary and Adult Education Instructional Design for Online Learning Training and Performance Improvement K-12 Studies in Education Professional Studies in Education 4 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Table of Contents, continued

School of Education Degree Programs, continued Harold Abel School of Psychology Degree Programs, continued Master of Science (MS) Specializations ...... 85 Doctor of Philosophy (PhD) Specializations ...... 103 K-12 Studies in Education General Psychology Curriculum and Instruction Industrial/Organizational Psychology Reading and Literacy Educational Psychology Leadership in Educational Administration Master of Science (MS) Specializations ...... 104 Leadership for Higher Education Clinical Psychology Enrollment Management Counseling Psychology Postsecondary and Adult Education School Psychology Instructional Design for Online Learning Specialist Certificate in School Psychology Training and Performance Improvement General Psychology Professional Studies in Education Industrial/Organizational Psychology Certificates ...... 89 Educational Psychology Leadership in Educational Administration Sport Psychology Post-master’s Certificate Certificate ...... 107 Post-master’s Certificate in College Teaching Specialist Certificate in School Psychology School of Human Services...... 91 Academic Residencies ...... 108 About the School of Human Services ...... 92 MS and PhD Residential Colloquia Mission Statement ...... 92 PsyD Clinical and Counseling Year-in-Residence Degree Programs ...... 92 School Psychology Year-in-Residence Doctor of Philosophy (PhD) Field Training...... 110 Master of Science (MS) Introduction to Field Training Certificates Overview of Practicum Professional Licensure and Certification...... 92 Overview of Internship School of Human Services Degree Programs ...... 93 Field Training Requirements Doctor of Philosophy (PhD) Specializations ...... 93 Graduate Course Descriptions ...... 111 General Human Services School of Education Criminal Justice Courses ...... 111 Counseling Studies Graduate Writing Courses ...... 116 Health Care Administration School of Human Services Management of Nonprofit Agencies Courses ...... 121 Social and Community Services Graduate Writing Courses ...... 124 Master of Science (MS) Specializations ...... 95 Residency Courses ...... 129 General Human Services School of Business and Technology Criminal Justice MBA Courses ...... 129 Counseling Studies Health Care Administration Master’s Organization and Management Courses ...... 133 Management of Nonprofit Agencies Graduate Writing Courses ...... 135 Social and Community Services Doctoral Organization and Management Courses...... 135 Marital, Couple, and Family MS Information Technology Courses ...... 138 Counseling/Therapy Harold Abel School of Psychology Mental Health Counseling Graduate Writing Courses ...... 142 Clinical Experience Courses ...... 143 Certificates ...... 97 Colloquia...... 152 Addictions Counseling Clinical Psychology Year-in-Residence ...... 152 Criminal Justice Counseling Psychology Year-in-Residence ...... 153 Diversity Studies Health Care Administration School Psychology Year-in-Residence...... 154 Management of Nonprofit Agencies Colloquia and Residencies ...... 155 Marriage and Family Services Governance...... 156 Professional Counseling Administration ...... 156 Social and Community Services Board of Directors...... 156 Harold Abel School of Psychology ...... 99 School Directories...... 156 About the Harold Abel School of Psychology...... 100 School of Undergraduate Studies Mission Statement ...... 100 School of Business and Technology Degree Programs ...... 100 School of Education School of Human Services Doctor of Psychology (PsyD) Harold Abel School of Psychology Doctor of Philosophy (PhD) Master of Science (MS) Faculty ...... 159 Certificate School of Undergraduate Studies ...... 159 Professional Licensure and Certification...... 101 School of Business and Technology ...... 161 Harold Abel School of Psychology Degree Programs...... 102 MBA Coaches ...... 164 Doctor of Psychology (PsyD) Specializations ...... 102 School of Education ...... 165 Clinical Psychology School of Human Services ...... 169 Counseling Psychology Harold Abel School of Psychology ...... 171 State Regulatory Information ...... 174 Rights to Change Requirements ...... 174 1-888-CAPELLA • Volume 06-07, No. 2 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 with work and family commitments to attend classes.

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, learners discover academic content that relates specifically to their Michael J. Offerman, EdD own professions and professional goals, and knowledge that has President, Capella University 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 a full range of academic library resources through Capella University Library.

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

Thanks for joining us.

Michael J. Offerman, EdD President 6 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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 extend access to high quality bachelor’s, by traditional universities for several The Higher Learning Commission of master’s, doctoral, and certificate reasons. Most significantly, attending the North Central Association granted programs for adults who seek to classes is difficult or impossible for Capella permission to offer a full maximize their personal and working adults due to employment and four-year bachelor’s program. family obligations, and traditional professional potential. This mission is The undergraduate learning experience curriculum often does not correspond fulfilled through innovative programs has been enhanced by a reorganization with the professional goals of mature that are responsive to the needs of adult of schools in 2004 to form the School of adults. He envisioned a barrier-free learners and involve active, engaging, Undergraduate Studies and the School university that people could attend from challenging, and relevant learning of Business and Technology in addition remote locations — like their own experiences offered in a variety of to the existing Schools of Education, homes — at their convenience. delivery modes. Human Services, and the Harold Abel In 1993, Dr. Harold Abel, an School of Psychology. Educational Philosophy experienced leader in higher education Capella University’s educational and a former president of three Affirmative Action philosophy focuses on developing universities, joined Mr. Shank to serve as Capella University is an affirmative scholar-practitioners through learning founding president and academic leader action employer. that incorporates both theoretical of Capella. Dr. Abel assembled a knowledge and relevant experience. premier faculty, built graduate curricula, Ownership of University Learners synthesize scholarship with and guided the university toward Capella University is wholly owned practical application appropriate to their academic accreditation. In 1997, during by Capella Education Company, level — as reflective-practitioners at the the presidency of Dr. Bruce Francis, a Minnesota corporation. baccalaureate level, as practitioner- Capella achieved accreditation by The scholars at the master’s level, and as Higher Learning Commission and Institutional Accreditation scholar-practitioners at the doctoral became a member of the North Central level. Capella University faculty are Association of Colleges and Schools. 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, communities of learning, and make formerly a leader within the University theoretical and practical contributions in of Wisconsin system, became president their fields. of Capella University. During Dr. Offerman’s tenure, Capella has University History made learner success the strategic In 1992, Stephen Shank, former CEO of initiative for the university by Tonka Corporation, provided the vision, emphasizing academic program quality leadership, and a portion of the initial as well as academic advising and learner funding for the incorporation of a support services. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 7

General Overview

Academic Program Options learner experience. Additional details assigned by degree program and are Capella University offers graduate regarding residency content and dedicated to assisting learners in that certificates, the Bachelor of Science requirements can be found on iGuide. program’s specializations. Advisors GENERAL OVERVIEW (BS), Master of Science (MS), Master of communicate with learners on an Business Administration (MBA), Doctor Capella’s Commitment to ongoing basis, providing academic Learner Success of Philosophy (PhD), and Doctor of and personal strategies and support, Psychology (PsyD). Capella University is committed to clarifying university procedures, helping learners succeed. To that end, tracking and discussing academic Course Formats the university has developed a unique progress, and providing information Courses are offered online and in combination of course work and support about any changes that may affect directed study formats. Designated services intended to facilitate a strong learners. A list of advisors by school directed study courses are available only start for learners. New learners can and degree program can be found on to doctoral learners in the Schools of expect the following support: iGuide under Advising & Academic Business and Technology, Education, and • The University Orientation Seminar Support – Meet the Advisors. Human Services. Directed study courses, provides all new learners with the • For questions or concerns regarding in which learners work one-to-one with a knowledge, skills, and advice they registration, courses, access, financial faculty tutor, are offered quarterly. need to be successful in Capella’s aid, billing, or technical problems that Additional details and requirements online learning environment. are not answered on iGuide, learner related to these course formats can be Learners navigate Capella’s online support associates are available to found in the Academic and Other courseroom, take a virtual tour of assist learners at 1-888-CAPELLA University Policies section of this catalog university support services, and (227-3552), option 2, or by e-mailing or on iGuide. engage in an online discussion with Learner Support at an orientation facilitator and other [email protected]. Academic Residencies new learners. • Academic Records – The Office of the All doctoral programs, clinically-focused • An outstanding first course that sets Registrar maintains the academic master’s programs, and some post- the stage for the rest of the learner’s records of learners as they progress master’s certificate programs require program. through their courses and degree learners to attend academic residencies programs at Capella University. Its (colloquia, the year-in-residence, or Learner Services mission is to provide confidential, pre-practicum) offered in various For day-to-day needs, Capella’s learner accurate academic records. Learners locations. Academic residencies provide support services are available online may request official transcripts and opportunities for learners to become through iGuide, via e-mail, and through view and print their unofficial familiar with Capella University toll-free calls within the United States. transcripts any time through the resources, to develop or affirm academic Records and Transcripts section on • iGuide – iGuide allows learners to skill sets, to acquire clinical skill iGuide. competencies, to learn research access Capella’s services in one • Alumni Center – Alumni benefit from methodologies, and/or to prepare for convenient place. Learners can networking opportunities, professional the comprehensive examination and register for classes, apply for financial employment information and career dissertation processes. It is through these assistance, view an unofficial services, an alumni newsletter, alumni face-to-face encounters that learners transcript, and access a variety of other grants, discounted courses, selected extend participation in Capella’s convenient services including the use of library resources, and the learning community by networking, university Learner Handbook. iGuide opportunity for free attendance at focusing on academic success strategies, can be found at www.capella.edu. education industry trade shows where interacting with peers and faculty, and • Advisors – Advisors help learners Capella is exhibiting. Further developing academic competencies that make a successful transition into their information on the Alumni Center support program completion. Capella program at Capella and serve as an can be found on iGuide. believes that the sense of community ongoing source of support throughout developed during residency experiences their education at Capella. Advisors • Bookstore – Textbooks and software will endure throughout the program and include academic advisors and learner may be purchased through the become an essential part of a successful support associates. Advisors are bookstore, accessible through iGuide. 8 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

General Overview, continued

• Armed Forces Support Services – providing reasonable accommodations technical reports, and electronic books Armed Forces Support services are to qualified disabled learners in (e-books). Learners may also request available to Capella University learners university programs and activities. books, copies of articles, and other who are affiliated with the Armed Learners can get more information by resources held by university libraries Forces. Armed Forces support e-mailing [email protected]. nation wide. In addition, Capella provides assistance to learners who • Enrollment Services – Capella reference librarians are available to are experiencing an interruption in University’s enrollment services team assist learners and faculty with research their program due to their military assists prospective learners from the questions, to help learners use library obligations; assists with questions about point of initial inquiry through the databases effectively, and to teach military benefits, GoArmyEd, military application, admissions, and learners to successfully navigate the leave of absence requests; and offers enrollment phases. Call 1-888-CAPELLA library Web site. The library is other support as needed. To learn (227-3552), option 3 for assistance. accessible through iGuide’s Advising more about these support services, and Resources section. Learners may • Faculty Mentor – Doctoral learners e-mail Armed Forces Support at contact a reference librarian by work with a faculty mentor who assists [email protected]. sending an e-mail to them in the development and [email protected] or by • Career Center – Career Center completion of the comprehensive calling 1-888-375-8221. See Capella’s services are designed to help learners examination and dissertation. The Interlibrary Loan policy in the successfully navigate the career planning faculty mentor also advises learners on Academic and Other University Policies and development process as they course selection, success strategies, and section of this catalog or on iGuide. pursue and complete their degrees. professional issues. Mentor biographies While the Career Center does not can be found on iGuide, Advising and • New Learner Experience – Capella guarantee employment upon degree Resources. University’s New Learner Experience completion or provide placement team provides support to new learners • Financial Aid – Financial aid counselors services, it does provide career in their adjustment to the Capella help learners explore all options for counseling, job search advising, and learning community and to their financing their education. The Capella career management support to all degree programs through the online financial aid center is the best learners. The Career Center staff facilitation of the University source of information for federal interacts with learners via e-mail and Orientation Seminar. In addition, loans, veteran’s benefits, special aid telephone to assist with career-related Capella University and the New programs, and employer tuition activities such as resume, CV, and Learner Experience team strive to reimbursement. See the Finances cover letter development, interview increase learner connections and section on iGuide for more preparation, effective job search networking through online peer-to- information, call Learner Support at implementation, and career peer community building initiatives. 1-888-CAPELLA (227-3552), option 2, advancement efforts. iGuide Career To contact the New Learner or e-mail [email protected]. Center resources are helpful to Experience team e-mail learners in gathering occupational • Learner Accounts – The learner CapellaNewLearnerExperience@ information and trends, accessing job accounts team is responsible for capella.edu. ensuring accurate, timely billing of postings, and networking with learners • Writing Program – To help learners learner accounts for tuition, employer and alumni in their field. For more improve their written communication, reimbursement, and financial aid information about resources and Capella offers a variety of writing disbursements. For questions about services, visit the Career Center on resources. These include writing statements or billing, call Learner iGuide and use the “Ask a Career courses, online tutoring, and an array Support at 1-888-CAPELLA (227-3552), Counselor” e-mail feature to connect of guidelines and references in the option 2, or e-mail learnersupport@ with a counselor. Writing Program section of the capella.edu. • Disability Services – Capella University Academic Success Center on iGuide. recognizes and fulfills its obligations • Library – Capella University provides a The Writing Program also offers face- under the Americans with Disabilities full range of academic library resources to-face writing instruction at colloquia Act (ADA) of 1990, the Rehabilitation and services in an online environment. in writing-focused sessions and one-on- Act of 1973, and similar state laws. The Capella University Library Web one consultations with writing faculty Capella University is committed to site provides access to thousands of in the Mobile Writing Center. full-text articles, citations, abstracts, 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 9

Computer Requirements

Review these requirements carefully; computer hardware, software, and an Internet connection are the primary means of participating in courses and thus are significant contributors to academic success. Capella provides learners with the opportunity to purchase Norton AntiVirus™ software, Microsoft® Office, Visio®, and Project for the cost of media shipping. These requirements are subject to change. The most current requirements are published on iGuide and are reflected in the Computer Check-up Tool, also available on iGuide. COMPUTER REQUIREMENTS 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.

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 9® Windows Media Player 10 (free downloads) Adobe Acrobat® Reader 7 Adobe Acrobat® Reader 7 Flash Player 8 Flash Player 8 Java 1.5.0 Java 1.5.0 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. *** Courses requiring the use of a webcam or headset will require a broadband connection.

PC+ Minimum Recommended Processor 1GHz 2 GHz Operating System Windows® 2000 Pro Windows XP Home/Pro Windows XP Home/Pro RAM 256 MB 512 MB Browser ++ Microsoft Internet Explorer 6.0 Microsoft Internet Explorer 6.0 (only 1 needed) Firefox 1.0.6 Firefox 1.0.7 Netscape 7.0 Netscape 7.2 (Netscape 8 is unsupported)

Macintosh+ Minimum Recommended Processor G3 800 MHz G4 1.25 GHz Operating System OS X (10.2) OS X (10.4) RAM 256 MB 512 MB Browser ++ Firefox 1.0 Firefox 1.5 (only 1 needed) Netscape 7.0 Netscape 7.2 (Netscape 8 is unsupported) Safari 1.2 Safari 1.2, 1.3.1 and higher; 2.0.1 and higher (Safari 1.3.0 and 2.0.0 are unsupported) + 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. Browsers listed first are Capella’s first choice for best performance.

Information technology courses also require: • Windows XP Pro or later. • 30 GB of free hard disk space. • Macintosh users need Virtual PC and Windows XP Pro or later. • 512MB or greater of RAM is highly recommended. • Backup storage device.

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, Project, Outlook, Visio, 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. 10 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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 None High school diploma or equivalent Applicants must be at least 24 years of age. This age requirement is waived for active military applicants and applicants with 90 or more quarter credits of prior college/university course work.

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 Applicants to the School of Education MS 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.

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 Certificates College/University by a U.S. Department of Education-recognized certificate in leadership in educational administration accrediting agency, OR an internationally recognized must have three years of licensed teaching experience. institution. Applicants to the Harold Abel School of Psychology specialist 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 leadership in educational College/University by a U.S. Department of Education-recognized administration specialization in the School of accrediting agency, OR an internationally recognized Education must have three years of licensed institution. K-12 teaching experience.

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 master’s degree in institution. a related field with a 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 dean. No exceptions to the requirements for undergraduate degree programs will be made.

* Applicants to the School of Human Services MS specializations (except mental health counseling and marital, couple, and family counseling/therapy specializations) and to the Harold Abel School of Psychology specializations (except the school psychology specialization) must have a minimum cumulative GPA of 2.30 from the bachelor’s degree granting institution. 1-888-CAPELLA • Volume 06-07, No. 2 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.

School eAdmissionsApplicationComponents AcknowledgementAgreement OfficialPrevious Transcript Institution from LettersRecommendation of UnderstandingCurriculum of Form Pre-assessmentForm TeachingForm Experience TeacherForm Licensure Faculty Interview InternationalProofEquivalency of Applicants:English

Undergraduate ✓✓✓ ✓ Studies Business and ✓✓✓ ✓ Technology

Education PhD and PhD, MS, and MS, K-12 Post-master’s Post-master’s Studies in certificate, certificate, Education; ✓✓✓ ✓Leadership in Leadership in MS, Curriculum ✓ Educational Educational and Instruction; Administration Administration Reading and specializations specializations Literacy

Human ✓✓✓ ✓ ✓ Services

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 Learners admitted in this category have required to take the Test of English as a Offer of Admission 60 days from their program start date to Foreign Language (TOEFL). The only Once all materials have been received, a submit all required documentation and exception to this requirement is for final application decision is made and are allowed to register for their second students who have earned a post- applicants are offered full admission, quarter only upon completion of their secondary degree from a U.S.- conditional admission, or are denied application. Failure to complete the accredited university. The minimum admission. Applicants receive application will result in the learner acceptable TOEFL score established by notification via e-mail for all conditional being disenrolled from the university. the university for admission into all programs is 550 for the paper-based admission decisions and via mail for Denial of Admission test, a score of 213 for the computer- full and denied admission decisions. The Admissions Committee has the based test with a score of 4.0 or higher authority to recommend to a school’s Full Admission on the Test of Written English (TWE), dean that an applicant be denied The applicant is offered admission to or a score of 79 for those completing admission to the school. In the event of the school. All admission requirements the Internet-based examination. have been met at time of decision. This denial of admission, the applicant has offer of admission is valid for 90 days. the right to appeal this decision to the International applicants residing Failure to start the program within that dean or school designee. outside the United States, Canada, Guam, Puerto Rico, or the Virgin period may result in rescinding the International Applicants Islands are not eligible for acceptance offer of admission. International applicants must have into programs requiring supervised attended an internationally recognized Conditional Admission clinical internships or practica within institution. All applicants are expected Applicants who have not submitted all the Schools of Human Services and to read, speak, write, and understand required admission materials may be Psychology. granted conditional admission and the English language fluently. Those matriculate into their program. whose native language is not English are 12 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Admissions Policies, continued

Academic Readiness awards credit for learning that has been Transfer credit from a non-regionally All learners must display academic achieved outside of the university accredited institution or program will be readiness to participate in Capella classroom through the following reviewed on an individual basis. processes: nationally recognized University programs by the successful To be considered for transfer credit, examination programs; American completion of Capella’s first course. course work must be from an institution Council on Education (ACE) In addition, undergraduate learners or program that received accreditation recommended credits for military must specifically demonstrate basic prior to the student’s separation from training, corporate training, and writing and logical reasoning competence the institution. Transfer credit will be business related certifications; and the as described in the procedures contained considered if an institution or program prior learning assessment (PLA) process.* within this policy. Learners who do not had provisional accreditation at the time successfully demonstrate academic The total number of credits awarded that the learner separated from the readiness may not continue in their toward a Capella master’s degree institution. academic program and will be disenrolled through transfer and prior learning Capella reserves the right to limit the from the university. Such learners are assessment cannot exceed 20 credits. number of courses transferred toward ineligible to re-enroll in any program at The total number of credits awarded specific degree requirements. the university for one calendar year. toward a Capella MBA degree through International transfer credits will be See academic policy 02.055 Academic transfer and PLA cannot exceed reviewed by a third party evaluator. Both Readiness for more information. 15 credits. an official transcript (or equivalent) and Equal Opportunity and The total number of credits awarded a diploma, if a degree has been Nondiscrimination toward a Capella bachelor’s degree awarded, must be submitted for the Capella University prohibits and will not through the transfer process, national evaluation to be conducted. examinations, ACE recommended tolerate discriminatory practices and Maximum Transfer Credit pledges to seek out and minimize all credits, and PLA cannot exceed The following information provides forms of discrimination in all of its 75 percent of the total degree credit guidance on the maximum number of activities and programs. The university requirements. For more details, see credits that can be transferred into a supports federal and state legislation Credit for Prior Learning under the degree program at Capella University. that prohibits discrimination against Academic and Other University any person based on race, color, creed, Policies section. Undergraduate Credit Applicants with previous undergraduate religion, sex, national origin, age, marital * Residents of Washington may receive credit course work from institutions meeting status, disability, sexual orientation, or for prior learning by these means only in the Capella’s qualifications for transfer status with regard to public assistance. bachelor’s and MBA programs. Harassment is a type of discrimination credit as defined above may only be and is, therefore, prohibited. Transfer of Credit awarded transfer credit for course work completed with a grade of “C” Further, it is the university’s policy to Credit Earned at Other Institutions (or equivalent) or better. assure equal opportunity to all persons All transcripts received from regionally with disabilities, disabled veterans, and accredited or internationally recognized Learners must complete a minimum veterans of the Vietnam era. The institutions will be reviewed as part of of 50 percent of their upper-division university complies with Title IX of the the admissions process. Capella will courses at Capella University. review and may accept the transfer of Education Amendments of 1972, Titles Only three quarter credit hours of credit from some non-regionally VI and VII of the Civil Rights Act of 1964 physical education will be accepted accredited institutions or programs with and regulations, Section 504 of the for transfer credit. Rehabilitation Act of 1973, and the alternate national, professional, or Americans with Disabilities Act of 1990. specialized accreditation recognized by Graduate Credit the U.S. Secretary of Education, the Schools of Business and Technology, Credit for Prior Learning Council for Higher Education Education, and Human Services Capella University recognizes the fact Accreditation (CHEA), or by the Applicants with previous graduate that significant and meaningful learning Council on Postsecondary Accreditation course work from institutions meeting occurs throughout a learner’s life and in (COPA)/Commission on Recognition of Capella’s qualifications for transfer a variety of contexts. The university Postsecondary Accreditation (CORPA). 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 13

credit as defined above may transfer up Credits from prior learning assessment provided that the courses fulfill specific to a maximum of 12 quarter credits issued by other universities such as requirements for the new specialization. toward a master’s degree or MBA and petition for credit courses, portfolio However, learners who have completed a up to a maximum of 48 quarter credits assessments, or credit by exam will not Capella bachelor’s degree may not apply ADMISSIONS POLICIES toward a PhD. Only course work be accepted for transfer credit. any of the course credits earned toward completed with a grade of “B” (or that degree to a second bachelor’s Courses taken at other institutions will equivalent) or better will be evaluated degree, even if they meet requirements not be accepted for transfer credit to for transfer credit. for the second bachelor’s degree. Capella certificate programs, except for School of Education applicants to the the School of Education’s leadership in Applying credits earned at Capella as a leadership in educational administration educational administration post-master’s master’s learner: Master’s degree learners post-master’s certificate program with certificate program. changing their specialization may apply previous post-master’s course work from previously earned Capella graduate In order to maintain currency and institutions meeting Capella’s course credits to their new specialization quality in Capella’s academic programs, qualifications for transfer credit as provided that the courses fulfill specific courses that were completed prior to 10 defined above may transfer up to 12 requirements for the new specialization. years from the date of application will quarter credits toward the post-master’s However, learners who have completed a not be accepted for transfer credit to the certificate. Only course work completed Capella master’s degree may not apply Harold Abel School of Psychology. with a grade of “B” (or equivalent) or any of the course credits earned toward better will be evaluated for transfer credit. Application of Capella Credits that degree toward a second master’s degree, even if they meet requirements Harold Abel School of Psychology Learners may apply previously earned for the second master’s degree. Course Applicants to the Harold Abel School of Capella course credits toward a new credits earned toward a Capella master’s Psychology with previous graduate Capella certificate, specialization, or degree may be applied to a subsequent course work from institutions meeting degree. During the admission process, doctoral degree provided that the Capella’s qualifications for transfer course credits previously earned at courses fulfill specific requirements for credit as defined above may transfer a Capella will be evaluated for applicability the doctoral degree. maximum of 15 quarter credits toward a to a new certificate, specialization, or master’s or PsyD, and up to a maximum degree. Applying credits earned at Capella as a of 50 quarter credits toward a PhD. Only doctoral learner: Doctoral degree learners Applying credits earned at Capella as a course work completed with a grade of changing their specialization or degree non-degree learner: Learners may apply “B” (or equivalent) or better will be may apply previously earned Capella course credits from no more than three evaluated for transfer credit. graduate course credits to their new Capella courses taken as a non-degree specialization or degree, provided that Transfer credit articulation or alliance learner to a certificate or degree. the courses fulfill specific requirements agreements approved by the university Applying credits earned at Capella as a for the new specialization or degree. president may provide exceptions to certificate learner: Course credits earned However, learners who have completed a these maximum transfer credit toward a Capella certificate may be Capella doctoral degree may not apply guidelines. applied to a subsequent degree, provided any of the course credits earned toward Appeal of Transfer Credit Evaluation that the courses fulfill requirements for that degree to a second doctoral degree Applicants and learners have the right the degree. However, learners who have or specialization, even if they meet to appeal their transfer credit evaluation completed a certificate may not apply requirements for the second doctoral to the manager of the Office of course credits earned toward that degree or specialization. Admissions. If not resolved, the incident certificate to a second certificate, even if will be forwarded to the Office of the they meet requirements for the second Truth in Information Registrar for consideration. All decisions certificate. If unexplained discrepancies appear rendered by the registrar are final. between statements or documents Applying credits earned at Capella as a provided to Capella University as a part Transfer Credit Exceptions bachelor’s learner: Bachelor’s degree of admissions materials and information Developmental, vocational, or remedial learners changing their specialization otherwise obtained, applicants may be course work will not be accepted for may apply previously earned Capella rejected for admission, admission may transfer credit. undergraduate course credits to their be revoked, or learners may be disenrolled. new undergraduate specialization 14 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Academic and Other University Policies

ACADEMIC CALENDAR - 10 WEEK (EXCLUDES MBA PROGRAM)

WINTER QUARTER 2007 SPRING QUARTER 2007 ACADEMIC DEADLINES January February Mid-Feb March April May Mid-May June Course Registration Begins 10/5/06 10/5/06 10/5/06 10/05/06 1/11/07 1/11/07 1/11/07 1/11/07 Quarterly and Monthly Start 1/8/07 2/5/07 3/5/07 4/9/07 5/7/07 6/4/07 Courses Begin Last Day to Register Without Fee 12/29/06 1/26/07 2/23/07 3/30/07 4/27/07 5/25/07 Quarterly and Monthly Start 1/10/07 2/7/07 3/7/07 4/11/07 5/9/07 6/6/07 Registration Ends Last Day to Drop Course 1/19/07 2/16/07 3/16/07 4/20/07 5/18/07 6/15/07 Without “W” Midquarter Courses Begin 2/12/07 5/14/07 Last Day to Register Without Fee 2/2/07 5/4/07 Midquarter Course 2/14/07 5/16/07 Registration Ends Last Day to Drop Midquarter Course Without “W” 2/23/07 5/25/07 Last Day to Drop Course 50th calendar day for 10-week courses With “W” 25th calendar day for 5-week courses End of Quarter 3/16/07 4/13/07 3/16/07 5/11/07 6/15/07 7/13/07 6/15/07 8/10/07

FINANCIAL DEADLINES Last Day to Drop Quarter and Monthly Start Courses 1/12/07 2/9/07 2/16/07 3/9/07 4/13/07 5/11/07 5/18/07 6/8/07 With 100% Refund Last Day to Drop Quarter and Monthly Start Courses 1/19/07 2/16/07 2/23/07 3/16/07 4/20/07 5/18/07 5/25/07 6/15/07 With 75% Refund Last Day to Drop Midquarter 2/16/07 5/18/07 Course with 100% Refund Last Day to Drop Midquarter 2/23/07 5/25/07 Course with 75% Refund

MBA ACADEMIC CALENDAR - 12 WEEK

WINTER QUARTER 2007 SPRING QUARTER 2007 ACADEMIC DEADLINES January Mid-Feb April Mid-May Course Registration Begins 10/05/06 10/05/06 1/11/07 1/11/07 Quarterly and Monthly Start 1/8/07 2/19/07 4/9/07 5/21/07 Courses Begin Last Day to Register Without Fee 12/29/06 2/9/07 3/30/07 5/11/07 Quarterly and Monthly Start 1/10/07 2/21/07 4/11/07 5/23/07 Registration Ends Last Day to Drop Course 1/19/07 3/2/07 4/20/07 6/1/07 Without “W” Last Day to Drop Course 2/6/07 3/20/07 5/8/07 6/19/07 With “W” End of Quarter 2/16/07 3/30/07 5/18/07 6/29/07

FINANCIAL DEADLINES Last Day to Drop Quarter and Monthly Start Courses With 100% Refund 1/12/07 2/23/07 4/13/07 5/25/07 Last Day to Drop Quarter and Monthly Start Courses 1/19/07 3/2/07 4/20/07 6/1/07 With 75% Refund

2007 Holiday Schedule Capella will observe the following holiday schedule in 2007. The office switchboard will be closed on the following dates: New Year’s Day Monday, January 1, 2007 Thanksgiving Day Thursday, November 22, 2007 Martin Luther King Day Monday, January 15, 2007 Day after Thanksgiving Friday, November 23, 2007 Memorial Day Monday, May 28, 2007 Christmas Eve Day Monday, December 24, 2007 Independence Day Wednesday, July 4, 2007 Christmas Day Tuesday, December 25, 2007 Labor Day Monday, September 3, 2007 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 15

The academic policies described in this section final work product substantially from At Capella University, education records provide an overview of Capella University’s the work of another. Learners must include the following: academic policies. Since some policies may assume that collaboration in the a) Documents collected or created have been updated after publication of the completion of written assignments is during the application process catalog, refer to iGuide for the most current prohibited unless explicitly permitted including but not limited to the versions of policy and procedures. Learners are by the instructor. Learners must university application, professional responsible for understanding and following the acknowledge any collaboration and its history, and transcripts. most current version of all academic policies. extent in all submitted course work. b) Documents collected or created Learners are subject to disciplinary during the course of an academic Academic Freedom action if they submit as their own work program including but not limited Capella University is committed to a paper purchased from a term paper ACADEMIC AND OTHER UNIVERSITY POLICIES to transcripts, test scores, grades, freedom of expression and inquiry, and company or downloaded from the university advising records, or strives to promote an atmosphere in Internet. financial aid education services which rigorous academic dialogue is The Publication Manual of the American provided to the learner. maintained, while respect for collegiality, Psychological Association (APA) is civility, and diversity is embraced. c) Official correspondence to or from a helpful in assessing what must be learner pertaining to his or her Academic Honesty referenced and how work must be cited. academic progress, advising, financial In order to avoid any instances that may Learners are expected to be the sole status, learning disability records, be construed as plagiarism, learners authors of their work. Use of another’s physical disability records, academic should consult this guide to identify the ideas must be accompanied by specific dishonesty records, and disciplinary proper citation format. Procedures and citation and reference. In addition, and learner conduct records. additional information regarding learners may not submit the same work Education records do not include the academic honesty can be found on for credit in more than one course. The following: iGuide. disciplinary consequences of plagiarism a) Records relating to a learner that are and other forms of academic dishonesty Capella University reserves the right to (1) created or maintained by a include one or more of the following: engage a third party agent to investigate physician, psychiatrist, psychologist, non-acceptance of work submitted, a and evaluate all materials submitted in or paraprofessional acting in his or failing grade in the course, written fulfillment of course requirements. her professional capacity or assisting reprimands or other disciplinary action, in a paraprofessional capacity; Academic or Education Records and possible dismissal. Similarly, due to (2) used solely in connection with (Privacy and Record Retention) the ease of accessing information via the providing treatment to learners; and Internet and the integration of learning Capella University grants learners full (3) not disclosed to anyone other concepts with practical application, rights as provided by the Family than individuals providing such Capella University extends the concept Educational Rights and Privacy Act of treatment, so long as the records can of academic integrity to include issues of 1974 (FERPA). FERPA protects learners’ be personally reviewed by a physician copyright and trademark violation as privacy and provides learners with the or other appropriate professional of well as misuse or misappropriation of right to inspect and review their the learner’s choice. “Treatment” in company-owned and protected materials. education records. Disclosure of rights this context does not include provided by FERPA at Capella University remedial educational activities or A computer program, marketing plan, can be found on iGuide. Questions PowerPoint® presentation, course activities that are part of the program regarding FERPA should be addressed of instruction at the institution. postings, or other similar forms of work to the registrar. products written to satisfy a course b) Institutional records that contain requirement are, like a paper, expected Definition of an Education Record only information related to a learner to be the original work of the learner An education record is defined as a after he or she is no longer a learner submitting it. Copying documentation record, electronic or hard copy, that is at the institution, (e.g., information from another learner or from any other directly related to a learner and is gathered on the accomplishments of source without proper citation is a form maintained by Capella University or a alumni). of academic dishonesty, as is deriving a party acting for the university. 16 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Academic and Other University Policies, continued

c) Records relating to individuals who inaccurate or misleading. Learners schools in which learners seek or intend are employed by the institution that seeking amendment of an education to enroll. are made and maintained in the record should write the registrar, clearly Information contained in a learner’s normal course of business, that are identifying the part of the record they education record that generally would related exclusively to individuals in want amended, and specifying why it is not be considered harmful or an their capacity as employees, and that inaccurate or misleading. If the invasion of privacy if disclosed to outside are not used for any other purpose. university decides not to amend the organizations is considered directory record as requested by learners, the d) Records and notes of instructional, information. Directory information may university will notify the learners of the supervisory, administrative, and be released without learner consent decision and advise the learners of their certain educational personnel that upon request by any individual or right to a hearing regarding the request are the sole possession of the maker agency. Capella University defines for amendment. Learners whose request and are not accessible or revealed to directory information as the following: any other individual except a for amendment is denied following a • Learner name substitute who performs the duties of hearing have the right to place in their • State or country of residence the individual who makes the records education record a statement setting • E-mail address and/or notes on a temporary basis. forth the reason for disagreeing with the decision. Additional information • Major field of study (specialization or Right to Inspect and Review regarding the hearing procedures will concentration) Learners have the right to inspect and be provided to learners when they are • Degree program (BS, MS, MBA, review their education records within 45 notified of the decision to deny the Certificate, PhD, PsyD) days of the day the university receives a request for an amendment of the • Certificates or degrees received, and request for review. Learners should learner’s education records. dates conferred submit written requests that identify the • Dates of attendance record(s) they wish to inspect. The Disclosure of Personally Identifiable • School affiliation registrar will make arrangements for Information • Class level (freshman, sophomore, access and notify the learners how the The university shall obtain the learner’s junior, senior, graduate, or year in records may be inspected. If learners written consent before disclosing program) have an overdue financial obligation to personally identifiable information from • Enrollment status (full-time or part-time) the university or are subject to a learner’s education records except for: FERPA provides learners the right to disciplinary action, they may inspect and a) Disclosure to school officials with withhold disclosure of their directory review their education records, but not legitimate educational interests; information. Learners are encouraged to receive a copy of any records or direct b) Directory information. consider carefully the ramifications of that a copy of their transcript be sent to withholding directory information. another person. School officials are persons employed by the university in administrative, Without subsequent written consent The university is not required to permit supervisory, academic or research, or from the learner, withholding the inspection and review of the following support staff positions, academic advisors, disclosure of directory information will records: mentors, tutors, persons or companies prohibit the university from publishing a) Those portions of a record that with whom the university has contracted, the learner’s name in commencement contain information regarding persons serving on the board of programs, completing employer other learners; directors, learners serving on an official verifications, and complying with other common requests for directory b) Financial information submitted committee (such as a disciplinary or information. by a learner’s parents; grievance committee), or persons assisting other school officials in c) Confidential letters and Learners wishing to restrict the performing their tasks. School officials recommendations for which learners disclosure of their directory information have a legitimate educational interest have waived their right of access. must complete and submit the Directory when they need to review education Information Disclosure form on Learner Right to Request Amendment records in order to fulfill their iGuide. Capella University annually Learners have the right to request the professional responsibility. Upon request, advises learners of this option, and its amendment of their education records the university discloses education records repercussions, as part of its annual where they believe information is without consent to officials of other FERPA notification. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 17

External Requests Learners must submit a written request Change of Program The university maintains a record of for release of their academic record to a Change of Degree Program external requests for learners’ education third party. Unless otherwise specified, Learners may apply to change their records, except for directory information, academic record information released degree program at Capella University at and of the disposition of the requests. to a third-party requestor includes only any point in their program studies. A The university may disclose education the official transcript, applications for degree program change relates to any records to authorized agencies and admission, admission decisions, and the change in degree or school (internal appropriate institutions as specified in final disposition of any disciplinary transfer within Capella). Learners may the FERPA policy found on iGuide. actions, and changes to enrollment status. not pursue more than one Capella Retention of Education Records degree program concurrently. The Access to Learning Resources ACADEMIC AND OTHER UNIVERSITY POLICIES Education records may not be destroyed change, if accepted, becomes effective Capella University recognizes the need or otherwise disposed of without at the start of the next academic to provide limited access to the online authorization from the university’s quarter. Learners will remain enrolled courseroom, the Capella University approved records retention schedule in any current courses unless they Library, Learner iGuide, Faculty iGuide, under the supervision of the registrar. initiate a course drop or withdrawal and other Capella University learning The retention schedule provides process. That process is governed by resources to persons other than Capella authorized retention periods for the academic policy 04.315 Registration and learners, alumni, faculty, and staff, as records they describe and grants Course Enrollment. described below. authorization to dispose of education For all degree program changes, records upon the expiration of the Courseroom Access learners must apply for admission to the applicable retention period. For regulatory, accreditation, and other new school or program. The application business purposes, the courseroom may For the purposes of records retention, fee is waived for degree program change be accessed and observed by persons information about prospective learners, applications. Learners who are approved other than Capella learners, faculty, and matriculated learners, withdrawn for admission to a new school and/or staff. Access to the courseroom will be learners, withdrawn prospective learners, program must meet the program authorized by the provost only after the and denied applicants will be considered requirements in effect at the time they review of such a request and the education records and will be handled are admitted to the new program determination that access is necessary accordingly. and/or school. and appropriate, does not infringe on Complaints Regarding FERPA the activities of learners and faculty, and Change of Specialization Learners have the right to file a does not threaten the academic integrity Learners may apply to change their field complaint with the U.S. Department of of the courseroom. Although the of study at Capella at any point in their Education concerning alleged failures by courseroom is not open to public access program studies. A field of study change Capella University to comply with the upon demand, it is not a private nor relates to any change in specialization requirements of the Family Educational confidential domain; neither learners within a program. Learners may not Rights and Privacy Act (FERPA) of 1974. nor faculty should assume privacy within pursue more than one specialization the courseroom. concurrently. The change, if accepted, The name and address of the office that becomes effective at the start of the next administers the Family Educational Library and iGuide Access academic quarter. Learners will remain Rights and Privacy Act is For regulatory, accreditation, and other enrolled in any current courses unless Family Policy Compliance Office business purposes, access to the Capella they initiate a course drop or withdrawal U.S. Department of Education University Library, Learner iGuide, process. That process is governed by 600 Independence Avenue, S.W. Faculty iGuide, and other Capella academic policy 04.315 Registration and Washington, DC 20202-4605 learning resources may be granted to Course Enrollment. persons other than Capella learners, Official Transcripts and alumni, faculty, and staff. Access to these Learners who are approved for a change Academic Records resources will be authorized by the provost in specialization must meet the program Learners may request official transcripts only after the review of such a request requirements in effect at the time they on iGuide or by calling Learner Support and the determination that access is are admitted to the new specialization. at 1-888-CAPELLA (227-3552), option 2. necessary and appropriate and does not threaten the integrity of the university. 18 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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A change in specialization will warrant a Consensual Relationships Learner Support. The primary form of new course and credit evaluation (CCE) Capella University seeks to maintain a official communication from Capella and may necessitate a reassignment of professional educational environment. University is through e-mail. Learners are mentor and/or advisor. Learners will Actions of faculty members, staff, and required to maintain active e-mail need to update their degree completion academic administrators that are addresses. To ensure receipt of important plan (DCP) based on degree completion unprofessional or appear to be communications, learners should make requirements for the new specialization. unprofessional are inconsistent with the sure that spam filters are set to receive e-mail from Capella University. Exceptions to this policy may be granted university’s educational mission. It is essential that those in a position of in extenuating circumstances upon the Course Drop recommendation of a school dean. authority or power not abuse, or appear to abuse, the authority or power with A learner may drop a course during the Change of Certificate Program which they are entrusted. first 12 calendar days of the course Learners may apply to change their without academic penalty. A course drop certificate program at any point in their Faculty, staff, and administrators shall during this time does not appear on the program studies. A learner may change not engage in consensual relationships learner’s transcript and does not affect to a certificate program within the with learners whenever an individual has grade point average. current school or in a different school. a professional “position of authority” or This change, if approved, becomes “power differential” with respect to Course Withdrawal effective for the learner at the start of learners in such matters as teaching a A learner may withdraw from a course the next academic quarter. Learners will course, facilitating a residential on or after the 13th calendar day of the remain enrolled in any current courses colloquium, or in otherwise evaluating, course through the last day to withdraw unless they initiate a course drop or supervising, mentoring, or advising from a course. learners as part of academic activities. withdrawal process. That process is • The last day to withdraw from a governed by academic policy 04.315 A violation of this policy will result in three-week course is the 15th calendar Registration and Course Enrollment. disciplinary action. Should a consensual day of the course. For all certificate program changes, relationship develop, or appear likely to • The last day to withdraw from a learners must apply for admission to the develop, while the faculty member, staff five-week course is the 25th calendar new program. The application fee is person, or administrator is in a position day of the course. of authority, the individual shall waived for certificate program change • The last day to withdraw from a terminate the position of authority and applications. Learners who are approved six-week course is the 30th calendar disclose the matter to his or her for admission to a certificate program day of the course. must meet the program requirements in supervisor. • The last day to withdraw from a effect at the time they are admitted to Learners who feel that they are being 10-week course is the 50th calendar the new certificate program. invited or expected to participate in a day of the course. Learners applying to the School of relationship in violation of this policy The following consequences will apply Education leadership in educational should immediately report that matter to a learner who withdraws from the administration post-master’s certificate to the dean of their school. All reports 13th calendar day of the course through program will receive new course and will be promptly investigated and the last day to withdraw: credit evaluations (CCE). All other appropriate action will be taken. No certificate program change applicants learners making a good faith report will • The learner will receive a grade of will not receive a new CCE. be subject to retaliation. Additional “W” for the course. information regarding the policy on • The grade “W” will appear on the All learners changing their certificate consensual relationships can be found learner’s transcript. program will receive new advisor on iGuide. assignments and will need to document • The grade “W” does not affect grade new degree completion plans (DCP). Contact Information for Learners point average, but course credits will be included in attempted credits when Learners are responsible for keeping monitoring satisfactory academic their contact information accurate and progress (see academic policy 02.60 current. Learner information may be Satisfactory Academic Progress). updated at any time on iGuide or via 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 19

Learners may not withdraw from a course: Course Registration Enrollment Status Based on • after 11:59 p.m. Central Time on the Learners register for courses using Course Registration 50th calendar day of a 10-week course; online course registration via Learner Graduate Learners • after 11:59 p.m. Central Time on the iGuide. Refer to the current academic Graduate learners enrolled in six or 30th calendar day of a six-week course; calendar for registration dates and more credits of Capella courses each deadlines. Upon registration, learners quarter are considered to be enrolled • after 11:59 p.m. Central Time on the agree to pay tuition and fees to Capella on a full-time basis. Graduate learners 25th calendar day of a five-week course University according to academic policy who enroll in three or more but fewer or 04.45 Tuition and Fees. Learner who than six credits of Capella courses each • after 11:59 p.m. Central Time on the wish to cancel their course registration quarter are considered to be enrolled 15th day of a three-week course. must do so by the deadlines outlined in on a half-time basis. Doctoral learners ACADEMIC AND OTHER UNIVERSITY POLICIES Late Course Withdrawal the academic calendar. Learners enrolled in comprehensive examination If unforeseen extenuating circumstances canceling, dropping or withdrawing and dissertation courses will be certified require learners to withdraw from their from their course(s) are encouraged to as full time. first refer to academic policy 04.46 course(s) following the official last day Undergraduate Learners Tuition Refunds to determine the to withdraw, learners may petition for a Undergraduate learners enrolled in financial implications of their action. late course withdrawal to receive a “W” twelve or more credits of Capella courses (Withdrawal) grade on their academic Late Course Registration each quarter are considered to be record for the course(s) provided they Learners who register for courses after enrolled on a full-time basis. Undergraduate can document the circumstance that the registration deadline will incur a late learners who enroll in six or more but arose after the stated course withdrawal course registration fee. Learners must fewer than twelve credits of Capella deadline. Such requests must be request permission to register for a courses each quarter are considered to submitted prior to the end of the term. course between the end of open be enrolled on a half-time basis. No grades can be changed to a “W” for registration and the 12th calendar day any previous terms. of the course. Learners may file a late Course Formats Extenuating circumstances may include, course registration request with their Online Courses but are not limited to, the death of a advisor. If late registration is approved Capella University is committed to family member, job-required relocation, by the registrar or designee and the offering high quality academic programs. or severe physical injury or illness. school, learners will be enrolled in Essential to high quality is the necessity Documentation of the circumstance their course(s). of fostering an interactive teaching and learning environment. High quality must be provided by parties other than See the Tuition and Fees section for online courses are constructed around the learner; for example, a death information about late registration fees. certificate, a letter from the learner’s an interactive model of communication supervisor, or a letter from the learner’s Concurrent Course Registration for in which faculty and learners actively physician must accompany the request. Comprehensive Examination and contribute to one another’s learning Military learners called to active duty Dissertation Learners through critical dialogue, integrative should refer to academic policy 04.335 Doctoral learners enrolled in learning, collaborative learning, and Leave of Absence. comprehensive examination and regular faculty feedback regarding dissertation courses may only enroll in learners’ knowledge acquisition, skill In order to be considered for a late course the comprehensive examination and building, and attainment of the intended withdrawal accommodation, learners dissertation course sequence. Learners course outcomes. Successful participation must have shown ongoing participation completing an internship or practicum in an online course requires active, not in the course(s) in question up to the may request an exception from their passive, participation by learners. point when they need to withdraw. school allowing them to complete their Directed Study Courses internship or practicum while enrolled The late course withdrawal process is for Learners in the doctoral degree in the comprehensive examination and academic purposes only and is limited to programs in the Schools of Business and dissertation course sequence. modifications to a learner’s transcript. Technology, Education, and Human Academic policy 04.46 Tuition Refunds Services may take a limited number of remains in effect and does not provide courses in the directed study format. any financial accommodation for late course withdrawals. 20 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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Directed study courses allow learners to Capella University awards credit for as outlined by ACE recommendations. complete courses independently with learning that has been achieved outside When applicable, these credits will be support and direction from a faculty of the university classroom through the counted toward the completion of member. following three processes: nationally general education requirements. recognized examination programs; Each school’s academic curriculum lists 4. Defense Activity for Non-Traditional American Council on Education (ACE) program and course requirements, Education Support (DANTES): Credit recommended credits for military including courses that have been will be awarded for the successful training, corporate training, and business designated as appropriate for directed completion of DANTES exams as related certifications; and Capella’s prior study. A list of approved courses and outlined by ACE recommendations. learning assessment (PLA) process. other school-specific information can be When applicable, these credits will found on each school’s directed study The total number of credits awarded be counted toward the completion of page on iGuide. toward a Capella bachelor’s degree general education requirements. through the transfer process, national Doctoral learners matriculating after Note: A maximum of 45 examination examinations, ACE recommended credits, July 1, 2003 are allowed to take up to credits may be applied toward a Capella and PLA cannot exceed 75 percent of 25 percent of their Capella course work bachelor’s degree. the total degree credit requirements. in the directed study format. At least 25 percent of the total degree ACE Recommended Credits* Directed study is only offered within the credit requirements must be earned Capella grants credit for learning established academic calendar schedule. through the completion of upper- obtained through military training, Learners may only start a directed study division Capella courses. college-level course work, corporate course on the first day of the academic training programs, and business related Nationally Recognized Examination quarter. Course learning plans should certifications that have been reviewed Programs* be negotiated before the start of each and recommended for credit by ACE. academic quarter to assure the learner 1. Advanced Placement (AP): The maximum credit recommended maximum calendar time to complete the Scores of 3 or above on AP exams are by ACE will be awarded for all ACE course. Course learning plans must be awarded six quarter credits. When reviewed training and course work. applicable, these credits will be designed so that the learner completes Prior Learning Assessment Process* counted toward the completion of the course work no later than the last As a competency-based institution, general education requirements and day of the academic quarter. Capella allows learners to have their lower-division electives. Directed study learners must follow prior learning assessed for credit. 2. International Baccalaureate (IB): established university policy for enrolling Through a detailed process, learners Learners who have earned an IB in, dropping, or withdrawing from their must demonstrate that they have diploma with composite scores of 30 directed study course. mastered the competencies of one or or higher will be awarded 12 quarter more specific Capella courses. If mastery Course Load credits for each higher level exam, and of the competencies is successfully three quarter credit hours for each Learners may not register for more than demonstrated, learners are granted standard level exam. Learners who three concurrent courses. credit for the Capella course(s). participated in an IB program but did Credit for Prior Learning for Credit for Prior Learning not receive an IB diploma, or received a composite score lower than 30 will Undergraduate Learners* Capella University recognizes the fact be awarded 12 quarter credits for each Bachelor’s learners may fulfill no more that significant and meaningful learning higher level exam on which they than 30 lower-division credits and occurs throughout a learner’s life and in scored 5 or higher. When applicable, 48 upper-division credits through the a variety of contexts. When that learning these credits will be counted toward PLA process. Credits granted through is relevant to the knowledge, skills, and the completion of general education this process may not be used to fulfill competencies to be developed in a requirements. the 45 credits of general education degree program, learners have the requirements. opportunity to document their learning 3. College-Level Examination Program and be awarded appropriate credit (CLEP): Credit will be awarded for the toward the completion of their degree successful completion of CLEP exams program. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 21

Capella provides bachelor’s learners an credits will be converted by the which prohibit discrimination against opportunity to earn credit for prior university to quarter credits. There are a any person because of race, color, learning based on evidence of previous maximum number of credits that will be religion, national origin, age, sex, learning using the following guidelines: accepted in transfer by the university; disability, sexual orientation, marital 1. The combination of transferred this number varies by school and degree. status, or status with regard to public credits and PLA credits cannot Transfer courses assessed to fill assistance. Harassment is a type of exceed 30 lower-division credits and requirements must meet the criteria discrimination. Sexual harassment of 48 upper-division credits in total. established by the provost. See academic learners is prohibited under Title IX policy 02.20 Transfer of Credit for more of the Education Amendments of 1972 2. Learners must demonstrate learning information. and the Minnesota Human Rights Act. through a separate assessment for Procedures for addressing discrimination, ACADEMIC AND OTHER UNIVERSITY POLICIES each course for which they seek credit. Disability Accommodation harassment, and assault can be found 3. Any assessment fees are Capella University is committed to on iGuide. non-refundable. extending access to adult learners and Discrimination – Discrimination is the acknowledges that some adult learners Credit for Prior Learning for segregation or separation of individuals have special accommodation needs. Graduate Learners* based on race, gender, age, ethnicity, Capella University recognizes and fulfills At the graduate level, Capella currently religion, national origin, disability, sexual its obligation to provide reasonable grants credit for prior learning for a orientation, marital status, status with accommodations under the Americans limited number of courses within the regard to public assistance, or any other with Disabilities Act (ADA) of 1990, the School of Business and Technology. MS characteristic protected under applicable Rehabilitation Act of 1973, and similar and MBA learners may earn credit for federal, state, or local law. Discriminatory state laws. prior learning as evidence of previous practices include any instances of learning using the following guidelines: Documentation of the disability is differential treatment or behavior that 1. The combination of transferred required from an appropriate interferes with learners’ full participation credits and PLA credits cannot professional, and learners must make in this university community. exceed 20 credits in total for the a written request for accommodations. Harassment – Harassment encompasses MS programs and 15 credits for the The university’s ADA coordinator will any behavior that is unwanted resulting MBA program. review this information, will seek in a hostile environment including additional information through 2. Learners must demonstrate learning conduct that has the purpose or effect of interactive discussion with the learner, through a separate assessment for interfering with the individual’s academic and if necessary, will evaluate available each course for which they seek credit. performance, or of causing learners to and reasonable accommodations 3. Any assessment fees are feel intimidated about expressing their and notify faculty of necessary non-refundable. perspectives. accommodations. Learners who have * Residents of Washington may receive credit a disability and would like to request Sexual Harassment – Sexual harassment is for prior learning by these means only in the reasonable academic accommodations a form of unlawful discrimination and is bachelor’s and MBA programs. for the courseroom or an academic defined as unwelcome sexual advances, residency should go to iGuide’s requests for sexual favors, and other Description of Credit Awarded Disability Services section for more verbal or physical conduct of a sexual Capella University operates on the information. nature that unreasonably interferes with quarter system so all courses, including learners’ academic performance. transfer courses, are awarded credit Discrimination, Harassment, based on quarter equivalency. Learners and Assault Assault – Assault is the commission of an act with the intent to cause fear in are awarded credit for successful Capella University prohibits and will not another of immediate bodily harm or completion of courses at Capella and tolerate discriminatory practices or the death, or the intentional infliction or by transferring course work from some harassment or assault of any members of attempt to inflict bodily harm upon accredited institutions and programs. the university community and prohibits another. Sexual assault is forced sexual Transfer credit is assessed from an all forms of discrimination in its activity without the expressed consent of official transcript from the transfer activities and programs. Capella both parties. institution; if the transfer institution University supports federal and state laws operates on a semester system, the 22 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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Dissertation Publishing • To place a copy of the dissertations on Doctoral Learners—Continuous Capella University requires all doctoral Capella University’s Web site or Enrollment During Comprehensive Examination and Dissertation Courses learners to publish a dissertation written archived Proquest/UMI; in partial fulfillment of their doctorate • To make the dissertations available, All doctoral learners are expected to degree. The objectives of this policy are: including providing copies to remain continuously enrolled throughout their comprehensive • To empower the university to accreditors, regulators, and other examination and dissertation course disseminate new knowledge and external groups who ask to review work. However, learners are allowed to increase the availability of learners’ the dissertations; register for a single quarter of inactivity research to scholars; • To do anything else with respect to once during this final phase of their the dissertations that is required by • To provide learners with the program. opportunity to publish and understand law, regulation, or accreditors; issues associated with publishing; • To publish the dissertations subject to Learners who need time off should contact their Learner Support advisor. • To preserve learners’ dissertations learners’ advance approval, which Advisors will assist with administrative electronically in a secure venue. shall not be unreasonably withheld or delayed. details. Doctoral learners who do not Capella shall have the following register for either a comprehensive perpetual, royalty-free rights: Capella University strongly encourages examination course, a dissertation • To make copies and distribute the learners to include a copyright notice course, or a quarter of inactivity each dissertations as part of Capella on their dissertations and to register quarter once they have begun this phase University’s normal dissertation their dissertations with the United of their program will be administratively review process; States Copyright Office. disenrolled from the university. Administratively disenrolled learners

DISMISSAL Learners may be dismissed from the university through disenrollment, suspension, or expulsion due to violation of university policy or for administrative reasons. Learners who are disenrolled or suspended are eligible to return when stated conditions have been met. Learners who are expelled or disenrolled as a result of the comprehensive examination and dissertation provisions of the Satisfactory Academic Progress policy are not eligible for readmission. The following chart outlines the policies or procedures that may initiate a dismissal and the conditions for return according to each dismissal type.

Dismissal Type Initiating Policy or Procedure Conditions for Return Contact Information Disenrollment • Satisfactory Academic Progress Eligible to apply for readmission one year after dismissal. Doctoral learners dismissed as a result of the comprehensive Enrollment Services examination and dissertation provisions of the Satisfactory Academic Progress policy are not eligible for readmission. • Academic Readiness Eligible to apply for readmission one year after dismissal. Enrollment Services • Continuous Enrollment for Doctoral Learners Learners administratively disenrolled who wish to return to the university must reapply to the program and meet the Enrollment Services admissions criteria in effect at the time of reapplication. • Non-registration (for four consecutive quarters) Eligible to apply for readmission. Enrollment Services • Special Business Office Hold If four or fewer consecutive quarters of non-registration, Learner Support eligible to return when account is paid in full. If more than four consecutive quarters of non-registration, Enrollment Services eligible to apply for readmission when account is paid in full. • Conditional Admission Eligible to apply for readmission when all required Enrollment Services documents are submitted. Suspension • Academic Honesty • Learner Code of Conduct Dependent on stated conditions specified at the time Learner Support • Discrimination and Harassment of the suspension by the university official(s) assigning • Drug and Alcohol the suspension. Expulsion • Academic Honesty • Learner Code of Conduct Not eligible for readmission to the university. Non-applicable • Discrimination and Harassment • Drug and Alcohol 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 23

who wish to return to the university must Grading Policies • A grade of “C” is earned for course reapply to their program, must meet the Grading work that demonstrates mastery of the admissions criteria in effect at the time Capella University is committed to the published competencies in a manner they reapply, and must fulfill the ethical, fair, and unbiased evaluation of that minimally meets the instructor’s program requirements in effect at time learning. As a competency-based expectations as defined in the course of their readmission. educational institution, Capella University syllabus or course learning plan. A grade of “C” earns two (2) quality Learners should contact their advisor expects the grade in a course to reflect points toward the learner’s GPA. with questions about registering for their the degree to which the learner has comprehensive examination courses or demonstrated the specific competencies • A grade of “D” is earned for dissertation courses, registering for a taught and assessed within a course. undergraduate course work that ACADEMIC AND OTHER UNIVERSITY POLICIES quarter of inactivity during these Matters that affect the demonstration demonstrates mastery of the published courses, or initiating the exception of the course competencies can be competencies in a manner that request process. Reference iGuide for factored into the final grade only to the marginally meets the instructor’s the complete academic policy 04.305 extent that they inhibit or interfere with expectations as defined in the course Continuous Enrollment for Doctoral the demonstration of the published syllabus or course learning plan. Learners. competencies. A grade of “D” earns one (1) quality point toward the learner’s GPA. The Grades are awarded for all courses taken grade of “D” is for undergraduate level Drug and Alcohol Policy at Capella University. Letter grades are courses only and may not be awarded Capella University is committed to the default grading option for most for graduate level course work. providing a learning environment free of courses. When stated in the course alcohol abuse, illegal use of alcohol and description, learners may instead select a • A grade of “I” (Incomplete) may be other illegal drugs, and abuse of Satisfactory/Not Satisfactory grading granted by the instructor. Final work prescribed drugs/substances that is option. Learners who elect that option must be completed by the end of the associated with impaired performance. must request it within twelve (12) following quarter or earlier, if so The unlawful possession, use, or calendar days from the course start. directed by the instructor. A grade of distribution of illicit drugs and alcohol Once the twelve (12) calendar day “I” is not awarded quality points and is by individuals on property owned, deadline has passed or once a not included in a learner’s GPA. leased, or rented by Capella University, Satisfactory/Not Satisfactory grading Incompletes are included as attempted or as part of any of the activities of the option has been approved and credits but not as earned credits. university, is strictly prohibited. The use processed, the decision is final and When a learner completes the final of alcohol by learners of drinking age on cannot be changed. Grading scales for paper/project prior to the stated property owned, leased, or rented by each course are predetermined by the deadline, the grade will be changed to Capella University, or as part of any of school’s administration. the appropriate letter grade (“A,” “B,” the activities of the university, is etc.) and will earn the corresponding • A grade of “A” is earned for course prohibited, unless part of a university- quality points. If the final paper/ work that demonstrates mastery of the sponsored event or otherwise approved project is not completed prior to the published competencies in a manner in writing by the provost. Conduct in stated deadline, a learner will be that exceeds the instructor’s violation of this policy will subject awarded a final grade of “F.” expectations as defined in the course violators to one or more of the following syllabus or course learning plan. A • A grade of “F” is earned for course sanctions: grade of “A” earns four (4) quality work that does not demonstrate • Issuance of a formal warning points toward the learner’s GPA. mastery of the published competencies • Placement on probationary status or meet the instructor’s expectations • A grade of “B” is earned for course • Suspension as described in the course syllabus or work that demonstrates mastery of the • Expulsion from the university course learning plan. It is also used for published competencies in a manner learners who had been assigned an Capella will report all offenses to the that meets the instructor’s “I” but did not meet all of the course appropriate law enforcement authorities. expectations as defined in the course requirements by the end of the syllabus or course learning plan. A Additional drug and alcohol policy following quarter. Learners who do grade of “B” earns three (3) quality information can be found on iGuide. not participate in their course(s) will points toward the learner’s GPA. 24 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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be assigned a grade of “F.” A grade of does not earn quality points and is he/she returns to the course. A “F” earns zero (0) quality points and not included in the learner’s GPA. grade of “HM” is not awarded affects the learner’s GPA. It counts It counts toward attempted credits quality points and is not included in toward attempted credits but not but not earned credits. the learner’s GPA. It does not count earned credits. • A grade of “IP” (In Progress) is toward attempted or earned credits. • A grade of “S” (Satisfactory) is earned assigned for doctoral comprehensive • A grade of “HD” (Hold Due to for course work that demonstrates examination, dissertation, and select National Emergency) is assigned mastery of the published competencies internship and practicum courses when a learner “resides in or is in a manner that meets the instructor’s when learners require additional employed in an area that is declared expectations as defined in the course quarters in which to complete all a disaster area by any Federal, State, syllabus or course learning plan for components of the course. A grade of or local official in connection with a those courses in which the learner has “IP” does not earn quality points and national emergency or suffered received approval to be graded on the is not included in the learner’s GPA. direct economic hardship as a result S/NS scale. The “S” grade is equivalent “IP” grades do not count toward of…national emergency.” * A grade to a letter grade of “B” or better. It attempted credits or earned credits. of “HD” is not awarded quality does not earn quality points and is not When learners complete all course points and is not included in the included in the learner’s GPA. It counts components, the grade will be learner’s GPA. It does not count toward attempted and earned credits. changed to either “S” or “NS” or the toward attempted or earned credits. • A grade of “IS” (Incomplete - S/NS appropriate letter grade. * HEROS Act Scale) may be granted by the • A grade of “NG” (No Grade) is • A grade of “PC” (Petition for instructor if the learner has received assigned to doctoral comprehensive Credit) is assigned when a learner is approval to be graded on the S/NS examination, dissertation, and select awarded credit for learning and scale. Final work must be completed by internship and practicum courses for competencies gained from previous the end of the following quarter or all continuing course registrations work experience or educational earlier, if so directed by the instructor. (subsequent to the initial registration), experiences. A grade of “PC” does A grade of “IS” does not earn quality or to course registrations for which not earn quality points and is not points and is not included in the the registrar has determined that due included in the learner’s GPA. It learner’s GPA. It counts toward to university curricular changes “NG” does not count toward attempted attempted credits but not earned is the appropriate final grade. A grade credits and only affects the total credits. If the learner completes the of “NG” does not earn quality points credits on the transcript. final paper/project prior to the stated and is not included in the learner’s • A grade of “T” (Transfer) is deadline the grade will be changed to GPA. It does not count toward assigned for courses that are taken at an “S.” If the final paper/project is not attempted or earned credits and does another institution and are accepted completed prior to the stated deadline, not affect the total credits on the for credit at Capella. A grade of “T” the learner will receive final a grade transcript. does not earn quality points and is of “NS.” • A grade of “W” (Withdrawal) is not included in the learner’s GPA. • A grade of “NS” (Not Satisfactory) is assigned when a learner drops a It does not count toward attempted earned for course work that does not course prior to the final date which or earned credits and only affects demonstrate mastery of the published learners may drop courses without the total credits on the transcript. competencies or meet the instructor’s academic consequences as defined in • A grade of “NR” (No Grade Report expectations as defined in the syllabus the Course Drop policy. A grade of Received) is assigned for courses for or course learning plan for those “W” is not awarded quality points and which Capella has not received a courses in which the learner has is not included in the learner’s GPA. grade report from the course received approval to be graded on the It counts toward attempted credits but instructor. A grade of “NR” does S/NS scale. It is also used for learners not earned credits. not earn quality points and is not who had been assigned an “IS” but • A grade of “HM” (Military Hold) is included in the learner’s GPA. A did not meet all of the course assigned when a learner is called to grade of “NR” counts toward requirements by the end of the active military duty and serves as a attempted but not earned credits. following quarter. A grade of “NS” placeholder for the learner until 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 25

Note: The grades of “NC” (No Credit) and Grade Contract. The Incomplete Grade Repeating Courses “NP” (Non-participation) were assigned to Contract, located on Faculty iGuide, Learners are allowed one opportunity to courses prior to April 1, 2003. Grades of must be signed by both the learner and repeat a course that they have completed “NC” and “NP” do not earn quality points instructor and submitted to Academic and for which a grade has been assigned. and are not included in a learner’s GPA. Records in the Office of the Registrar no Courses from which learners withdraw They count toward attempted credits but not later than the last day of the grading and receive a “W” on their transcript are earned credits. period for the course. not considered completed courses so this restriction does not apply. In Grades are submitted by the faculty The Incomplete Grade Contract should exceptional circumstances, learners may within nine calendar days after the final contain a list of work products to be request an exception to this policy in day of the course. Notification of grades submitted by the learner by a deadline order to repeat a course more than ACADEMIC AND OTHER UNIVERSITY POLICIES is sent to learners from Learner Support determined by the instructor. The once. Learners must obtain written via e-mail within seven calendar days deadline is not to exceed the end of the approval of the exception from the dean after they are submitted to the university following academic quarter. When the of the school or designee prior to by the instructor. remaining work is completed by the registration. While federal financial aid deadline, the instructor will submit the Incomplete Grades may be used to cover the cost of the final grade via the online grading tool. A grade of “I” (Incomplete) must be initial repeat of a course, learners requested by a learner and may be If the remaining work is not completed approved to repeat a course more than granted at the course instructor’s by the stated deadline, the Incomplete once may not use federal financial aid to discretion if he or she agrees that (“I”) grade will automatically convert to cover the cost of the additional course unavoidable and unforeseen a Failing (“F”) or Non-satisfactory (“NS”) repeats. circumstances beyond the learner’s grade, depending upon the learner’s control prevented timely completion of grading option. the course requirements. The instructor may choose to grant an Incomplete only if the learner can complete the GRADE VALUE SUMMARY remaining assignments independently Counts as Counts as outside of the courseroom. Final work Grading Quality attempted earned Included in Included must be completed by a date determined scale points credits credits total credits in GPA Defaults to by the instructor, which is no later than A 4 Y Y Y Y the end of the following academic B 3 Y Y Y Y quarter. A grade of “I” is not awarded C 2 Y Y Y Y quality points and is not included in a D 1 Y Y Y Y learner’s GPA. Incompletes are included F 0 Y N N Y as attempted credits but not as earned I Y N N N F credits. When a learner completes the final paper/project prior to the stated S Y Y Y N deadline, the grade will be changed to IS Y N N N NS the appropriate letter grade (“A,” “B,” etc., NS Y N N N or “S”) and will earn the corresponding quality points. If the course work is not IP N N N N completed by the stated deadline, a NG N N N N learner will be awarded a final grade of “F” or “NS.” W Y N N N HM N N N N Learners must request an “I” (Incomplete) HD N N N N grade no later than the last day of the course. If the instructor chooses to grant PC N N Y N the learner an Incomplete, the T N N Y N instructor must submit an Incomplete NR Y N N N 26 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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When a course is repeated, the grade Capricious grading is limited to one or Graduation with Honor: considered for the credit and GPA more of the following criteria: Cum Laude: 3.500 – 3.749 calculations will be the higher of the two 1. The assignment of a grade to a Graduation with High Honor: grades earned. Each attempt at the particular learner on some basis other Magna Cum Laude: 3.750 – 3.849 course will appear on the transcript, and than performance in the course. Graduation with Highest Honor: all attempts will be used to evaluate the 2. The assignment of a grade to a Summa Cum Laude: 3.850 or better learner’s completion percentage for particular learner by more exacting or evaluation of satisfactory academic This distinction will be noted on the demanding standards than those progress. Only one course attempt will learner’s official transcript at the time applied to other learners in that be excluded from the GPA calculation. the degree is conferred and will also be course. For example, if a learner repeats a on the diploma. Honors will be course twice, enrolling in the course a 3. The assignment of a grade that is a determined at the time of graduation total of three times, the two highest substantial departure from the faculty and will be based solely on academic course grades of the three will be member’s established criteria. work done at Capella. In order to qualify incorporated into the GPA calculation. Learners who feel that a grade has been for these honors, the following requirements must be met: For a course to be considered a repeat of assigned capriciously should first confer a previous course, the learner must with the faculty member. If the problem • No class taken under “S/NS” option complete the identical course, as defined cannot be resolved, learners may • No incompletes by the title and course number. If a new petition the school. The complete • No grade lower than a “C” course has been designated by the procedure for academic policy 02.71 • No repeated courses Appealing a Grade and the Grade school as the original course’s Application to Graduate Appeal form can be found on iGuide. equivalent, it will be considered an Undergraduate or master’s learners identical course for purposes of this Graduation Requirements and enrolled in their final term’s courses or policy. If a course is discontinued, it will Commencement doctoral learners approved to register no longer be possible to repeat the for Dissertation Research IV are eligible Graduation requirements are specified course. The school may approve course to apply for graduation. The application in the catalog in effect at the time substitutions in lieu of repeating a for graduation is completed online via learners matriculate to their degree course to fulfill graduation requirements iGuide. A graduation audit is completed programs. Upon completion of all for the content area, but the credit and at the time learners apply to graduate. academic requirements, learners are GPA computations for both courses will eligible for graduation. Academic be included in the cumulative statistics. If a learner has completed all academic requirements include successful requirements for graduation, the degree Appealing a Grade completion of all courses and residency will be conferred on the last day of the The assessment of a learner’s academic requirements stated in the catalog with month in which all academic performance is one of the major a cumulative Capella GPA of 3.0 for requirements have been met. If the professional responsibilities of faculty graduate learners and 2.0 for application to graduate is submitted members and is solely and properly their undergraduate learners. after the academic requirements have responsibility. It is essential for the been met, the degree will be conferred In addition to completing all academic standards of the academic programs at on the last day of the month in which requirements, learners must also submit Capella University and the integrity of the application to graduate was received. the application for graduation, available the degrees conferred by this university Learners graduate at the time their on iGuide. that the professional judgments of degree is conferred, and this conferral faculty members not be subject to Undergraduate Academic Honors date appears on their official transcripts. pressures or other interference from Capella University seeks to recognize Application to Receive Certificate any source. the superior accomplishments of its Certificate learners are eligible to apply learners. Learners at the bachelor’s level Learners may appeal a grade no later for their certificates once they are are eligible to graduate with honors than 60 days after receipt of the grade enrolled in the final course(s) required based on attaining the following grade that the learner believes is in error as a for their program. The application for point averages: result of instructor capriciousness. receipt of the certificate is completed 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 27

online via iGuide. Certificate recipients connection with their course work. For Interlibrary Loan are not eligible to participate in the example, plagiarism or other forms of Capella University Library (CUL) commencement ceremony. copyright infringement are forbidden, borrows printed materials from other as is the disclosure of another party’s Commencement libraries for current Capella University confidential information or trade Commencement is the ceremony that learners, faculty, and staff. secrets. celebrates the awarding of the degree. The following items are not available • To ensure that Capella University Participation in the commencement through interlibrary loan: ceremony is optional for those who are continues to respect learners’ rights, as • Required textbooks eligible to participate. Learners who plan a matter of policy, Capella University • Dissertations to participate must complete the and faculty members may not and will • Reference books ACADEMIC AND OTHER UNIVERSITY POLICIES application for graduation, complete the not accept information from learners • Entire issues or several articles from application for commencement, and under an obligation of confidentiality. the same journal order academic regalia to wear during Types of information that could be • Non-academic related items (such as the ceremony. For more information on subject to confidentiality requirements books on a best seller list or books on commencement, see the graduation include information obtained from an hobbies) page on iGuide. employer, unpatented inventions, and information obtained pursuant to a • Media: videos, films, CDs Intellectual Property nondisclosure agreement. Information Learners are limited to borrowing 25 Capella University respects intellectual that is subject to an obligation of interlibrary loan items per quarter. property rights, and expects and confidentiality may not be used in any Fulfillment of interlibrary loan requests requires that Capella University learners part of the Capella University learning submitted by learners outside of the do so also. To ensure that faculty, process, including but not limited to continental United States will be learners, and Capella University live up Web postings, materials prepared for a handled on a case-by-case basis. Capella to this standard, Capella University has course, dissertation work, and University Library may provide a table of adopted the following policy regarding comprehensive examinations. contents of the book for review and intellectual property and the use of • To the degree that applicable laws or selection of specific chapters in lieu of confidential information in course work: regulations provide for confidentiality, sending the book. • Learners will generally continue to such as in connection with certain own all of their intellectual property learner records and financial aid, The loan period is determined by the from their course work. This includes, Capella University will abide by such lending library. Capella University does for example, copyrights of written laws or regulations. not control the loan period. Books must be returned promptly according to work and patents for inventions. There • Faculty members do not have authority specified due dates. The Capella may, however, be exceptions to this to modify this policy. Capella University University Library reserves the right to general principle, which will be therefore recommends that prior to limit or refuse interlibrary loan service to addressed on a case-by-case basis disclosing any information to faculty learners who repeatedly lose or return (e.g., when learners are working on members, learners ensure that the items late. faculty-sponsored research where information being disclosed is not the participation is contingent upon the confidential information of a third Overdue notices are courtesy notices learners assigning certain of their party. Learners should apply for patent only. Failure to receive overdue notices intellectual property rights and/or protection for any patentable will not be accepted as grounds to cancel maintaining certain information as a inventions and advise the faculty fines. Books that are not returned or trade secret of Capella University or of member to whom information is renewed by the date due will be assessed the faculty member). Further, as set disclosed of the patent application a fine at the rates listed. forth in the Dissertation Publishing and the scope thereof. section, learners must grant Capella University limited rights to dissertations. • In accordance with Capella University’s Academic Honesty policy, learners may not violate other parties’ rights in 28 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Academic and Other University Policies, continued

Overdue Books If a book is returned at any time between and unfair and must treat all other All interlibrary loan users will be subject seven and 60 days after the recall notice, university learners, faculty, staff, and to the following penalties for overdue appropriate charges will be applied to administrators with respect at all times. and lost interlibrary loan materials: the learner’s account. Interfering with University Activities Calendar Days Penalties and All charges are irreversible. Actions that interfere with, obstruct, or Overdue Impact Additional information on interlibrary disrupt university courses, functions, and 7 - A fine of $1/day begins on the seventh calendar day. loans can be found on iGuide. activities are prohibited. Inappropriate, 60 - The material is offensive, or irrelevant course postings considered lost. Learner Code of Conduct are prohibited. - In addition to the accumulated Capella University is committed to fine, a $60 processing fee will Dishonesty providing to its learners a high quality be assessed on the 60th Learners may not intentionally provide calendar day. educational experience. Capella faculty false information, forge, alter, or falsify - Replacement charges as and staff play a primary role in assuring university documents. Learners may not determined by the lending a high quality educational experience; library will also be assessed. misrepresent their academic record or learners play a role as well. They are - Charges will be applied to status (which includes referring to the learner’s account. responsible for conducting themselves oneself publicly as a “doctor” prior to - Future interlibrary loan in a manner guided by respect, the conferral of an earned doctoral requests will not be processed. collegiality, and honesty. Learner degree). - A graduation hold will be conduct that infringes on the quality of applied until charges are paid. the educational experience is not Learners may not represent the academic If a book is returned at any time between acceptable; this policy describes the work of others as their own. Learners 7 and 60 days after the due date, types of conduct that are unacceptable. engaging in prohibited conduct will be accumulated charges will be applied to subject to disciplinary action, including, Prohibited learner conduct includes, the learner’s account. All charges are but not limited to course failure, but is not limited to the following: irreversible. probation, suspension, or expulsion. Illegal Activities Such sanctions may lead to additional Book Recalls Learners may not post, transmit, academic and financial consequences. On occasion, a lending library will recall promote, or distribute content that they Learners who are unable to complete a a book from a Capella learner in order know is illegal or could reasonably be course as a result of disciplinary to sufficiently meet demand for materials. expected to know is illegal. Conduct sanctions, suspension, or expulsion are If a book is recalled, the book must be that violates federal, state, or local laws not eligible for tuition refunds. returned immediately even if the is prohibited. original loan period has not yet expired. The university reserves the right to Theft immediately suspend a learner accused The following penalties will be applied Learners may not post, transmit, of violating this policy. This summary for recalled items that are not returned promote, or distribute content that suspension may remain in effect until a promptly: violates copyright or other protected full investigation and all disciplinary Calendar Days intellectual property rights. Unauthorized Following Penalties and action involving the allegations has Recall Notice Impact use of university property is prohibited. been completed. Notification of such 7 - A fine of $1/day begins on Theft or abuse of computer resources is suspension will be provided to the the seventh calendar day. prohibited. learner at the time the sanction is issued. 30 - In addition to the accumulated See iGuide for Learner Code of Conduct fine, a $60 processing fee will Disrespect be assessed on the 30th Learners may not harass, threaten, or policy procedures and for more calendar day. embarrass others. Learners may not information on summary suspension. - Charges will be applied to the post, transmit, promote, or distribute learner’s account. Learner Grievance - Future interlibrary loan content that is racially, religiously, or requests will not be processed. ethnically offensive, or that is harmful, Capella University supports the right of - A graduation hold will be abusive, vulgar, sexually explicit, or faculty, staff, and learners to a review of applied until charges are paid. otherwise potentially offensive. Learners decisions made or actions taken that 60 - The book is considered lost. must refrain from behavior that may be they consider unfair or an impediment - Replacement charges as perceived as inappropriate, offensive, to working and/or learning at the determined by the lending university. library will also be assessed. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 29

Capella University does not discriminate a complaint with the Florida Leave of Absence in its educational or employment Commission for Independent Capella learners may request a leave of programs, policies, practices, or Education, 325 W. Gaines St., Suite absence from their academic program procedures on the basis of race, gender, 1414, Tallahassee, FL 32301, (850) 245- when medical conditions, active military sexual orientation, color, creed, age, 3200. Learners must contact the duty, or national emergencies prevent ethnic or national origin, disability, or Commission for further details. their active enrollment and engagement veteran status. In addition, harassment For Georgia Learners in their course(s). related to any of these areas is If a complaint cannot be resolved after prohibited. Learner claims of harassment Under extreme circumstances, a leave exhausting the institution’s learner and/or discrimination are appropriate may be granted for reasons other than grievance procedure, the learner may grounds for initiating a grievance. medical conditions, active military duty, ACADEMIC AND OTHER UNIVERSITY POLICIES file a complaint with the Georgia or a national emergency. Capella University will not subject Nonpublic Postsecondary Education learners to unfair or retaliatory action Commission, 2082 E. Exchange Place, Learners with loan obligations are as a result of initiating a grievance. Suite 220, Tucker, GA 30084-4113, (770) advised to contact their lender(s) to If informal grievance procedures such as 414-3235. Learners must contact the discuss their circumstances and loan making a good faith effort to resolve the Commission for further details. repayment status during their leave of grievance with the person(s) involved are absence. For Ohio Learners—School of not satisfactory, the learner may initiate Undergraduate Studies, Master’s General Terms for All Categories of formal grievance procedures by Programs in the Schools of Education, Leave of Absence contacting Learner Support at Human Services, Psychology, and During a leave of absence, learners have [email protected] or Business and Technology (including MBA) access to learner support services 1-888-227-3552, option 2. See academic If a complaint cannot be resolved after (including advising). However, access to policy 04.11 Learner Grievance for the exhausting the institution’s learner academic services (such as academic complete policy statement and grievance procedure, the learner may support, the Capella University Library, procedures. file a complaint with the Ohio Board of or mentoring support) are not granted. For Arizona Learners Regents, 30 E. Broad St., 36th Floor, Learners on academic probation per If a complaint cannot be resolved after Columbus, OH 43215-3414, academic policy 02.60 Satisfactory exhausting the institution’s learner (614) 466-6000. Academic Progress at the time of their grievance procedure, the learner may For Ohio Certificate Learners leave of absence will remain at the same file a complaint with the Arizona State If a complaint cannot be resolved after status upon restarting course(s) at the Board for Private Postsecondary exhausting the institution’s learner conclusion of the leave. Education, 1400 W. Washington, Room grievance procedure, the learner may 260, Phoenix, AZ 85007, (602) 542-5709; Learners granted a leave of absence who file a complaint with the Ohio State http://azppse.state.az.us. Learners must restart course(s) at the conclusion of the Board of Career Colleges and Schools, contact the state board for further details. leave will remain under the same catalog 35 East Gay Street, Suite 403, Columbus, that applied at the time the leave of For Arkansas Learners—School of OH 43215-3138, (614) 466-2752. absence was granted. Business and Technology, School of Registration No. 04-03-1709T. Learners If learners do not re-enroll in course(s) Undergraduate Studies must contact the State Board for at the conclusion of their leave, the last If a complaint cannot be resolved after further details. exhausting the institution’s learner day of the quarter in which the learner For Wisconsin Learners grievance procedure, the learner may file was enrolled in course(s) is designated as If a complaint cannot be resolved after a complaint with the Arkansas Higher the last date of attendance. exhausting the institution’s learner Education Coordinating Board, 114 E. Medical Leave of Absence grievance procedure, the learner may Capitol, Little Rock, AR, 72201-3918, Learners may request a medical leave of file a complaint with the Wisconsin (501) 371-2065. absence for circumstances protected Educational Approval Board, 30 W. under the Family Medical Leave Act For Florida Learners Mifflin St., 9th Floor, Madison, WI, (FMLA). Learners must be enrolled in If a complaint cannot be resolved after 53707-8896, (608) 266-1354. exhausting the institution’s learner course(s) when requesting a leave of grievance procedure, the learner may file 30 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Academic and Other University Policies, continued

absence. A leave of absence status is not not issued a tuition credit. This will and be able to complete the required granted retroactively. Requests must be appear on the transcript as an “HM” assignments independently, outside of made by the close of registration for the grade. the courseroom. Learners who request quarter in which the learner requests the • Learners on a military leave of an Incomplete (“I” or “IS”) grade are leave of absence. The start and end dates absence are not required to meet not issued a tuition credit. This will of the leave of absence must coincide financial obligations to Capella while appear on the transcript as an “HD” with the start and end of the quarter. on approved leave. grade. Learners may not request a leave of • Time spent on approved military leave • Learners on leave due to a national absence for more than 180 calendar days does not count toward the maximum emergency are not required to meet in any twelve month period. time for completion of the program. financial obligations to Capella while on approved leave. Learners are required to provide • Faculty are encouraged to be flexible documentation from a medical provider and offer accommodations to • Time spent on leave due to a national to certify the learner’s medical leave of academic deadlines for learners on a emergency does not count toward the absence request. When deemed military leave of absence. maximum time for completion of the appropriate by course instructor(s), program. • Capella will provide flexibility and Capella will accommodate incomplete accommodations to administrative • Faculty will be flexible and offer course(s) for learners granted a medical deadlines for learners on a military accommodations to academic leave of absence. leave of absence. deadlines for learners affected by national emergencies. Military Leave of Absence Learners are encouraged to request a The Higher Education Relief military leave of absence through • Capella will provide flexibility and Opportunities for Students Act of 2003 Armed Forces Support. accommodations to administrative provided by the Secretary of Education deadlines for learners impacted by grants specific waiver authority in National Emergency Leave of Absence national emergencies. response to a war, military operation, or The Department of Education directs national emergency. In accordance with schools to provide educational and Limitations of Registrations with a the act, Capella offers the following financial accommodations to learners Single Faculty Member accommodations to learners who affected by national emergencies both To maximize doctoral learners’ exposure experience a disruption in their at the time of the event and upon to faculty diversity in theory, practice, program due to active military service: re-enrollment. Capella University ideas, and values, doctoral learners must provides the following accommodations • Learners who are approved for a select at least five different course to learners impacted by a national military leave of absence will be instructors and may utilize one course emergency during the academic term: offered the option of withdrawing instructor for no more than five courses. (resulting in a grade of “W”) from • Learners who experience an Multiple Degree Program Enrollments their course(s) or requesting an interruption in their program due to a Incomplete (“I” or “IS”) grade for national emergency will be offered the Learners may not pursue more than one course(s) in which they were enrolled option of withdrawing (resulting in a Capella degree program concurrently. when called to active duty. Learners grade of “W”) from their course(s) or Within a degree program, learners may who withdraw from their course(s) as a requesting an Incomplete (“I” or “IS”) not pursue more than one specialization result of active military duty will be grade for course(s) in which they were concurrently. Certificates may be offered the option of a tuition credit enrolled when effected by the national completed at the same time that learners or appropriate refund for the course(s) emergency. Learners who withdraw are enrolled in a degree program. they were unable to complete. from their course(s) as a result of a national emergency will be offered Professional Licensure and Learners who request an Incomplete Certification (“I” or “IS”) grade must get approval the option of a tuition credit or Capella University offers academic from instructor(s) of their course(s) appropriate refund for the course(s) programs leading to advanced degrees and be able to complete the required they were unable to complete. in a number of fields for which assignments independently, outside of Learners who request an Incomplete professional practice requires licensure the courseroom. Learners who request (“I” or “IS”) grade must get approval or certification by state, local, or an Incomplete (“I” or “IS”) grade are from instructor(s) of their course(s) 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 31

professional boards. Because the ensuring that all proposed research Additional information on the IRB can licensing or certification standards involving human participants/subjects be found in academic policy 02.08 Use vary, Capella University makes no or records about them will not expose of Human Subjects/Participants and on representation, warranty, or guarantees them to the risk of psychological, social, iGuide. that successful completion of the course or physical harm. Additional information of study will permit the learner to obtain concerning the IRB and the approval Residencies licensure or certification. Learners who process is available in the Research and Academic residencies—onsite learning enroll in a Capella University degree Scholarship Center on iGuide. experiences varying in length and program, in a field for which professional number according to the specialization— Individuals who plan to use Capella’s practice requires any type of licensure or are required for all doctoral learners, faculty, or staff as participants certification, are solely responsible for specializations, some clinically focused ACADEMIC AND OTHER UNIVERSITY POLICIES in proposed research studies must determining and complying with state, master’s specializations, and post-master’s receive approval from the Office of local, or professional licensure and certificate programs. Academic residencies Assessment and Institutional Research certification requirements. These must be completed at specific points before initiating their studies. learners are also responsible for taking during a learner’s program based on the the steps necessary to satisfy those length of the program or the number of requirements. Capella University requires credits completed. all learners in these programs to sign the Understanding of the Curriculum form RESIDENCY REQUIREMENTS as part of the admission process in which the learners agree it is their responsibility Residency requirements by program—number of residential experiences required. to understand and to comply with YEAR-IN-RESIDENCE licensing and certification laws and 6-day 6-day 2-week 3-day regulations. Additional information on PROGRAM AND SCHOOL colloquium residency extended seminar weekend-in-residence professional licensure and certification PhD programs, all schools 3 can be found on iGuide. PsyD and PhD learners enrolled before January 2004,* State regulations vary regarding course Harold Abel School of Psychology 2 10 (clinical and counseling requirements for professional licensure. specializations only) For assistance with state-mandated course MS,** Harold Abel School of requirements for licensure, contact the Psychology (school psychology 15 specialization only) appropriate school representative. Graduate Certificate,*** Harold Abel School of Psychology Research at Capella University (school psychology 13 Capella University recognizes its specialization only) Graduate Certificates, 1 institutional responsibility to respect and School of Education protect the rights of individuals involved MS, Harold Abel School of as human participants/subjects in Psychology (clinical and 3 research. All learners, faculty, and staff counseling specializations only) who undertake research studies that MS, School of Human Services (mental health counseling, and grow out of their affiliation with the marital, couple, and family 2 university are required to obtain counseling/therapy specializations only) institutional approval before undertaking the research. Persons who propose * PsyD and PhD clinical and counseling learners enrolled before January 2004 are required to complete research designed to develop or the full year-in-residence sequence, which includes full-time enrollment in course work and no less than 500 hours of contact over a period not to exceed 13 months. Attendance is required at each contribute to generalizable knowledge extended seminar and weekend-in-residence in order to successfully complete the year-in-residence. are expected to submit applications to ** Harold Abel School of Psychology master's learners in the school psychology specialization are their respective schools. required to complete Part I of the year-in-residence. This includes the first two-week extended seminar and the first five weekends-in-residence. The university’s Institutional Review *** Harold Abel School of Psychology post-master's certificate learners in the school psychology Board (IRB) exists to safeguard the specialization are required to complete Part II of the year-in-residence. This includes the last three welfare of the participants/subjects, weekends-in-residence, and the final two-week extended seminar. Most school psychology learners will complete both the master's degree and the post-master's certificate in school psychology. 32 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Academic and Other University Policies, continued

All doctoral learners who matriculate Harold Abel School of Psychology MS and Specialist Certificate Learners July 1, 2005 or later must complete all (HASOP) Academic Residencies in School Psychology residency requirements prior to enrolling HASOP Colloquia — All PhD HASOP MS and specialist certificate in the comprehensive examination courses. Specializations learners in school psychology complete Depending on their program, learners • Track I – HASOP PhD learners specific year-in-residence sessions as enroll in one of two types of residencies: complete the first colloquium during described in the program requirements colloquia or the year-in-residence. their first two quarters of enrollment. and in the Residencies section of this • Track II – HASOP PhD learners catalog. Schools of Business and Technology, complete the second colloquia Education, and Human Services Attendance Requirements and between 36 and 60 quarter credits Colloquia Cancellation Fees of course work. PhD Specializations Attendance at Residencies • Track III – HASOP PhD learners PhD learners in the Schools of Business Capella University requires academic take the final colloquium prior to and Technology, Education, and Human residential experiences for learners in all completing 61 quarter credits of Services are required to attend colloquia of its doctoral programs and for learners course work. Tracks I, II, and III. in some master’s programs. These MS Specializations in Clinical and academic residential experiences allow Track I is taken by doctoral learners Counseling Psychology faculty and learners to have face-to-face prior to transferring in and/or HASOP master’s learners in the clinical contact, they foster community building, completing 56 credits. However, all and counseling specializations complete and they provide knowledge and skill learners are strongly encouraged to three one-week master’s colloquia. development that will support continued complete Track I within the first quarter learner success. of enrollment, because this track focuses • Track I – HASOP master’s learners on critical success skills and provides an in the clinical and counseling Completion of Residency Requirements introduction to Capella-specific specializations complete this for Master’s Learners resources, policies, and procedures. colloquium during the first two Master’s learners entering July 1, 2005 quarters of enrollment. or later are required to complete all of Track II is taken when learners have their residency requirements prior to completed 57 – 72 doctoral credits. • Track II – HASOP master’s learners in the clinical and counseling registering for the final integrative Track III is completed by doctoral specializations complete this project course in their program. learners prior to completing 96 credits colloquium between 20 and 40 quarter Learners will not be allowed to register and before enrolling in comprehensive credits of course work. for the integrative project course until examination courses. all residency requirements are fulfilled. • Track III – HASOP master’s learners In unusual circumstances an exception School of Education in the clinical and counseling may be granted by the provost, upon specializations take this colloquium Post-master’s Certificates the recommendation of the dean of after completing 40 quarter credits School of Education learners in the the school. leadership in educational administration and prior to supervised field training and college teaching post-master’s (practicum) or the final integrative Completion of Residency Requirements certificates are required to attend one 1- project. for Doctoral Learners Doctoral learners entering July 1, 2005 week colloquium, Track I. HASOP Year-in-Residence or later are required to complete all of School of Human Services PsyD Specializations in Clinical and their residency requirements prior to MS Specializations Counseling Psychology entering the comprehensive Master’s learners in the School of PsyD learners in the clinical and examination and dissertation phases of Human Services mental health counseling specializations complete their doctoral program. Learners will counseling and marital, couple, and specific year-in-residence sessions as not be allowed to register for the family counseling/therapy specializations described in the program requirements comprehensive examination courses complete two six-day residencies, and in the Residencies section of this until all residency requirements are typically offered simultaneously with catalog. fulfilled. In unusual circumstances an the colloquia and residencies for exception may be granted by the doctoral learners. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 33

provost, upon the recommendation contact the disabilities coordinator at average (GPA) and course completion of the dean of the school. [email protected]. ratio. In order to maintain satisfactory academic progress, learners must meet Tuition Learners are not charged additional fees minimum requirements for both Tuition is charged separately for each for disability accommodations. However, measures. colloquium, extended seminar, and the university reserves the right to utilize weekend-in-residence (see iGuide for external service agencies to provide the Undergraduate Programs the current fee schedule). In addition, necessary accommodations. Examples Undergraduate learners are required learners are responsible for the cost of include, but are not limited to, the to maintain a cumulative grade point their travel, accommodations, food, following: sign language interpreters, average (GPA) of 2.0 or better and and other expenses associated with mobility services, and real-time captionists. complete a minimum of two (2) out of ACADEMIC AND OTHER UNIVERSITY POLICIES residencies. every three (3) attempted credits Disability Accommodation (completion ratio of 67 percent of Attendance Requirements Cancellation Fee cumulative attempted credits). Learners are required to attend the A learner who is unable to attend an Additionally, undergraduate learners entire residency to have successfully event for which accommodations have will not be eligible for federal financial completed the residency. Exceptions been contracted must cancel these aid for any credits that exceed 150 to the attendance requirement may be accommodations at least seven calendar percent of the undergraduate program granted in cases of emergency, subject days prior to start of the event. Learners requirements as described in their to approval by the school’s dean or canceling less than seven calendar prior catalog. designee. If an exception is approved, to the event will be required to pay all the learner will be required to complete cancellation fees incurred by the Graduate Programs additional assignments to successfully university in arranging for the service. Graduate learners are required to complete the residency. maintain a cumulative grade point Retention of Learner Work Products average (GPA) of 3.0 or better and Residency Registration Cancellation Fees and Grading Records complete a minimum of one (1) out of Learners canceling their residency Learners are strongly advised to retain every two (2) total attempted credits registration may be charged a all of their course-related work, as well (completion ratio of 50 percent of cancellation fee or the full tuition of as all faculty correspondence pertaining cumulative attempted credits). the residency, depending on when the to final course grades. Should a learner Additionally, graduate learners will not cancellation is made. appeal an assigned final course grade it be eligible for federal financial aid for Timing of Cancellation Tuition is his or her responsibility to provide any credits that exceed 200 percent of Cancellation Fee Charge comprehensive documentation the graduate program requirements as 30 + days supporting his or her claim of in advance none none described in their catalog. capriciousness, including copies of all 8 – 29 days Measuring Academic Progress in advance $50 none relevant course work products and Capella University measures academic 3 – 7 days relevant correspondence. Archived progress at the end of each quarter in advance $150 none courseroom materials will be available to every academic year. Learners must 0 – 2 days learners for one quarter after the end of meet minimum requirements for both in advance none full tuition the course. See academic policy 04.04 cumulative GPA and completion ratio in Educational Accommodations for Retention of Learner Work Products order to maintain satisfactory academic Learners with Disabilities and Grading Records for faculty progress and to ensure completion Capella University is dedicated to responsibilities. within maximum timeframes allowed providing accommodations and services for degree programs. to qualified learners with disabilities so Satisfactory Academic Progress that they may achieve their full Capella University and federal Factors Impacting Academic Progress educational potential. The type of regulations require all learners to Grades accommodation provided is dependent maintain satisfactory academic progress Grades such as W, I, IS, and NS are on a learner’s disability and limitations. in their degree programs. Satisfactory included in the course completion Learners with disabilities who require academic progress is determined ratio but do not impact the learner’s academic accommodations should through two measures—grade point GPA. 34 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Academic and Other University Policies, continued

Repeated Courses to the next stage) only following re-admission. If accepted for readmission, When a course is repeated, the grade quarters during which the learner is the learner will be reinstated at Stage 4 considered for the credit and GPA registered for one or more courses. of academic probation. Learners must calculations will be the higher of the Thus, a learner’s academic probation meet the program requirements two grades earned. Each attempt status will not change following a effective in the university catalog current will be used in evaluating course quarter of academic inactivity. The at the time of re-admission. completion ratios. Refer to academic learner’s current probation status remains Learners at any stage of academic policies 02.70 Grading, 02.715 on record until there is academic activity probation who withdraw from the Incomplete Grades, and 04.315 for evaluation. When evaluation shows university mid-quarter will be reinstated Registration and Course Enrollment that a learner on academic probation at an appropriate level based upon an for more information. meets the satisfactory academic progress evaluation of the circumstances at the requirements all restrictions are removed Academic Probation time of withdrawal and re-enrollment. and financial aid will be reinstated if With the exception of learners who are applicable. Removal from Academic Probation disenrolled for failing to meet the Learners will be removed from academic standards for first course Learners failing to show academic probation once they have met the outlined in academic policy 02.055 progress following two (2) consecutive aforementioned grade point average Academic Readiness, learners who do terms at the university may be denied (GPA) and course completion ratio not meet satisfactory academic progress financial aid and/or disenrolled from requirements. requirements in any subsequent quarter the university. will be placed on academic probation. Doctoral Learners Learners who reach Stage 5 of academic There are five (5) stages of probation, Capella University recognizes that probation and are subsequently each accumulating additional learners in the comprehensive disenrolled from the university are restrictions as defined below (see chart). examination and dissertation phases of ineligible to register for any Capella a doctoral program progress at different A learner’s academic probation status course for four full quarters. After rates. Although the comprehensive may change (whether academic four full quarters of absence from the examination and dissertation courses are probation status is cleared or progresses university, learners may apply for designed to help learners move through these phases in an appropriate amount of time, learners may need more than FIVE STAGES OF ACADEMIC PROBATION one quarter to complete a course within Probation Academic the sequence. Learners enrolled in Stage Code Impact comprehensive examination and Stage 1 AP1 • Eligible for financial aid, subject to possible financial aid restrictions. dissertation courses are allowed to • Must meet satisfactory academic progress requirements or be moved to Stage 2. register for continuation (“dash C”) Stage 2 AP2 • Eligible for financial aid, subject to possible financial aid restrictions courses the following quarter. which include pending financial aid disbursements on hold until AP review is completed. Comprehensive Examination Courses • Must meet satisfactory academic progress requirements It is expected that learners making or be moved to Stage 3. satisfactory academic progress in the Stage 3 AP3 • Not eligible for financial aid. 9984 comprehensive examination • May appeal for reinstatement of financial aid, if applicable. course will require no more than one • Must meet satisfactory academic progress requirements or be additional quarter to complete the moved to Stage 4. course requirements. Learners with Stage 4 AP4 • Not eligible for financial aid. extenuating circumstances who • May appeal for reinstatement of financial aid, if applicable. request a second continuation course • Must meet satisfactory academic progress requirements or be for 9984 must receive approval of the moved to Stage 5 disenrolled from the university. dean of their school. Further, it is Stage 5 AP5 • Not eligible for financial aid. expected that learners will earn a • Disenrolled from the university. passing grade on each of the four • May appeal disenrollment and reinstatement of financial aid, if applicable. comprehensive examination 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 35

questions written in the 9985 Registration in Continuation Courses, Maximum time to comprehensive examination course. completion from date Federal Financial Aid, and Awards of matriculation Should a learner earn a no-pass grade Satisfactory Academic Progress BS Degree 8 years on any examination question, the Eligible doctoral learners in (32 quarters) learner will have one opportunity to comprehensive examination and MS Degree* 4 years rewrite the question. Learners will be dissertation courses and learners in (16 quarters) disenrolled from the university and some practicum and internship courses MBA 4 years will not be eligible for re-admission may receive federal financial aid for no (16 quarters) if they more than two identical continuation Graduate Certificate** 3 years (12 quarters) courses. The number of comprehensive • do not earn passing grades on all Doctoral Degree 7 years ACADEMIC AND OTHER UNIVERSITY POLICIES comprehensive examination examination and dissertation courses for (28 quarters) questions after one rewrite which learners may register is outlined * Learners enrolled in the Master of Science in in the Satisfactory Academic Progress Human Services with a specialization in marital, OR policy. If doctoral learners want to couple, and family counseling/therapy or with a • fail to complete the course specialization in mental health counseling have a register for more than two continuation maximum of 6 years (24 quarters) to complete requirements during the courses, they must get the approval of their degree. continuation course(s). their school’s dean or designee. While ** Learners enrolled in the specialist certificate Dissertation Courses learners in some comprehensive program in the Harold Abel School of Psychology have a maximum of 4 years (16 quarters) to It is expected that learners making examination and dissertation courses complete their certificate. satisfactory academic progress in the may register for more than two Note: These time limits may not align with financial dissertation course sequence will continuation courses, doing so means aid eligibility requirements. Learners will not be require no more than two additional that the learner is no longer considered eligible for federal financial aid for any credits that exceed 150 percent of their undergraduate program quarters to complete the requirements to be making satisfactory academic requirements and 200 percent of their graduate for any original course. Learners progress (SAP). Learners who receive program requirements. who do not complete the course approval for a third identical requirements after the second continuation course from the school’s Transcripts continuation course are not eligible dean or designee will receive financial Learners may request transcripts on to receive financial aid for subsequent aid if they are still eligible. No learners iGuide or by calling Learner Support at continuation course registrations. will be granted federal financial aid for a 1-888-CAPELLA (227-3552), option 2. Learners who wish to register for fourth continuation course. Capella University reserves the right to more than two continuation versions See iGuide for more information on withhold the official transcripts of of the same dissertation course may satisfactory academic progress and learners who are not in good financial do so only with the approval of the financial aid. standing with the institution. dean of their school, and must agree to a written completion plan. Maximum Time to Completion Transferability of Capella Credits Learners who fail to meet the terms Capella University is committed to Capella University is accredited by of the written completion plan will be learner success and to providing The Higher Learning Commission disenrolled from the university and assistance that will help learners make and a member of the North Central will not be eligible for re-admission. reasonable and timely progress in their Association of Colleges and Schools (NCA), 30 N. LaSalle Street, Suite 2400, See iGuide for the full academic policy programs. To ensure that learners’ Chicago, IL 60602-5204, (312) 263-0456, 02.60 Satisfactory Academic Progress. degree course work is current, Capella University requires learners to complete www.ncahigherlearningcommission.org. all program requirements within specific The transferability of credits to another time limits in order to be eligible to institution is solely at the discretion of graduate. Exceptions due to extenuating that institution. circumstances may be approved by the registrar. 36 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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 benefits, all post-high school transcripts educational funding to help finance meet the following criteria based upon must be submitted to the Admissions their academic program. Learners can their 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 six quarter credits in that eligibility of benefits is based upon the regulations, Capella University has quarter. number of days between the start and established policies for all learners MBA learners must complete a minimum end of the course(s). regarding satisfactory academic progress, of six quarter credits in that quarter. academic probation, academic progress Additional information for veterans can Those who do not complete the review, and the appeals process. be found on the Capella University Web required credits per quarter will not be site visitor section under the U.S. Armed These policies are described in detail entitled to receive full-time benefits for Forces tab and on iGuide. in the University Policies section on that quarter. iGuide. Capella reserves the right to change Graduate certificate learners must these requirements if there are changes complete a minimum of six quarter Scholarships in the structure of a particular program. credits in that quarter to qualify for Capella has three scholarship options full-time benefits. The date of course available. First, Capella offers two completion is determined by the last internal scholarships to learners; the day of the quarter. Robert C. Ford Human Services Scholarship and the Helene Krivosha Doctoral learners must complete a Scholarship. Second, learners are minimum of six quarter credits in that encouraged to apply for external quarter to qualify for full-time benefits. scholarships that are offered specifically Doctoral learners enrolled in the to Capella learners, e.g., the Go the Harold Abel School of Psychology must Distance Scholarship. Third, free complete a minimum of 10 quarter scholarship search engines are available credits in that quarter to qualify for on iGuide. full-time benefits. The date of course completion is determined by the last Veterans’ Educational Benefits day of the quarter. Doctoral learners Capella University is approved by the who are in the comprehensive Minnesota State Approving Agency for examination and dissertation phases veterans’ educational benefits. Eligible of their program will be certified as learners may apply for benefits by full time. calling the Veterans Administration (VA) Office for assistance at 1-800-827- 1000. The original application should be mailed to Capella University’s Office of Financial Aid. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 37

Tuition and Fees

The following charges apply as of this catalog’s effective date, January 8, 2007, and are subject to change. For current pricing visit the Capella University Web site at www.capella.edu. See applicable schools’ degree programs. TUITION AND FEES BUSINESS AND HUMAN UNDERGRADUATE ALL PROGRAMS TECHNOLOGY EDUCATION SERVICES PSYCHOLOGY STUDIES Application Fee (non-refundable) $75 $75 $75 $75 $75 International Application Fee – includes international transcript evaluation (non-refundable) $175 $175 $175 $175 $175 BACHELOR OF SCIENCE (BS) PROGRAM Petition for Credit Per Course (non-refundable) $450 Tuition Per 6-Credit Course $1,740 Tuition Per 3-Credit Course $870 BS Graduation Fee $250 MASTER OF BUSINESS ADMINISTRATION (MBA) PROGRAM Petition for Credit Per Course (non-refundable) $375 Tuition Per 3-Credit Course $1,755 MBA Graduation Fee $350 MASTER OF SCIENCE (MS) PROGRAM Petition for Credit Per Course (non-refundable) $500 Tuition Per 6-Credit Course $2,190 Tuition Per 5-Credit Course $1,705 Tuition Per 4-Credit Course $1,995 $1,460 $1,520 $1,364 Tuition Per 3-Credit Course $1,095 $1,023 Tuition Per 2-Credit Course $998 $730 $760 $682 Tuition Per 1-Credit Course $341 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 DOCTOR OF PHILOSOPHY (PhD) PROGRAM Quarterly Tuition $4,050 $4,050 $4,050 Quarterly Tuition for Comprehensive Examination and Dissertation Courses $3,240 $3,240 $3,240 Reduced Tuition for Advanced Doctoral Learners $810 $810 $810 Tuition Per 5-Credit Course $2,075 Tuition Per 5-Credit Course – Enrolled in two or more $1,875 Tuition Per 3-Credit Course $1,245 Tuition Per 2-Credit Course $830 Tuition Per 1-Credit Course $415 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 for One 5-Credit Course $2,075 Tuition Per 5-Credit Course – Enrolled in two or more $1,875 Tuition Per 3-Credit Course $1,245 Tuition Per 2-Credit Course $830 Tuition Per 1-Credit Course $415 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 Course $1,995 $1,520 $1,705 Tuition Per Quarter, Post-master’s Certificate $4,050 Residential Colloquium Per Week (Track I)* $1,350 School of Psychology Certificate Practicum 3-Credit Course $1,023 School of Psychology Certificate Practicum 2-Credit Course $682 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 Residencies section in this catalog for more information. 38 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Tuition and Fees, continued

Tuition and Fee Policies Tuition for Continuation Courses Learners meeting these criteria qualify Bachelor’s, MBA, Master’s, and Learners who require additional for this reduced tuition rate only during Certificate Tuition quarter(s) to complete all required terms in which they enroll in the Learners in a bachelor’s, MBA, master’s, components of comprehensive comprehensive examination or or certificate program pay tuition on a examination and dissertation courses, dissertation courses. practicum courses, and internship per-course basis except post-master’s Quarters in which a current doctoral courses should enroll in continuation certificate learners, who are charged a learner was enrolled in Capella as a courses (dash C courses). Learners in flat rate per quarter. Learners pay certificate or master’s learner, and time continuation courses do not earn tuition based on the school and off taken for administrative, medical, additional credit. program in which they are enrolled, military, or family leave shall not count even if they take a course from a To maintain active learner status and toward the minimum active enrollment different school. Learners who take a access to university activities, academic period. course from another school must pay personnel, and services (including Special Business Office Hold their own school and program’s tuition advisors, mentors, courses, and library), All learners with an outstanding balance for that course. learners must register and pay for may be placed on Special Business continuation courses based on their Note: Learners enrolled in specializations Office Hold (SBOH). While on SBOH, school’s regular registration, tuition, outside the MBA program may not take MBA learners will not be granted access to and payment schedules. courses. MBA learners may not take courses university activities, academic personnel, associated with any other program within the Reduced Tuition for Advanced or services including advisors, mentors, School of Business and Technology or any other Doctoral Learners courses, or library. Access will be school at Capella University while they are Capella University acknowledges that restored and billing will resume when enrolled in the MBA program. graduate education represents a major the account balance is current. Payment is due prior to the start of the investment of time, energy, and money course. on the part of our learners. In a doctoral Tuition Refunds program it is difficult to determine the Learners who completely withdraw from PhD Tuition overall cost because the “time-to-degree Capella University or drop one or more For doctoral learners in the Schools of completion” is not fixed. While it is of their courses will have their tuition Business and Technology, Human likely that doctoral learners will refunded according to the refund Services, and Education, tuition is complete their program in approximately schedule in this section. charged quarterly as a flat rate, not on a four years, some financial accommodation For doctoral and post-master’s certificate per-course basis. New doctoral learners will be made for learners who take learners in the Schools of Business and who enter the program after the longer to complete their comprehensive Technology, Human Services, and beginning of a quarter pay 100 percent examination and dissertation. tuition for that quarter. Upon Education, tuition is charged quarterly registration for the following quarter, Doctoral learners in the schools of on a flat rate, not on a per-course basis. the learner will be charged a prorated Business and Technology, Education, Refunds are calculated only if all courses tuition amount for that period. Payment and Human Services who have completed are dropped for a quarter and are based is due prior to the start of the quarter or at least four full years (16 complete on the date the last course was dropped. quarters) of active enrollment in their course for mid-quarter starts. There are no refunds for books, doctoral program and have completed supplies, or other fees. Harold Abel School of Psychology all residency requirements and degree PhD and PsyD Tuition course work (except the comprehensive Learners must notify Capella University Psychology PhD and PsyD learners pay examinations and the dissertation) are by phone 1-888-CAPELLA (227-3552), tuition on a per-course basis. Learners charged a reduced tuition rate (for a option 2, or in writing of their intention enrolled in two or more five-credit maximum of 12 additional quarters of to withdraw from courses. The effective psychology courses through the course’s enrollment) in lieu of regular tuition date of the withdrawals will be the date fifth calendar day within an academic (see current tuition schedule for notifications are received by the quarter pay a discounted tuition rate per reduced tuition rates). institution. All or a portion of refunds course. Payment is due prior to the start will be used to pay grants, loans, of the course. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 39

scholarships, or other financial aid in Tuition Refund Schedules an earlier withdrawal date and provides conformity with federal and state law. The following schedule applies to acceptable verification that no TUITION AND FEES Withdrawn learners whose mailing learners residing in locations other than academically significant interaction address, e-mail address, and/or phone Florida, Georgia, or Wisconsin: occurred after the requested date. number changes are required to provide Capella University issues the appropriate Withdrawal or Drop Date Tuition Capella with updated contact information From the Class Start Date Refund refund in full to the learner within a in order to receive billing and balance Through fifth calendar day 100% maximum of 30 days of notification. information until any balance is resolved. 6 – 12 calendar days 75% All or a portion of the refund will be Remainder of the term No refund Refund Procedure for used to pay grants, loans, scholarships, Financial Aid Recipients Florida Residents Refund Policy or other financial aid in conformity with federal and state laws. Learners receiving financial aid should The refund policy applicable to Florida contact the Office of Financial Aid students is the Capella University Georgia Residents Refund Policy before canceling registration and institutional refund policy or the The refund policy applicable to Georgia requesting a refund. They may be following minimum refund policy as students is the Capella University required to pay back all or part of the stipulated by Florida law, whichever is institutional refund policy or the financial aid award prior to receiving more favorable to the learner. following minimum refund policy as any refund from Capella University. Prior to beginning classes, the Florida stipulated by Georgia law, whichever is more favorable to the learner. Financial aid recipients who completely applicant receives a full refund of all withdraw from their program or drop all monies if he or she requests it within Prior to beginning classes, the Georgia of their courses prior to the 60 percent three business days after making a applicant receives a full refund of all point of a term are subject to the payment to Capella University. monies if he or she requests it within Federal Return of Title IV Funds policy A Florida learner who withdraws or is three business days after making a regulations for any federal aid not disenrolled after the start date of a payment to Capella University. earned. Details of actual refund course, but before 40 percent of the A Georgia learner who withdraws or is calculations are available upon request course term has passed, is entitled to a disenrolled after the start date of a from the Office of Financial Aid. pro rata refund as follows. (All course, but before 50 percent of the Financial aid funds will be returned to percentages are based on the total course term has passed, is entitled to a the appropriate agency in the following number of calendar days in the course.) pro rata refund as follows. (All order: % of Total Tuition percentages are based on the total • Unsubsidized Federal Stafford Loans Calendar Days Refund number of calendar days in the course.) 4th day – 5% 95% • Subsidized Federal Stafford Loans % of Total Tuition 6% – 10% 90% Calendar Days Refund The amount of the refund is in direct 11% – 25% 75% correlation to the learner’s approved 4th day – 5% 95% 26% – 40% 50% withdrawal date as determined by 6% – 10% 90% 41% + No refund Academic Records. If learners withdraw 11% – 25% 75% from Capella and have received financial As part of this policy, Capella University 26% – 50% 50% aid, specific requirements will be may retain an administrative fee of no 51% + No refund followed. These can be found on iGuide more than $150. This administrative cost As part of this policy, Capella University at Tuition Refunds policy. 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 institution as provided above. may be in addition to the percentage of Florida learners should notify Capella if tuition, which may be retained by the they wish to withdraw from a program institution as provided above. or drop a course. Refunds are calculated by using the date notification is received from the learner, unless the learner immediately contacts Capella requesting 40 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Tuition and Fees, continued

Georgia learners should notify Capella if % of Total Tuition Other Fees Calendar Days Refund they wish to withdraw from a program or Application Fees 4th day – 9% 90% drop a course. Refunds are calculated by Applicants must complete the online 10% – 19% 80% using the date notification is received payment section of the application. 20% – 29% 70% from the learner, unless the learner Credit card or U.S. bank account 30% – 39% 60% immediately contacts Capella requesting (e-check) payment is required with the 40% – 49% 50% an earlier withdrawal date and provides online application. acceptable verification that no 50% – 59% 40% academically significant interaction 60% + No refund The amount of the application fee will be automatically determined based on occurred after the requested date. As part of the percentage breakdown, information provided. All application Capella University issues the appropriate Capella may retain a one-time fees are non-refundable. refund in full to the learner within a administrative fee of no more than $100. maximum of 30 days of notification. Learners will receive the tuition credit Petition for Credit Fee All or a portion of the refund will be within 40 days of withdrawal date. The petition process requires learners used to pay grants, loans, scholarships or seeking credit for prior learning to pay other financial aid in conformity with Residency Tuition and Fees an evaluation fee for each petition. federal and state laws. Learners pay tuition for each residency See the Credit for Prior Learning they attend. Learners are responsible for policy in this catalog for details and Wisconsin Residents Refund Policy their food, travel, and lodging expenses restrictions. Petition for credit fees Regulations in the State of Wisconsin for all residencies. Federal financial aid are non-refundable. require Capella University to apply a may not cover these costs, so it is the Late Registration Fee separate refund policy to Wisconsin learner’s responsibility to budget for learners. Refund credits will be Learners who register after 11:59 p.m. these expenses. Payment is due prior to Central Time on the last day to register processed in two steps. Each may be the start of each residency. reflected on separate days and/or without a late registration fee will be separate monthly statements. Capella’s Residency Cancellation Fee charged $75. Late registration fees are refund will be recorded first, and Learners canceling their residency non-refundable. Wisconsin’s refund (if applicable) will be registration may be charged a Graduation Fee recorded as a second line item. All cancellation fee or may be ineligible for A fee will be assessed when a learner refunds will be applied within 40 days of a tuition refund, depending on when applies for graduation. The learner’s the withdrawal date. the cancellation is made. Visit the graduation fee and any outstanding residency registration pages in iGuide The policy is as follows: balance must be paid in full prior to for the exact dates and times of receiving a diploma or official Learners residing in Wisconsin will cancellation deadlines. transcripts. receive a full refund of all tuition money Timing of Cancellation Tuition paid if they withdraw from a course Cancellation Fee Refund See the Tuition and Fees chart in this within a three-business-day cancellation 30+ days in catalog and on iGuide. period from the course start date. advance of the residency $0 100% Paying Tuition and Fees Learners who withdraw or are 8 – 29 days in Financial Aid disenrolled after the start date of a advance of Many Capella learners pay for tuition course, but before 60 percent of the the residency $50 100% with financial aid. For more information, course term has passed, are entitled 3 – 7 days in advance of the refer to the Financial Aid section. to a pro rata refund as follows. (All residency $150 100% Financial aid may not cover the entire percentages are based on the total 0 – 2 days in tuition amount or fees. number of calendar days in the course.) advance of the residency $0 No refund 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 41

Employer Reimbursement International Wire Payment Learners who want Capella to bill their Direct wire payments from outside the employers directly must complete United States using the information TUITION AND FEES arrangements prior to the start of the below. Include learner name and ID. course. Direct employer billing is only an The originating bank may deduct a fee option when no specific grade is from the submitted payment amount. required by the employer as a condition Wells Fargo Bank NA of reimbursement. Any portion of Swift Code: WFBIUS6S tuition charges not payable by the Account Name: Capella University learner’s employer is due prior to the Account Number: 1810665687 start of the course. Learners receiving tuition assistance directly from their employers must arrange for payment of their tuition to Capella prior to the start of their course(s). This policy does not currently affect learners receiving veteran’s assistance, active armed forces learners, or learners who receive vocational rehabilitation assistance. Credit Card Visa, MasterCard, Discover, and American Express are accepted. To pay via credit card, contact Learner Support at 1-888-CAPELLA (227-3552) option 2. Check Check payments may be sent to the address below. Please include learner ID on the check. Capella University NW 5408 PO Box 1450 Minneapolis, MN 55485-5408 Domestic Wire Payment Direct wire payments within the United States using the information below. Include learner name and ID. Wells Fargo Bank NA Sixth and Marquette, Minneapolis, MN 55479 Transit Number: 121000248 Account Name: Capella University Account Number: 1810665687 School of Undergraduate Studies

1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 45

School of Undergraduate Studies

From the Dean 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 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 Dean, School of Undergraduate Studies business program develops foundational knowledge and scholarship related to current issues in the specializations of accounting, 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 assurance and security, Web application development, network technology, and graphics and 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 Dean 46 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

About the School of Undergraduate Studies

Mission Statement The courses in information technology bachelor’s level. Reflective-practitioners The mission of the School of help learners build a deep knowledge of learn to use analytical and relational Undergraduate Studies is to create current IT tools and practices while skills to improve their professional competency-based, online degree preparing them to earn new certifications practices through action, reflection, programs that serve a collaborative they may need. During the program, and adaptation. learners gain hands-on access to the community of learners. Capella At Capella University, the general applications they are learning and have University provides an invigorating and education program is structured around the opportunity to demonstrate their challenging educational experience for the development of knowledge and new skills. When they are finished, adult working professionals and is skills within four major categories. dedicated to the development of learners have a bachelor’s degree learners’ knowledge, values, and skills. that validates their professional status 1. Communication: Capella learners The programs in the School of and a portfolio of course work that develop the communication skills Undergraduate Studies have an demonstrates their mastery of the necessary to effectively use the English immediate and long-term impact on latest software, Web tools, and other language to communicate both learners’ lives and careers as they applications. verbally and in written form. They demonstrate increased leadership, develop the thinking skills necessary scholarship, and service. General Education Requirements to critically evaluate information, for the BS Degree integrate differing points of view, and Undergraduate Degree Programs General education courses develop establish a reasoned course of action Bachelor of Science (BS) in Business the knowledge, skills, and abilities for effectively solving problems. These This School of Undergraduate Studies foundational to a baccalaureate critical thinking skills are reinforced bachelor’s degree program integrates program and to more advanced study. throughout the program and through the mastery of business fundamentals Capella University’s general education reading, writing, speaking, and with practical application in a rich, curriculum works in concert with the listening. interactive learning environment that course work in a learner’s field of study enhances learners’ personal and to develop reflective-practitioners at the organizational effectiveness in their chosen field of study. Capella’s bachelor’s degree in business SPECIALIZATIONS OFFERED IN THE SCHOOL OF curriculum focuses on providing a sound UNDERGRADUATE STUDIES grounding in accounting, business Business Program Degree administration, management and Accounting BS leadership, human resource management, Business Administration BS finance, and marketing. The curriculum Finance BS also provides an integrated approach to Human Resource Management BS enterprise, preparing learners to work in Management and Leadership BS collaboration with diverse work groups Marketing BS and functional areas. Bachelor of Science (BS) in Information Technology Program Degree Information Technology General Information Technology BS This School of Undergraduate Studies Graphics and Multimedia BS bachelor’s degree program allows Information Assurance and Security * BS learners to efficiently complete their Network Technology BS studies for a degree, focusing on courses Project Management BS that teach the skills that prepare them Web Application Development BS for careers in technology. * Authorization for this specialization is pending with the Ohio Board of Regents. 3. NaturalScienceandMathematics: 2. Humanities: 4. SocialScience: 1-888-CAPELLA appropriately exercisethatcitizenship. world anddeveloptheabilityto a sociallyresponsiblecitizenintoday’s others, theylearnwhatitmeanstobe values andpositions,aswellthoseof Through reflectionontheirown form theirownaestheticjudgments. philosophy, theydeveloptheabilityto analysis ofworksart,literature,and culture, andthroughthecritical humanities asanexpressionofhuman an understandingoftheartsand predominant socialsciencetheories. and acquireknowledgeofthe human behaviorandinteraction scientific methodsusedtostudy develop anunderstandingofthe personal andprofessionallives. and logictoaddressproblemsintheir and theabilitytousemathematics mathematical andlogicalreasoning develop anunderstandingof issues facingtoday’s world.They playsinaddressingthecritical inquiry appreciation oftherolescientific sciences phenomenaandan methods usedtostudythenatural understanding ofthescientific Capella learnersdevelopan Capella learnersdevelop • Capella learners Volume 06-07,No.2 oilsine6quartercredits 6quartercredits 21quartercredits 45totalquartercredits 6quartercredits Residents ofArkansasmustcompletegeneraleducationrequirements. 6quartercredits Generaleducationcredit requirements courses from anycategory Additional generaleducation Social science Natural scienceandmathematics Humanities Communication categories General education BACHELOR OFSCIENCE,CAPELLAUNIVERSITY GENERAL EDUCATION REQUIREMENTSFORTHE CAPELLA UNIVERSITY 47

SCHOOL OF UNDERGRADUATE STUDIES 48 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

School of Undergraduate Studies Degree Programs

Bachelor of Science (BS) in Social Science (6 quarter credits required) Business Administration ECO1050 Microeconomics Business Specializations Learners in the business administration ECO1051 Macroeconomics specialization develop the business, interpersonal, HIS1000 Immigrants in the American City and professional thinking skills to impact (3 quarter credits) Accounting organizational effectiveness across all functional PSY1000 Introduction to Psychology Accounting professionals design, examine, and levels of organizations in manufacturing, service, POL1000 The Politics of American Government manage accurate financial recording and professional, and government arenas. Learners SOC1000 Introduction to Human Society reporting procedures for financial and business select elective courses based on their individual transactions. Learners in the accounting Choose 21 quarter credits of additional professional needs. undergraduate courses from general education specialization acquire and apply various methods General Education Requirements courses above. of ethically maintaining accurate and up-to-date Choose 45 quarter credits with a minimum of records. The specialization provides learners with Residents of Arkansas must complete Arkansas 6 quarter credits from each category. general education requirements. an understanding of a wide array of accounting Communication (6 quarter credits required) related services, including budget analysis, Additional Program Requirements ENG1000 English Composition financial and investment planning, and financial Core courses - 42 quarter credits ENG2000 Research Writing statement and internal control auditing. These BUS3004 Developing a Business Perspective SPC1000 Public Speaking (3 quarter credits) skills prepare graduates for a profession in BUS3010 Fundamentals of Management and SPC2000 Intercultural Communication financial, managerial, or government accounting. Leadership SPC2050 Visual Design in Communications In addition to accounting expertise, learners in BUS3020 Fundamentals of E-Business (3 quarter credits) the specialization will demonstrate the BUS3030 Fundamentals of Marketing and Sales interpersonal and communication skills required Humanities (6 quarter credits required) BUS3040 Fundamentals of Human Resource ART2000 Art History Survey to present information to both internal and Management HUM1000 Introduction to the Humanities external clients, influencing organizational BUS3050 Fundamentals of Organizational HUM1050 World Religions (3 quarter credits) effectiveness at all levels of their organization. Communication LIT2001 Introduction to Literature: Short Stories This specialization is not designed to prepare BUS3060 Fundamentals of Finance and (3 quarter credits) learners for a CPA exam. Accounting PHI1000 Introduction to Philosophy General Education Requirements Specialization courses - 48 quarter credits PHI2000 Ethics Choose 45 quarter credits with a minimum of 6 quarter credits from each category. BUS4060 Financial Accounting Principles PHI2050 Human Nature and Ethics (BUS3060) (3 quarter credits) Communication (6 quarter credits required) BUS4061 Managerial Accounting Principles Natural Science and Mathematics ENG1000 English Composition (BUS4060) (6 quarter credits required) ENG2000 Research Writing BUS4062 Intermediate Financial Accounting BIO1000 Human Biology Topics & Trends (BUS4060) SPC1000 Public Speaking (3 quarter credits) BIO1050 Biology and Society (3 quarter credits) BUS4063 Advanced Financial Accounting SPC2000 Intercultural Communication CHM1000 Chemistry for Changing Times Topics & Trends (BUS4062) SPC2050 Visual Design in Communications PHY1000 Introduction to Astronomy (3 quarter credits) BUS4064 Cost Accounting for Planning and Control (BUS4061) MAT1050 College Algebra Humanities (6 quarter credits required) BUS4065 Income Tax Concepts & Strategies MAT1051 Pre-Calculus ART2000 Art History Survey (BUS4062) MAT2001 Statistical Reasoning HUM1000 Introduction to the Humanities BUS4066 Contemporary Auditing: An Ethical MAT2050 Statistical Literacy (3 quarter credits) HUM1050 World Religions (3 quarter credits) Perspective (BUS4063) MAT2051 Discrete Mathematics (MAT1050) LIT2001 Introduction to Literature: Short Stories BUS4070 Foundations in Finance (BUS3060) (3 quarter credits) Social Science (6 quarter credits required) PHI1000 Introduction to Philosophy Elective courses - 39 quarter credits ECO1050 Microeconomics PHI2000 Ethics Choose 39 quarter credits of additional ECO1051 Macroeconomics PHI2050 Human Nature and Ethics undergraduate courses. HIS1000 Immigrants in the American City (3 quarter credits ) (3 quarter credits) Capstone course - 6 quarter credits PSY1000 Introduction to Psychology Natural Science and Mathematics To be taken during the learner’s final quarter. (6 quarter credits required) POL1000 The Politics of American Government BUS4993 Business Capstone Project BIO1000 Human Biology SOC1000 Introduction to Human Society BIO1050 Biology and Society (3 quarter credits) Total 180 quarter credits Choose 21 quarter credits of additional CHM1000 Chemistry for Changing Times undergraduate courses from general education courses above. PHY1000 Introduction to Astronomy MAT1050 College Algebra Residents of Arkansas must complete Arkansas general education requirements. MAT1051 Pre-Calculus MAT2001 * Statistical Reasoning MAT2050 Statistical Literacy (3 quarter credits) MAT2051 Discrete Mathematics (MAT1050) * Required for specialization.

All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. U47 Foundations in Finance BUS4070 ContemporaryAuditing:AnEthical BUS4066 IncomeTax Concepts &Strategies BUS4065 CostAccountingforPlanningand BUS4064 AdvancedFinancialAccounting BUS4063 IntermediateFinancialAccounting BUS4062 Managerial AccountingPrinciples BUS4061 Financial AccountingPrinciples BUS4060 InternationalHumanResources BUS4048 EmployeeTraining andDevelopment EmployeeandLaborRelations BUS4047 BUS4046 Recruitment,Retention,and BUS4045 LegalIssuesinHumanResource BUS4044 CompensationandBenefits BUS4043 BUS4035 Marketing Across BUS4034 Marketing BrandIdentityandMarketing Borders Strategy BUS4033 CustomerPsychologyandMarketing BUS4032 Marketing,Sales,andChannel BUS4031 BUS4023 E-Business E-BusinessSourcing, Marketing,and Project BUS4022 Implementation GlobalBusinessRelationships BUS4021 E-Business TechnologyBUS4016 StrategicPlanningandImplementation Infrastructure BUS4015 OperationsManagementfor BUS4014 Organizational Structure, Learning, BUS4013 LeadershipinOrganizations BUS4012 Virtual Team Collaboration courses: following the from BUS4011 credits quarter 42 Choose EthicsandEnterprise BUS4801 credits quarter 48 - courses Specialization FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource FundamentalsofMarketingandSales BUS3040 FundamentalsofE-Business BUS3030 BUS3020 FundamentalsofManagementand DevelopingaBusinessPerspective BUS3010 credits BUS3004 quarter 42 - courses Core Additional Program Requirements continued Specializations, Business in Bachelor’s Required course: Required 1-888-CAPELLA (BUS4062) (BUS4060) (BUS3060) (BUS3040) (BUS3020) (BUS3020) (BUS3010) Perspective Control Topics &Trends Topics &Trends Management Issues Development Management Management Communication Research Management Sales Competitive Advantage and Performance Accounting Communication Management Leadership (BUS3020) • (BUS4061) (BUS3030) Volume 06-07,No.2 (BUS4063) (BUS3040) (BUS3040) (BUS3030) (BUS3040) (BUS3030) (BUS4062) (BUS4060) (BUS3010) (BUS3030) (BUS3040) (BUS3060) (BUS3010) (BUS3030) (BUS3010) (BUS3010) (BUS3010) (BUS3040) Communication (6 quarter credits required) credits quarter (6 Communication (6 quarter credits required) credits quarter (6 category. each from credits quarter 6 undergraduate courses. undergraduate I15 Biology andSociety(3quartercredits) BIO1050 BIO1000 Human Mathematics Biology and Science Natural HumanNature and Ethics PHI2050 Introduction to Philosophy PHI2000 Ethics PHI1000 ShortStories Introduction toLiterature: LIT2001 World Religions(3quartercredits) HUM1050 Introduction totheHumanities ArtHistorySurvey HUM1000 required) ART2000 credits quarter (6 Humanities Visual Designin Communications SPC2050 PublicSpeaking(3quartercredits) SPC2000 Intercultural SPC1000 Communication ENG2000 Research Writing ENG1000 English Composition of minimum a with credits quarter 45 Choose General EducationRequirements professional needs. select electivecoursesbasedontheirindividual across alllevelsoftheirorganization. Learners thinking skillsneededtoimpacteffectiveness management, interpersonal,andprofessional expertise infinance,learnersalsodemonstratethe within apublicorprivateorganization. Beyond services industryorasafinanceprofessional 180quartercredits and skillsneededtoadvanceinthefinancial finance specializationbuildtheknowledge and manageexistingassets.Learnersinthe investments andacquisitions,planforthefuture, manage theresources neededtogrow, make Finance professionals helporganizations findand Finance Total BusinessCapstoneProject BUS4993 credits quarter 39 - courses Elective BUS4802 Change RealEstateFinance Management BUS4079 FinancialInstitutionManagement BUS4078 RiskManagementStrategies BUS4077 IssuesinInternationalFinance BUS4076 PublicandNonprofit Finance Entrepreneurial Finance(BUS4070) BUS4075 BUS4074 InvestmentsandPortfolioManagement BUS4073 AnalysisforFinancialManagement BUS4072 FinancialMarketsandInstitutions BUS4071 Choose 39 quarter credits of additional of credits quarter 39 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 (BUS4070) (BUS4070) (BUS4070) (BUS4070) (3 quartercredits) (3 quartercredits) (3 quartercredits) (BUS4070) (BUS4070) (BUS4070) (BUS4070) 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 A25 Discrete Mathematics MAT2051 StatisticalLiteracy(3quartercredits) MAT2050 StatisticalReasoning Pre-Calculus MAT2001 * MAT1051 Introduction toAstronomy MAT1050 College Algebra PHY1000 ChemistryforChangingTimes CHM1000 Social Science (6 quarter credits required) credits quarter (6 Science Social undergraduate * * general education requirements. education general undergraduate courses. undergraduate Choose 21 quarter credits of additional of credits quarter 21 Choose Introduction toHumanSociety ThePoliticsofAmericanGovernment SOC1000 Introduction toPsychology POL1000 PSY1000 ImmigrantsintheAmericanCity Macroeconomics HIS1000 ECO1051 ECO1050 Microeconomics oa 180quartercredits Total BusinessCapstoneProject BUS4993 credits quarter 39 - courses Elective BUS4079 Real FinancialInstitutionManagement Estate BUS4078 RiskManagementStrategies Finance IssuesinInternationalFinance BUS4077 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 BUS4070 48 - courses Specialization FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource FundamentalsofMarketingandSales BUS3040 FundamentalsofE-Business BUS3030 BUS3020 FundamentalsofManagementand DevelopingaBusinessPerspective BUS3010 credits BUS3004 quarter 42 - courses Core Additional Program Requirements Capstone course - 6 quarter credits quarter 6 - course Capstone Residents of Arkansas must complete Arkansas complete must Arkansas of Residents Choose 39 quarter credits of additional of credits quarter 39 Choose To be taken during the learner’s final quarter. final learner’s the during taken be To courses above. courses Required for specialization for Required CAPELLA UNIVERSITY (BUS4070) (BUS4070) (BUS4070) (BUS4070) (3 quartercredits) Accounting Communication Management Leadership courses from general education general from courses (BUS4070 (MAT1050) (BUS3060) (BUS4070) (BUS4070) (BUS4070) (BUS4070) ) 49

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Bachelor’s in Business Specializations, continued Human Resource Management Additional Program Requirements Management and Leadership Core courses - 42 quarter credits The human resource professional wears many Management involves the coordination, BUS3004 Developing a Business Perspective hats, and his or her specific duties depend upon implementation, promotion, supervision, and the nature and size of the organization. Typical BUS3010 Fundamentals of Management and directing of the activities of individuals, Leadership responsibilities may include staffing the organizations, and businesses. The focus of the BUS3020 Fundamentals of E-Business organization, training and developing employees management and leadership specialization is to BUS3030 Fundamentals of Marketing and Sales at all levels, maintaining a fair and equitable develop individuals who have the skills and compensation system, developing personnel BUS3040 Fundamentals of Human Resource competencies necessary to successfully lead Management polices and procedures, and developing people and manage organizations in a dynamic, BUS3050 Fundamentals of Organizational strategies to meet the human resource needs for Communication global environment. Learners in this specialization the organization’s future. Learners in the human demonstrate the management, interpersonal, BUS3060 Fundamentals of Finance and resource management specialization develop the Accounting and professional thinking skills needed to impact human resource management, interpersonal, and organizational effectiveness as leaders and professional thinking skills needed to manage Specialization courses - 48 quarter credits managers at all levels of their organizations. talent, develop intellectual capital, work in BUS4043 Compensation and Benefits General Education Requirements Management (BUS3040) networked relationships, deal with continuous Choose 45 quarter credits with a minimum of change, and impact organizational effectiveness BUS4044 Legal Issues in Human Resource 6 quarter credits from each category. as human resource leaders and managers at all Management (BUS3040) Communication (6 quarter credits required) levels of their organizations. BUS4045 Recruitment, Retention, and Development (BUS3040) ENG1000 English Composition General Education Requirements BUS4046 Employee and Labor Relations ENG2000 Research Writing Choose 45 quarter credits with a minimum of (BUS3040) SPC1000 Public Speaking (3 quarter credits) 6 quarter credits from each category. BUS4047 Employee Training and Development SPC2000 Intercultural Communication Communication (6 quarter credits required) (BUS3040) SPC2050 Visual Design in Communications ENG1000 English Composition BUS4048 International Human Resource (3 quarter credits) Management Issues (BUS3040) ENG2000 Research Writing Humanities (6 quarter credits required) BUS4801 Ethics and Enterprise SPC1000 Public Speaking (3 quarter credits) ART2000 Art History Survey BUS4802 Change Management SPC2000 Intercultural Communication HUM1000 Introduction to the Humanities SPC2050 Visual Design in Communications HUM1050 World Religions (3 quarter credits) (3 quarter credits) Elective courses - 39 quarter credits Choose 39 quarter credits of additional LIT2001 Introduction to Literature: Short Stories Humanities (6 quarter credits required) undergraduate courses. (3 quarter credits) ART2000 Art History Survey PHI1000 Introduction to Philosophy HUM1000 Introduction to the Humanities Capstone course - 6 quarter credits PHI2000 Ethics HUM1050 World Religions (3 quarter credits) To be taken during the learner’s final quarter. PHI2050 Human Nature and Ethics LIT2001 Introduction to Literature: Short Stories BUS4993 Business Capstone Project (3 quarter credits) (3 quarter credits) Total 180 quarter credits Natural Science and Mathematics PHI1000 Introduction to Philosophy (6 quarter credits required) PHI2000 Ethics BIO1000 Human Biology PHI2050 Human Nature and Ethics BIO1050 Biology and Society (3 quarter credits) (3 quarter credits) CHM1000 Chemistry for Changing Times Natural Science and Mathematics PHY1000 Introduction to Astronomy (6 quarter credits required) MAT1050 College Algebra BIO1000 Human Biology MAT1051 Pre-Calculus BIO1050 Biology and Society (3 quarter credits) MAT2001 Statistical Reasoning CHM1000 Chemistry for Changing Times MAT2050 Statistical Literacy (3 quarter credits) PHY1000 Introduction to Astronomy MAT2051 Discrete Mathematics (MAT1050) MAT1050 College Algebra Social Science (6 quarter credits required) MAT1051 Pre-Calculus ECO1050 Microeconomics MAT2001 Statistical Reasoning ECO1051 Macroeconomics MAT2050 Statistical Literacy (3 quarter credits) HIS1000 Immigrants in the American City MAT2051 Discrete Mathematics (MAT1050) (3 quarter credits) Social Science (6 quarter credits required) PSY1000 Introduction to Psychology ECO1050 Microeconomics POL1000 The Politics of American Government ECO1051 Macroeconomics SOC1000 Introduction to Human Society HIS1000 Immigrants in the American City Choose 21 quarter credits of additional (3 quarter credits) undergraduate courses from general education PSY1000 Introduction to Psychology courses above. POL1000 The Politics of American Government Residents of Arkansas must complete Arkansas SOC1000 Introduction to Human Society general education requirements. Choose 21 quarter credits of additional undergraduate courses from general education courses above. Residents of Arkansas must complete Arkansas All courses are 6 quarter credits except as noted. general education requirements. Courses listed in parentheses denote prerequisites. Capstone course - 6 quarter credits quarter 6 - course Capstone undergraduate courses. undergraduate oa 180quartercredits Total BusinessCapstoneProject BUS4993 credits quarter 39 - courses Elective EthicsandEnterprise BUS4802 Change BUS4801 GlobalBusinessRelationships Management BUS4016 StrategicPlanningandImplementation BUS4015 OperationsManagementfor BUS4014 Organizational Structure, Learning, BUS4013 LeadershipinOrganizations BUS4012 Virtual Team Collaboration credits quarter BUS4011 48 - courses Specialization FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource FundamentalsofMarketingandSales BUS3040 FundamentalsofE-Business BUS3030 BUS3020 FundamentalsofManagementand DevelopingaBusinessPerspective BUS3010 credits BUS3004 quarter 42 - courses Core Additional Program Requirements To be taken during the learner’s final quarter. final learner’s the during taken be To Choose 39 quarter credits of additional of credits quarter 39 Choose Specializations, continued Specializations, Business in Bachelor’s 1-888-CAPELLA (BUS3010) Competitive Advantage and Performance Accounting Communication Management Leadership • Volume 06-07,No.2 (BUS3010) (BUS3010) (BUS3010) (BUS3010) (BUS3010) Communication (6 quarter credits required) credits quarter (6 Communication Social Science (6 quarter credits required) credits quarter (6 Science Social (6 quarter credits required) credits quarter (6 category. each from credits quarter 6 * * O10 Introduction toHumanSociety ThePoliticsof AmericanGovernment SOC1000 Introduction toPsychology POL1000 PSY1000 ImmigrantsintheAmericanCity Macroeconomics HIS1000 ECO1051 ECO1050 Microeconomics Discrete Mathematics MAT2051 StatisticalLiteracy(3quartercredits) MAT2050 StatisticalReasoning MAT2001 * MAT1051 Pre-Calculus Introduction toAstronomy MAT1050 College Algebra PHY1000 ChemistryforChangingTimes BiologyandSociety(3quartercredits) CHM1000 BIO1050 BIO1000 Human Mathematics Biology and Science Natural HumanNature andEthics PHI2050 Introduction toPhilosophy PHI2000 Ethics PHI1000 ShortStories Introduction toLiterature: LIT2001 World Religions(3quartercredits) HUM1050 Introduction totheHumanities ArtHistorySurvey HUM1000 required) ART2000 credits quarter (6 Humanities Visual DesigninCommunications SPC2050 PublicSpeaking(3quartercredits) SPC2000 Intercultural SPC1000 Communication ENG2000 Research Writing ENG1000 English Composition of minimum a with credits quarter 45 Choose General EducationRequirements at alllevelsoftheirorganizations. needed toimpactorganizational effectiveness interpersonal, andprofessional thinkingskills learners demonstratethemanagement, customers. Inadditiontomarketingexpertise, enterprise, from rawmaterialstosatisfied of howorganizations relate tothewholechainof operate, goingbeyonde-commerce intolayers E-business haschangedthewaycompanies emphasis onthemarketingaspectsofe-business. broaden theirstudytoincludeastronger on thefundamentalsofsalesandmarketingor Learners inthisspecializationmaychoosetofocus development orgeneralbusinessmanagement. from whichtobuildasuccessfulcareer inproduct scope, marketingcanalsoserveasafoundation distribution operations.Becauseofitsbroad needs ofthecustomertomanagingsalesand diverse setofchallenges,from understandingthe Marketing professionals mustbeprepared fora Marketing Required for specialization for Required (3 quartercredits) (3 quartercredits) (3 quartercredits) (3 quartercredits) (MAT1050) general education requirements. education general Residents of Arkansas must complete Arkansas complete must Arkansas of Residents courses above. courses Capstone course - 6 quarter credits quarter 6 - course Capstone undergraduate courses from general education general from courses undergraduate courses: undergraduate courses. undergraduate Elective courses - 39 quarter credits quarter 39 - courses Elective To be taken during the learner’s final quarter. final learner’s the during taken be To U42 E-BusinessSourcing, Marketing, credits quarter BUS4022 48 - courses Specialization FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource FundamentalsofMarketingandSales BUS3040 FundamentalsofE-Business BUS3030 BUS3020 FundamentalsofManagementand DevelopingaBusinessPerspective BUS3010 credits BUS3004 quarter 42 - courses Core Additional Program Requirements additional of credits quarter 21 Choose oa 180quartercredits Total BusinessCapstoneProject BUS4993 MarketingAcross Borders BUS4035 BUS4034 Marketing Strategy BUS4023 E-Business Project BUS4021 E-Business Implementation following the from Technologycredits quarter 12 Choose Infrastructure EthicsandEnterprise BUS4802 Change BUS4801 Management BrandIdentityandMarketing BUS4033 CustomerPsychologyandMarketing BUS4032 Marketing,Sales,andChannel BUS4031 Choose 39 quarter credits of additional of credits quarter 39 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 (BUS3020) (BUS3020) and Sales Accounting Communication Management Leadership Communication Research Management (BUS3030) (BUS3020) (BUS3030) (BUS3030) (BUS3030) (BUS3030) 51

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Bachelor of Science (BS) in Additional Program Requirements TS4820 Server Side Programming ASP.NET Information Technology Core courses - 48 quarter credits (TS4819) TS3006 Communication Strategies for the TS4899 Special Topics in Information Technology Specializations IT Professional (school permission) TS3100 Fundamentals of Web Application Elective courses - 39 quarter credits Development General Choose 39 quarter credits of additional undergraduate TS3110 Fundamentals of E-Business In this general information technology (IT) courses. The School of Undergraduate Studies TS3120 Fundamentals of Project Management specialization, learners explore a range of IT recommends that 18 of these quarter credits be topics. This program of study consists of a set of TS3130 Fundamentals of Database Systems earned through undergraduate information technology courses. core courses that cover the fundamental IT domains TS3140 Fundamentals of Software Development TS3150 Fundamentals of Network Systems of networking, database, Web development, Capstone course - 6 quarter credits TS3160 Ethical and Human Side of systems analysis and design, and project To be taken during the learner’s final quarter: Information Technology management. Learners have an opportunity to TS4990 Integrated Action Learning Project select a variety of more advanced IT courses that Specialization courses - 42 quarter credits Total 180 quarter credits allow them to develop deeper and broader Choose 42 quarter credits from the following courses: knowledge and skills in IT topics including TS4010 Presentation Layer: Client Side Web development, networking, project Programming (TS3100, TS4805) management, and graphics and multimedia. TS4012 Advanced Server Side Programming Graphics and Multimedia General Education Requirements (TS4811, TS4819, TS4820) As Web-enabled applications become more TS4030 Project Estimation and Budgeting Choose 45 quarter credits with a minimum of common, significant demand exists for technically 6 quarter credits from each category. (TS3120) proficient professionals who can design high Communication (6 quarter credits required) TS4031 Risk Management in Information System Development (TS3120) quality, aesthetically pleasing graphic and ENG1000 English Composition TS4032 Motivating IT Professionals (TS3120) multimedia content. The specialization in graphics ENG2000 Research Writing and multimedia helps learners build the skills TS4040 Network Administration (TS3150) SPC1000 Public Speaking (3 quarter credits) necessary to develop graphic-intensive content TS4041 Advanced Network Administration SPC2000 Intercultural Communication (TS4040) that enhances the appeal and navigability of SPC2050 Visual Design in Communications TS4042 Network Design (TS3150) Web sites. (3 quarter credits) TS4050 Vector Graphics Animation (TS3100) While pursuing this specialization, learners are Humanities (6 quarter credits required) TS4051 Web Graphics Production (TS3100) led by trained graphic artists and experts in Web- ART2000 Art History Survey TS4052 Image Processing (TS3100) based design. Learners engage in a collaborative, HUM1000 Introduction to the Humanities TS4060 Managing the Project I (TS3120) online community that provides real-time HUM1050 World Religions (3 quarter credits) TS4061 Managing the Project II (TS4060) feedback on their work from a variety of learner LIT2001 Introduction to Literature: Short Stories TS4070 CyberDefense & Countermeasures and instructor perspectives. The specialization (3 quarter credits) (TS3150, TS4803) leaves learners with a sound knowledge of the PHI1000 Introduction to Philosophy TS4071 CyberAttacks & Ethical Hacking latest professional tools used for vector graphics, PHI2000 Ethics (TS3150, TS4803) vector graphics animation, and image processing. PHI2050 Human Nature and Ethics TS4072 Operating Systems Security General Education Requirements (3 quarter credits) (TS3150, TS4803) Choose 45 quarter credits with a minimum of Natural Science and Mathematics TS4073 Organizational Security (TS3150, TS4803) 6 quarter credits from each category. (6 quarter credits required) TS4074 Applications Security (TS3150, TS4803) Communication (6 quarter credits required) BIO1000 Human Biology TS4075 Computer Forensics (TS3150, TS4803) ENG1000 English Composition BIO1050 Biology and Society (3 quarter credits) TS4076 Security Management Practices ENG2000 Research Writing CHM1000 Chemistry for Changing Times (TS3150, TS4803) SPC1000 Public Speaking (3 quarter credits) PHY1000 Introduction to Astronomy TS4801 Information Systems Analysis and Design SPC2000 Intercultural Communication MAT1050 College Algebra TS4802 System Assurance Quality and Testing SPC2050 Visual Design in Communications MAT1051 Pre-Calculus TS4803 System Assurance Security (TS3150) (3 quarter credits) MAT2001 Statistical Reasoning TS4805 Programming Concepts and Practices Humanities (6 quarter credits required) MAT2050 Statistical Literacy (3 quarter credits) TS4806 Future of Information Technology ART2000 Art History Survey MAT2051 * Discrete Mathematics (MAT1050) TS4807 Legal Issues in Information Technology HUM1000 Introduction to the Humanities * Strongly recommended for specialization. TS4808 Object-oriented Analysis, Design and HUM1050 World Religions (3 quarter credits) Programming (TS3140) Social Science (6 quarter credits required) LIT2001 Introduction to Literature: Short Stories TS4809 Data Warehousing and Data Mining ECO1050 Microeconomics (3 quarter credits) TS4810 Web Design (TS3100) ECO1051 Macroeconomics PHI1000 Introduction to Philosophy TS4811 Object-oriented Programming in Java HIS1000 Immigrants in the American City (TS4805) PHI2000 Ethics (3 quarter credits) TS4812 Advanced Java Programming (TS4811) PHI2050 Human Nature and Ethics PSY1000 Introduction to Psychology (3 quarter credits) TS4813 Operating Systems POL1000 The Politics of American Government TS4815 Introduction to Telecommunications SOC1000 Introduction to Human Society TS4819 Application Layer: Server Side Choose 21 quarter credits of additional undergraduate Programming (TS3130, TS4805, TS4010) courses from general education courses above. Residents of Arkansas must complete Arkansas general education requirements. All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. Capstone course - 6 quarter credits quarter 6 - course Capstone undergraduate technology courses. courses. technology undergraduate To be taken during the learner’s final quarter: final learner’s the during taken be To these quarter credits be earned through earned be credits quarter these Undergraduate Studies recommends that 18 of 18 that recommends Studies Undergraduate undergraduate courses. The School of School The courses. undergraduate Elective courses - 39 quarter credits quarter 39 - courses Elective Social Science (6 quarter credits required) credits quarter (6 Science Social 6 quarter credits composed of any 4000-level course(s) 4000-level any of composed credits quarter 6 Choose 39 quarter credits of additional of credits quarter 39 Choose general education requirements. education general required) credits quarter (6 oa 180quartercredits IntegratedActionLearningProject Total TS4990 System AssuranceQualityandTesting TS4810 Web TS4802 Information SystemsAnalysis Design ImageProcessing TS4801 Web GraphicsProduction TS4052 Vector GraphicsAnimation TS4051 credits quarter TS4050 42 - courses Specialization EthicalandHumanSideofInformation FundamentalsofNetworkSystems TS3160 FundamentalsofSoftware Development TS3150 FundamentalsofDatabaseSystems TS3140 FundamentalsofProject Management TS3130 FundamentalsofE-Business TS3120 TS3110 FundamentalsofWeb Application TS3100 CommunicationStrategiesforthe credits TS3006 quarter 48 - courses Core Additional Program Requirements Arkansas complete must Arkansas of Residents courses above. undergraduate coursesfrom generaleducation Choose 21quartercredits ofadditional Introduction toHumanSociety ThePoliticsofAmericanGovernment SOC1000 Introduction to Psychology POL1000 PSY1000 ImmigrantsintheAmericanCity Macroeconomics HIS1000 ECO1051 ECO1050 Microeconomics MAT2051 Discrete StatisticalLiteracy(3quartercredits) MAT2050Mathematics MAT2001 Statistical Reasoning MAT1051 Pre-Calculus Introduction toAstronomy MAT1050 College Algebra PHY1000 ChemistryforChangingTimes BiologyandSociety(3quartercredits) CHM1000 BIO1050 BIO1000 Human Mathematics Biology and Science Natural Bachelor’s in Information Technology continued Technology Specializations, Information in Bachelor’s 1-888-CAPELLA AND and Design Technology Development IT Professional (3 quartercredits) • Volume 06-07,No.2 (TS3100) (TS3100) (TS3100) (MAT1050) (TS3100) (TS3100) Communication (6 quarter credits required) credits quarter (6 Communication 6 quarter credits from each category. each from credits quarter 6 (6 quarter credits required) credits quarter (6 Social Science (6 quarter credits required) credits quarter (6 Science Social H25 HumanNature andEthics PHI2050 Introduction toPhilosophy PHI2000 Ethics PHI1000 ShortStories Introduction toLiterature: LIT2001 World Religions(3quartercredits) HUM1050 Introduction totheHumanities ArtHistorySurvey HUM1000 required) ART2000 credits quarter (6 Humanities Visual DesigninCommunications SPC2050 PublicSpeaking(3quartercredits) SPC2000 Intercultural SPC1000 Communication ENG2000 Research Writing ENG1000 English Composition of minimum a with credits quarter 45 Choose General EducationRequirements organizational effectiveness. to influenceinternaldecisionmakingandoverall interpersonal, andcommunicationskillsrequired specialization willdemonstratethebusiness, and securityexpertise,learnersinthis techniques. Inadditiontoinformationassurance spam, encryption,andotherinfrastructure security management, incidentresponse, viruses,malware, disaster recovery andbusinesscontinuity, risk control, authentication,perimetersecurity, to, securitypolicies,socialengineering,access securing anenterpriseincluding,butnotlimited processes, tools,technologies,andmethodsof will allowstudentstoacquire andapplyvarious information assuranceandsecurityspecialization to ensure thattheorganization issecure. The infrastructure. Theyapplytoolsandtechnologies processes, network,hardware, andsoftware troubleshoot anorganization’s securitypolicies, design, install,configure, manage,and Information assuranceandsecurityprofessionals AssuranceandSecurity Information O10 Introduction to HumanSociety ThePoliticsof AmericanGovernment SOC1000 Introduction toPsychology POL1000 PSY1000 ImmigrantsintheAmerican City Macroeconomics HIS1000 ECO1051 ECO1050 Microeconomics (MAT1050) Mathematics Discrete * MAT2051 StatisticalLiteracy(3quartercredits) MAT2050 MAT2001 Statistical Reasoning MAT1051 Pre-Calculus Introduction toAstronomy MAT1050 College Algebra PHY1000 ChemistryforChangingTimes BiologyandSociety(3quartercredits) CHM1000 BIO1050 BIO1000 Human Mathematics Biology and Science Natural * Required for specialization. for Required * (3 quartercredits) (3 quartercredits) (3 quartercredits) (3 quartercredits) Capstone course - 6 quarter credits quarter 6 - course Capstone technology courses. technology To be taken during the learner’s final quarter: final learner’s the during taken be To general education requirements. education general earned through undergraduate information undergraduate through earned Residents of Arkansas must complete Arkansas complete must Arkansas of Residents recommends that 18 of these quarter credits be credits quarter these of 18 that recommends courses above. courses courses. The School of Undergraduate Studies Undergraduate of School The courses. Elective courses - 33 quarter credits quarter 33 - courses Elective undergraduate courses from general education general from courses undergraduate Choose 33 quarter credits of additional undergraduate additional of credits quarter 33 Choose Specialization courses - 48 quarter credits quarter 48 - courses Specialization EthicalandHumanSideof FundamentalsofNetworkSystems TS3160 FundamentalsofSoftware Development TS3150 FundamentalsofDatabaseSystems TS3140 FundamentalsofProject Management TS3130 FundamentalsofE-Business TS3120 TS3110 FundamentalsofWeb Application TS3100 CommunicationStrategiesforthe credits TS3006 quarter 48 - courses Core Additional Program Requirements additional of credits quarter 21 Choose oa 180quartercredits Regents. with theOhioBoard of Authorization forthisspecializationispending Integrated ActionLearningProject Total TS4990 SecurityManagementPractices ComputerForensics TS4076 ApplicationsSecurity TS4075 Organizational Security TS4074 TS4073 OperatingSystemsSecurity TS4072 CyberAttacks&EthicalHacking TS4071 CyberDefense&Countermeasures SystemAssuranceSecurity TS4070 TS4803 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 (TS3150, TS4803) TS4803) (TS3150, TS4803) (TS3150, TS4803) (TS3150, TS4803) (TS3150, Information Technology Development IT Professional (TS3150, TS4803) (TS3150, (TS3150, TS4803) (TS3150, (TS3150, TS4803) (TS3150, (TS3150) 53

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Bachelor’s in Information Technology Specializations, continued Network Technology Choose 21 quarter credits of additional Project Management undergraduate courses from general education The specialization in network technology provides courses above. The project management specialization focuses on learners with the skills they need to take developing skills that are required to effectively Residents of Arkansas must complete Arkansas certification tests in the areas of network general education requirements. lead and manage a complex IT project. This administration, network design, and network specialization also allows learners to integrate security from Microsoft, Cisco, CompTIA, and Additional Program Requirements information technologies, business, and human other leading technology organizations. Some key Core courses - 48 quarter credits interaction skills. Learners are introduced to a technologies are introduced, including local and TS3006 Communication Strategies for the variety of topics including assessing product wide area networking, directory services, network IT Professional requirements; establishing configuration security, authentication schemes, and various TS3100 Fundamentals of Web Application management; understanding the impact of operating systems. Innovative software tools and Development evolving legal and regulatory issues on a project; Capella’s advanced IT infrastructure enable TS3110 Fundamentals of E-Business understanding team dynamics; and using tools for simulated hands-on learning in a flexible, online TS3120 Fundamentals of Project Management project planning, estimation, budgeting, and risk environment. As learners work toward various TS3130 Fundamentals of Database Systems management. Learners will ultimately integrate IT in-demand certifications, they continue acquiring TS3140 Fundamentals of Software Development fundamentals, professional practice, and project the broader critical thinking, strategic, and TS3150 Fundamentals of Network Systems management specialization course work in an managerial skills that make the IT professional a TS3160 Ethical and Human Side of integrated action learning project. valuable asset throughout an organization. Information Technology General Education Requirements General Education Requirements Choose 45 quarter credits with a minimum of Specialization courses - 42 quarter credits Choose 45 quarter credits with a minimum of 6 quarter credits from each category. TS4040 Network Administration (TS3150) 6 quarter credits from each category. Communication (6 quarter credits required) TS4041 Advanced Network Administration Communication (6 quarter credits required) (TS4040) ENG1000 English Composition ENG1000 English Composition TS4042 Network Design (TS3150) ENG2000 Research Writing ENG2000 Research Writing TS4803 System Assurance Security (TS3150) SPC1000 Public Speaking (3 quarter credits) SPC1000 Public Speaking (3 quarter credits) TS4813 Operating Systems SPC2000 Intercultural Communication SPC2000 Intercultural Communication TS4815 Introduction to Telecommunications SPC2050 Visual Design in Communications (3 quarter credits) SPC2050 Visual Design in Communications AND (3 quarter credits) Humanities (6 quarter credits required) 6 quarter credits composed of any 4000-level course(s) Humanities (6 quarter credits required) ART2000 Art History Survey ART2000 Art History Survey Elective courses - 39 quarter credits HUM1000 Introduction to the Humanities HUM1000 Introduction to the Humanities Choose 39 quarter credits of additional undergraduate HUM1050 World Religions (3 quarter credits) courses. The School of Undergraduate Studies HUM1050 World Religions (3 quarter credits) LIT2001 Introduction to Literature: Short Stories recommends that 18 of these quarter credits be (3 quarter credits) LIT2001 Introduction to Literature: Short Stories earned through undergraduate information PHI1000 Introduction to Philosophy (3 quarter credits) technology courses. PHI1000 Introduction to Philosophy PHI2000 Ethics PHI2000 Ethics Capstone course - 6 quarter credits PHI2050 Human Nature and Ethics (3 quarter credits) PHI2050 Human Nature and Ethics To be taken during the learner’s final quarter: (3 quarter credits) TS4990 Integrated Action Learning Project Natural Science and Mathematics (6 quarter credits required) Natural Science and Mathematics Total 180 quarter credits (6 quarter credits required) BIO1000 Human Biology BIO1050 Biology and Society (3 quarter credits) BIO1000 Human Biology CHM1000 Chemistry for Changing Times BIO1050 Biology and Society (3 quarter credits) PHY1000 Introduction to Astronomy CHM1000 Chemistry for Changing Times MAT1050 College Algebra PHY1000 Introduction to Astronomy MAT1051 Pre-Calculus MAT1050 College Algebra MAT2001 Statistical Reasoning MAT1051 Pre-Calculus MAT2050 Statistical Literacy (3 quarter credits) MAT2001 Statistical Reasoning MAT2051 * Discrete Mathematics (MAT1050) MAT2050 Statistical Literacy (3 quarter credits) * Strongly recommended for specialization. MAT2051 * Discrete Mathematics (MAT1050) Social Science (6 quarter credits required) * Required for specialization. ECO1050 Microeconomics Social Science (6 quarter credits required) ECO1051 Macroeconomics ECO1050 Microeconomics HIS1000 Immigrants in the American City ECO1051 Macroeconomics (3 quarter credits) HIS1000 Immigrants in the American City PSY1000 Introduction to Psychology (3 quarter credits) POL1000 The Politics of American Government PSY1000 Introduction to Psychology SOC1000 Introduction to Human Society POL1000 The Politics of American Government SOC1000 Introduction to Human Society

All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 55

Bachelor’s in Information Technology Specializations, continued Choose 21 quarter credits of additional Web Application Development Choose 21 quarter credits of additional undergraduate courses from general education undergraduate courses from general education courses above. The Web application development specialization courses above. is appropriate for those whose goal is to create Residents of Arkansas must complete Arkansas Residents of Arkansas must complete Arkansas general education requirements. professional, high quality Web-based general education requirements. applications. This specialization focuses on the Additional Program Requirements enabling technologies, but also integrates an Additional Program Requirements Core courses - 48 quarter credits awareness of business and human realities. The Core courses - 48 quarter credits TS3006 Communication Strategies for the key concepts of Web application development TS3006 Communication Strategies for the IT Professional are emphasized to prepare learners for the IT Professional TS3100 Fundamentals of Web Application variety of development environments. Some TS3100 Fundamentals of Web Application Development technologies are introduced using the Virtual Lab Development STUDIES SCHOOL OF UNDERGRADUATE TS3110 Fundamentals of E-Business Environment (VLE), including Enterprise TS3110 Fundamentals of E-Business TS3120 Fundamentals of Project Management Java-Beans, Common Object Request Broker TS3120 Fundamentals of Project Management TS3130 Fundamentals of Database Systems Architecture (CORBA), Extensible Markup TS3130 Fundamentals of Database Systems TS3140 Fundamentals of Software Development Language (XML), and Open Database TS3140 Fundamentals of Software Development TS3150 Fundamentals of Network Systems Connectivity (ODBC)/Java Database Connectivity TS3150 Fundamentals of Network Systems TS3160 Ethical and Human Side of Information (JDBC), and Application Programming Interfaces TS3160 Ethical and Human Side of Information Technology (APIs). Learners will ultimately integrate IT Technology fundamentals, professional practice, and Web Specialization courses - 42 quarter credits application development specialization course Specialization courses - 42 quarter credits TS4030 Project Estimating and Budgeting work in an integrated action learning project. TS4010 Presentation Layer: Client Side (TS3120) Programming (TS3100, TS4805) General Education Requirements TS4031 Risk Management in Information TS4012 Advanced Server Side Programming System Development (TS3120) Choose 45 quarter credits with a minimum of (TS4010, TS4819, TS4820) 6 quarter credits from each category. TS4032 Motivating TS Professionals (TS3120) TS4802 System Assurance Quality and Testing TS4060 Managing the Project I (TS3120) Communication (6 quarter credits required) TS4805 Programming Concepts and Practices TS4061 Managing the Project II (TS4060) ENG1000 English Composition TS4811 Object-oriented Programming in Java TS4802 Systems Assurance Quality and Testing ENG2000 Research Writing (TS4805) TS4807 Legal Issues in IT SPC1000 Public Speaking (3 quarter credits) TS4819 Application Layer: Server Side SPC2000 Intercultural Communication Programming (TS3130, TS4010, TS4805) Elective courses - 39 quarter credits SPC2050 Visual Design in Communications TS4820 Server Side Programming ASP.NET Choose 39 quarter credits of additional undergraduate (3 quarter credits) (TS4819) courses. The School of Undergraduate Studies Humanities (6 quarter credits required) recommends that 18 of these quarter credits be Elective courses - 39 quarter credits ART2000 Art History Survey earned through undergraduate information Choose 39 quarter credits of additional technology courses. HUM1000 Introduction to the Humanities undergraduate courses. The School of HUM1050 World Religions (3 quarter credits) Undergraduate Studies recommends that 18 of Capstone course - 6 quarter credits LIT2001 Introduction to Literature: Short Stories these quarter credits be earned through To be taken during the learner’s final quarter: (3 quarter credits) undergraduate information technology courses. TS4990 Integrated Action Learning Project PHI1000 Introduction to Philosophy Capstone course - 6 quarter credits PHI2000 Ethics To be taken during the learner’s final quarter: Total 180 quarter credits PHI2050 Human Nature and Ethics (3 quarter credits) TS4990 Integrated Action Learning Project Natural Science and Mathematics Total 180 quarter credits (6 quarter credits required) BIO1000 Human Biology BIO1050 Biology and Society (3 quarter credits) CHM1000 Chemistry for Changing Times PHY1000 Introduction to Astronomy MAT1050 College Algebra MAT1051 Pre-Calculus MAT2001 Statistical Reasoning MAT2050 Statistical Literacy (3 quarter credits) MAT2051 * Discrete Mathematics (MAT1050) * Required for specialization. Social Science (6 quarter credits required) ECO1050 Microeconomics ECO1051 Macroeconomics HIS1000 Immigrants in the American City (3 quarter credits) PSY1000 Introduction to Psychology POL1000 The Politics of American Government SOC1000 Introduction to Human Society

All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. 56 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Undergraduate Course Descriptions in Numerical Order by Program Prefix

The following course list is correct as of the date HUM1000 - Introduction to the Humanities NATURAL SCIENCE AND MATHEMATICS this catalog was prepared. These descriptions (6 quarter credits). This course provides learners BIO1000 - Human Biology (6 quarter credits). indicate the general content and topics typically with a broad-based introduction to the humanities This course provides an introduction to basic covered in the course. Capella University retains including topics within the various arts, philosophy, biological principles with a human perspective. the right to withdraw, modify, or add courses to and religion. The course emphasizes developing Areas addressed include the molecular and the existing list without prior notice. an understanding of the uniqueness as well as the cellular basis of life, genetics, organ systems, and Three-credit general education courses are interrelatedness of these fields, how they human impact on the environment. significantly shape the cultures in which they are offered during both the first and second half of BIO1050 - Biology and Society (3 quarter each quarter. found, and how they reflect their culture’s values and vision of the human condition. credits). This course builds an awareness of environmental issues that shape our world. HUM1050 - World Religions (3 quarter credits). General Education Courses Learners explore human roles in the environment, This course introduces learners to the religious consider the causes for environmental stresses COMMUNICATION wisdom and traditions of both East and West and degradation, and study initiatives currently including Hinduism, Buddhism, Confucianism, ENG1000 - English Composition (6 quarter underway to deal with these issues. Taoism, Judaism, Christianity, and Islam. credits). This course is an introduction to CHM1000 - Chemistry for Changing Times expository writing and includes learning research LIT2001 - Introduction to Literature: Short (6 quarter credits). This course provides a broad techniques and writing in a variety of forms. Stories (3 quarter credits). Learners examine introduction to basic chemistry and basic risk Particular attention is given to increasing learners’ depictions of the relationship between the analysis. These concepts are applied to ecological, effectiveness in organizing and developing topics, individual and society in short stories. The course environmental, health, nuclear, and medical thinking critically, and revising for clarity of introduces basic literary terms and concepts and concerns with an emphasis on understanding the purpose, readability, and style. the application of critical thinking skills; learners impact of chemistry in society. There is no lab continue to develop their academic writing skills. ENG2000 - Research Writing (6 quarter credits). associated with the course. This course helps learners become more familiar PHI1000 - Introduction to Philosophy (6 quarter PHY1000 - Introduction to Astronomy (6 quarter and comfortable with writing that depends on credits). Learners analyze the main problems of credits). This course provides an overview of our source material. Since most writing in professional philosophical inquiry beginning with an solar system, stars, and galaxies. The or academic contexts calls for evaluating or introduction to the nature of philosophy and a development of scientific thought is traced from interpreting information provided by others, this logic module that includes basic logic concepts, early civilization to the present day. syllogistic reasoning, Venn diagrams, deductive course’s main goal is to give learners portable and MAT1050 - College Algebra (6 quarter credits). adaptable skills that help them critically assess reasoning, inductive reasoning, and informal fallacies. Learners also explore topics in This course introduces learners to the study of sources and incorporate them appropriately into mathematical functions including linear, professional or academic writing. philosophy such as religion, knowledge and perspectives on truth, rationality and cognitive exponential, logarithmic, and other functions that SPC1000 - Public Speaking (3 quarter credits). relativism, philosophy of mind issues including include algebraic, graphic, and numeric properties. The focus of this course is on preparing and monism/dualism, personal identity and The course emphasizes applying these concepts organizing a speech, developing good delivery immortality, freedom of the will and determinism, to applications in the social and natural sciences, skills, and overcoming speech anxieties. Learners theoretic and applied ethics, and the meaning of business, and everyday life. prepare, practice, and deliver a series of short human existence. MAT1051 - Pre-calculus (6 quarter credits). speeches demonstrating different styles and Pre-calculus extends the formal study of strategies of public speaking. PHI2000 - Ethics (6 quarter credits). In this course learners explore major philosophical elementary functions introduced in algebra. SPC2000 - Intercultural Communication approaches to evaluating moral actions and apply In this course, learners use technology, modeling, (6 quarter credits). Learners in this course explore them to contemporary issues. Learners reflect on and problem-solving skills to study and apply cultural differences and their implications for their own moral beliefs and the ways in which trigonometric and circular functions, identities, communication including differences in values, these beliefs influence and inform their moral and inverses, polar coordinates, complex norms, social interaction, and code systems. judgments and behavior. numbers, and vectors in two and three SPC2050 - Visual Design in Communications dimensions. The course focuses on problem PHI2050 - Human Nature and Ethics (3 quarter (3 quarter credits). This course introduces learners solving by applying multiple tools: algebraic, credits). This course introduces learners to some to the use of visual design in communication. graphic, and numeric. Quadratic relations are of the principal Western conceptions of human Learners apply fundamental concepts of graphic represented in polar, rectangular, and parametric nature and how these conceptions give rise to and design and the principles of visual design through forms. Each of these topics provides a bridge to affect ethical issues. Specific course topics include the use of online exercises, discussions, critiques, further study in calculus and other fields including the human aspiration to improve human nature, and texts. Learners also explore methods of economics, business, physics, chemistry, biology, the scientific view and approach to human nature, analyzing visual images and their influence on computer science, and natural and social sciences. the relation between bodies and minds (souls), communication. Prior college algebra course work or completion how we change over the course of our lives and of MAT1050 is strongly recommended prior to yet still remain "ourselves," and the character and enrollment in this course. HUMANITIES dignity of human beings. Interdisciplinary readings MAT2001 - Statistical Reasoning (6 quarter ART2000 - Art History Survey (6 quarter credits). range from the ancient Greeks to the twenty-first century. credits). This course covers the basic concepts of This course provides a survey of art of the Western elementary statistics including descriptive world from prehistoric to modern times. Activities statistics, methods of counting, probability include exploring museums or galleries, analyzing distributions, approximations, estimation, and art and buildings, and examining art in everyday life. hypothesis testing. While the computation of 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 57

statistics (with software) is important, more are addressed. Applying psychology concepts to e-business systems, and assessment of the emphasis is placed on the application and everyday situations is emphasized. implications of an e-business initiative. Learners interpretation of statistical results. POL1000 - The Politics of American Government also study the development of an e-business MAT2050 - Statistical Literacy (3 quarter (6 quarter credits). This course covers the technological and management plan for an credits). Learners in this course concentrate on fundamental workings of the American political enterprise. applying critical thinking skills to arguments system, particularly how the constitutional BUS3030 - Fundamentals of Marketing and involving statistics. The course emphasizes the structure shapes American politics and how Sales (6 quarter credits). In this course, learners learner as a consumer of statistics rather than a institutions and processes connect individuals to examine the fundamentals of marketing and sales: producer of statistical calculations. Course the larger political system. market research and planning, product activities focus on interpreting, evaluating, and SOC1000 - Introduction to Human Society differentiation and positioning, marketing SCHOOL OF UNDERGRADUATE STUDIES SCHOOL OF UNDERGRADUATE communicating real-world situations and news (6 quarter credits). This course explores questions communications, differences between consumer stories. such as "What is society?" and "How does it make and business markets, and relational marketing MAT2051 - Discrete Mathematics (6 quarter us who we are?" The course helps learners discuss and sales strategy. Learners prepare a marketing credits). Topics for this course include number the ways sociology offers insights into discovering and sales plan, and a corresponding marketing logic and set theory, functions and sequences, the world and one’s place in it. The course also and sales strategy for a simple product offering. relations equivalence, partial order, digraphs, emphasizes developing an understanding of BUS3040 - Fundamentals of Human Resource recurrence relations, counting techniques, logic culture, social structure, institutions, and our Management (6 quarter credits). This course and techniques of proof, graphs, and algorithms. interactions with each other. helps learners develop an understanding of the Other topics include networks (graphs), fundamentals of human resource management, fundamentals of counting and discrete probability, explore the human capital perspective of and matrices. This course prepares learners for Business Courses employees as the principal economic asset of the further study in business, especially marketing and BUS3004 - Developing a Business Perspective enterprise, examine human capital development, information technology. Prerequisite(s): MAT1050. (6 quarter credits). This course prepares learners and study how the human resource management to broaden their business perspective, participate function is evolving in different types of organizations. The implications for human SOCIAL SCIENCE in building a learning community, and tap into the talents and resources of the class. Learners gain a resource professionals are underscored in each ECO1050 - Microeconomics (6 quarter credits). business perspective on ways that higher of these functions. Learners are assigned a case This economics course focuses on the optimizing education can prepare them for careers in a study in which they work to identify and behavior of individual consumers and firms and the constantly changing workplace. Learners practice understand the evolving talents, motivations, coordination of these individual decisions through thinking habits, investigate the new business and needs of employees of different generations, markets. It includes the evaluation of market realities that business professionals must deal with backgrounds, and personalities. outcomes in terms of efficiency and fairness. in the twenty-first century, and develop research BUS3050 - Fundamentals of Organizational Topics include the theory of the consumer, the and writing skills needed for success in the Communication (6 quarter credits). This course theory of the firm, market structures and market undergraduate program. Throughout the course, helps learners develop an understanding of the failure, and the role of government. Application to learners analyze, synthesize, and evaluate business fundamentals of organizational communication; real-world events provides examples of concepts and current topics in light of their explore the interrelationship of organizational microeconomics principles. personal and professional experiences. Topics communication, symbols, culture, and ECO1051 - Introduction to Macroeconomics include written communication, research skills, performance; learn effective communication (6 quarter credits). This course provides an teamwork skills, critical thinking and problem- practices in relationships internal and external to introduction to the major topics of solving skills, project creation, and business the enterprise; and realize how they contribute to macroeconomics: national income analysis, fundamental principles. BUS3004 must be taken successful organizational performance. Through unemployment and price stability, the business by bachelor’s learners in their first quarter. participation in a case study, learners examine the cycle, monetary and fiscal policy, and international BUS3004 cannot be fulfilled by transfer or ways organizational communication factors are trade. Applications to real-world events are used petition. interrelated and function in an enterprise. to provide examples of principles of elementary BUS3010 - Fundamentals of Management and BUS3060 - Fundamentals of Finance and economic theory. Leadership (6 quarter credits). This course is an Accounting (6 quarter credits). This course HIS1000 - Immigrants in the American City introduction to the primary forces that drive enables learners to gain knowledge of the (3 quarter credits). This course covers the contemporary business. Learners explore the fundamentals of finance and accounting, to historical experiences of immigrants moving to implications for organizational management and understand and create the standard financial and living in American cities and how these factors collaborative leadership within a changing statements of a simple enterprise, and to evaluate affect immigrants living in American cities today. business climate. The course focuses on key the financial condition of this simple enterprise Topics include immigration history, responses of elements of the business world including the from the different perspectives of various financial immigrants to conditions they faced, and urban manager, the enterprise, and the environment institutions using typical financial ratios and policies and their effects on immigrants. within which both the manager and the enterprise metrics. Learners practice reading and PSY1000 - Introduction to Psychology (6 quarter operate. understanding annual reports of more complex credits). This course provides an introduction to BUS3020 - Fundamentals of E-Business publicly traded enterprises to interpret the basic principles of psychology and the (6 quarter credits). This course presents explanatory footnotes and to relate financial scientific methods that psychologists employ. fundamentals of e-business, acquisition of hands- statements to the business performance of the A variety of topics, including the brain, learning on experience with e-business technology, enterprise. and memory, personality, social influence, child evaluation of primary management considerations and lifespan development, and psychopathology in the development process of commercial 58 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Undergraduate Course Descriptions, continued

BUS4011 - Virtual Team Collaboration (6 quarter BUS4021 - E-Business Technology Infrastructure BUS4033 - Brand Identity and Marketing credits). Learners examine practical communication (6 quarter credits). Learners explore key Communications (6 quarter credits). Learners and collaboration skills for effective participation in characteristics of the Internet and related explore multiple forms of marketing and leadership of teams in a virtual networked technologies for their implications to developing communications media and messages in this context. Learners also examine various forms of successful e-business enterprise models. The course including the hidden power of word-of- collaborative leadership and participate in history of e-business technology’s ability to mouth marketing and the expanding media of the collaborative leadership experiences within a provide a context for management in an evolving Internet. The communication-saturated nature of virtual networked organizational setting. field and its future possibilities are also examined. the marketplace is explored for its practical Prerequisite(s): BUS3010. Learners develop an e-business technology plan significance in focusing brand identity and BUS4012 - Leadership in Organizations for an enterprise including scenarios of the selecting marketing communications. (6 quarter credits). In this course learners examine plausible future of e-business driven by Prerequisite(s): BUS3030. the art and science of leadership in the networked technological change. Prerequisite(s): BUS3020. BUS4034 - Marketing Strategy (6 quarter enterprise at different organizational levels and BUS4022 - E-Business Sourcing, Marketing, and credits). This course introduces and illustrates from different perspectives. Learners study Sales (6 quarter credits). Through participation in major concepts and strategies that help learners personal characteristics of effective leaders a case study, learners examine the integrated and connect concepts to real-world marketing including coaching skills, personal integrity, interrelated factors involved in e-business strategy situations and problems. Learners analyze trustworthiness, courage and generosity, and an sourcing, marketing, and sales for a new e- the kinds of marketing information available, learn ability to encourage others to participate in business initiative and create a new e-business about the tools and procedures used to gather leadership. Prerequisite(s): BUS3010. enterprise model. Other topics include supply and evaluate this information, and develop an BUS4013 - Organizational Structure, Learning, chain and logistics enabled by e-business, understanding of the growing role of the Internet and Performance (6 quarter credits). Learners marketing operations and strategy, and sales cycle in market opportunities. Other topics include study types of organizational structures and their and management. Learners prepare an e-business advances in information technology and the role influence on organizational intelligence, learning sourcing, marketing, and sales plan for an these advances play in affecting environmental, ability, and the practical performance of an enterprise. Prerequisite(s): BUS3020. competitive, and customer information. enterprise. Special attention is given to the BUS4023 - E-Business Project Implementation Prerequisite(s): BUS3030. adaptive and responsive organization and its (6 quarter credits). This course helps learners BUS4035 - Marketing Across Borders (6 quarter relationship to enterprise stakeholders and identify the key factors for successful credits). This course presents an accurate picture environment. The course includes a collaborative implementation of e-business projects. Learners of events in the global marketplace without case study that illustrates the interrelatedness of participate in a case study project, illustrating the overemphasizing current issues and includes organizational structure, learning, and nature of the e-business technology development discussion of the negative side of global business performance. Prerequisite(s): BUS3010. process, risk management issues, and the especially relevant to recent world events. Course BUS4014 - Operations Management for uncertainty and potential for the unexpected in topics progress from marketing an existing Competitive Advantage (6 quarter credits). This this rapidly evolving field. Special attention is product outside the domestic market and course is a survey of the operations management given to nurturing effective working relationships developing a new product for specific local field in both service and manufacturing environments. with diverse stakeholders in e-business initiatives. markets to broader issues in marketing and The course covers topics ranging from the Prerequisite(s): BUS3020. managing topics from a global managerial strategic issues of designing products and services BUS4031 - Marketing, Sales, and Channel perspective. Legal, regulatory, political, and and making major capacity and location decisions Management (6 quarter credits). In this course cultural issues are discussed as appropriate to operating processes and control systems. Case learners develop an understanding of marketing, throughout the course. Prerequisite(s): BUS3030. studies help demonstrate important concepts and sales, and channel management as an integrated BUS4043 - Compensation and Benefits decision-making tools. Prerequisite(s): BUS3010. and interrelated process. A case study that Management (6 quarter credits). This course BUS4015 - Strategic Planning and illustrates the mutual interdependencies of addresses the trends and evolution of Implementation (6 quarter credits). Learners marketing, sales, and channel management compensation and benefits in both strategic and develop an understanding of strategic planning required for success in a new product launch operational dimensions and allows learners to and implementation by participating in case studies helps learners explore both the strategic and explore cost evaluation associated with various and simulations of various business planning operational aspects of marketing, sales, and approaches to compensation and benefits. processes and by examining the unpredictable channel functions. Learners prepare and present Learners participate in a case study project dimension of strategic business planning. a plan for marketing, sales, and channel involving selected compensation and benefit Successfully integrating unplanned developments management. Prerequisite(s): BUS3030. issues and apply their learning by preparing and into an existing strategy and implementing them BUS4032 - Customer Psychology and Marketing presenting a compensation and benefits plan for are addressed as an important part of real-world Research (6 quarter credits). In this course an enterprise. Prerequisite(s): BUS3040. strategy. Prerequisite(s): BUS3010. learners explore market research on customer BUS4044 - Legal Issues in Human Resource BUS4016 - Global Business Relationships psychology including topics such as why Management (6 quarter credits). The primary (6 quarter credits). In this course learners develop customers buy; surface reasons for buying; deep goal of this course is to enable learners to a broad understanding of international business by needs customers attempt to satisfy when they buy, recognize the spirit and purpose of the legal participating in selected case studies that are and the significance of customer trust and framework of enterprise so they can embrace complemented by theory and an international membership-in-community with the enterprise. compatible strategies and avoid cutting corners, business research framework. Multiple dimensions Learners examine the methodology and which ultimately results in major, long-term of international business are addressed including assumptions underlying market research on difficulties. Learners explore case studies that cultural; business structure; finance and trade; customer psychology. Prerequisite(s): BUS3030. illustrate how a minor legal issue can be managed technology and communications; and political, well or can become unmanageable from legal, economic, and legal dimensions. financial, and public relations standpoints. Prerequisite(s): BUS3010. Prerequisite(s): BUS3040. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 59

BUS4045 - Recruiting, Retention, and BUS4060 - Financial Accounting Principles BUS4065 - Income Tax Concepts and Strategies Development (6 quarter credits). The primary (6 quarter credits). Learners are introduced to (6 quarter credits). This course is an introduction focus of this course is on the characteristics and Generally Accepted Accounting Principles to basic concepts of individual income taxation motivations of applicants and employees from (GAAP), which provide guidance for an and tax-related transactions that pertain to gains, varying backgrounds and the match between their organization’s financial accounting systems and losses, income, expenses, tax free exchanges, needs and aspirations and relevant characteristics reports generated by these systems such as depreciation, deductions, and credits. Course of the employing enterprise. Learners examine the income statements and balance sheets. Learners material is presented on a conceptual level with practical operations of recruiting, retention, and are introduced to ways that external stakeholders additional projects that teach and reinforce tax development of employees. Special attention is and internal managers and leaders use accounting compliance rules and provide a basic foundation paid to effective performance review processes information to assess the performance and for tax research. The course highlights topics from and their relationship to coaching and mentoring. financial strength of an organization. an individual taxation standpoint with an emphasis STUDIES SCHOOL OF UNDERGRADUATE Prerequisite(s): BUS3040. Prerequisite(s): BUS3060. on business application. Prerequisite(s): BUS4062. BUS4046 - Employee and Labor Relations BUS4061 - Managerial Accounting Principles BUS4066 - Contemporary Auditing: An Ethical (6 quarter credits). In this course learners examine (6 quarter credits). This course provides insight Perspective (6 quarter credits). This course the types of relationships and contracts an into the roles of accounting and finance as they emphasizes the philosophy and current employer may offer and the regulatory framework relate to direct management of a firm and environment of the auditing profession. It focuses that governs how they may be interpreted within emphasizes internal business reporting and on the nature and economic purpose of auditing, various organizational structures. The history of fundamental analysis. Various costing systems and auditing standards, professional conduct, and the Labor in the U.S. and how it has evolved is central the comprehensive budget process are a particular legal liability of auditors. Other topics include the to this course. Union organizing, bargaining, focus. Other topics include cash flow planning, auditor’s consideration of internal control, audit dispute resolution, and employment-at-will are inventory control, capital investments, differential sampling, and the nature of audit evidence. The also core topics that are studied along with the analysis, product pricing, and financial statement course also covers the American Institute Certified policies inherent in communicating performance analysis. Prerequisite(s): BUS4060. Public Accountants (AICPA) code of professional expectations within union and non-union BUS4062 - Intermediate Financial Accounting ethics, auditing techniques, the auditor’s reporting organizations. Understanding the dynamics of Topics and Trends (6 quarter credits). This course responsibilities, and other attestation and creating a balance between employer goals and is an in-depth study of financial accounting theory accounting services. Prerequisite(s): BUS4063. employee rights is the overarching theme of this and practice with a focus on Generally Accepted BUS4070 - Foundations in Finance (6 quarter course. Prerequisite(s): BUS3040. Accounting Principles (GAAP) and Financial credits). This course emphasizes an intuitive and BUS4047 - Employee Training and Development Accounting Standards Board (FASB) conceptual understanding of the financial (6 quarter credits). This course covers the most pronouncements, which are guides for recording decision-making process rather than just up-to-date developments in training and research economic resources and obligations. Topics introducing formulas and calculations. Course including the strategic role of training and the use include principal financial statements, the time content includes the “big picture” as well as of new technologies. Course material realistically value of money, investments, pension and post- actual practice, that is, financial decision making balances research with company practices and retirement benefits, and revenue recognition. rooted in current financial theory and in the provides learners with a solid background in the Learners develop an understanding of accounting current state of world economic conditions. fundamentals of training and development: needs concepts and the ability to apply this knowledge Prerequisite(s): BUS3060. assessment, transfer of training, designing a to solve problems. Prerequisite(s): BUS4060. BUS4071 - Financial Markets and Institutions learning environment, methods, and evaluation. BUS4063 - Advanced Financial Accounting (6 quarter credits). This course introduces Current topics such as strategic training and Topics and Trends (6 quarter credits). This course financial markets and institutions by providing a development processes, e-learning, blended offers intensive study of financial accounting; conceptual framework for the reasons markets learning, learning management systems, covering topics such as business combinations exist and their role in the financial environment. knowledge management, older workers, issues in and consolidation; interim and segment reporting; Each type of financial market is described with a work-life balance and work-life balance programs, and accounting for leases, liquidations, and focus on its utilization by financial institutions, its and protean careers are also discussed. reorganizations. Topics also include analyzing the internationalization, and recent events that have Prerequisite(s): BUS3040. influence the Securities Exchange Commission affected it. Topics include regulatory aspects, BUS4048 - International HR Management Issues has on Generally Accepted Accounting Principles management, use of financial markets, and (6 quarter credits). Human resource management (GAAP). Prerequisite(s): BUS4062. performance of financial institutions. (HRM) issues play a significant role in strategy and BUS4064 - Cost Accounting for Planning and Prerequisite(s): BUS4070. decision-making—whether a company is Control (6 quarter credits). This course BUS4072 - Analysis for Financial Management considering its international presence, emphasizes the role of cost and managerial (6 quarter credits). Learners in this course transitioning to a global entity, or acquiring new accounting for planning, control, and performance examine financial statements as the basis for a business lines. Learners in this course examine the evaluation in business, government, and not-for- wide range of business analysis, and the ways critical role that HRM plays in the competitive and profit organizations within a global context. Topics managers, securities analysts, bankers, and collaborative world of international business. include costing, pricing, analyses, budgeting, consultants use these statements to make business Course topics include managing expatriates, performance evaluation, centers of responsibility, decisions. The course provides learners with a re-tooling policies for global practice, creating modern control methods, allocation, and transfer framework for using financial statement data in a inclusive management structures, and avoiding the pricing. Along with a focus on managerial decision variety of business analysis and valuation contexts. pitfalls of international joint ventures. The primary making in organizations with an emphasis on the Prerequisite(s): BUS4070. goal of the course is to equip HRM professionals effective use of financial data and critical thinking BUS4073 - Investments and Portfolio to act as effective support for change and serve as processes, the course focuses on the theory and internal consultants to the growing multinational Management (6 quarter credits). This course practice of management control with particular provides learners with a survey of important organization. Prerequisite(s): BUS3040. attention to strategic aspects within the decision components of investment: valuation, the cycles. Prerequisite(s): BUS4061. 60 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Undergraduate Course Descriptions, continued

marketplace, fixed income instruments and similar whether an institution is chartered as a Information Technology Courses markets, equity instruments and markets, and commercial bank, a savings bank, an investment derivative instruments. Special topics include bank, or an insurance company. TS3006 - Communication Strategies for the IT international markets and mutual funds. The Prerequisite(s): BUS4070. Professional (6 quarter credits). Success in today's high-tech information age requires course establishes an appropriate theoretical base BUS4079 - Real Estate Finance (6 quarter effective communication strategies and the ability for investing while applying theory to real-world credits). Learners in this course develop an to articulately share ideas in writing. In this course, examples. Prerequisite(s): BUS4070. understanding of real estate partnerships, learners build and enhance the skills necessary for BUS4074 - Entrepreneurial Finance (6 quarter secondary mortgage markets, fixed and success in the workplace and in their bachelor’s credits). In this course learners examine personal adjustable rate mortgages, and real estate degree program. Through interactive activities, finance concepts, small business finance issues, construction and land development. Corporate learners develop a business perspective of IT and real estate financing and investments. Other real estate topics include lease-versus-own while preparing professional-caliber topics include personal financial planning analysis, sale and leaseback decisions, and the communications. In this course, learners expand principles such as investment planning, tax role of real estate in corporate restructuring. their IT industry knowledge, participate in building planning, estate planning, retirement planning, The course also covers the importance of a learning community, and tap into the talents and education planning, and risk management. understanding underlying economic factors that resources of their peers in the courseroom. Topics Learners examine and analyze small business affect property values. Prerequisite(s): BUS4070. covered in course activities include written finance concepts such as sources of capital, payroll, BUS4801 - Ethics and Enterprise (6 quarter communications, research, teamwork, critical taxation, and forecasting. Prerequisite(s): BUS4070. credits). In this course learners develop the ability thinking, problem solving, ethics, and project BUS4075 - Public and Nonprofit Finance to recognize and exercise leadership in significant creation. Learners must take TS3006 in their first (6 quarter credits). This course provides an enterprise-wide ethical and human matters. Case quarter. TS3006 cannot be fulfilled by transfer overview of non-corporate finance practices, examples and projects highlight the ethical and or petition. techniques, and concepts. Learners examine public human dimensions of enterprise. Special attention TS3100 - Fundamentals of Web Application finance principles at all governmental and is given to the ways commitment to social and Development (6 quarter credits). This course municipal levels including government revenues environmental ethical responsibility can be emphasizes Web application development and expenditures, intergovernment fiscal relations, compatible with and complement the economic fundamentals and provides learners with the public debt, and fiscal policy. Financial issues of success of an enterprise and satisfy enterprise intellectual and software tools necessary for nonprofit organizations such as health care stakeholders. developing professional Web applications. financing and nonprofit financial statements are BUS4802 - Change Management (6 quarter Learners gain experience with the professional also presented. Prerequisite(s): BUS4070. credits). In this course, learners explore change process of planning and developing prototype BUS4076 - Issues in International Finance management by understanding the dynamics of Web applications. In addition, learners develop a (6 quarter credits). This course focuses on the change and exploring ways to facilitate change. In personal Web site that serves as an e-portfolio fundamental environment of international financial addition, learners develop an understanding of and resumé of learning performance at Capella management. Learners explore the financial the knowledge and skills required to lead, University. environment in which the multinational firm and facilitate, and support change management. TS3110 - Fundamentals of E-Business (6 quarter its managers must function, foreign exchange Participation in case studies is used to gain an credits). This course emphasizes foundational management, and financial management in understanding of the unfolding dynamics of business concepts, helping learners analyze key multinational firms. The course emphasizes planned and unplanned change in organizations business units such as marketing, finance, and business strategy more than accessibility so that from the multiple perspectives of various operations and key business competencies such learners assume the role of the financial manager stakeholders. Trust building, fear containment, as team work and communications. Learners making real-world decisions. Learners are provided and broad participation in the change process practice exercises in which fundamental business with thorough information and follow-up on the receive special attention. techniques help them understand how effects of the European and Asian currency crises BUS4993 - Business Capstone Project (6 quarter information technology is integrated with the as well as other topics in international finance. credits). The capstone project is the culminating enterprise as a whole. Course topics focus on Prerequisite(s): BUS4070. experience of the bachelor’s program. It allows learner development as IT professionals within a BUS4077 - Risk Management Strategies each learner to demonstrate the technical and business environment. (6 quarter credits). This course provides a applied business knowledge gained in their field TS3120 - Fundamentals of Project Management thorough introduction to risk management in the as well as the critical thinking, diverse (6 quarter credits). This course emphasizes the financial environment. Learners identify, analyze, perspectives, and communication skills that will critical activities associated with managing and and manage risk through insurance and alternative increase their success. The capstone project leading information technology projects. It tools and techniques such as loss control, risk demonstrates the learner’s ability to identify ideas includes vendor management, configuration retention, and risk transfer. Risk management for a new product or service, create a vision, and management, project estimation, risk management, concepts are presented as they apply to business, develop a strategic plan that describes how the and managing cross-functional and multi-national personal, and international situations. concept would be implemented. This course teams. Learners explore case studies of Prerequisite(s): BUS4070. must be taken during the learner’s final quarter. information technology project successes and Cannot be fulfilled by transfer. BUS4078 - Financial Institution Management failures and are introduced to software (6 quarter credits). In this course learners focus on management practices within the Software managing return and risk in modern financial Engineering Institute’s Capability Maturity Model. institutions. The central themes are the risks faced In addition, learners build and apply a project plan by financial institution managers and the methods during this course. and markets through which these risks are managed, methods that are becoming increasingly 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 61

TS3130 - Fundamentals of Database Systems principles of user-centered design. Learners apply TS4041 - Advanced Network Administration (6 quarter credits). This course introduces their knowledge of client side programming as (6 quarter credits). This course is a continuation database analysis, database design, querying, they enhance their personal e-portfolio Web site, of TS4040, focusing on enterprise and wide area and N-tiered client server database systems. and construct a rudimentary e-business site. networks (WAN). Topics include advanced WAN Topics include database structures, data Prerequisite(s): TS3100 and TS4805 or concepts such as directory services, dictionaries, data analysis, and common database equivalent knowledge upon school approval. authentications, advanced connectivity issues, applications. Learners develop an application in a TS4012 - Advanced Server-side Programming traffic, advanced security issues, remote access, popular database system. Advanced discussion (6 quarter credits). This course introduces the remote management, advanced multi-protocol topics include database scripting (SQL), API learner to non-Microsoft Web-server technologies. concepts, and monitoring network performance. interfaces, database connectivity technologies In particular, it focuses on JSP and XML/XSL as Upon completion, learners have a solid (e.g., ODBC/JDBC), and data warehousing these are used in the term project. Learners in the understanding of administering wide area STUDIES SCHOOL OF UNDERGRADUATE multidimensional databases and data mining course investigate how XML is utilized by Internet networks. In addition, learners are prepared to methods that extract useful information from the agents to share information between diverse take one of the industry certification exams after data warehousing. A problem-based approach business units. The course also introduces successfully completing this course. using SQL is used in this course. distributed object technology such as COBRA and Prerequisite(s): TS4040 or equivalent experience TS3140 - Fundamentals of Software Enterprise Java Beans (EJBs). Other topics include upon school approval. Development (6 quarter credits). This course Perl/CGI, ODBC/JDBC, EDI, SOAP, and J2EE TS4042 - Network Design (6 quarter credits). covers the software engineering fundamentals versus .NET. Prerequisite(s): TS4811, TS4819, or This course focuses on the design and integration necessary for good programming practice. It equivalent experience upon school approval. of multi-protocol networks, both local and wide introduces learners to current techniques used in TS4030 - Project Estimation and Budgeting area, forming an enterprise network. Designing large-scale information system software (6 quarter credits). This course focuses on the intranets, virtual local area networks, firewalls development including requirements analysis, critical aspects of planning an IT project including using different Internet-working devices and functional specification, system design, estimating the schedule, effort, cost, and required media are carefully studied based on different implementation, testing, and maintenance. quality level of the resulting IT product. Learners situations taking into consideration cost, Learners use a problem-based approach using develop skills to systematically estimate the compatibility, expandability, security, and future practical examples. Learners are also introduced projects in which they are involved using readings, requirements. In addition, learners are prepared to software engineering practices within the online discussions, practical exercises, and to take one of the industry certification exams Software Engineering Institute’s Capability computer-based tools. Prerequisite(s): TS3120 or after successfully completing this course. Maturity Model. equivalent experience upon school approval. Prerequisite(s): TS3150 or equivalent experience upon school approval. TS3150 - Fundamentals of Network Systems TS4031 - Risk Management in Information (6 quarter credits). This course is an introduction System Development (6 quarter credits). This TS4050 - Vector Graphics Animation (6 quarter to computer networks, protocols, TCP/IP and the course provides an overview of proven risk credits). This course covers the basic functionality Internet. The course also introduces network management techniques that IT project managers of Web animation and interactivity. Learners performance analysis, security issues, firewalls, and project leaders use to better meet their become familiar with illustrating with Flash using SSL, digital certificates, encryption techniques, project estimates. Learners develop skills to animation techniques and special effects. This and types of authentication (strong and weak). systematically manage project risks using course familiarizes learners with embedding Learners apply their knowledge in a project that is readings, online discussions, practical exercises, exported Flash movies into HTML documents for designed to give them first-hand experience in and computer-based tools. Prerequisite(s): TS3120 play in a browser. Prerequisite(s): TS3100 or building a networked application and/or analyzing or equivalent experience upon school approval. equivalent experience upon school approval. and evaluating the performance of protocols and TS4032 - Motivating Information Technology TS4051 - Web Graphics Production (6 quarter applications. Professionals (6 quarter credits). This course credits). This course covers creating, editing, and TS3160 - Ethical and Human Side of Information introduces strategies for improving job animating Web graphics using bitmap and vector Technology (6 quarter credits). This course uses satisfaction, teamwork, and creativity within the tools. Learners use export controls to optimize specific case examples and projects to explore the team. Through readings, case study analysis, and images with advanced interactivity and export ethical and human dimensions of IT within online discussions, learners understand how to them into Macromedia Dreamweaver and other organizations and in relationships with customers, effectively motivate IT professionals. HTML editors. Learners gain knowledge of partners, and society. Learners develop the ability Prerequisite(s): TS3120 or equivalent experience launching and editing Fireworks graphics from to recognize, to take seriously, and to exercise upon school approval. inside Dreamweaver or Macromedia Flash. In leadership in significant ethical and human matters addition, learners use tools to help them efficiently TS4040 - Network Administration (6 quarter related to IT. Cannot be fulfilled by transfer or manage graphic layers, behaviors, and colors and credits). In this course, learners explore the latest petition. improve Web page loading. Prerequisite(s): TS3100 network operating system’s (NOS) concepts and or equivalent experience upon school approval. TS4010 - Presentation Layer: Client-Side tools to administer a local area network (LAN). Programming (6 quarter credits). This course Topics include planning, installing, configuring, TS4052 - Image Processing (6 quarter credits). focuses on advanced client-side programming optimizing, securing, printing, and troubleshooting This course is for Web designers who wish to with an introduction to server-side programming. networks. Upon completion, learners have a solid create and have optimum control over the images It is an extension of the course TS3100 - understanding of network administration practices used in a Web site. Learners use Photoshop, the Fundamentals of Web Application Development. in a productive environment. In addition, learners industry-standard program for image editing for The course also includes an introduction to CGI are prepared to take one of the industry Web site design, digital photography, collage, programming, Server Side Includes (SSI), and certification exams after successfully completing prepress production, and fine art. Learners multimedia and plug-in functionalities. Topics this course. Prerequisite(s): TS3150 or equivalent develop their skill in using traditional bitmap include dynamic HTML, JavaScript, Java Applets, experience upon school approval. image editing features combined with a new cascading style sheets, design templates, and 62 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Undergraduate Course Descriptions, continued

vector feature, which provides control when TS4072 - Operating Systems Security (6 quarter TS4802 - System Assurance Quality and Testing compositing photographic pixel-based images and credits). This course focuses on securing and (6 quarter credits). This course covers proven crisp, resolution-independent type. While the hardening both Windows and Linux operating strategies for improving the quality of an focus of this course is image processing for the systems, as well as techniques for maintaining the information system through quality assurance and Web, learners are able to use the same image for confidentiality and integrity of systems. Topics testing methods. Learners review system high DPI print media, such as brochures and include patch management, authentication, requirements for testability, participate in catalogs. It is recommended that learners have auditing and monitoring, and access control. simulated design and code inspections, explore access to a scanner or digital camera. Prerequisite(s): TS3150, TS4803. testing strategies, and prepare test plans. Prerequisite(s): TS3100 or equivalent experience TS4073 - Organizational Security (6 quarter Learners are introduced to a common list of upon school approval. credits). This course covers the people and quality characteristics and methods to obtain TS4060 - Managing the Project I (6 quarter process aspect of information assurance and them. Process improvement strategies and credits). This course focuses on the critical aspects security, which is the most widely ignored part of models are also discussed. of initiating, planning, and executing a project. the IT industry. Topics include security life cycle, TS4803 - System Assurance Security (6 quarter These typically relate to the first three phases certification and accreditation, configuration credits). This course is an introduction to associated with project development and management, employment practices, and security information assurance and security. It is an execution. This course prepares learners to gather, awareness. The course covers best practices of overview for network administrators who must assess, and integrate budget resources, schedules, policy development along with industry specific implement security strategies to protect their and other related resources in the project planning standards. Industry-specific laws and regulations organization from exposure to the Internet and process. Upon completion, learners are able to such as Health Insurance Portability and helps network designers incorporate security- identify and negotiate with stakeholders, assist the Accountability Act (HIPAA), Sarbanes-Oxley conscious designs. The course presents strategies team in defining appropriate performance (SARBOX), and National Institute of Standards and to guard against hackers and forms of viruses, measures, identify key cultural opportunities and Technology (NIST), are explored. Privacy issues in describes firewalls and gateways, and helps constraints, and prepare a cost and resource computing, personnel, and physical security are learners explore authentication and encryption estimate of the project. Process and knowledge discussed along with biometrics. techniques. The course also covers a list of the areas covered include work breakdown structure. Prerequisite(s): TS3150, TS4803. most often used methods for attacking a network Prerequisite(s): TS3120. TS4074 - Applications Security (6 quarter system and how to defend against them. Upon TS4061 - Managing the Project II (6 quarter credits). This course addresses securing successful completion of this course learners are credits). This course focuses on the critical aspects applications, security vulnerabilities, services, and prepared to take the exam for the Security+ of controlling and closing a project. These typically learning secure coding techniques. The course certification. Prerequisite(s): TS3150. relate to the last two phases associated with covers all classes of applications including mobile, TS4805 - Programming Concepts and Practices operational activities and project closure. e-mail, databases, and Web applications. (6 quarter credits). This course is designed to Additionally, this course covers the important Prerequisite(s): TS3150, TS4803. introduce the fundamental concepts and practices responsibilities associated with managing a project TS4075 - Computer Forensics (6 quarter of computer programming to those with minimum such as diversity, ethics, continuous improvements, credits). Computer forensics is a discipline that previous programming experience. Learners use interpersonal skills, philosophical reflection, and supports law enforcement and lawyers in Microsoft’s Visual Basic as the tool to explore training opportunities. In this course, learners investigating white collar crime. Learners in this these programming concepts. Topics include the become familiar with data collection techniques, course explore computer forensic tools and programming development cycle, objects, events, apply risk management tools and techniques, techniques, investigations, incident response and numbers, strings, constants, variables, loops, describe the process of inspection, record project handling, and legal issues. Prerequisite(s): TS3150, input/output, functions, methods, procedures, results, prepare closing documents, and set up TS4803. and data types. Learners are also exposed to SQL procedures for implementation after project query language as they work to connect an completion. Prerequisite(s): TS4060. TS4076 - Security Management and Policies application to a database. In addition, learners use (6 quarter credits). This course covers hands-on Visual Basic to produce a course project that TS4070 - Cyber Defense and Countermeasures security management practices through the study (6 quarter credits). This course provides an in- demonstrates their competencies in fundamental of security policies and procedures, risk programming concepts and practices. depth coverage of the design, implementation, management, and business continuity planning. and troubleshooting of security infrastructure. Topics include security and business need trade- TS4806 - Future of Information Technology Learners explore and apply the principles of cyber offs, risk assessments, designing security policies (6 quarter credits). This course acquaints learners defense in-depth techniques utilizing cryptography, and procedures and a business continuity plan, with both the positive and negative potential that encryption, Public Key Infrastructure (PKI), digital and enforcement of security policies and IT has to affect our lives in the future. Learners signatures, and perimeter security techniques. procedures. Prerequisite(s): TS3150, TS4803. study the historical development of IT to obtain a perspective for understanding legacy systems, for TS4071 - Cyber Attacks and Ethical Hacking TS4801 - Information Systems Analysis and (6 quarter credits). This course covers ways that assessment of current trends, and for anticipating Design (6 quarter credits). This course covers the future possibilities. This course helps develop the computers and networks are attacked by hackers process of developing an information system from using techniques and common utilities. Learners learner’s ability to anticipate and participate in the conception to implementation. Although the next wave of information technology. explore security threats and ways that system course focuses on the traditional system vulnerabilities are exploited to attack systems. development methods, alternative methods are TS4807 - Legal Issues in Information Technology Topics include Intrusion Detection Systems (IDS), also described. These alternative methods include (6 quarter credits). This course provides an ethical hacking techniques, sniffers, protocols, object-oriented, rapid application development, analysis of the rapidly evolving legal issues social engineering, vulnerability analysis, and and joint applications development. A variety of associated with IT and e-business. Topics include penetration testing to ensure infrastructure systems analysis and design tools are used as part intellectual property, privacy rules, encryption security. Prerequisite(s): TS3150, TS4803. of the process. regulations, and current legislative activities. Since 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 63

new laws may impact the design of Web TS4813 - Operating Systems (6 quarter credits). remote database table. Learners refresh their applications, e-business strategies, and many This course is an introduction to the fundamental knowledge of SQL JOINs and use them to create other IT activities, this course emphasizes the concepts in operating systems. Topics include more complicated Web pages. In this course technical aspects associated with legal issues to main memory management, virtual memory, I/O learners extend their Web store to allow prepare learners for upcoming changes in their and device drivers, secondary storage management, customers to register and create their own profession. and file systems. The course includes practical accounts and to accept customer orders and TS4808 - Object-Oriented Analysis, Design, and examples using the Unix operating system implement a full check-out sequence. Learners Programming (6 quarter credits). This course including the study of process, file structures, and study more advanced ASP.NET techniques introduces object-oriented analysis and design inter-process communication. Learners explore including session state and two different kinds of concepts using the universal modeling language how key concepts are implemented in Unix authentication. Learners must have taken TS4819, (UML) and Java programming language. The compared to other leading operating systems or have equivalent job experience with ASP.NET, STUDIES SCHOOL OF UNDERGRADUATE course emphasizes sound practices for designing, including Windows and Linux. VB.NET, and ADO.NET and SQL. constructing, testing, and debugging object- TS4815 - Introduction to Telecommunications Prerequisite(s): TS4819 or equivalent experience oriented software applications. This course also (6 quarter credits). This course is an introduction upon school approval. introduces designing and programming patterns. to basic concepts and structural components of TS4899 - Special Topics in Information A problem-based approach to object-oriented the telephony and voice telecommunications Technology (special interest alternate) (6 quarter analysis and design concepts is used in this course. industry. Learners explore a telecommunications credits). This course enables learners to propose Prerequisite(s): TS3140 or programming platform that includes switching, wiring, and and conduct a study of special topics of interest knowledge upon school approval. networking as well as facilities that provide and related to IT. Course topics address an area of TS4809 - Data Warehousing and Data Mining support telecommunications. Voice-over IP, study that complements the learner’s past (6 quarter credits). This course introduces data switching, and wireless are examined. This course experience and learning objectives. The course warehousing and data mining concepts. Learners focuses on the hardware aspect of the convergence typically involves learners working on individual develop an understanding of the principles and of networking and telecommunications along with learning plans in the context of a learning techniques associated with storing large amounts the software that is required to make it work. In community. Special permission is required for of organizational data and using automatic data addition, the course surveys the convergence of registration. retrieval methods. This course also emphasizes the communications technologies. TS4990 - Integrated Action Learning Project statistical techniques involved in data extraction. TS4819 - Application Layer: Server Side (6 quarter credits). This course allows learners to TS4810 - Web Design (6 quarter credits). This Programming (6 quarter credits). This course apply knowledge and skills from other courses as course is for learners who already know the basic provides learners with the skills to build a Web they develop a project that benefits an techniques of creating a Web page and want to application that interfaces to an existing database. organization, community, or industry. Learners improve the aesthetics, design, and usability of a Course content builds upon the knowledge gained prepare a proposal that includes a project Web site. This course covers general design from TS3100, TS3130, TS4805, and TS4010. In this description, deliverables, completion dates, and elements of page layout and typography as it course learners install a basic Web server on a PC associated learning. Upon approval from the relates to Web pages. Learners are expected to be and create simple Web pages that display data instructor, learners execute the proposal, record familiar with optimum file size for graphics, safe from a small database residing on their PCs. their progress weekly using a project tracking Web colors, screen size resolution as it relates to page Learners also become familiar with uploading site, and produce a final project report. size, system platform differences, and browser those pages to a remote Web server and running differences. Prerequisite(s): TS3100 or them using a remote SQL server database. equivalent experience upon school approval. Throughout the course learners reinforce their SQL skills and become proficient with connecting TS4811 - Object-Oriented Programming in Java a Web page to a database and using SQL SELECT (6 quarter credits). This is an intermediate-level, statements to create dynamic Web pages. In object-oriented programming course using Java. addition, learners use a tool on the PC to manage The focus of this course is on developing a remote SQL database. The final course project applications using the Java Software Development expands the business Web site created in TS4010 Kit (SDK) with numerous example programs and a by interfacing it to a SQL server database. The course project. Prerequisite(s): TS4805 or project results in a Web store that can display data equivalent knowledge upon school approval. from existing customer, product, and order tables. TS4812 - Advanced Java Programming This course is intended for learners who have little (6 quarter credits). This course extends the topics or no previous experience with Web server covered in TS4811 by covering several advanced programming or who have weak database skills. features of Java programming. It is intended for The course uses ASP.NET, VB.NET and ADO.NET. learners who understand the fundamental Java Prerequisite(s): TS3130, TS4805, and TS4010, or programming concepts and who want to explore equivalent experience upon school approval. some of the advanced Java programming topics. TS4820 - Server Side Programming ASP.NET The primary focus of this course is on the (6 quarter credits). This course provides learners advanced features and libraries of the Java2 with the advanced skills to build a professional platform. Prerequisite(s): TS4811 or equivalent Web application using .NET technology. It builds programming knowledge/experience of either upon the knowledge and skills gained from C or C++, Visual Basic, Smalltalk, or COBOL, TS4819. Learners develop administrative Web etc., upon school approval. pages that can add/delete/update records in a

Graduate Schools

1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 67

School of Business and Technology

From the Dean Welcome to the School of Business and Technology. Our programs offer an integrated approach to solving contemporary issues in business and information 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. SCHOOL OF BUSINESS AND TECHNOLOGY In the School of Business and Technology, our high-caliber degree programs are designed to reflect the competitive and rapidly changing business environment. Program specializations provide opportunities to build knowledge and upgrade skills and support career success through relevant curriculum. Professionals who have Kurt R. Linberg, PhD benefited from our approach to business and technology education include systems Dean, School of Business and Technology analysts, human resource professionals, project managers, health care professionals, corporate executives, corporate information officers, financial analysts, network designers, general managers, consultants, educators, 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 with practice and have immediate application to the workplace. Whether learners are at the beginning, middle, or peak of their careers, our faculty support their personal goals and professional evolution. The Doctor of Philosophy in organization and management (with specializations in leadership, human resource management, and information technology management, in addition to the general program of study) 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 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 development, 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 (with specializations in accounting, finance, health care management, information technology management, marketing, and project management) offers high-impact curriculum focused on core business skills and professional effectiveness competencies that are essential for long-term results. 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 Dean 68 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

About the School of Business and Technology

Mission Statement Master of Science (MS) in their careers and make significant Our mission is to educate adult learners Organization and Management contributions within their organizations. using highly relevant curriculum and The Master of Science in organization For the IT professional who wants to exceptional instruction to deliver and management program is intended lead in the design and deployment of competency-based learning. Our for working adults who wish to develop secure enterprise applications and learners’ educational experiences deep subject matter knowledge in network technologies, Capella University provide immediate impact to their job as specific areas of organizational practice. offers specializations in system design well as lay the foundation for addressing Learners may pursue a specialization in and development, network architecture challenges throughout their professional human resource management or and design, or information security. In careers. Our learners participate in leadership. This highly relevant and addition, the information technology powerful, faculty-guided learning contemporary graduate program MS with a specialization in project communities that support the sharing of challenges and prepares learners to management and leadership offers experience and knowledge across become effective professionals at middle learners a broad understanding industries, professions, and geographies. and upper levels of organizational of technology used in enterprise-wide The School of Business and Technology management in a variety of industries. systems projects and the methods and is committed to continual integration of The goal of the program is to develop mastery of skills necessary for disciplined relevant theory with effective practice. graduates who can utilize appropriate project management professionals. The In our own work and in the education of theory to make responsible and program helps learners acquire higher- our learners, we provide and develop effective business decisions and foster level managerial skills while familiarizing the necessary framework to drive inclusive work environments. them with the newest applications being used by leading corporations. Learners meaningful solutions to complex Master of Science (MS) in also apply their course work to work- problems. Through the development of Information Technology related systems challenges in the virtual business, research, and information The Master of Science in information lab, immediately increasing their technology knowledge, our learners are technology is specifically designed to credibility and effectiveness in their jobs. uniquely equipped to be exceptional help working adults acquire the skills problem-solvers who make a positive and knowledge needed to advance impact in their organizations and society.

Degree Programs SPECIALIZATIONS OFFERED IN THE Doctor of Philosophy (PhD) in SCHOOL OF BUSINESS AND TECHNOLOGY Organization and Management The PhD in organization and Specializations Degrees and Certificates management program prepares scholar- Accounting MBA practitioners for professional teaching Finance MBA or organizational roles in the fast-paced, Health Care Management MBA* competitive, global enterprise system. Human Resource Management PhD, MSOM, Certificate Doctoral-level course work prepares Information Security MSIT learners to utilize research and theory to Information Security Professional Certificate make informed organizational decisions. Information Technology Management PhD, MBA* PhD learners may pursue the general Leadership PhD, MSOM, Certificate program of study or specialize Marketing MBA in human resource management, Network Architecture and Design MSIT information technology management, Project Management and Leadership MSIT or leadership. Mid-level and executive Project Management MBA* managers and leaders study existing Professional Project Management Certificate practices, investigate new management System Design and Development** MSIT and leadership techniques, and translate General PhD, MSOM, MSIT, MBA theory into practice. * Authorization for this specialization is pending with the Ohio Board of Regents.

** Formerly System Design and Programming 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 69

Master of Business Administration (MBA) The Master of Business Administration program is designed to meet the needs of working professionals seeking to advance their careers in management and turn experienced managers into effective leaders. The MBA degree focuses on practical content, relevant skills, and job-related behaviors critical for success in today’s competitive SCHOOL OF BUSINESS AND TECHNOLOGY environment. Additionally, the learning experience blends a supportive professional effectiveness process, individualized assessments, and self- reflection with a challenging curriculum and a deep commitment to adult- centered learning. The faculty that support the curriculum are experienced scholar-practitioners who are committed to learner success. Learners receive broad exposure to core business disciplines and have the option to increase the depth of their competency in the accounting, finance, health care management, information technology management, marketing, or project management specializations. Learners enrolled in specializations outside the MBA program may not take MBA courses. MBA learners may not take courses associated with any other program within the School of Business and Technology or any other school at Capella University while they are enrolled in the MBA program.

Certificates The School of Business and Technology certificate programs provide business professionals with the opportunity to pursue new knowledge and skills through completion of a concentrated graduate-level program of study. Learners may pursue certificates in human resource management, information security, leadership, and project management. 70 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

School of Business and Technology Degree Programs

Doctor of Philosophy (PhD) in Specialization courses: OM8012 Strategy Organization and Management Choose five from the following courses: OM8021 * Management Theory Creation Specializations OM8201 Theories of Executive Human OM8022 * Survey of Applied Research Methods Resource Management OM8025 * Advanced Qualitative Research OR OM8202 The HR Executive as Strategic Partner OM8026 * Applied Multivariate Modeling OR Learners in the PhD in organization and OM8203 Perspectives and Practices in OM8027 * Survey Research Methodology management should carefully assess their ability Global HRM OM8910 * Teaching Practice Seminar OR to write and think critically and from a scholarly OM8204 Legal Systems, Labor Relations, and OM8920 * Leadership Practice Seminar OR perspective. OM7006 - Research and Writing for Regulatory Practices OM8930 * Consulting Practice Seminar Graduate Learners and OM7007 - Focused OM8205 Knowledge Management, Human Specialization courses: Research and Writing for Graduate Learners are Resource Information Systems, and specifically designed to help learners develop Internet Technologies OM8301 Survey of Research Literature in their writing and critical thinking skills. Information Technology Infrastructure OM8206 Human Capital Management, Acquisition, Development, and OM8302 Survey of Research Literature in Retention Information Technology Planning Human Resource Management and Delivery Upon completion of all required course work: The human resource management (HRM) OM8303 IT Technical Foundations OM9984 * Doctoral Comprehensive Examination I specialization provides mid-level and executive OM8304 IT Delivery OM9985 * Doctoral Comprehensive Examination II leadership with leading theories and practices for OM8305 IT Strategy and Management OM9996 * Dissertation Research I human resource management in a complex and Upon completion of all required course work: OM9997 * Dissertation Research II global business environment. Learners receive OM9984 * Doctoral Comprehensive Examination I OM9998 * Dissertation Research III training as scholar-practitioners conducting and OM9985 * Doctoral Comprehensive Examination II OM9999 * Dissertation Research IV applying research across a wide spectrum of OM9996 * Dissertation Research I Eight Elective Courses 32 quarter credits HRM topics. The HRM specialization within the OM9997 * Dissertation Research II organization and management PhD program Choose any graduate course(s). OM9998 * Dissertation Research III prepares learners to lead, consult, or teach in the Total 120 quarter credits OM9999 * Dissertation Research IV field of human resource management from an Eight Elective Courses 32 quarter credits informed, strategic viewpoint, creating practical Choose any graduate course(s). solutions to real-world problems. This specialization Information Technology Management prepares HRM executives for the role of strategic Total 120 quarter credits partner in leading and managing the human The information technology (IT) management assets of the organization as a full business partner. specialization investigates the contemporary theories and practices that today’s organizations Residency Requirement(s): are using to gain a strategic advantage through Three one-week residential colloquia sessions the deployment of information technology. related to time and program credit completion. See Residential Colloquia in Academic and Other Learners develop the process skills and subject University Policies. matter knowledge needed to excel as scholar- Twenty-two Required Courses 88 quarter credits practitioners and leaders in this growing field. Core courses: This specialization equips learners with the tools OM8004 Managing and Organizing People needed to pioneer innovative solutions to complex problems in the planning, development, OM7020 Marketing Strategy and Practice and management of information technology in OM7040 Accounting and Financial Management the fast-moving environment of modern OM7050 Ethics and Social Responsibility organizations. Completing the PhD in this OM7080 Statistical Research Techniques specialization prepares learners to lead, consult, OM8010 Principles of Organization Theory or teach in the field of IT management from an and Practice informed, strategic viewpoint, creating practical OM8012 Strategy solutions to emerging real-world problems as OM8021 * Management Theory Creation organizations compete in the global marketplace. OM8022 * Survey of Applied Research Methods Residency Requirement(s): OM8025 * Advanced Qualitative Research OR OM8026 * Applied Multivariate Modeling OR Three one-week residential colloquia sessions OM8027 * Survey Research Methodology related to time and program credit completion. See Residential Colloquia in Academic and Other OM8910 * Teaching Practice Seminar OR University Policies. OM8920 * Leadership Practice Seminar OR OM8930 * Consulting Practice Seminar Twenty-two Required Courses 88 quarter credits Core courses: OM8004 Managing and Organizing People OM7020 Marketing Strategy and Practice OM7040 Accounting and Financial Management OM7050 Ethics and Social Responsibility OM7080 Statistical Research Techniques OM8010 Principles of Organization Theory and Practice

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 71

PhD in Organization and Management Specializations, continued Leadership General Master of Science (MS) in The leadership specialization prepares leaders for Learners in the general organization and Organization and Management today’s fast-paced and complex global enterprise management specialization may select courses Specializations system by exploring and applying cutting-edge and electives from one or more specializations, leadership theory to the challenges facing today’s provided that they meet the general program Human Resource Management organizations. Executive leadership, leader requirements and any course prerequisites. It is development, and issues on the frontier of the expected that learners choose electives that The human resource management (HRM) global economy are but a few of the topics provide a coherent foundation for research in an specialization prepares mid-level managers who covered in the leadership specialization. area of organization and management inquiry. aspire to HR executive leadership roles. The Executives, mid-level managers, and those in the Completing the general PhD program prepares curriculum prepares learners to think critically— initial stages of their careers are prepared to learners to lead, consult, or teach in the field of beyond traditional functional boundaries—and to develop real-world answers to the challenges of management from an informed, strategic turn strategic plans into workplace practices that SCHOOL OF BUSINESS AND TECHNOLOGY the twenty-first century organization. This viewpoint, creating practical solutions to real- deliver business results. The course work also specialization prepares learners to lead, consult, world problems. prepares learners to solve real-world human resource challenges from a business perspective. or teach in the area of leadership from an Residency Requirement(s): Learners enhance their HRM knowledge and informed, strategic viewpoint, creating practical Three one-week residential colloquia sessions solutions to real-world problems. related to time and program credit completion. acquire the skills needed to become strategic business partners in their organizations. Residency Requirement(s): See Residential Colloquia in Academic and Other University Policies. Completion of this specialization helps position Three one-week residential colloquia sessions related to time and program credit completion. Seventeen Required Courses 68 quarter credits learners for a career as a human resource leader. See Residential Colloquia in Academic and Other OM8004 Managing and Organizing People Twelve Required Courses 48 quarter credits University Policies. OM7020 Marketing Strategy and Practice Core courses: Twenty-two Required Courses 88 quarter credits OM7040 Accounting and Financial Management OM5004 People at Work Core courses: OM7050 Ethics and Social Responsibility OM5015 Marketing OM8004 Managing and Organizing People OM7080 Statistical Research Techniques OM5025 Accounting and Finance in OM7020 Marketing Strategy and Practice OM8010 Principles of Organization Theory Organizations OM7040 Accounting and Financial Management and Practice OM5030 Corporate Social Responsibility and OM7050 Ethics and Social Responsibility OM8012 Strategy Managerial Ethics OM7080 Statistical Research Techniques OM8021 * Management Theory Creation OM5035 Data Analysis and Decision Making for Managers OM8010 Principles of Organization Theory OM8022 * Survey of Applied Research Methods and Practice OM8025 * Advanced Qualitative Research OR OM5040 Strategic Planning OM8012 Strategy OM8026 * Applied Multivariate Modeling OR Specialization courses: OM8021 * Management Theory Creation OM8027* Survey Research Methodology OM5210 Human Resource Management OM8022 * Survey of Applied Research Methods OM8910 * Teaching Practice Seminar OR OM8920 * Leadership Practice Seminar OR Choose four from the following courses AND the OM8025 * Advanced Qualitative Research OR OM8930 * Consulting Practice Seminar Integrative Project course: OM8026 * Applied Multivariate Modeling OR OM5212 * Managing Diversity and Inclusion in OM8027 * Survey Research Methodology Upon completion of all required course work: Organizations OM8910 * Teaching Practice Seminar OR OM9984 * Doctoral Comprehensive Examination I OM5214 * Employment Law: Legal Structures, OM8920 * Leadership Practice Seminar OR OM9985 * Doctoral Comprehensive Examination II Compliance, and Reporting OM8930 * Consulting Practice Seminar OM9996 * Dissertation Research I OM5216 * Conflict Management and Employee OM9997 * Dissertation Research II Specialization courses: Dispute Resolution OM9998 * Dissertation Research III Choose five from the following courses: OM5218 * Managing Compensation, Benefits, OM9999 * Dissertation Research IV and Reward Systems OM8101 Theories of Leadership Thirteen Elective Courses 52 quarter credits OM5220 * Recruitment, Selection, and Assessment OM8102 Leading at the Top: The Upper Echelon Choose any graduate course(s). OM5222 * Training, Development, and OM8103 Global Executive/Manager Development Succession Planning OM8104 Leadership: The Dark Side Total 120 quarter credits OM5299 * Special Topics in Human Resource OM8105 Issues on the Frontier of the Management Global Economy The Integrative Project course should be taken OM8106 Leading the Global Enterprise System during the learner’s final quarter. OM8107 Entrepreneurial Leader as Pioneer OM5990 * Integrative Project: Organizational Upon completion of all required course work: Leadership and Change Management OM9984 * Doctoral Comprehensive Examination I Total 48 quarter credits OM9985 * Doctoral Comprehensive Examination II OM9996 * Dissertation Research I OM9997 * Dissertation Research II OM9998 * Dissertation Research III OM9999 * Dissertation Research IV Eight Elective Courses 32 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. 72 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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Master’s in Organization and Management Specializations, continued Leadership General Master of Science (MS) in The leadership specialization introduces learners Because of unique career circumstances or Information Technology to diverse techniques that successful leaders objectives, some learners in organization and Specializations deploy in leading and managing today’s complex management may choose not to pursue a global organizations. Course content directly specialization. These learners may opt for a impacts mid-career professionals interested in program consisting of courses from more than School of Business and Technology learners pursuing a master’s degree in an IT specialization leading in government, for-profit businesses, and one area of specialization within the organization who need to enhance their skills in the areas of not-for-profit organizations through assessment, and management MS program. The general Web application development, database systems, skill-building, and the review of applicable MS specialization provides a broader examination software design, and/or network systems are leadership theories available to them as of the fields of human resource management strongly encouraged to enroll in TS5590 - Web managers. Completing this specialization and leadership. Development and Networks and/or TS5591 - Programming and Database Systems. Additionally, prepares learners to take on leadership or Seven Required Courses 28 quarter credits the Admissions Committee may request that the management roles within a variety of businesses, OM5004 People at Work applicant enroll in one or both of these courses. In organizations, and industries. OM5015 Marketing either case, these courses are in addition to the specialization requirements. Twelve Required Courses 48 quarter credits OM5025 Accounting and Finance in Organizations Core courses: OM5030 Corporate Social Responsibility and OM5004 People at Work Managerial Ethics General Information Technology OM5015 Marketing OM5035 Data Analysis and Decision Making for Managers Capella University’s Master of Science (MS) OM5025 Accounting and Finance in Organizations program in information technology helps working OM5040 Strategic Planning OM5030 Corporate Social Responsibility and IT professionals acquire the intellectual capital Managerial Ethics The Integrative Project course should be taken and technical skills needed to make significant, OM5035 Data Analysis and Decision Making during the learner’s final quarter. far-reaching contributions to their organizations. for Managers OM5990 Integrative Project: Organizational It is also ideal for those with bachelor’s degrees OM5040 Strategic Planning Leadership and Change Management Five Elective Courses 20 quarter credits in other fields looking to enter the IT industry at Specialization courses: Choose up to five 5000-level organization and a senior contributor or managerial level. OM5112 Leadership management courses listed in the graduate course Learners can select a specialization in information Choose four from the following courses AND the descriptions. Learners may choose up to two security, network architecture and design, project Integrative Project course: approved graduate courses from other Capella management and leadership, or system design University schools. OM5114 * Organization Structure and Design and development. Learners may also choose to Total 48 quarter credits OM5116 * Personal Leadership Development obtain greater breadth in understanding IT topics OM5118 * Leading Organizational Change by selecting the following general program. OM5120 * Leading and Building Teams Twelve Required Courses 48 quarter credits OM5122 * Leading and Coaching Others Core courses: OM5199 * Special Topics in Leadership TS5004 Technical Communications The Integrative Project course should be taken TS5110 Enterprise System and Application during the learner’s final quarter. Development OR OM5990 * Integrative Project: Organizational TS5111 Overview of Enterprise Applications Leadership and Change Management TS5120 Project Management for Technology Total 48 quarter credits Professionals TS5130 System Development Theory and Practice TS5151 Quality Assurance TS5160 Business Foundations

Specialization courses: Choose five from the following courses AND the Integrative Project course: TS5140 System Usability Analysis and Design TS5150 Enterprise Application Testing TS5500 Systems Analysis and Design TS5501 Database Analysis and Design TS5502 * Programming Strategies TS5503 * Advanced Enterprise System Development TS5504 Wireless Web Design and Development TS5505 Object-oriented Design and Development TS5506 * Graphics and Multimedia

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 73

Master’s in Information Technology Specializations, continued TS5507 Network Technology Information Security Network Architecture and Design TS5508 Enterprise System Security Information technology professionals need an in- Organizations need systems design and TS5513 * Advanced Programming Strategies depth knowledge of emerging security threats development personnel, but without a secure TS5514 * Advanced Graphics and Multimedia and solutions to ensure that networks and and high-performing network infrastructure, a TS5515 * Advanced Wireless and Mobile computer systems are secure. Today, they are business cannot be successful. Network Development responsible for developing information security professionals ensure that networks are designed TS5516 Client Server Architecture and Design and disaster recovery plans that proactively and maintained to support the success of an TS5517 Network Enterprise Architecture and protect the enterprise. This specialization organization. They are responsible for making the Design prepares technology leaders to identify, develop, right connections for the Internet, intranets, and TS5518 Advanced Network Technology - Routing and implement highly secure networks that extranets, including designing and maintaining TS5520 Operating System Theory and support organizational goals. It combines both local area networks and wide area networks.

Application SCHOOL OF BUSINESS AND TECHNOLOGY technical and policy-level course work to provide They are also responsible for developing and TS5521 * Advanced Network Technology - Switching information assurance (IA) skills to protect implementing the organization’s information TS5522 * Advanced Network Technology - information systems by ensuring their availability, security and disaster recovery plans. The network Remote Access integrity, and confidentiality. The curriculum is architecture and design specialization helps provide TS5523 * Advanced Network Technology - Troubleshooting designed around the domains of knowledge technology leaders with the skills necessary to TS5524 Advanced Project Management represented in the Certified Information Systems design and implement high-quality networks that Security Professional (CISSP) certification. meet the needs of business. TS5525 Project Risk Management TS5526 Leadership and Human Resource Twelve Required Courses 48 quarter credits Twelve Required Courses 48 quarter credits Management Core courses: Core courses: TS5527 Procurement Management TS5004 Technical Communications TS5004 Technical Communications TS5528 Project Integration Management TS5110 Enterprise System and Application TS5110 Enterprise System and Application TS5529 * Component Development - Development OR Development OR Java Framework TS5111 Overview of Enterprise Applications TS5111 Overview of Enterprise Applications TS5530 * Component Development - TS5120 Project Management for Technology TS5120 Project Management for Technology Microsoft Framework Professionals Professionals TS5531 Security Management Practices TS5130 System Development Theory and TS5130 System Development Theory and Practice Practice TS5532 Secure System Development and Cryptology TS5140 System Usability Analysis and Design OR TS5151 Quality Assurance TS5150 Enterprise Application Testing OR TS5533 Wireless Security TS5160 Business Foundations TS5151 Quality Assurance TS5534 Computer Forensics and Investigations TS5160 Business Foundations Specialization courses: TS5536 Ethical and Legal Considerations in Choose five from the following courses AND Information Technology Specialization courses: the Integrative Project course: TS5538 * Programming Strategies - Choose five from the following courses AND TS5507 Network Technology the Integrative Project course: Microsoft Environment TS5508 Enterprise System Security TS5507 Network Technology TS5539 * Enterprise Database Systems TS5516 Client Server Architecture and Design TS5508 Enterprise System Security TS5540 * Introduction to XML and Web Services TS5517 Network Enterprise Architecture and TS5899 * Special Topics in Technology TS5520 Operating System Theory and Design Application OR TS5518 Advanced Network Technology -Routing TS5525 Project Risk Management Choose two 2-credit intensive study courses in place TS5521 * Advanced Network Technology - of one four-credit specialization course: TS5531 Security Management Practices Switching TS5270 Cyber Threats to Enterprise Security TS5532 Secure System Development and TS5522 * Advanced Network Technology - TS5271 Network Security Solutions for the Cryptology Remote Access Enterprise TS5533 Wireless Security TS5523 * Advanced Network Technology - The Integrative Project course should be taken TS5534 Computer Forensics and Investigations Troubleshooting during the learner’s final quarter. TS5536 Ethical and Legal Considerations in TS5536 Ethical and Legal Considerations in TS5990 * Integrative Project Information Technology Information Technology Total 48 quarter credits TS5899 * Special Topics in Technology TS5899 * Special Topics in Technology OR OR Choose two 2-credit intensive study courses in place Choose two 2-credit intensive study courses in place of one four-credit specialization course: of one four-credit specialization course: TS5270 Cyber Threats to Enterprise Security TS5270 Cyber Threats to Enterprise Security TS5271 Network Security Solutions for the TS5271 Network Security Solutions for the Enterprise Enterprise The Integrative Project course should be taken The Integrative Project course should be taken during during the learner’s final quarter. 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. 74 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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Master’s in Information Technology Specializations, continued Project Management and Leadership System Design and Development Master of Business Information technology professionals in high Formerly named System Design and Programming Administration (MBA) demand by global enterprises and entrepreneurial The Internet, Web, and related technologies (XML, Specializations start-ups must be able to master project Web Services, Distributed Database Systems) have management and risk management skills. These become integral to today’s business applications, Capella University’s MBA program responds professionals need to understand the current creating higher demands on technology directly to the needs of the marketplace with an state of technology, the key organizational and professionals. Many companies estimate that their integrated curriculum focusing on core business societal issues influencing technology, and how greatest demand for information technology knowledge and professional effectiveness to effectively motivate individuals and teams. professionals will fall in the area of systems competencies. The program builds essential skills The project management and leadership integration, information management, software required to achieve long-term business results. specialization helps prepare technical leaders and engineering, software development, and the MBA learners are challenged to stretch beyond managers with the skills necessary to successfully management of development efforts locally and what is expected and are given impact lead multiple technology projects that span offshore. This specialization helps prepare assignments that can be immediately applied in dispersed geographical areas. technology leaders with the skills necessary to the workplace. Learners create and develop a design and implement high-quality applications blueprint and portfolio of skills for being an Twelve Required Courses 48 quarter credits and to utilize the components involved in that Core courses: effective leader. Because of the transformative effort to most effectively meet the needs of nature of this MBA curriculum, learners are better TS5004 Technical Communications business. TS5110 Enterprise System and Application prepared to reposition themselves for success in Twelve Required Courses 48 quarter credits Development OR their careers. TS5111 Overview of Enterprise Applications Core courses: Professional Effectiveness Coaching SM TS5120 Project Management for Technology TS5004 Technical Communications Professionals TS5110 Enterprise System and Application Capella University’s MBA Professional Effectiveness Coaching process helps learners TS5130 System Development Theory and Development Practice TS5120 Project Management for Technology focus on the areas where they need to stretch to TS5151 Quality Assurance Professionals become more effective managers, apply what TS5160 Business Foundations TS5130 System Development Theory and Practice they’ve learned to impact their current job, and TS5151 Quality Assurance reposition themselves to advance toward future Specialization courses: TS5160 Business Foundations goals. Learners have the option to establish a Choose five from the following courses AND relationship with a professional coach who helps the Integrative Project course: Specialization courses: facilitate this growth process through one-on-one TS5500 Systems Analysis and Design Choose five from the following courses AND coaching sessions. TS5508 Enterprise System Security the Integrative Project course: TS5524 Advanced Project Management TS5140 System Usability Analysis and Design TS5150 Enterprise Application Testing TS5525 Project Risk Management General TS5526 Leadership and Human Resource TS5500 Systems Analysis and Design Management TS5501 Database Analysis and Design The general MBA specialization provides a broad TS5527 Procurement Management TS5502 * Programming Strategies examination of core business functions and TS5528 Project Integration Management TS5503 * Advanced Enterprise System Development organizational management aspects and meets TS5536 Ethical and Legal Considerations in TS5504 Wireless Web Design and Development the needs of business professionals by providing Information Technology TS5505 Object-oriented Design and Development a thorough introduction to traditional business TS5899 * Special Topics in Technology TS5506 * Graphics and Multimedia disciplines such as finance, marketing, operations, strategy, and sales/CRM. This solid The Integrative Project course should be taken TS5513 * Advanced Programming Strategies business foundation is supplemented with a core during the learner’s final quarter. TS5514 * Advanced Graphics and Multimedia set of professional effectiveness courses that TS5990 * Integrative Project TS5515 * Advanced Wireless and Mobile Total 48 quarter credits Development emphasize best practices for leading and managing others such as managing change, TS5520 Operating System Theory and Application leading teams, negotiating for results, building TS5529 * Component Development - Java Framework relationships, and ethical leadership. The TS5530 * Component Development - balanced curriculum of business discipline and Microsoft Framework professional effectiveness competencies prepares TS5538 * Programming Strategies - graduates to excel in a variety of business Microsoft Environment settings. TS5539 * Enterprise Database Systems Sixteen Required Courses 48 quarter credits TS5540 * Introduction to XML and Web Services First two courses taken first and in sequence: TS5899 * Special Topics in Technology MBA9010 Professional Effectiveness: The Integrative Project course should be taken Stretch, Impact, Reposition during the learner’s final quarter. MBA9020 Leading for Results TS5990 * Integrative Project MBA9110 Marketing and Brand Management Total 48 quarter credits MBA9130 Operations and Process Management MBA9140 * Financial Management MBA9150 Strategy

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 75

Master of Business Administration (MBA) Specializations, continued

MBA9160 Managing Information Assets and Choose two elective courses: Choose two elective courses: Technology MBA9120 Sales and Customer Relationship MBA9120 Sales and Customer Relationship MBA9180 Accounting Management Management MBA9190 Applied Managerial Statistics MBA9170 Regulatory and Ethical Environment MBA9170 Regulatory and Ethical Environment Choose six from the following courses: of Business of Business MBA9120 Sales and Customer Relationship MBA9210 Building Relationships MBA9210 Building Relationships Management MBA9220 Developing and Coaching Others MBA9220 Developing and Coaching Others MBA9170 Regulatory and Ethical Environment MBA9230 Leading Teams MBA9230 Leading Teams of Business MBA9240 Facilitating Change MBA9240 Facilitating Change MBA9210 Building Relationships MBA9250 Leveraging Workplace Diversity MBA9250 Leveraging Workplace Diversity MBA9220 Developing and Coaching Others MBA9260 Negotiating for Results MBA9260 Negotiating for Results

MBA9230 Leading Teams SCHOOL OF BUSINESS AND TECHNOLOGY The Accounting Capstone course should be taken The Finance Capstone course should be taken MBA9240 Facilitating Change during the learner’s final quarter. during the learner’s final quarter. MBA9250 Leveraging Workplace Diversity MBA9380 * Accounting Capstone: Judgment, MBA9340 * Finance Capstone: MBA9260 Negotiating for Results Planning, and Action Judgment, Planning, and Action The MBA Capstone course should be taken during Total 48 quarter credits Total 48 quarter credits the learner’s final quarter. MBA9300 * MBA Capstone: Judgment, Planning, and Action Finance Total 48 quarter credits The finance specialization provides learners with current knowledge and skills in financial analysis and decision making, preparing them for careers Accounting in finance at middle or senior management The accounting specialization emphasizes levels. Learners who select finance as their area accounting applications with respect to the nature of specialization are required to complete and scope of business operations. The designated MBA core business and professional specialization cultivates learners’ abilities to plan effectiveness courses that focus on leading and and control organizational budgeting. Learners managing others, strategy, operations gain knowledge and skills in the audit and management, information technology, and evaluation of controls and computerized marketing. The courses in the finance information systems of accounting. Learners specialization extend the core competencies by examine the nature and function of accounting examining theories and techniques related to information in the decision-making process. corporate finance, investment and portfolio Learners also study the conceptual framework of management, international finance, and accounting theory and practice, focusing on emerging topics in the field. processes of identification, measurement, Sixteen Required Courses 48 quarter credits documentation, and financial reporting. This Core courses: specialization is not designed to lead to First two courses taken first and in sequence: professional licensure in accounting. MBA9010 Professional Effectiveness: Sixteen Required Courses 48 quarter credits Stretch, Impact, Reposition Core courses: MBA9020 Leading for Results First two courses taken first and in sequence: MBA9110 Marketing and Brand Management MBA9010 Professional Effectiveness: Stretch, MBA9130 Operations and Process Management Impact, Reposition MBA9140 * Financial Management MBA9020 Leading for Results MBA9150 Strategy MBA9110 Marketing and Brand Management MBA9160 Managing Information Assets and MBA9130 Operations and Process Management Technology MBA9140 * Financial Management MBA9180 Accounting MBA9150 Strategy MBA9190 Applied Managerial Statistics MBA9160 Managing Information Assets and Technology Specialization courses: MBA9180 Accounting Choose four from the following courses: MBA9190 Applied Managerial Statistics MBA9141 * Financial Markets and Institutions MBA9142 * Advanced Finance Specialization courses: MBA9143 * Bank Management MBA9182 * Advanced Accounting MBA9144 * International Financial Management MBA9184 * Budget Planning and Control MBA9146 * Investment and Portfolio Management MBA9186 * Audit and Control of Accounting MBA9147 * Risk Management Information Systems MBA9148 * Corporate Finance Analysis and MBA9188 * Accounting Information for Decisions Decision Making

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 76 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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Master of Business Administration (MBA) Specializations, continued Health Care Management Information Technology Management Marketing The MBA health care management specialization The information technology (IT) management The marketing specialization prepares learners enhances the management and business skills specialization is targeted toward individuals to move into middle or senior marketing learners need to function effectively within the interested in moving into middle and senior management positions within their organizations. health care industry. The specialization management positions within IT organizations. In The marketing specialization provides deeper emphasizes business models and analytics that preparation for this expanded responsibility, insight into contemporary issues and examines are applicable within health care including learners acquire the broader business perspectives various theories and techniques used by medical device product development, health and professional effectiveness skills to lead and marketers in today’s competitive environment. care financial management, clinical research manage others in the broader organization. The IT The specialization extends a learner’s methodologies, medical sales, information management specialization equips learners to competencies in market research, analysis, technology benefits programs, and health care leverage information technology in order to planning, execution, and evaluation. During the e-business consulting. Upon successful enhance business competitiveness and optimize capstone course, all learners synthesize and apply completion of this specialization, learners possess business management. The course work provides what they have learned into a final marketing knowledge that helps them assume mid-level and learners with techniques and skills needed to plan. Learners who select marketing as their executive-level positions within a health care assess the impact of advances in technology on area of specialization are required to complete organization or an organization that serves the business. In addition, learners will have an designated MBA core business and professional health care industry. opportunity to practice evaluating and choosing effectiveness courses that focus on leading and Sixteen Required Courses 48 quarter credits the right leadership style for managing IT functions managing others, strategy, operations Core courses: and staff in order to deliver the value of IT to the management, information technology, and First two courses taken first and in sequence: organization. finance. MBA9010 Professional Effectiveness: Sixteen Required Courses 48 quarter credits Sixteen Required Courses 48 quarter credits Stretch, Impact, Reposition Core courses: Core courses: MBA9020 Leading for Results First two courses taken first and in sequence: First two courses taken first and in sequence: MBA9110 Marketing and Brand Management MBA9010 Professional Effectiveness: MBA9010 Professional Effectiveness: MBA9130 Operations and Process Management Stretch, Impact, Reposition Stretch, Impact, Reposition MBA9140 * Financial Management MBA9020 Leading for Results MBA9020 Leading for Results MBA9150 Strategy MBA9110 Marketing and Brand Management MBA9110 Marketing and Brand Management MBA9160 Managing Information Assets and MBA9130 Operations and Process Management MBA9130 Operations and Process Management Technology MBA9140 * Financial Management MBA9140 * Financial Management MBA9180 Accounting MBA9150 Strategy MBA9150 Strategy MBA9190 Applied Managerial Statistics MBA9160 Managing Information Assets and MBA9160 Managing Information Assets and Technology Technology MBA9180 Accounting Specialization courses: MBA9180 Accounting MBA9190 Applied Managerial Statistics MBA9132 Strategic Management of MBA9190 Applied Managerial Statistics Health Care Systems Specialization courses: MBA9134 * Health Care Financial Management Specialization courses: MBA9136 * Health Care Policy Analysis and MBA9152 * Impact of Advances in Information Technology Choose four from the following courses: Decision Making MBA9122 * Project Planning, Management, and MBA9112 * Market Research MBA9138 * Ethical and Legal Considerations Financial Control MBA9114 * Consumer Behavior in Health Care MBA9154 * Techniques for Managing MBA9116 * New Product Design and Development Choose two elective courses: IT Professionals MBA9118 * International Marketing MBA9120 Sales and Customer Relationship MBA9156 * Strategic Information System Planning MBA9120 Sales and Customer Relationship Management Management Choose two elective courses: MBA9170 Regulatory and Ethical Environment of Business MBA9120 Sales and Customer Relationship Choose two elective courses: Management MBA9210 Building Relationships MBA9170 Regulatory and Ethical Environment MBA9170 Regulatory and Ethical Environment of Business MBA9220 Developing and Coaching Others of Business MBA9210 Building Relationships MBA9230 Leading Teams MBA9210 Building Relationships MBA9220 Developing and Coaching Others MBA9240 Facilitating Change MBA9220 Developing and Coaching Others MBA9230 Leading Teams MBA9250 Leveraging Workplace Diversity MBA9230 Leading Teams MBA9240 Facilitating Change MBA9260 Negotiating for Results MBA9240 Facilitating Change MBA9250 Leveraging Workplace Diversity The Health Care Management Capstone course MBA9250 Leveraging Workplace Diversity MBA9260 Negotiating for Results should be taken during the learner’s final quarter. MBA9260 Negotiating for Results MBA9330 * Health Care Management Capstone: The Marketing Capstone course should be taken The Information Technology Management Capstone during the learner’s final quarter. Judgment, Planning, and Action course should be taken during the learner’s final MBA9310 * Marketing Capstone: Total 48 quarter credits quarter. Judgment, Planning, and Action MBA9350 * IT Management Capstone: Judgment, Planning, and Action Total 48 quarter credits Authorization for this specialization is pending Total 48 quarter credits with the Ohio Board of Regents.

Authorization for this specialization is pending with the Ohio Board of Regents. * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 77

Master of Business Administration (MBA) Specializations, continued Project Management Choose two elective courses: Graduate Certificates MBA9120 Sales and Customer Relationship The project management specialization prepares Management individuals for expanded responsibility in an MBA9170 Regulatory and Ethical Environment Certificates are an ideal way to update existing organization by sharpening their project of Business knowledge, gain new knowledge, and study at management skills. In alignment with the Project MBA9210 Building Relationships the graduate level. Course work completed in a Management Institute’s (PMI) standards, this MBA9220 Developing and Coaching Others certificate program may be transferred into the specialization equips learners to manage projects MBA9230 Leading Teams related Capella Master of Science specialization. in global enterprises and entrepreneurial start- MBA9240 Facilitating Change Note: Certification and Certificates — There is ups. The course work provides learners with MBA9250 Leveraging Workplace Diversity an important distinction between the two terms. techniques in project procurement and The School of Business and Technology offers a solicitation and teaches learners to assess and MBA9260 Negotiating for Results

variety of graduate certificates. University- SCHOOL OF BUSINESS AND TECHNOLOGY mitigate risks to ensure project success. The The Project Management Capstone course should be taken during the learner’s final quarter. sponsored certificates represent an advanced capstone project allows learners to apply their MBA9320 * Project Management Capstone: course of study intended to enhance knowledge skills in planning, managing, and controlling the Judgment, Planning, and Action in a specific discipline. However, obtaining a processes to complete the project on time and Total 48 quarter credits university-awarded certificate is not equivalent to within budget. Most important, this specialization “certification.” The term certification refers to the offers learners an opportunity not only to official mandate awarded by a state regulatory exercise their skills in decision making but also to Authorization for this specialization is pending board or professional organization to an reflect upon the impact of their judgment in with the Ohio Board of Regents. individual for a specific professional practice. dynamic project situations. Note: Learners enrolled in specializations outside Sixteen Required Courses 48 quarter credits the MBA program may not take MBA courses. Core courses: MBA learners may not take courses associated Human Resource Management First two courses taken first and in sequence: with any other program within the School of MBA9010 Professional Effectiveness: Business and Technology or any other school at The certificate in human resource management Stretch, Impact, Reposition Capella University while they are enrolled in the helps professionals increase their expertise in the MBA9020 Leading for Results MBA program. principles and practices of the human resource MBA9110 Marketing and Brand Management function. The certificate provides the opportunity MBA9130 Operations and Process Management to enhance skills, knowledge, and abilities MBA9140 * Financial Management through the development of human resource MBA9150 Strategy competencies. By providing learners a better MBA9160 Managing Information Assets and understanding of various human resource Technology disciplines, the certificate prepares participants MBA9180 Accounting for the challenges and demands faced by human MBA9190 Applied Managerial Statistics resource professionals. Four Required Courses 16 quarter credits Specialization courses: OM5210 Human Resource Management MBA9122 * Project Planning, Management, and Choose three from the following courses: Financial Control OM5212 * Managing Diversity and Inclusion in MBA9124 * Assessing and Mitigating Risk Organizations MBA9126 * Project Procurement and Solicitation OM5214 * Employment Law: Legal Structures, MBA9128 * Advanced Project Management Compliance, and Reporting Techniques OM5216 * Conflict Management and Employee Dispute Resolution OM5218 * Managing Compensation, Benefits, and Reward Systems OM5220 * Recruitment, Selection, and Assessment OM5222 * Training, Development, and Succession Planning Total 16 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 78 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

School of Business and Technology Degree Programs, continued

Graduate Certificates, continued Leadership Information Security Professional The certificate in leadership prepares individuals Technology professionals with a background in to serve in leadership roles within their both information security technology and policy- organizations. Managers at all levels of an level management are in high demand in today’s organization gain considerable insight into the organizations and corporations. This program challenges and complexities of leading in today’s prepares learners who have previously earned a environment. Learners have the opportunity to bachelor’s degree to manage a large reflect on their own leadership styles and to organization’s enterprise security based on the develop specific leadership competencies. 10 domains of the Certified Information Systems Four Required Courses 16 quarter credits Security Professional (CISSP) certification from OM5112 Leadership International Information Systems Security 2 Choose three from the following courses: Certification Consortium, Inc. (ISC) . The program OM5114 * Organization Structure and Design moves beyond certification by providing an opportunity to master information security OM5116 * Personal Leadership Development principles through practice and interaction. This OM5118 * Leading Organizational Change graduate certificate expands learners’ critical OM5120 * Leading and Building Teams thinking skills and develops the competencies OM5122 * Leading and Coaching Others associated with the CISSP certification from (ISC)2. Total 16 quarter credits Five Required Courses 20 quarter credits TS5507 Network Technology TS5508 Enterprise System Security Professional Project Management TS5531 Security Management Practices There is a significant need for professionals with a TS5532 Secure System Development and background in both enterprise technology and Cryptology project management mastery to complete TS5536 Ethical and Legal Considerations in complex projects on time, on budget, and to Information Technology specification. This program prepares learners who Total 20 quarter credits have previously earned a bachelor’s degree to manage larger projects utilizing methodology based on the Project Management Book of Knowledge (PMBOK) from the Project Management Institute. The program goes well beyond certification in providing an opportunity to expand critical thinking skills and master project management principles through practice and interaction. This graduate certificate develops the competencies associated with the Project Management Professional certification from The Project Management Institute. Five Required Courses 20 quarter credits TS5524 Advanced Project Management TS5525 Project Risk Management TS5526 Leadership and Human Resource Management TS5527 Procurement Management TS5528 Project Integration Management Total 20 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 79

School of Education

From the Dean Welcome to the School of Education at Capella University. Our programs are about you and the impact that you want to make in the worlds of adult SCHOOL OF EDUCATION and higher education, K-12 teaching and leadership, and professional corporate settings.

Capella’s specializations in higher education (leadership for higher education, postsecondary and adult education, instructional design for online learning, training and performance improvement, and enrollment management) focus on career requirements for educators and trainers working in adult learning environments. The competencies learners acquire are based on current adult learning theory and are designed for professionals in community colleges, four-year colleges, and other Harry McLenighan, EdD organizations serving adult learners. The specialization in instructional Interim Dean, School of Education 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.

Capella’s K-12 education specializations (K-12 studies in education curriculum and instruction, leadership in educational administration, 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 more successful in today’s diverse schools. Capella’s leadership in 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 profession-related requirements 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.

At Capella University, you will be invigorated, challenged, and emboldened to achieve your educational goals. Your future is in your hands, and we would like to help you realize that future.

Harry McLenighan, EdD Interim Dean 80 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

About the School of Education

Mission Statement Professional Licensure and responsible for determining and The mission of the School of Education Certification complying with state, local, or is to provide relevant and competency- Capella University offers academic professional licensure and certification based learning experiences that have programs leading to advanced degrees requirements. These learners are also immediate professional impact and that in a number of fields for which responsible for taking the steps empower learners to distinguish professional practice requires licensure necessary to satisfy those requirements. or certification by state, local, or themselves through their contributions As part of the admission process, professional boards. However, because to the organizations they serve. School of Capella University requires all learners the licensing or certification standards Education learners prepare for the in these programs to sign an vary, Capella University makes no challenges, opportunities, and demands Understanding of the Curriculum form representation, warranty, or guarantee of contemporary education by engaging in which the learners agree that it is that successful completion of the course in rigorous and relevant programs where their responsibility to understand and to of study will permit the learner to obtain learner progress is assessed against comply with licensing and certification licensure or certification. Learners who recognized, respected professional laws and regulations. Additional enroll in a Capella University degree standards. information on professional licensure program in a field for which and certification can be found on Degree Programs professional practice requires any type iGuide. Doctor of Philosophy (PhD) of licensure or certification, are solely The School of Education’s doctor of philosophy degree expands previous learning within a discipline and fosters the critical thinking, research, and SPECIALIZATIONS OFFERED IN THE SCHOOL OF EDUCATION problem-solving skills that practicing Specializations Degrees and Certificates professionals need to excel as scholar- Leadership in Educational Administration PhD, MS, Post-master’s Certificate practitioners and emboldened leaders Leadership for Higher Education PhD, MS in a global society. Curriculum and Instruction PhD, MS Master of Science (MS) Postsecondary and Adult Education PhD, MS The School of Education’s master’s Instructional Design for Online Learning PhD, MS degree integrates recognized theory and Training and Performance Improvement PhD, MS best practices with practical application Professional Studies in Education PhD, MS in a collaborative environment in order K-12 Studies in Education PhD, MS to enhance learners’ abilities to excel as Reading and Literacy MS practitioners in their chosen Enrollment Management MS specializations. College Teaching Post-master’s Certificate Certificates The School of Education’s post-master’s certificate program provides learners with recognized, relevant competencies that have an immediate, positive impact on their professional lives. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 81

School of Education Degree Programs

Doctor of Philosophy (PhD) ED9984 * Doctoral Comprehensive Examination I Learners seeking licensure in Arizona after August ED9985 * Doctoral Comprehensive Examination II 2006 must secure a Structured English Immersion Specializations endorsement (SEI). Capella University has entered ED9996 * Dissertation Research I into an alliance with Rio Salado College regarding ED9997 * Dissertation Research II course work for the SEI endorsement. Learners To fulfill the School of Education’s graduation ED9998 * Dissertation Research III who need this endorsement are encouraged to SCHOOL OF EDUCATION requirements, doctoral learners must complete ED9999 * Dissertation Research IV contact [email protected] to a minimum of 24 credits of approved doctoral- Choose one internship sequence: discuss the necessary courses and the application level Capella course work after matriculation process at Rio Salado College. ED7901 Internship for Educational into the doctoral program, not including the Administration I AND Prospective Washington state learners are advised required comprehensive examination and ED7902 * Internship for Educational to contact the Office of the Superintendent of dissertation courses. Learners must complete Administration II Public Instruction at 360-725-6320 or 24 credits regardless of the number or type of OR [email protected] to determine whether credits completed prior to matriculating into a ED7903 Internship for the Superintendency I this education program is approved for teacher doctoral program or specialization. AND certification or endorsements in Washington state. ED7904 * Internship for the Superintendency II Additionally, teachers are advised to contact their This requirement does not apply to learners individual school district as to whether this matriculating into the doctoral program in Twelve Elective Courses 48 quarter credits program may qualify for salary advancement. Leadership in Educational Administration after Recommended elective courses: having completed the post-master's certificate ED7543 The Superintendency (required for those seeking superintendent license) in Leadership for Educational Administration at Capella. ED8910 The Minnesota Superintendency ED8911 The Minnesota K-12 Principalship ED7544 Introduction to School Business Leadership in Educational Administration Administration ED7560 Innovative Leadership ED812 The Governance of Educational Learners in the doctoral specialization in Institutions leadership in educational administration develop ED814 Evaluating the Effectiveness of the the knowledge, skills, and attitudes needed to Educational Process meet the rigorous demands and enjoy the ED815 The Future of Educational Institutions: profound rewards of twenty-first century Topics and Trends principalship and superintendency. The doctoral ED818 The Future of Teaching and Learning: research and problem-solving skills learners Issues for the Educational Leader develop transfer to the leadership challenges of ED825 Curriculum Development the current student achievement-focused world ED853 Elementary School Administration OR of K-12 education. The curriculum is aligned with ED854 Secondary School Administration nationally recognized leadership standards and ED857 Personnel Administration is designed to prepare learners to be bold, OR innovative, ethical K-12 leaders. Choose any graduate course(s). Residency Requirement(s): Total 120 quarter credits Three one-week residential colloquia sessions related to time and program credit completion. See Residential Colloquia in Academic and Other Learners seeking endorsement for Minnesota University Policies. superintendency must take ED8910. Learners seeking endorsement for the Minnesota State regulations vary regarding course principalship must take ED8911. requirements for professional licensure. For assistance with state-mandated course Learners who have already taken an internship and requirements for licensure, contact the appropriate who have the principal or superintendent license/ school representative or state agency. certificate may petition the faculty chair to replace Eighteen Required Courses 72 quarter credits the internship with electives. Core courses: Admission to the leadership in educational ED8004 Societal and Cultural Change administration specialization requires learners to ED8113 Advanced Study in Research Methods complete and submit the Capella University School of Education Certification of Teaching Experience Specialization courses: form located at www.capella.edu/aspscripts/ ED7541 Teacher Supervision and Evaluation schools/TeachingExperience.pdf. Completing and ED7542 The Politics of Pre-K-12 Education submitting the pre-assessment form is part of the application process. ED7545 Special Education Administration ED8111 The Historical and Social Foundations of Education ED820 Principles of Educational Administration ED822 The Funding of Educational Institutions ED823 Education and the Law ED853 Elementary School Administration OR ED854 Secondary School Administration * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 82 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

School of Education Degree Programs, continued

PhD Specializations, continued

Leadership for Higher Education Curriculum and Instruction Thirteen Elective Courses 52 quarter credits Recommended elective courses: Learners in the doctoral specialization in leadership Learners in the PhD in education specialization for higher education prepare themselves to guide in curriculum and instruction will develop and ED5501 Assessment and Improvement of Instruction community colleges, universities, and other demonstrate the research-based knowledge, ED5500 Standards-Based Curriculum, Instruction, postsecondary, human service, military, and skills, and attitudes necessary for effective and Assessment religious organizations at both the academic and classroom, building, and district-level leadership ED5504 Strategies for Eliminating the executive levels. The specialization content, in curriculum and instruction. The specialization Achievement Gap doctoral research, and problem-solving skills is designed for teachers and administrators ED5537 Emerging Technology and Multimedia learners develop transfer to their leadership interested in leadership careers as building or for Curriculum and Instruction challenges as department chairs, deans, provosts, district-level administrators, or as teacher leaders ED5538 Curriculum and Instruction: Program directors of student services, presidents, and vice guiding curriculum and instructional improvement Evaluation presidents of these organizations. The curriculum initiatives supported by current theory and ED7700 Learning Theory and the Educational is designed to prepare learners to be bold, research in curriculum design, instructional Process innovative, ethical leaders. models, and assessment strategies focused on ED7701 Educational Philosophy and Change Residency Requirement(s): increasing student achievement. Learners ED7711 Course Design and Development Three one-week residential colloquia sessions participate in course discussions and activities that ED7560 Innovative Leadership related to time and program credit completion. provide practical experiences and projects that ED838 Teaching and Learning with See Residential Colloquia in Academic and Other demonstrate innovative and timely theory, Diverse Populations University Policies. research, and practice. ED8111 The Historical and Social Foundations Eighteen Required Courses 72 quarter credits Residency Requirement(s): of Education Core courses: Three one-week residential colloquia sessions ED812 The Governance of Educational ED8004 Societal and Cultural Change related to time and program credit completion. Institutions ED8113 Advanced Study in Research Methods See Residential Colloquia in Academic and Other ED814 Evaluating the Effectiveness of the Educational Process Specialization courses: University Policies. ED815 The Future of Educational Institutions: ED7540 Leadership in Higher Education Seventeen Required Courses 68 quarter credits Topics and Trends ED7546 Human Resources in Higher Education Core courses: ED8004 Societal and Cultural Change ED818 The Future of Teaching and Learning: ED7547 Assessment in Higher Education Issues for the Educational Leader ED8113 Advanced Study in Research Methods ED818 The Future of Teaching and Learning: HS834 Ethnic and Cultural Awareness Issues for the Educational Leader Specialization courses: OR ED825 Curriculum Development ED7541 Teacher Supervision and Evaluation Choose any graduate course(s). ED834 Higher Ed and the Law ED820 Principles of Educational Administration Total 120 quarter credits ED837 Funding and Managing Education ED825 Curriculum Development Enterprises ED8533 Advanced Curriculum Mapping: ED840 The Politics of Higher Education Reflection and Practice ED841 The History of Higher Education ED8534 Advanced Instruction and Assessment: ED855 Higher Education Administration Theory and Practice ED9984 * Doctoral Comprehensive Examination I ED8535 Advanced Collaboration for the Improvement of Curriculum and ED9985 * Doctoral Comprehensive Examination II Instruction ED9996 * Dissertation Research I ED8536 Advanced Application of Research for ED9997 * Dissertation Research II the Improvement of Curriculum and ED9998 * Dissertation Research III Instruction ED9999 * Dissertation Research IV ED822 The Funding of Educational Institutions Twelve Elective Courses 48 quarter credits ED823 Education and the Law Recommended elective courses: ED9984 * Doctoral Comprehensive Examination I ED7212 Administration of Distance Education ED9985 * Doctoral Comprehensive Examination II Programs ED9996 * Dissertation Research I ED7541 Teacher Supervision and Evaluation ED9997 * Dissertation Research II ED7692 Strategies for Building Online ED9998 * Dissertation Research III Learning Communities ED9999 * Dissertation Research IV ED7703 Student Development Challenges and Successes ED7713 Student Advising and Retention ED7819 Grantsmanship ED8111 The Historical and Social Foundations of Education HS834 Ethnic and Cultural Awareness OR Choose any graduate course(s). Total 120 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 83

PhD Specializations, continued

Postsecondary and Adult Education ED7819 Grantsmanship Choose three from the following courses: ED828 Intellectual Development and ED7210 The Delivery of Distance Education The PhD in education specialization in Learning Styles Across the Lifespan postsecondary and adult education is designed ED7211 Designing Online Instruction ED836 The Collaborative Nature of Adult ED722 Interface Design to develop and enhance skills for effective Education ED7503 Instructional Media Tools SCHOOL OF EDUCATION teaching in a variety of postsecondary settings ED8444 Higher Education Curriculum ED5810 Project Management for e-Learning and training environments, including adult Development and Teaching Strategies Development education, workforce development, continuing ED8600 Effective Online Course Design, Delivery, ED7505 * Evaluation and Assessment of higher education, community development, Facilitation, and Assessment Instructional Design military education, and business and industry. OR Twelve Elective Courses 48 quarter credits The PhD specialization focuses on major theories Choose any graduate course(s). Recommended elective courses: of adult learning and distance education, the Total 120 quarter credits development of effective learning communities ED7212 Administration and Leadership of Distance Education Programs and environments, critical analysis and research skills, best practices in postsecondary instruction, ED7692 Strategies for Building Online Learning Communities and utilizing theory and research to enhance Instructional Design for Online Learning ED7641 Needs Assessment: Models and learning for individuals from a variety of Procedures backgrounds. The PhD in education specialization in ED7672 Delivery Systems for Training and Residency Requirement(s): instructional design for online learning prepares Performance Improvement Three one-week residential colloquia sessions professionals to lead and manage instructional The following electives are available for PhD learners related to time and program credit completion. challenges in a variety of online settings in as directed studies: See Residential Colloquia in Academic and Other educational institutions, corporations, the ED7495 Research Strategies and Methodologies University Policies. military, health care, and government agencies. for Online Learning Fourteen Required Courses 56 quarter credits This comprehensive course of study gives equal ED7497 * Storyboarding for Instructional Design Core courses: importance to design and delivery of adult ED7499 * Needs Analysis for Instructional Design ED8004 Societal and Cultural Change instruction. This specialization prepares learners ED7693 Curriculum Development for ED8113 Advanced Study in Research Methods to practice the application of instructional Online Learning design theory to real-world problems. ED7493 Internship for Instructional Design for Specialization courses: Residency Requirement(s): Online Learning ED7701 Educational Philosophy and Change Three one-week residential colloquia sessions ED9058 Special Topics for Instructional Design ED815 The Future of Educational Institutions: related to time and program credit completion. for Online Learning Topics and Trends See Residential Colloquia in Academic and Other OR ED7590 Critical Thinking in Adult Education University Policies. Choose any graduate course(s). ED814 Evaluating the Effectiveness of the Eighteen Required Courses 72 quarter credits Total 120 quarter credits Educational Process Core courses: ED829 Theory and Methods of Educating Adults ED8004 Societal and Cultural Change ED838 Teaching and Learning with Diverse ED8113 Advanced Study in Research Methods Populations ED9984 * Doctoral Comprehensive Examination I Specialization courses: ED9985 * Doctoral Comprehensive Examination II ED815 The Future of Educational Institutions: ED9996 * Dissertation Research I Topics and Trends OR ED9997 * Dissertation Research II ED8111 The Historical and Social Foundations of Education ED9998 * Dissertation Research III ED851 Principles of Instructional Design ED9999 * Dissertation Research IV ED7620 Theoretical Basis of Instructional Design Sixteen Elective Courses 64 quarter credits ED7624 * Theories of Learning and Instruction Recommended elective courses: ED852 Ethics and Social Responsibility in ED7580 Theory and Development of Distance Education Multiple Intelligences ED7496 * Advanced Instructional Design ED7690 Critical Skills for Facilitating Online Learning ED7504 Leadership for Instructional Design ED7692 Strategies for Building Online Learning ED9984 * Doctoral Comprehensive Examination I ED7700 Learning Theory and the Educational ED9985 * Doctoral Comprehensive Examination II Process ED9996 * Dissertation Research I ED7703 Student Development, Challenges ED9997 * Dissertation Research II and Successes ED9998 * Dissertation Research III ED7711 Course Design and Development ED9999 * Dissertation Research IV ED7712 Classroom Assessment in Education ED7713 Student Advising and Retention ED7716 Faculty Leadership ED8111 The Historical and Social Foundations of Education

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 84 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

School of Education Degree Programs, continued

PhD Specializations, continued

Training and Performance K-12 Studies in Education ED5526 Student Assessment and Work Analysis in Science Instruction Improvement The PhD in education specialization in K-12 ED5506 Standards and the K-12 Mathematics The PhD in education with a specialization in Studies in Education is designed for K-12 career- Curriculum training and performance improvement is oriented professionals who wish to excel as ED5507 The Art of Planning Mathematics designed for experienced career professionals scholar-practitioners. The specialization delivers Instruction who wish to advance to leadership roles such as research-based competencies focused on current ED5529 Instructional Strategies for the chief learning officer, training director, professor, issues in education including such broad topics Virtual School Teacher or manager of learning and performance as school governance and leadership and such ED5530 Assessment Strategies for the improvement. Required courses broaden and focused topics as math instruction, science Virtual School Teacher deepen the learner’s understanding of both instruction, virtual school teaching, and teacher ED5533 Curriculum Mapping: Reflection and strategic and tactical issues that are important to leadership. The specialization’s flexibility permits Practice (recommended elective for all K-12 teachers.) the success of any performance improvement learners to create an individualized doctoral intervention. The entire doctoral experience is program whatever their K-12 research interests. OR Choose any graduate course(s). designed to help create reflective scholar- Residency Requirement(s): practitioners and innovative thinkers with Three one-week residential colloquia sessions Total 120 quarter credits advanced skills in critical thinking, research, and related to time and program credit completion. problem solving. The curriculum is based on See Residential Colloquia in Academic and ASTD’s Human Performance Improvement model. Other University Policies. Residency Requirement(s): Fifteen Required Courses 60 quarter credits Three one-week residential colloquia sessions Core courses: related to time and program credit completion. ED8004 Societal and Cultural Change See Residential Colloquia in Academic and Other ED8113 Advanced Study in Research Methods University Policies. ED8515 Advanced Action Research for Eighteen Required Courses 72 quarter credits Teacher-Leaders Core courses: Specialization courses: ED8004 Societal and Cultural Change ED8111 The Historical and Social Foundations ED8113 Advanced Study in Research Methods of Education Specialization courses (suggested sequence as ED814 Evaluating the Effectiveness of the follows): Educational Process ED7631 Introduction to Training and ED7542 The Politics of Pre-K-12 Education Performance Systems ED8502 Advanced Learning Theory and ED7641 Needs Assessment: Models and Instructional Practice Procedures ED7701 Educational Philosophy and Change ED7662 Designing Training and Performance ED815 The Future of Educational Institutions Solutions ED9984 * Doctoral Comprehensive Examination I ED7672 Delivery Systems for Training and ED9985 * Doctoral Comprehensive Examination II Performance Improvement ED9996 * Dissertation Research I ED7652 Evaluating Training and Performance Improvement Systems ED9997 * Dissertation Research II ED7675 Return on Investment in Training and ED9998 * Dissertation Research III Performance Improvement ED9999 * Dissertation Research IV ED502 Survey of Human Resource Fifteen Elective Courses 60 quarter credits Development Research Recommended elective courses: ED9984 * Doctoral Comprehensive Examination I ED5516 Adult Learning and Professional ED9985 * Doctoral Comprehensive Examination II Development ED9996 * Dissertation Research I ED5523 Inquiry-Based Curriculum and Resources ED9997 * Dissertation Research II for Elementary Science Teachers ED9998 * Dissertation Research III ED5508 Research and Best Practices in Mathematics Instruction ED9999 * Dissertation Research IV ED5513 Middle-Level Issues Choose three from the following courses: ED5528 Technology Skills for the Virtual School ED830 Coaching for High Performance Teacher ED839 International Aspects of Adult Education ED5511 Teaching Algebra for Understanding ED851 Principles of Instructional Design ED5514 Educational Leadership for ED7210 The Delivery of Distance Education Teacher-Leaders ED7673 The Future of Corporate and Technical ED5522 The Art of Planning Science Instruction: Training: Topics and Trends Creating the Engaged Science Student ED8111 The Historical and Social Foundations ED5524 Inquiry-Based Curriculum and Resources of Education for Secondary Science Teachers Twelve Elective Courses 48 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. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 85

PhD Specializations, continued Professional Studies in Education Master of Science (MS) ED5524 Inquiry-Based Curriculum and Resources for Secondary Science Teachers The PhD in education specialization in professional Specializations ED5526 Student Assessment and Work Analysis studies in education is designed for experienced in Science Instruction career professionals in a variety of teaching and/or ED5528 Technology Skills for the Virtual

K-12 Studies in Education SCHOOL OF EDUCATION education training situations. Learners may come School Teacher Learners in the master’s specialization in K-12 from areas of K-12, alternative programs, adult ED5529 Instructional Strategies for the Virtual education, allied health care, military, higher studies in education will demonstrate the School Teacher research-based knowledge, skills, and attitudes of education, government or other occupations and ED5530 Assessment Strategies for the Virtual professions, but are united by the motivation to exceptional elementary and secondary classroom School Teacher excel as educators and leaders. Professional teachers. The curriculum is aligned with nationally ED5531 Communication Skills for the Virtual studies learners seek this degree whether they recognized teaching standards and is designed School Teacher want to remain in their current profession or be to prepare learners to produce significant ED5532 Social Issues and Virtual School Teaching prepared to change professions. This specialization improvements in student achievement. Learners Two Elective Courses 8 quarter credits provides optimal opportunity to customize a may customize the elective portion of their Choose any graduate course(s). programs to meet their educational, personal, program of study that meets the unique needs of Total 48 quarter credits a diverse group of learners. The entire doctoral professional, and school site needs by selecting experience is designed to create scholar- courses from any of the specialization courses practitioners with advanced skills in critical below. The following courses have been Admission to the K-12 studies in education master’s specialization requires learners to thinking, problem solving and research. designed for licensed teachers and may require K-12 classroom access. complete and submit the Capella University Residency Requirement(s): School of Education Certification of Teacher Three one-week residential colloquia sessions Nine Required Courses 40 quarter credits Licensure form located at www.capella.edu/ related to time and program credit completion. Core courses: aspscripts/schools/TeacherLicensure.pdf. See Residential Colloquia in Academic and Other ED5007 Foundations of Educational Leadership + For learners without classroom access. University Policies. (6 quarter credits) Twelve Required Courses 48 quarter credits ED5006 Survey of Research Methodology Prospective Washington state learners are advised Core courses: ED5501 Assessment and Improvement of to contact the Office of the Superintendent of ED8004 Societal and Cultural Change Instruction OR Public Instruction at 360-725-6320 or ED7541 Teacher Supervision and Evaluation + [email protected] to determine whether ED8113 Advanced Study in Research Methods ED5500 Standards-Based Curriculum, this education program is approved for teacher Specialization courses: Instruction, and Assessment certification or endorsements in Washington state. ED7701 Educational Philosophy and Change Additionally, teachers are advised to contact their ED5503 Classroom Management Strategies OR ED815 The Future of Educational Institutions: individual school district as to whether this ED5502 Learning Theory and Instructional program may qualify for salary advancement. Topics and Trends Practice + ED8222 Professionalism in the 21st Century ED5504 Strategies for Eliminating the ED7700 Learning Theory and the Educational Achievement Gap Process OR ED829 Theory and Methods of Educating Adults Specialization courses: ED9984 * Doctoral Comprehensive Examination I ED5541 * Master’s Practicum in K-12 Studies in ED9985 * Doctoral Comprehensive Examination II Education (6 quarter credits) OR ED5542 * Master’s Capstone in K-12 Studies in ED9996 * Dissertation Research I Education (6 quarter credits) + ED9997 * Dissertation Research II In addition, choose two specialization courses ED9998 * Dissertation Research III from the following courses: ED9999 * Dissertation Research IV ED5502 Learning Theory and Instructional Eighteen Elective Courses 72 quarter credits Practice Choose any graduate course(s). ED5506 Standards and the K-12 Mathematics Total 120 quarter credits Curriculum ED5507 The Art of Planning Mathematics Instruction ED5508 Research and Best Practices in Mathematics Instruction ED5511 Teaching Algebra for Understanding ED5513 Middle-Level Issues ED5514 Educational Leadership for Teacher-Leaders ED5515 Action Research for Teacher-Leaders ED5516 Adult Learning and Professional Development ED5522 The Art of Planning Science Instruction: Creating the Engaged Science Student ED5523 Inquiry-Based Curriculum and Resources for Elementary Science Teachers

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 86 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

School of Education Degree Programs, continued

Master’s Specializations, continued

Curriculum and Instruction Reading and Literacy Admission to the reading and literacy specialization requires learners to complete and Learners in the master’s specialization in Capella University’s reading and literacy submit the Capella University School of Education curriculum and instruction will develop and specialization is offered in partnership with the Certification of Teacher Licensure form located at demonstrate the research-based knowledge, University of California, Irvine Extension. www.capella.edu/aspscripts/schools/TeacherLicens skills, and attitudes necessary for effective Graduates of this specialization earn a master’s ure.pdf. classroom, building, and district-level leadership degree from Capella University and a reading As with all programs involving endorsement, in curriculum and instruction. The specialization is certificate from UC-Irvine Extension. UC-Irvine licensure, or certification, individual states have designed for teachers interested in teaching- Extension’s reading certificate is state-approved varying requirements. Capella University cannot improvement initiatives supported by current in California and is aligned with nationally guarantee that licensure, endorsement, or theory and research in curriculum design and recognized teaching standards. certification will be granted. For this reason, it is important that learners interested in these instructional models, and assessment strategies Learners in this master’s specialization will programs contact the appropriate authorities in focused on increasing student achievement. demonstrate and further build the research- their state. Teachers participate in course discussions and based knowledge, skills, and attitudes of Applicants in Kentucky and Wisconsin are advised activities that provide practical experiences and exceptional elementary and secondary teachers. projects that demonstrate innovative and timely that the reading and literacy specialization is not The specialization is designed for licensed K-12 pre-approved for specialist endorsement/licensure theory, research, and practice. classroom teachers who want to enhance the and should verify home state and local district Ten Required Courses 44 quarter credits reading skills of their students and to impart best requirements prior to enrollment. Individuals Core courses: practices and key instructional strategies to seeking endorsement must perform a transcript ED5007 Foundations of Educational Leadership” peers and others involved in teaching reading. review with their state upon completion of their program. (6 quarter credits) Capella learners completing the reading and ED5501 Assessment and Improvement of literacy specialization are prepared to assess Prospective Washington state learners are advised Instruction student reading and provide reading instruction to contact the Office of the Superintendent of ED5500 Standards-Based Curriculum, Instruction, employing multiple modalities and learning styles Public Instruction at 360-725-6320 or and Assessment based on assessment data as well as to develop, [email protected] to determine whether ED5503 Classroom Management Strategies this education program is approved for teacher implement, and adapt the reading curriculum certification or endorsements in Washington state. ED5504 Strategies for Eliminating the within and across grade levels at the school site. Additionally, teachers are advised to contact their Achievement Gap The specialization courses present a host of individual school district as to whether this program may qualify for salary advancement. Specialization courses: research-based concepts, demonstrate those ED5006 Survey of Research Methodology concepts in action, and provide opportunities to ED5533 Curriculum Mapping: Reflection and put those concepts into practice. Practice Thirteen Required Courses 47 quarter credits ED5534 Instruction and Assessment: Core courses: Theory and Practice ED5007 Foundations of Educational Leadership ED5535 Collaboration for the Improvement of (6 quarter credits) Curriculum and Instruction ED5501 Assessment and Improvement of ED5540 * Master’s Practicum in Curriculum and Instruction (4 quarter credits) Instruction (6 quarter credits) ED5500 Standards-based Curriculum, Instruction, One Elective Course 4 quarter credits and Assessment (4 quarter credits) Recommended elective courses: ED5503 Classroom Management Strategies ED5537 Emerging Technology and Multimedia (4 quarter credits) for Curriculum and Instruction ED5504 Strategies for Eliminating the ED5538 Curriculum and Instruction: Achievement Gap (4 quarter credits) Program Evaluation ED5006 Survey of Research Methodology ED5536 Applying Research to the Improvement (4 quarter credits) of Curriculum and Instruction Specialization courses: OR ED5551 Developing Fluent Readers Choose any graduate course(s). (3 quarter credits) Total 48 quarter credits ED5552 Teaching Comprehension Strategies (3 quarter credits) ED5553 Assessment-based Reading Instruction Admission to the curriculum and instruction (3 quarter credits) specialization requires learners to complete and ED5554 Socio-cultural Context of Reading submit the Capella University School of Education Instruction (3 quarter credits) Certification of Teacher Licensure form located at www.capella.edu/aspscripts/schools/TeacherLicens ED5555 Foundational Theories in Reading ure.pdf. Instruction (3 quarter credits) ED5556 Reading and Literacy Practicum (3 quarter credits)+ ED5557 Reading and Literacy Portfolio Review (3 quarter credits)+ Total 47 quarter credits

+ED5556 and ED5557 must be taken concurrently. * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 87

Master’s Specializations, continued

Leadership in Educational Leadership for Higher Education Enrollment Management Administration The master’s specialization in leadership for Capella University’s enrollment management Learners in the master’s specialization in higher education integrates current, recognized specialization is offered in partnership with Noel- leadership in educational administration will theory and best practices with practical Levitz, a nationally recognized consulting firm develop the skills, knowledge, and attitudes application—the basis of Capella’s scholar- specializing in higher education student SCHOOL OF EDUCATION necessary to successfully meet the rigors and practitioner model—to prepare learners to excel recruitment, financial aid, predictive modeling, enjoy the rewards of twenty-first century as leaders in community colleges, universities, and student retention. Graduates of this elementary and secondary principalship. The and other postsecondary, human service, military, specialization earn a master’s degree from curriculum prepares learners to meet nationally and nonprofit organizations. Capella University and certification in enrollment recognized leadership standards including those Eleven Required Courses 44 quarter credits management—a professional certificate issued by of the Interstate School Leaders Licensure Core courses: Noel-Levitz. Consortium (ISLLC) and to have a profound, ED5004 Societal and Cultural Change Learners in this master’s specialization develop positive impact on student achievement. This ED5006 Survey of Research Methodology the investigative knowledge, abilities, and results-oriented program prepares learners to Specialization courses: attributes of outstanding college and university translate theory into effective leadership practice. ED7212 Administration and Leadership of enrollment management professionals. The Eleven Required Courses 48 quarter credits Distance Education Programs curriculum prepares learners to apply best Core courses: ED7540 Leadership in Higher Education principles and practices in enrollment ED5007 Foundations of Educational Leadership ED7547 Assessment in Higher Education management. (6 quarter credits) ED834 Higher Education and the Law With specialized course content based on the ED5501 Assessment and Improvement of ED837 Funding and Managing Education expertise of Noel-Levitz professionals, this Instruction Enterprises specialization provides the latest tools and ED5500 Standards-Based Curriculum, ED840 The Politics of Higher Education strategies for enrollment management. Instruction, and Assessment ED841 The History of Higher Education Applicable immediately to real-world higher ED5503 Classroom Management Strategies ED855 Higher Education Administration education demands, the specialization’s ED5504 Strategies for Eliminating the ED5990 * Integrative Project curriculum focuses on effective enrollment Achievement Gap One Elective Course 4 quarter credits planning, retention efforts, marketing strategies, Specialization courses: Recommended elective courses: technology applications, and strategic planning. ED820 Principles of Educational Administration ED7541 Teacher Supervision and Evaluation Eight Required Courses 32 quarter credits ED822 The Funding of Educational Institutions ED7692 Strategies for Building Online Core courses: ED823 Education and the Law Learning Communities ED5004 Societal and Cultural Change ED5006 Survey of Research Methodology ED7703 Student Development Challenges and ED5006 Survey of Research Methodology ED853 Elementary School Administration OR Successes ED854 Secondary School Administration ED7713 Student Advising and Retention Specialization courses: ED5900 * Master’s Internship in Educational ED7819 Grantsmanship ED5601 Enrollment Management in Higher Administration (6 quarter credits) ED8111 The Historical and Social Foundations Education Total 48 quarter credits of Education ED5603 Essentials of Effective Retention in ED815 The Future of Educational Institutions: Higher Education Topics and Trends ED5605 Applying Technology to Enrollment Admission to the leadership in educational ED818 The Future of Teaching and Learning: Management administration specialization requires learners to Issues for the Educational Leader ED5607 Financial Aid and Enrollment complete and submit the Capella University Management School of Education Certification of Teaching ED825 Curriculum Development Experience form located at www.capella.edu/ ED7546 Human Resources in Higher Education ED5609 Communications and Marketing in Enrollment Management aspscripts/schools/TeachingExperience.pdf. OR ED5611 Strategic Enrollment Planning+ Choose any graduate course(s). State regulations vary regarding course Four Elective Courses 16 quarter credits requirements for professional licensure. For Total 48 quarter credits Recommended elective courses: assistance with state-mandated course requirements for licensure, contact the ED7703 Student Development Challenges appropriate school representative. and Successes ED7713 Student Advising and Retention Learners seeking principal licensure should contact ED841 History of Higher Education their state to determine whether they should take ED853 or ED854 or both courses. ED7540 Leadership in Higher Education ED855 Higher Education Administration Learners seeking licensure in Arizona after August ED834 Higher Education and the Law 2006 must secure a Structured English Immersion ED840 The Politics of Higher Education endorsement (SEI). Capella University has entered into a strategic alliance with Rio Salado College ED837 Funding and Managing the regarding course work for the SEI endorsement, Educational Enterprise Learners who need this endorsement are OR encouraged to contact academicadvisement@ Choose any graduate course(s). mail.riosalado.edu to discuss the necessary Total 48 quarter credits courses and the application process at Rio Salado College. + Capstone course

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 88 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

School of Education Degree Programs, continued

Master’s Specializations, continued

Postsecondary and Adult Education Instructional Design for Training and Performance The master’s specialization in postsecondary and Online Learning Improvement adult education is designed for mid-career The master’s specialization in instructional design The master’s specialization in training and professionals in community college, college, for online learning prepares professionals performance improvement is intended for university, corporate, and other adult education working in educational institutions, corporations, professionals in roles that include training environments who wish to enhance their teaching the military, health care, and government specialists, career counselors, instructional skills by integrating current theory and reflective agencies to achieve a high level of competency designers, sales trainers, adult educators, and practice within adult educational settings. in instructional design in order to advance their performance improvement consultants. Through Ten Required Courses 40 quarter credits careers and serve their organizations. The course courses such as Needs Assessment: Models and Core courses: work prepares instructional designers to solve Procedures, learners obtain an in-depth ED5004 Societal and Cultural Change real-world problems based on theory and understanding of and ability to apply human ED5006 Survey of Research Methodology practice in the field. performance technology in order to improve Ten Required Courses 40 quarter credits organizational productivity. The curriculum will Specialization courses: Core courses: also help learners to clarify and define their ED7701 Educational Philosophy and Change ED5004 Societal and Cultural Change career purpose and professional strengths. ED8111 The Historical and Social Foundations ED5006 Survey of Research Methodology Frequent interactions with experienced faculty of Education and peer professionals will deepen learners’ ED7700 Learning Theory and the Educational Specialization courses: grasp of recognized theory and best practices Process ED851 Principles of Instructional Design while preparing them for more challenging job ED829 Theory and Methods of ED815 The Future of Educational Institutions: responsibilities. The curriculum is based on Educating Adults Topics and Trends OR ASTD’s Human Performance Improvement model. ED5990 * Integrative Project ED8111 The Historical and Social Foundations Ten Required Courses 40 quarter credits Choose three from the following courses: of Education Core courses: ED7590 Critical Thinking in Adult Education ED5990 * Integrative Project ED5004 Societal and Cultural Change ED814 Evaluating the Effectiveness of the Choose five from the following courses: ED5006 Survey of Research Methodology Educational Process ED7210 The Delivery of Distance Education ED828 Intellectual Development and ED7211 Designing Online Instruction Specialization courses (suggested sequence): Learning Styles across the Lifespan ED7212 Administration and Leadership of ED7631 Introduction to Training and ED836 The Collaborative Nature of Distance Education Programs Performance Systems Adult Education ED722 Interface Design (prerequisite for specialization) ED838 Teaching and Learning with ED7503 Instructional Media Tools ED7641 Needs Assessment: Models and Diverse Populations ED5810 Project Management for e-Learning Procedures Two Elective Courses 8 quarter credits Development ED7662 Designing Training and Performance Recommended elective courses: ED7505 * Evaluation and Assessment of Solutions ED7580 Theory and Development of Instructional Design ED7672 Delivery Systems for Training and Multiple Intelligences Two Elective Courses 8 quarter credits Performance Improvement ED7690 Critical Skills for Facilitating Choose any graduate course(s). ED7652 Evaluating Training and Performance Online Learning Improvement Systems Total 48 quarter credits ED7692 Strategies for Building ED7675 Return on Investment in Training and Online Learning Performance Improvement ED7703 Student Development, Challenges ED5990 * Integrative Project and Successes Choose one from the following courses: ED7711 Course Design and Development ED502 Survey of Human Resource ED7713 Student Advising and Retention Development Research ED7716 Faculty Leadership ED7210 The Delivery of Distance Education ED815 The Future of Educational Institutions: ED7673 The Future of Corporate and Technical Topics and Trends Training: Issues and Trends ED8444 Higher Education Curriculum ED828 Intellectual Development and Development Learning Styles Across the Lifespan and Teaching Strategies ED830 Coaching for High Performance ED8600 Effective Online Course Design, Delivery, Two Elective Courses 8 quarter credits Facilitation, and Assessment Choose any graduate course(s). OR Total 48 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. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 89

Master’s Specializations, continued Professional Studies in Education Certificates To expand an elementary or secondary license to K-12, Minnesota learners need to complete a The master’s specialization in professional studies second 200-hour internship. To add a principal prepares learners to excel as educators in a Leadership in Educational endorsement to a superintendent endorsement in variety of teaching and/or educational training Minnesota (or vice versa), the internship is 320

Administration Post-master’s hours (MR, 3512.0200, Subp. 3.). SCHOOL OF EDUCATION situations. Learners may come from areas of adult Certificate education, alternative programs, K-12, allied Learners seeking licensure in Arizona after August health care, military, higher education, This post-master’s certificate is designed 2006 must secure a Structured English Immersion government or other occupations and exclusively for learners with three years of endorsement (SEI). Capella University has entered professions, but are united by the motivation to licensed teaching experience seeking principal into an alliance with Rio Salado College regarding excel as educators and leaders. Professional and/or superintendent licensure. The course course work for the SEI endorsement. Learners who need this endorsement are encouraged to studies learners seek this degree whether they work, internship, and residential colloquia deliver 21 principal and eight superintendent contact [email protected] want to remain in their current profession or be to discuss the necessary courses and the prepared to change professions. This competencies to prepare learners to qualify for application process at Rio Salado College. specialization provides optimal opportunity to licensure and to succeed in K-12 administration. customize a program of study that meets the State regulations vary regarding course Learners who have already taken an internship and who have the principal or superintendent unique needs of a diverse group of learners. requirements for professional licensure. license/certificate may petition the faculty chair The entire master’s experience is designed to For assistance with state-mandated course to replace the internship with electives. develop teaching practitioners and builds upon requirements for licensure, contact the previous knowledge and experience. appropriate school representative. Admission to the leadership in educational administration certificate program requires Seven Required Courses 28 quarter credits Residency Requirement(s): learners to complete and submit the Capella Core courses: One 1-week colloquium session (Track I). University School of Education Certification of Teaching Experience form located at ED5004 Societal and Cultural Change Twelve Required Courses 48 quarter credits ED5006 Survey of Research Methodology www.capella.edu/aspscripts/schools/ ED8004 Societal and Cultural Change TeachingExperience.pdf. Completing and Specialization courses: ED8113 Advanced Study in Research submitting the pre-assessment form is part ED7701 Educational Philosophy and Change Methods of the application process. ED8111 The Historical and Social Foundations ED820 The Principles of Educational of Education Administration Prospective Washington state learners are advised ED814 Evaluating the Effectiveness of the to contact the Office of the Superintendent of ED822 The Funding of Educational Institutions Public Instruction at 360-725-6320 or Educational Process OR ED823 Education and the Law ED7712 Classroom Assessment in Education [email protected] to determine whether ED853 Elementary School Administration OR this education program is approved for teacher ED7700 Learning Theory and the Educational ED854 Secondary School Administration certification or endorsements in Washington state. Process OR ED7541 Teacher Supervision and Evaluation Additionally, teachers are advised to contact their ED829 Theory and Methods for Educating individual school district as to whether this ED7542 The Politics of Pre-K-12 Education Adults program may qualify for salary advancement. ED5990 * Integrative Project ED7545 Special Education Administration Five Elective Courses 20 quarter credits ED8910 The Minnesota Superintendency – Choose any graduate course(s). For MN learners – replaces ED7542 ED8911 The Minnesota K-12 Principalship – Total 48 quarter credits For MN learners – replaces ED7545 or ED853 ED8111 The Historical and Social Foundations of Education Choose one internship sequence: ED7901 Internship in Educational Administration I AND ED7902 * Internship in Educational Administration II OR ED7903 Internship in the Superintendency I AND ED7904 * Internship in the 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 administration. 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 wish to add endorsements to an existing license must do additional field work.

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 90 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

School of Education Degree Programs, continued

Certificates, continued

Post-master’s Certificate in College Teaching The post-master’s certificate in college teaching is designed to assist college-level academic subject experts in mastering academic instructional skills, including the ability to teach effectively online. The certificate prepares learners to excel as teachers, based on acquired knowledge of learning theory, educational philosophy, classroom assessment, course design and development, and other essential instructional skills. The certificate program requires learners to complete four courses and one residential colloquium. The courses in the post-master’s certificate in college teaching articulate with the postsecondary and adult education and professional studies specializations of the Capella University Doctor of Philosophy in Education and are directly applicable to those degrees. Required Courses 16 quarter credits ED851 Principles of Instructional Design (4 quarter credits) ED7700 Learning Theory and the Educational Process (4 quarter credits) ED7712 Classroom Assessment in Education (4 quarter credits) ED8444 Higher Education Curriculum Development and Teaching Strategies OR ED8600 Effective Online Course Design, Delivery, Facilitation, and Assessment Total 16 quarter credits

In addition, all learners must complete one residential colloquium focused on acquiring and demonstrating teaching, classroom research, and career development competencies. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 91

School of Human Services

From the Dean 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 human services professionals.

The school provides graduate study in eight areas including two CACREP- SCHOOL OF HUMAN SERVICES accredited counselor education specializations (mental health counseling, and marital, couple, and family counseling/therapy). 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 Christopher Cassirer, ScD, MPH education. With such dedicated involvement, workable solutions to these Dean, School of Human Services complex issues can be found.

Acquisition of graduate education is part of a personal and professional change process that directly impacts society. Adults who seek advanced education have a vision that guides them to push beyond personal limits and to pursue goals that, at times, seem unattainable. Individual goals for graduate education can be achieved in Capella University’s online learning environment that is supportive, stimulating, and sensitive to diversity and multiculturalism. 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.

Christopher Cassirer, ScD, MPH Dean 92 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

About the School of Human Services

Mission Statement Professional Licensure and As part of the admission process, The Capella University School of Human Certification Capella University requires all learners Services mission is to impact social Capella University offers academic in these programs to sign an change within specific professional areas programs leading to advanced degrees in Understanding of the Curriculum form of practice as well as within American a number of fields for which professional in which the learners agree that it is social systems. To accomplish this practice requires licensure or their responsibility to understand and to mission, the school provides highly certification by state, local, or comply with licensing and certification relevant graduate education to adult professional boards. However, because laws and regulations. Additional learners in counselor education and the licensing or certification standards information on professional licensure contemporary areas of professional vary, Capella University makes no and certification can be found on human service delivery. Graduates of representation, warranty, or guarantee iGuide. the School of Human Services degree that successful completion of the course programs implement this mission by of study will permit the learner to obtain applying academic knowledge and licensure or certification. Learners who expertise in a variety of institutional, enroll in a Capella University degree agency, community, and educational program in a field for which professional settings. practice requires any type of licensure or certification, are solely responsible for Degree Programs determining and complying with state, Doctor of Philosophy (PhD) local, or professional licensure and The Capella University School of Human certification requirements. These Services Doctor of Philosophy program learners are also responsible for taking mission is based on the scholar- the steps necessary to satisfy those practitioner model that guides graduates requirements. in the acquisition and application of 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 program Criminal Justice PhD, MS, Certificate mission is to prepare practitioner-scholar Counseling Studies PhD, MS graduates to assume positions as agents Health Care Administration PhD, MS, Certificate of social change and leadership as they Management of Nonprofit Agencies PhD, MS, Certificate enter the 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. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 93

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 General Human Services address the complex issues surrounding criminal professionals who seek career advancement behavior, prevention, intervention programming, within the counseling professions. The counseling The general human services PhD specialization is and development of public policy strategies at studies specialization is ideal for licensed designed for professionals in a wide range of the community, state, and national levels. counseling professionals and those who seek SCHOOL OF HUMAN SERVICES human services and health care leadership roles. Designed for professionals with a master’s positions in educational, consultative, and The core courses expose learners to the field’s degree in human services, psychology, or a leadership roles in agency, institutional, public, most relevant content, including adult related social sciences field, the PhD with a or private human services settings. This development, diversity, ethics, and strategic specialization in criminal justice is ideal for specialization is not designed to meet licensure planning. The specialization also integrates key learners who desire advanced study and research requirements for the counseling professions. content from today’s changing health care in the field and wish to advance their careers to Residency Requirement(s): industry and its considerable impact on the academic, supervisory, or administrative levels. Three one-week residential colloquia sessions human services profession. The elective courses Graduates are prepared for leadership, research, related to time and program credit completion. allow learners the flexibility to focus on a specific and consulting positions that will impact systems See Residential Colloquia in Academic and Other area of human services such as counseling, family of criminal justice. University Policies. therapy, criminal justice, or social services. This Residency Requirement(s): Twenty-three specialization prepares learners to teach, consult, Required Courses 92 quarter credits Three one-week residential colloquia sessions conduct research, and contribute to a range of related to time and program credit completion. Core courses: professions and disciplines. See Residential Colloquia in Academic and Other HS8002 Advanced Research in Adult Human Residency Requirement(s): University Policies. Development and Behavior Three one-week residential colloquia sessions Twenty-three HS831 Psychopathology: Assessment and related to time and program credit completion. Required Courses 92 quarter credits Treatment See Residential Colloquia in Academic and Other Core courses: HS839 Theories of Psychotherapy University Policies. HS8002 Advanced Research in Adult Human HS879 Life Planning and Career Development Sixteen Required Courses 64 quarter credits Development and Behavior HS8106 Epistemology of Practice Knowledge HS8002 Advanced Research in Adult Human HS864 Contemporary Issues in Compulsive HS8100 * Fundamentals of Social Science Research Development and Behavior and Addictive Behavior Treatment HS8111 * Quantitative Research Methods in the HS8300 Diversity in the Workplace HS8106 Epistemology of Practice Knowledge Human Services HS8502 Health Care Strategic Planning and HS8100 * Fundamentals of Social Science HS8112 * Advanced Qualitative Research Methods Management Research HS8113 * Advanced Study in Research Methods HS8505 Ethics and Decision Making in HS8111 * Quantitative Research Methods in the Health Care Human Services Specialization courses: HS869 Families, Systems, and Healthcare HS8112 * Advanced Qualitative Research Methods HS825 Human Sexuality HS8106 Epistemology of Practice Knowledge HS8113 * Advanced Study in Research Methods HS841 Group Counseling and Psychotherapy HS8100 * Fundamentals of Social Science Research HS845 Grief and Bereavement Counseling Specialization courses: HS8111 * Quantitative Research Methods in the HS854 Child and Adolescent Counseling Human Services HS8210 Issues in Police-Community Relations HS858 Mental Health and Aging HS8112 * Advanced Qualitative Research Methods HS8370 The Criminal Mind HS864 Contemporary Issues in Compulsive HS8113 * Advanced Study in Research Methods HS8371 Race/Culture in Criminal Justice and Addictive Behavior Treatment HS9984 * Doctoral Comprehensive Examination I HS8372 Criminal Behavior: A Sociological Primus HS878 Family in the Social Context HS9985 * Doctoral Comprehensive Examination II HS8373 Understanding Criminology HS8501 Contemporary Issues in HS9996 * Dissertation Research I HS8374 Current Research on Violent Behavior Counseling Studies HS9997 * Dissertation Research II HS8375 Deviance: The Interactionist Perspective HS9984 * Doctoral Comprehensive Examination I HS9998 * Dissertation Research III HS8376 Correlates of Crime HS9985 * Doctoral Comprehensive Examination II HS9999 * Dissertation Research IV HS8377 The Penal System: Its Role in the HS9996 * Dissertation Research I Fourteen Elective Courses 56 quarter credits U.S. Society HS9997 * Dissertation Research II Choose any graduate course(s). HS847 Applied/Clinical Sociology HS9998 * Dissertation Research III Total 120 quarter credits HS9984 * Doctoral Comprehensive Examination I HS9999 * Dissertation Research IV HS9985 * Doctoral Comprehensive Examination II Seven Elective Courses 28 quarter credits HS9996 * Dissertation Research I Choose any graduate course(s). HS9997 * Dissertation Research II Total 120 quarter credits HS9998 * Dissertation Research III HS9999 * 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. 94 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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 engage in research, and provide consultation See Residential Colloquia in Academic and Other as educators. services within the field. This specialization is not University Policies. Residency Requirement(s): designed to meet licensure requirements for the Twenty-three Three one-week residential colloquia sessions social work professions. Required Courses 92 quarter credits related to time and program credit completion. Residency Requirement(s): Core courses: See Residential Colloquia in Academic and Other HS8002 Advanced Research in Adult Human University Policies. Three one-week residential colloquia sessions Development and Behavior related to time and program credit completion. Twenty-four See Residential Colloquia in Academic and Other HS8106 Epistemology of Practice Knowledge Required Courses 96 quarter credits University Policies. HS8100 * Fundamentals of Social Science Research Core courses: Twenty-two HS8111 * Quantitative Research Methods in the HS8002 Advanced Research in Adult Human Required Courses 88 quarter credits Human Services Development and Behavior Core courses: HS8112 * Advanced Qualitative Research Methods HS8300 Diversity in the Workplace HS8002 Advanced Research in Adult Human HS8113 * Advanced Study in Research Methods HS8106 Epistemology of Practice Knowledge Development and Behavior HS8100 * Fundamentals of Social Science Research HS815 Professional and Scientific Ethics Specialization courses: HS8111 * Quantitative Research Methods in the HS8300 Diversity in the Workplace HS8114 Operations in Health Care Systems Human Services HS8106 Epistemology of Practice Knowledge HS8115 Managing Human Capital in Health HS8112 * Advanced Qualitative Research Methods Care Environments HS8100 * Fundamentals of Social Science Research HS8113 * Advanced Study in Research Methods HS8116 Financial Analysis in Health Care Systems HS8111 * Quantitative Research Methods in the Human Services HS8117 Strategic Management of Health Care Specialization courses: HS8112 * Advanced Qualitative Research Methods Reimbursement Systems HS893 Management of Human Service Agencies HS8113 * Advanced Study in Research Methods HS8118 Health Policies Analysis and Strategy HS889 Role and Function of Boards and CEOs HS8502 Health Care Strategic Planning and HS8107 Marketing and Public Relations for Specialization courses: Management Nonprofits HS813 Social Influences of Behavior HS8503 Health Systems Analysis and Evaluation HS8108 Financial Analysis and Reporting for HS845 Grief and Bereavement Counseling HS8504 Law and Health Care Administration Nonprofit Executives HS847 Applied/Clinical Sociology HS8505 Ethics and Decision Making in HS8109 Nonprofit Public Policy and Advocacy HS853 Prevention and Causes of Child Abuse Health Care HS7501 Fundraising Strategies for Nonprofit HS864 Contemporary Issues in Compulsive and HS8506 Leading Organizational Change in Organizations Addictive Behavior Treatment Health Care Systems HS7502 Grant Proposal Development and HS876 Methods of Family Research HS7500 Quality Improvement and Organizational Administration Performance in Health Care HS8508 Ethics for Nonprofit Executives HS878 The Family in Social Context HS9984 * Doctoral Comprehensive Examination I HS8509 Law and Nonprofit Organizations HS8103 Principles and Practice of Social Work HS9985 * Doctoral Comprehensive Examination II HS8511 Resource Management in Nonprofit HS9984 * Doctoral Comprehensive Examination I HS9996 * Dissertation Research I Organizations HS9985 * Doctoral Comprehensive Examination II HS9997 * Dissertation Research II HS8512 Organizational Assessment and Program HS9996 * Dissertation Research I Evaluation in Nonprofit Organizations HS9998 * Dissertation Research III HS9997 * Dissertation Research II HS9984 * Doctoral Comprehensive Examination I HS9999 * Dissertation Research IV HS9998 * Dissertation Research III HS9985 * Doctoral Comprehensive Examination II Seven Elective Courses 28 quarter credits HS9999 * Dissertation Research IV HS9996 * Dissertation Research I Choose any graduate course(s). Eight Elective Courses 32 quarter credits HS9997 * Dissertation Research II Total 120 quarter credits Choose any graduate course(s). HS9998 * Dissertation Research III Total 120 quarter credits HS9999 * Dissertation Research IV Six Elective Courses 24 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. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 95

Master of Science (MS) Counseling Studies Management of Nonprofit Agencies Specializations The specialization in counseling studies is The specialization in management of nonprofit designed for professionals in the counseling, agencies is designed for professionals including General Human Services psychology, or sociology fields who wish to mental health workers, social service workers, advance in their field and for those wishing to health care professionals, employment specialists, The specialization in general human services is enter the human services profession. Graduates and case workers who wish to move into designed for professionals seeking advanced with this specialization pursue career opportunities administrative or supervisory positions. Included in SCHOOL OF HUMAN SERVICES graduate education in a flexible, inclusive in public or private human services settings or this specialization is course work that addresses academic curriculum. Included in this specialization continue into the doctoral program. The contemporary issues impacting the nonprofit is required course work that provides a foundation counseling studies specialization is not designed agency such as financial management, grant writing, upon which a distinctive program of study can be to meet licensure requirements for the counseling advocacy, and human resource management. This positioned. Learners are provided the maximum professions. specialization prepares graduates to assume level of elective courses so that course selection Ten Required Courses 40 quarter credits leadership roles in nonprofit agencies. may be based on personal areas of interest, Core courses: Nine Required Courses 36 quarter credits unique professional areas of concentration, and Core courses: traditional as well as contemporary areas of study HS5002 Survey of Research in Human Development and Behavior HS5002 Survey of Research in Human and research within the human services field. HS815 Professional and Scientific Ethics Development and Behavior Seven Required Courses 28 quarter credits HS818 Scope of Human Services HS5502 Nonprofit Entrepreneurship HS5002 Survey of Research in Human HS834 Ethnic and Cultural Awareness HS834 Ethnic and Cultural Awareness Development and Behavior HS5006 Survey of Research Methodology HS5006 Survey of Research Methodology HS5006 Survey of Research Methodology Specialization courses: HS5990 * Integrative Project Specialization courses: HS5102 Nonprofit Organization and HS815 Professional and Scientific Ethics HS814 Theories of Personality Management HS817 Social Systems HS821 Mental Health Counseling HS5103 Strategic Planning for Nonprofit HS818 Scope of Human Services HS837 Counseling and Guidance in Organizations HS834 Ethnic and Cultural Awareness Diverse Populations HS5104 Accounting and Economics for Five Elective Courses 20 quarter credits HS5108 Foundations of Addictive and the Nonprofit Manager Choose any graduate course(s). Compulsive Behavior HS5105 Human Resources and Volunteer HS5990 * Integrative Project Management in Nonprofits Total 48 quarter credits Two Elective Courses 8 quarter credits HS5990 * Integrative Project Choose any graduate course(s). Three Elective Courses 12 quarter credits Criminal Justice Total 48 quarter credits Choose any graduate course(s). The specialization in criminal justice prepares Total 48 quarter credits professionals to understand and effectively address the complex issues surrounding criminal Health Care Administration Social and Community Services behavior. This specialization is designed for caseworkers, probation and parole officers, The specialization in health care administration The specialization in social and community services juvenile specialists, law enforcement professionals, prepares health care professionals including is designed for entry-level professionals in the and government agents who wish to advance their administrators, nurses, analysts, caregivers, and human services field who wish to advance their careers in corrections, criminal justice, or the researchers to successfully manage and lead careers. Graduates of this specialization are judicial system. The criminal justice course work health care organizations. The health care prepared to assume leadership roles in social and emphasizes acquisition of knowledge, leadership, administration specialization focuses on the community service agencies in both private and and research that prepares professionals to impact mastery of fundamental health care knowledge publicly funded agencies and organizations. This social change. needed to serve as change agents and to specialization is not designed to meet licensure strengthen the delivery of services to consumers. requirements for the social work professions. Nine Required Courses 36 quarter credits Nine Required Courses 36 quarter credits Core courses: Ten Required Courses 40 quarter credits Core courses: HS5002 Survey of Research in Human Core courses: Development and Behavior HS5002 Survey of Research in Human HS5002 Survey of Research in Human Development and Behavior HS834 Ethnic and Cultural Awareness Development and Behavior HS818 Scope of Human Services HS5006 Survey of Research Methodology HS5500 Multicultural Issues in Health Care HS5006 Survey of Research Methodology HS834 Ethnic and Cultural Awareness Specialization courses: HS5006 Survey of Research Methodology Specialization courses: HS5990 * Integrative Project Specialization courses: HS880 Contexts and Models of Health HS8101 Social Change and Public Policy HS8101 Social Change and Public Policy HS885 Managed Care and Health Services HS8211 Practice of Probation, Parole and HS8102 History of Social Welfare Community Corrections HS886 Health Care Communication: HS823 Philosophy of Social Work Providers and Receivers HS8212 History of the Juvenile Criminal HS836 Utilization of Community Resources HS8801 Health Care and the Law Justice System HS5990 * Integrative Project HS827 Juvenile Delinquency HS5100 Health Care Management Three Elective Courses 12 quarter credits HS5101 Health Care Finance HS867 Intervention with Compulsive and Choose any graduate course(s). Addictive Behaviors HS5990 * Integrative Project Total 48 quarter credits Three Elective Courses 12 quarter credits Two Elective Courses 8 quarter credits Choose any graduate course(s). Choose any graduate course(s). * Denotes courses that have required prerequisite(s). Total 48 quarter credits Total 48 quarter credits Refer to the course descriptions for further detail. 96 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

School of Human Services Degree Programs, continued

Master’s Specializations, continued

Marital, Couple, and Family Specialization courses: Mental Health Counseling Counseling/Therapy HS879 Life Planning and Career Development The mission of the CACREP-accredited mental The mission of the CACREP-accredited marital, HS854 Child and Adolescent Counseling health counseling specialization is to prepare couple, and family counseling/therapy HS872 * Marriage and Marital Therapy adult learners to assume positions as mental specialization is to prepare adult learners to HS877 Family Therapy Theory and Methods health counselors in institutional, community, and assume positions as marital, couple, and family HS5990 * Integrative Project private practice settings. Learners receive counselors/therapists in agency, community, and One Elective Course 4 quarter credits academic preparation and clinical training private practice settings. Learners receive family Choose one from the following courses: designed to instill high standards for professional systems and life-cycle dynamics academic HS876 Methods of Family Research practice based on established ethical standards preparation and clinical training designed to instill HS869 Families, Systems, and Health Care for counselors and sensitivity to the complex high standards for professional practice based on HS871 Marriage and Family Systems mental health needs of a multicultural and established counselor ethics standards and HS825 Human Sexuality ethnically diverse society. sensitivity to the complex family systems needs of HS5108 Foundations of Addictive and The primary goal is to develop the ability to apply a multicultural and ethnically diverse society. Compulsive Behavior varied mental health theoretical approaches and The primary goal is to develop the ability to apply HS849 Health Advocacy and the Community integrate wellness theory, as well as research, into systems-based counseling theory to services and HS8212 History of the Juvenile Criminal the contemporary practice of mental health to integrate wellness theory, as well as research, Justice System assessment and treatment services for individuals, into the contemporary practice of relationship- HS881 Health in the Workplace groups, and families. This specialization contains building with families and couples. This HS8300 Diversity in the Workplace course work and clinical experience; see Clinical specialization contains course work and clinical PSY8420 Multicultural Issues in Addiction Experience. (5 quarter credits) experience; see Clinical Experience. Residency Requirement(s): PSY7230 Adolescent Psychology (5 quarter credits) Residency Requirement(s): Two six-day residencies (HS-R5900, HS-R5901). PSY7330 Psychopharmacology (5 quarter credits) Two six-day residencies (HS-R5900, HS-R5901). Twenty-two Total 92 quarter credits Twenty-two Required Courses 88 quarter credits Required Courses 88 quarter credits Core courses: Core courses: Capella University does not, and cannot, guarantee HS5002 Survey of Research in Human HS5002 Survey of Research in Human licensure. These programs are intended to prepare Development and Behavior Development and Behavior learners to sit for their state’s licensure exam. HS5006 Survey of Research Methodology Attainment of state license is the learner’s HS5006 Survey of Research Methodology HS5107 Principles of Psychopathology: responsibility. Each learner must determine the Diagnosis and Treatment HS5107 Principles of Psychopathology: requirements of each state in which the learner Diagnosis and Treatment seeks to be licensed and is responsible for HS5106 Assessment, Tests, and Measures HS5106 Assessment, Tests, and Measures compliance with those requirements. HS814 Theories of Personality HS814 Theories of Personality HS815 Professional and Scientific Ethics State regulations vary regarding course HS821 Mental Health Counseling HS815 Professional and Scientific Ethics requirements for professional licensure. HS821 Mental Health Counseling For assistance with state-mandated course HS834 Ethnic and Cultural Awareness HS834 Ethnic and Cultural Awareness requirements for licensure, contact the HS839 Theories of Psychotherapy HS839 Theories of Psychotherapy appropriate school representative. HS841 Group Counseling and Psychotherapy HS841 Group Counseling and Psychotherapy HS852 Personal Growth Seminar HS852 Personal Growth Seminar All academic courses listed below are 10-week online All academic courses listed below are 10-week online courses. Each includes specific residency days or field courses. Each includes specific residency days or experience. Learners must complete prerequisites field experience. Learners must complete and residency or clinical experience requirements to prerequisites and residency or field training be eligible to complete each course in the sequence. requirements to be eligible to complete each course HS5900 * Counselor Education Pre-Practicum in the sequence. Course I (4 quarter credits) HS5900 * Counselor Education Pre-Practicum HS-R5900 * Counselor Education Pre-Practicum Course I (4 quarter credits) Laboratory I (non-credit) HS-R5900 * Counselor Education Pre-Practicum HS5901 * Counselor Education Pre-Practicum Laboratory I (non-credit) Course II (4 quarter credits) HS5901 * Counselor Education Pre-Practicum HS-R5901 * Counselor Education Pre-Practicum Course II (4 quarter credits) Laboratory II (non-credit) HS-R5901 * Counselor Education Pre-Practicum HS9002 * Clinical Practicum (4 quarter credits Laboratory II (non-credit) plus 100 hours field experience) HS9002 * Clinical Practicum (4 quarter credits HS9031 * Clinical Internship I (4 quarter credits plus 100 hours field experience) plus 300 hours field experience) HS9031 * Clinical Internship I (4 quarter credits HS9032 * Clinical Internship II (4 quarter credits plus 300 hours field experience) plus 300 hours field experience) HS9032 * Clinical Internship II (4 quarter credits HS9033 * Clinical Internship III (4 quarter credits plus 300 hours field experience) 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. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 97

Master’s Specializations, continued Specialization courses: Clinical Experience Certificates HS879 Life Planning and Career Development Master of Science learners enrolled in the mental HS5108 Foundations of Addictive and health counseling and marital, couple, and family Compulsive Behavior Addictions Counseling counseling/therapy specializations complete HS849 Health Advocacy in the Community clinical courses as a requirement of their The certificate in addictions counseling is HS871 Marriage and Family Systems specialization. The clinical experience consists of designed for professionals in agencies or in HS5990 * Integrative Project private practice who want to build their online courses and supervised laboratory SCHOOL OF HUMAN SERVICES One Elective Course 4 quarter credits practice/client interactions as follows: knowledge related to substance abuse, Choose one from the following courses: addictions, and compulsive behaviors. The The Clinical Laboratories are online HS876 Methods of Family Research addictions counseling certificate is not designed courses combined with corresponding two HS877 Family Therapy Theory and Methods to meet licensure requirements for the six-day pre-practicum residencies (60 counseling professions. HS869 Families, Systems, and Health Care contact hours each). The residencies Four Required Courses 16 quarter credits HS854 Child and Adolescent Counseling provide clinical skills development HS864 Contemporary Issues in Compulsive HS872 * Marriage and Marital Therapy coordinated with an online course. HS825 Human Sexuality and Addictive Behavior Treatment The Practicum (HS9002) is an online HS8212 History of the Juvenile Criminal HS865 Group Therapy and Compulsive and Justice System course and 100-hour clinical experience. Addictive Behavior Skills learned and practiced in the clinical HS881 Health in the Workplace HS866 Compulsive Behavior and Disturbance residencies are applied in a mental health of the Self HS8300 Diversity in the Workplace setting where the practicum is completed. HS867 Intervention with Compulsive and PSY8420 Multicultural Issues in Addiction Addictive Behaviors (5 quarter credits) The Clinical Internship (HS9031, HS9032, Total 16 quarter credits PSY7230 Adolescent Psychology (5 quarter credits) and HS9033) consists of three online PSY7330 Psychopharmacology (5 quarter credits) courses that accompany the internship. Total 92 quarter credits Each internship has a 300-hour hands-on learning experience at an agency/program Criminal Justice that provides agreed-upon clinical The certificate in criminal justice is designed for Capella University does not, and cannot, guarantee learning experiences as an intensive field licensure. These programs are intended to prepare professionals who want to increase their experience. The internship represents a learners to sit for their state’s licensure exam. knowledge in human services as it relates to the Attainment of state license is the learner’s significant time of learning and applying criminal justice system. The certificate addresses responsibility. Each learner must determine the clinical proficiencies that is critical to the key issues and concepts in juvenile delinquency, requirements of each state in which the learner provision of mental health counseling, the juvenile and adult criminal justice system, and seeks to be licensed and is responsible for and marital, couple, and family addiction counseling. compliance with those requirements. counseling/therapy services. Four Required Courses 16 quarter credits State regulations vary regarding course Learners should consult the Counselor Education HS827 Juvenile Delinquency requirements for professional licensure. manual for details about the clinical experience. For assistance with state-mandated course HS867 Intervention with Compulsive and requirements for licensure, contact the Addictive Behaviors appropriate school representative. HS8211 Practices of Probation, Parole, and Community Corrections HS8212 History of the Juvenile Criminal Justice System Total 16 quarter credits

Diversity Studies The certificate in diversity studies is designed for professionals who desire greater understanding of ethnic, gender, cultural, and multicultural issues and applications in order to practice in industry, schools, the military, 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. 98 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

School of Human Services Degree Programs, continued

Certificates, continued

Health Care Administration Professional Counseling The certificate in health care administration is The certificate in professional counseling is designed for professionals who want to increase designed for professionals who want to develop their knowledge in the social, philosophical, knowledge of assessment and treatment of economic, and administrative aspects of health mental health issues. The professional counseling care administration, including managed care and certificate is not designed to meet licensure workplace health. requirements for the counseling professions. Four Required Courses 16 quarter credits Four Required Courses 16 quarter credits HS869 Families, Systems, and Health Care HS814 Theories of Personality HS880 Contexts and Models of Health HS815 Professional and Scientific Ethics HS881 Health in the Workplace HS821 Mental Health Counseling HS885 Managed Care and Health Services HS5107 Principles of Psychopathology: Total 16 quarter credits Diagnosis and Treatment Total 16 quarter credits

Management of Nonprofit Agencies Social and Community Services The certificate in management of nonprofit agencies provides professionals with a foundation The certificate in social and community services of knowledge required to manage nonprofit is designed for professionals who desire greater agencies today. The certificate addresses knowledge in the fundamentals of social and leadership issues, organizational behavior, and community services. The social and community financial management. services certificate is not designed to meet Four Required Courses 16 quarter credits licensure requirements for the social work professions. HS889 Role and Function of Boards and CEOs HS5103 Strategic Planning for Nonprofit Four Required Courses 16 quarter credits Organizations HS823 Philosophy of Social Work HS5102 Nonprofit Organization and HS836 Utilization of Community Resources Management HS847 Applied/Clinical Sociology HS7502 Grant Proposal Development and HS878 The Family in Social Context Administration Total 16 quarter credits Total 16 quarter credits

Marriage and Family Services The certificate in marriage and family services is designed for human services professionals and therapists who want to increase their knowledge of marital and family therapy. The marriage and family services certificate is not designed to meet licensure requirements for the counseling professions. Four Required Courses 16 quarter credits HS871 Marriage and Family Systems HS872 * Marriage and Marital Therapy HS876 Methods of Family Research HS877 Family Therapy Theories and Methods Total 16 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 99

Harold Abel School of Psychology

From the Dean Welcome to the Harold Abel School of Psychology (HASOP) at Capella University. Our programs provide advanced education in fields of psychology that play important roles in our society and are designed around national standards to provide you with a high-quality learning experience and prepare you for careers as psychology practitioners. The school’s specializations follow two tracks of study, preparing learners for professional or academic practice at the master’s and doctoral level. HAROLD ABEL SCHOOL OF PSYCHOLOGY Learners interested in a career leading to professional practice in psychology may choose among the clinical, counseling, and school psychology specializations. The Master of Science is offered in each of these areas. The school psychology specialization and specialist certificate in school psychology are designed around Garvey House, PhD standards of the National Association of School Psychologists (NASP). Doctoral Dean, Harold Abel School specializations in clinical and counseling psychology lead to the Doctor of of Psychology Psychology (PsyD). Capella’s PsyD specializations are designed around the national standards of the American Psychological Association (APA). The PsyD reflects our commitment to training practitioner psychologists within a scholar-practitioner model. While no program of psychology can guarantee its graduates will become licensed psychologists, the PsyD specializations in clinical and counseling psychology prepare learners for that opportunity.

Learners interested in a career leading to academic practice in psychology may choose among educational, general, industrial/organizational, and sport psychology. The Master of Science is offered in each of these areas. For learners interested in advanced academic practice, PhD specializations are offered in educational, general, and industrial/organizational psychology. Learners may focus their area of study in instructional design science, teaching science, and developmental science, or elect a breadth of study in educational psychology. The general psychology specialization offers focus areas in addiction, family, and health psychology. Academic track specializations are not intended to provide the necessary curricular or experiential requirements for graduates to become licensed as a psychologist, but will provide relevant knowledge sets, academic and intellectual skills, practice proficiencies, and effective attitudinal training to apply psychological principles in a variety of careers. We believe there is no limit to the range of psychosocial arenas that can benefit from applying psychological principles and raising psychological consciousness.

We are delighted to have you join us in the exciting world of Capella University and the Harold Abel School of Psychology.

Garvey House, PhD Dean 100 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

About the Harold Abel School of Psychology

Mission Statement level of ethical standards and sensitivity microbiologist who holds a PhD in The mission of the Harold Abel School to issues of diversity pervades every level microbiology and does medical research of Psychology is to educate and train of training. exploring cures for cancer. adult learners to apply psychological The PsyD represents advanced Master of Science (MS) principles to improve the quality of life. preparation for professional practice that The Master of Science in the Harold Psychology practitioners provide requires the incorporation of scientific Abel School of Psychology is designed assistance to individuals, groups, and knowledge and the use of methods of for individuals seeking an introduction families. In addition, graduates in all scientific inquiry in the application of to the field of psychology. Master’s areas of study can apply psychological psychological interventions. These learners begin their socialization to the principles to a wide range of psychosocial professional activities include a broad profession through basic foundation environments, such as the workplace, range of services, such as psychotherapy, courses in psychology and contact school systems, organizations, and psychological assessment, consultation, with faculty who are also seasoned communities. The school subscribes to a and supervision. professionals in the field. Some master’s scholar-practitioner model of educating specializations require residency and Doctor of Philosophy (PhD) psychologists that requires learners to field experiences that provide The Harold Abel School of Psychology apply theoretical and research knowledge opportunities to apply knowledge offers a Doctor of Philosophy (PhD) with to practice. The competency-based and skills learned in online courses. specializations in educational, industrial/ educational model is taught by skilled Those specializations without residency organizational, and general psychology. psychology professionals who are requirements focus more heavily on the Graduates from these three academic qualified to teach at the graduate level academic aspect of psychology. and are experienced in the application of tracks can apply psychological principles their knowledge. in areas such as teaching, administration, The master’s program prepares learners research, consultation, coaching, in several areas of study to enter a Harold Abel School of Psychology management, and leadership. doctoral program. Degree Programs The PhD represents recognition for Certificate Doctor of Psychology (PsyD) advanced academic preparation focusing The Harold Abel School of Psychology The Harold Abel School of Psychology on research and scholarship in a offers a specialist certificate program in offers a Doctor of Psychology (PsyD) with particular discipline of study. The school psychology that is designed to be specializations in clinical psychology and research and scholarship can be used in coupled with the master’s specialization counseling psychology. Training the practical application of psychological in school psychology. The master’s requirements are outlined by a specific principles and knowledge in a broad degree and specialist certificate in set of goals, objectives, and competencies range of areas, such as education, combination are offered to prepare that define the practice of professional business, public policy, sports, and social graduates for certification as school psychology. Activities completed in issues. A familiar parallel example is a psychologists. Obtaining the specialist course work, the year-in-residence, and field training prepare learners for a career as a clinical or counseling psychologist. SPECIALIZATIONS OFFERED IN THE HAROLD ABEL SCHOOL OF PSYCHOLOGY Professional training in these programs Professional Track Degrees and Certificates emphasizes the ability to form effective Clinical Psychology PsyD, MS professional relationships, conduct Counseling Psychology PsyD, MS assessments, and implement empirically School Psychology MS, Specialist Certificate supported interventions as well as provide consultation and supervision. In Academic Track addition, the scholar-practitioner model General Psychology PhD, MS prepares learners to conduct research Industrial/Organizational Psychology PhD, MS and evaluate outcomes of programs and Educational Psychology PhD, MS therapeutic interventions. The highest Sport Psychology MS 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 101

certificate alone is not equivalent to certification. The term certification refers to the official mandate awarded by a state regulatory board or professional organization to an individual for a specific professional practice.

Professional Licensure and Certification Capella University offers advanced HAROLD ABEL SCHOOL OF PSYCHOLOGY degrees in a number of fields for which professional practice requires licensure or certification by state, local, or professional boards. However, because licensing or certification standards vary, Capella University makes no representation, warranty, or guarantee that successful completion of the course of study will permit the learner to obtain licensure or certification. Learners who enroll in a Capella University degree program, in a field for which professional practice requires any type of licensure or certification, are solely responsible for determining and complying with state, local, or professional licensure and certification requirements. These learners are also responsible for taking the steps necessary to satisfy those requirements. Capella University requires all learners in these programs to sign an Understanding of the Curriculum form as part of the admission process in which the learners agree it is their responsibility to understand and to comply with licensing and certification laws and regulations. Additional information on professional licensure and certification can be found on iGuide. 102 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Harold Abel School of Psychology Degree Programs

Doctor of Psychology (PsyD) Specialization courses: • Complete 30 credits before starting the Specializations PSY7320 * Advanced Biological Psychology year-in-residence. PSY8310 Theories of Psychotherapy • Full-time enrollment during year-in-residence (at least 30 credits). PSY8315 Research in Psychotherapy and Clinical Psychology Empirically Supported Treatments Residency Requirement(s): PSY8330 Ethics and Standards of A year-in-residence; see the following section, Doctoral learners in clinical psychology typically Professional Practice Academic Residencies, for more details. plan to seek licensure as professional PSY8392 * Doctoral Practicum I Field Training Requirement(s): psychologists in their states and therefore need PSY8394 * Doctoral Practicum II 1,000 total practicum hours and 2,000 pre-doctoral to be familiar with the license requirements of PSY8401 * Internship I internship hours; see the following section, Field their state psychology boards. Some graduates Training, for more details. PSY8402 * Internship II pursue careers in teaching, research, program Twenty-eight PSY8403 * Internship III administration, or consulting. Required Courses 140 quarter credits PSY8404 * Internship IV Degree Requirement(s): Core courses: PSY9984 * Doctoral Comprehensive Examination I • Clinical PsyD learners start their program only in PSY7021 Foundations of Psychology – PSY9985 * Doctoral Comprehensive Examination II the first month of the quarter and complete Doctoral Learners PSY7021 before other courses. PSY9301 * Dissertation Research I PSY7110 History and Systems of Psychology • Up to 15 quarter credits (three courses) may PSY9302 * Dissertation Research II PSY7210 Lifespan Development be transferred to the PsyD program. PSY9303 * Dissertation Research III PSY7421 Cognitive/Affective Psychology • Three academic years of full-time enrollment PSY9304 * Dissertation Research IV PSY7520 Social Psychology (at least nine quarters with 10 or more credits, One Elective Course 5 quarter credits PSY7540 Multicultural Perspectives in exclusive of the internship and dissertation Choose from courses in the Harold Abel School of Human Behavior courses), of which two academic years must be Psychology. in the Harold Abel School of Psychology at PSY7625 * Advanced Inferential Statistics Capella University. Total 145 quarter credits PSY7656 * Advanced Research Methods • Must complete a minimum of 15 credits at Capella PSY8220 * Advanced Psychopathology University prior to beginning the year-in-residence. Check state licensure requirements. The ability PSY8230 * Psychological Testing • PSY7540, PSY7656, PSY8220, PSY8230, PSY8240, to practice as a professional psychologist— PSY8240 * Advanced Psychological Testing PSY8310, PSY8315, PSY8330, and PSY8371 must independently and without supervision—is PSY8371 Strategies of Clinical Supervision be taken during the quarter in which the regulated in all states. Learners who intend to and Consultation complementary weekend-in-residence is offered. seek licensure or certification should check the Many of these courses have prerequisites that program requirements in their home state. This Specialization courses: must be completed in advance. (Refer to the program is not accredited by the American PSY7310 Biological Basis of Behavior Clinical PsyD Learner Manual for general Psychological Association (APA). sequencing guidelines.) PSY8090 Counseling Theories • Full-time enrollment during year-in-residence PSY8093 Professional Standards and (at least 30 credits). Ethics of Counseling Residency Requirement(s): Counseling Psychology PSY8160 Strategies for Career and Life Planning PSY8392 * Doctoral Practicum I A year-in-residence; see the following section, Doctoral learners in counseling psychology PSY8394 * Doctoral Practicum II Academic Residencies, for more details. typically intend to seek a license to practice PSY8401 * Internship I Field Training Requirement(s): professional psychology and must be familiar 1,000 total practicum hours and 2,000 pre-doctoral with the licensure requirements of their state PSY8402 * Internship II internship hours; see the following section, Field psychology boards. Some graduates of this PSY8403 * Internship III Training, for more details. program choose to apply for licensure as a PSY8404 * Internship IV Twenty-eight professional counselor and therefore need to be PSY9984 * Doctoral Comprehensive Examination I Required Courses 140 quarter credits familiar with the separate licensure requirements PSY9985 * Doctoral Comprehensive Examination II Core courses: in their states. In addition to providing PSY9301 * Dissertation Research I PSY7021 Foundations of Psychology – counseling services to individuals and groups, PSY9302 * Dissertation Research II Doctoral Learners graduates will be prepared to work with PSY9303 * Dissertation Research III PSY7110 History and Systems of Psychology nonprofit organizations or government agencies, PSY9304 * Dissertation Research IV PSY7210 Lifespan Development to teach at the undergraduate or graduate level, One Elective Course 5 quarter credits PSY7421 Cognitive/Affective Psychology to conduct program evaluations, to offer Choose from courses in the Harold Abel School of PSY7520 Social Psychology consulting services, and to provide supervision of Psychology. PSY7540 Multicultural Perspectives in other mental health professionals. Total 145 quarter credits Human Behavior Degree Requirement(s): PSY7625 * Advanced Inferential Statistics • Counseling PsyD learners start their program only PSY7656 * Advanced Research Methods Check state licensure requirements. The ability in the first month of the quarter and complete to practice as a professional psychologist— PSY8220 * Advanced Psychopathology PSY7021 before other courses. independently and without supervision—is PSY8230 * Psychological Testing • Up to 15 quarter credits (three courses) may be regulated in all states. Learners who intend to PSY8240 * Advanced Psychological Testing transferred to the PsyD program. seek licensure or certification should check the PSY8371 Strategies of Clinical Supervision and • Three academic years of full-time enrollment program requirements in their home state. This Consultation (at least nine quarters with 10 or more credits, program is not accredited by the American exclusive of the internship), of which two Psychological Association (APA). academic years must be in the Harold Abel School of Psychology at Capella University.

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 103

Doctor of Philosophy (PhD) Six Elective Courses 30 quarter credits Industrial/Organizational Psychology Choose six elective courses from the lists below. Specializations The doctoral specialization in industrial/ For a focus in addiction psychology, recommended electives include: organizational psychology is designed for learners interested in the structure of behavior in General Psychology PSY7330 Psychopharmacology the workplace and other organizational settings. The PhD specialization in general psychology is PSY8410 Substance Abuse Therapies Learners in this specialization are interested in offered to those learners who want a great deal PSY8420 Multicultural Issues in Addictions leadership development, group development, of flexibility in designing and individualizing their PSY8430 Issues and Trends in Addiction/ organizational change management, systems education based on their professional interests. Compulsion Treatments planning, industrial/organizational assessment, Learners may choose electives that allow them to PSY8440 Substance Abuse Program Evaluation employee motivation/performance improvement, concentrate their course work in an established PSY8450 Compulsive Behavior and the

and administrative and human resource HAROLD ABEL SCHOOL OF PSYCHOLOGY focus area of study such as addictions, family, or Disturbance of the Self management (including employee support health psychology. Learners may also choose PSY8460 Dual Diagnosis in Mental and services). Doctoral graduates typically pursue electives to design an individualized focus area of Addictive Disorders positions as consultants to organizations, study in psychology or design an interdisciplinary PSY8570 Family Systems Approach to Addictive Behavior Problems including government, higher education, and focus area of study that blends psychology with scientific research. These degree requirements education, business, or human services courses. For a focus in family psychology, recommended are not designed for licensure as a professional The degree requirements in general psychology electives include: psychologist. are designed for learners who are not seeking PSY8510 Family Systems Theories Residency Requirement(s): licensure as a professional psychologist but who PSY8520 Couples Therapy are interested in seeking careers as university Three one-week residential colloquia; see the PSY8530 Family Therapy following section, Academic Residencies, professors, researchers, consultants, or program PSY8540 Current Issues and Methods in for more details. administrators. Family Research Twenty-two Residency Requirement(s): PSY8560 Principles of Family Pathology Required Courses 110 quarter credits Three one-week residential colloquia; see the PSY8570 Family Systems Approach to Core courses: Addictive Behavior Problems following section, Academic Residencies, PSY7021 Foundations of Psychology – for more details. Doctoral Learners Eighteen Required Courses 90 quarter credits For a focus in health psychology, recommended electives include: PSY7240 Adult Psychology Core courses: PSY7320 * Advanced Biological Psychology PSY7310 Biological Basis of Behavior PSY7021 Foundations of Psychology – PSY7421 Cognitive/Affective Psychology Doctoral Learners PSY7330 Psychopharmacology PSY7520 Social Psychology PSY7210 Lifespan Development PSY8610 Principles of Health Psychology PSY7530 Group Psychology PSY7421 Cognitive/Affective Psychology PSY8630 Health Care Delivery PSY7610 Tests and Measurements PSY7520 Social Psychology PSY8640 Community Psychology PSY7625 * Advanced Inferential Statistics PSY7540 Multicultural Perspectives in PSY8650 Innovative Health Care Practices Human Behavior PSY8660 Coping with Chronic Physical Illness PSY7656 * Advanced Research Methods PSY7610 Tests and Measurements PSY8670 Cognitive/Affective Basis of PSY8330 Ethics and Standards of Professional Practice PSY7625 * Advanced Inferential Statistics Physical Illness OR PSY7630 Qualitative Analysis Specialization courses: Choose from graduate courses across the university, PSY7656 * Advanced Research Methods PSY8711 Principles of Industrial/Organizational excluding 8000-level Harold Abel School of Psychology PSY8330 Ethics and Standards of Professional Psychology testing, practicum, and internship Practice courses. PSY8720 Psychology of Leadership PSY8730 Consultation Psychology Specialization courses: Note: Courses without a PSY designation may be worth fewer than five credits. Learners must PSY8740 Psychology Practices in Personnel PSY7110 History and Systems of Psychology carefully plan their elective courses to ensure that and Human Resource Management PSY7510 Psychology of Personality total credit requirements for the degree are met. PSY8750 Managing Psychological Services PSY9984 * Doctoral Comprehensive Examination I Special topics courses in the Harold Abel School of PSY8765 * Testing and Assessment in PSY9985 * Doctoral Comprehensive Examination II Psychology can be used as an option to complete Workplace Psychology the total required credits needed for graduation. PSY9301 * Dissertation Research I PSY9984 * Doctoral Comprehensive Examination I Total 120 quarter credits PSY9302 * Dissertation Research II PSY9985 * Doctoral Comprehensive Examination II PSY9303 * Dissertation Research III PSY9301 * Dissertation Research I PSY9304* Dissertation Research IV PSY9302 * Dissertation Research II PSY9303 * Dissertation Research III PSY9304 * Dissertation Research IV Two Elective Courses 10 quarter credits Choose from courses in the Harold Abel School of Psychology, excluding 8000-level testing courses, practicum, and internship. Total 120 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 104 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Harold Abel School of Psychology Degree Programs, continued

PhD Specializations, continued Educational Psychology Four Elective Courses 20 quarter credits Master of Science (MS) Choose four elective courses from the lists below. Doctoral learners in this specialization acquire a Specializations broad base of information about learning, For a focus in instructional design science, development, testing, research methods, and recommended electives include: Clinical Psychology data analysis. Core courses provide a foundation PSY8130 Adult Learner in the Classroom The master’s degree specialization in clinical in the discipline of psychology. Recommended PSY8170 Principles of Instructional Design psychology trains learners in the foundational electives allow learners to focus their study in PSY8182 Field Experience in Educational areas such as instructional design science, Psychology scientific theories and practices of clinical psychology. Learners admitted to this teaching science, or developmental science. ED7211 Designing Online Instruction Learners who desire a broader field of study may specialization typically intend to pursue a work from the recommended electives for a For a focus in teaching science, recommended doctoral degree in clinical psychology. The breadth of study. Career opportunities available electives include: master’s degree introduces learners to clinical to graduates of this program include college-level PSY7110 History and Systems of Psychology interviewing and interventions, testing and teaching, corporate and military educational PSY7530 Group Psychology assessment, research methods, psychopathology, training, institutional research, program PSY8130 Adult Learner in the Classroom and diagnosis. The degree requirements for this evaluation and test construction specialists. These PSY8182 Field Experience in Educational specialization are not designed to prepare degree requirements are not intended to prepare Psychology graduates for licensure as professional counselors or psychologists. graduates for licensure as a professional For a focus in developmental science, counselor or psychologist. recommended electives include: Residency Requirement(s): Residency Requirement(s): PSY7225 Child and Adolescent Psychology Three one-week master’s residential colloquia; see the following section, Academic Residencies, Three one-week residential colloquia; see the PSY7230 Adolescent Psychology for more details. following section, Academic Residencies, PSY7240 Adult Psychology for more details. Field Training Requirement(s): PSY8820 Research in the Aging Process Twenty Required Courses 100 quarter credits Minimum of 600 total practicum hours; see the following section, Field Training, for more details. Core courses: For a breadth of study in educational psychology, Thirteen Required Courses 65 quarter credits PSY7021 Foundations of Psychology – recommended electives include: Doctoral Learners PSY7110 History and Systems of Psychology Core courses: PSY7210 Lifespan Development PSY7310 Biological Basis of Behavior PSY7011 Foundations of Psychology – Master’s Learners PSY7421 Cognitive/Affective Psychology PSY7510 Psychology of Personality PSY7210 Lifespan Development PSY7520 Social Psychology PSY7530 Group Psychology PSY7542 Ethics and Multicultural Issues PSY7540 Multicultural Perspectives in PSY8130 Adult Learner in the Classroom Human Behavior PSY8140 Mentoring Psychological Research PSY7610 Tests and Measurements PSY7610 Tests and Measurements OR PSY7620 Inferential Statistics PSY7630 Qualitative Analysis Choose from courses in the Harold Abel School of PSY7650 Research Methods PSY7656 * Advanced Research Methods Psychology and School of Education excluding PSY8210 Principles of Psychopathology PSY8330 Ethics and Standards of 8000-level Harold Abel School of Psychology testing PSY8230 * Psychological Testing Professional Practice courses, practicum, and internship. Specialization courses: PSY7625 * Advanced Inferential Note: Courses without a PSY designation may be Statistical Analysis OR worth fewer than five credits. Learners must carefully PSY7310 Biological Basis of Behavior HS8112 * Advanced Qualitative Research Methods plan their elective courses to ensure that total credit PSY8312 Clinical Interventions requirements for the degree are met. Special topics PSY8391 * Master’s Practicum I See notation regarding total credit hours. courses in the Harold Abel School of Psychology can be used as an option to complete the total required PSY8393 * Master’s Practicum II Specialization courses: credits needed for graduation. PSY9150 * Master’s Final Project PSY8100 Principles of Educational Psychology Total 120 quarter credits Total 65 quarter credits PSY7411 Learning Theories in Psychology PSY8110 Teaching Psychology PSY8120 Computer Mediated Instruction/Learning PSY9984 * Doctoral Comprehensive Examination I PSY9985 * Doctoral Comprehensive Examination II PSY9301 * Dissertation Research I PSY9302 * Dissertation Research II PSY9303 * Dissertation Research III PSY9304 * Dissertation Research IV

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Master’s Specializations, continued

Counseling Psychology School Psychology Specialist Certificate in The master’s degree in counseling psychology Master’s learners in the school psychology School Psychology trains learners in the basic theories, practices, specialization are typically interested in practicing This certificate is designed for master’s degree and research methods of the counseling as school psychologists in public and private graduates with a specialization in school psychology profession. Learners admitted to this settings. Learners who are interested in preparing psychology from Capella University. Those who specialization typically intend to pursue doctoral to apply for state or national certification as a earn the specialist certificate typically are preparing degrees in counseling psychology or in school psychologist will need to enroll in both to apply for a license or a certificate to practice as counseling-related fields such as human services, the school psychology master’s specialization and a school psychologist. The 50 quarter credits counselor education, community counseling, or the specialist certificate in school psychology. required for the specialist certificate are intended clinical psychology. The master’s degree Completion of the master’s degree alone does to complement the master’s specialization in school psychology. Therefore, learners who complete both

introduces learners to individual and group not adequately prepare learners to be eligible to HAROLD ABEL SCHOOL OF PSYCHOLOGY the master’s degree and the specialist certificate in counseling interventions, testing and assessment, sit for a licensure or certification exam as a school school psychology from Capella University will have research methods, and counseling diagnosis. The psychologist. Learners also need to know their completed 120 quarter credits of study. degree requirements for this specialization are specific state licensing requirements to ensure Degree Requirement(s): not designed to prepare graduates for licensure these programs meet those requirements. • Specialist certificate learners start their program as professional counselors or psychologists. Degree Requirement(s): only in the first month of the quarter. Residency Requirement(s): • Master’s learners are admitted and start the • Completion of master’s degree in school Three one-week master’s residential colloquia; academic program on a quarterly basis. psychology from Capella University. see the following section, Academic Residencies, • Up to 15 quarter credits (three courses) may be • Learners may not transfer credit into the certificate for more details. transferred to the MS program. program in order to reduce overall course work Field Training Requirement(s): • Learners must complete the following course and/or program requirements. Course None required. Learners do have the option to gain sequence prior to starting the year-in-residence: substitutions may be considered. practicum experience through a two course series. PSY7011 the first quarter; PSY7610 the second • Successfully pass formative portfolio review during See elective options below. Should this option be quarter; PSY8231 the third quarter. Year-in-Residence, Part II. selected, see the following section, Field Training, • Successfully pass final review, which evaluates • Successfully pass annual review which evaluates for more details. overall progress and professional development overall progress and professional development Twelve Required Courses 60 quarter credits while enrolled in MS program. while enrolled in specialist certificate program. Core courses: Residency Requirement(s): • Complete PSY8150, PSY8232, and PSY8332 prior to beginning practicum. PSY7011 Foundations of Psychology – School Psychology Year-in-Residence, Part I; • Complete all course work, residencies, and initial Master’s Learners see the following section, Academic Residencies, for more details. portfolio review prior to beginning internship. PSY7210 Lifespan Development Fourteen Required Courses 70 quarter credits • Completion of final, culminating portfolio review PSY7542 Ethics and Multicultural Issues toward the end of field training, demonstrating PSY7610 Tests and Measurements Core courses: proficiency across competency areas. PSY7620 Inferential Statistics PSY7011 Foundations of Psychology – Residency Requirement(s): Master’s Learners PSY7650 Research Methods School Psychology Year-in-Residence, Part II; PSY7210 Lifespan Development see the following section, Academic Residencies, PSY8210 Principles of Psychopathology PSY7610 Tests and Measurements for more details. PSY8230 * Psychological Testing PSY7620 Inferential Statistics Field Training Requirement(s): Minimum of 350 practicum hours and 1,200 internship Specialization courses: PSY7650 Research Methods hours; see the following section, Field Training, for PSY8090 Counseling Theories more details. Specialization courses: PSY8091 Group Counseling Eleven Required Courses 50 quarter credits PSY7225 Child and Adolescent Psychology PSY8092 Counseling Skills and Procedures PSY7310 Biological Basis of Behavior PSY7421 Cognitive/Affective Psychology PSY9150 * Master’s Final Project PSY8150 Exceptional Children in the Classroom PSY7540 Multicultural Perspectives in Two Elective Courses 10 quarter credits Human Behavior PSY8210 Principles of Psychopathology Choose from any graduate courses in the Harold PSY7612 * Functional Behavioral Assessment PSY8232 * Psychological Assessments for Abel School of Psychology, excluding 8000-level School Psychologists II PSY8231 * Psychological Assessments for psychology testing and internship courses. School Psychologists I PSY8332 Advanced Methods in School Psychology Recommended elective courses include: PSY8331 Principles of School Psychology PSY8336 Organization and Operation PSY7225 Child and Adolescent Psychology of the School PSY8335 Consultation and Collaboration in PSY7310 Biological Basis of Behavior the Schools PSY8377 * School Psychology Practicum I PSY8160 Strategies for Career & Life Planning (3 quarter credits) PSY8337 Legal and Ethical Issues in the School PSY8310 Theories of Psychotherapy PSY8378 * School Psychology Practicum II PSY9150 * Master’s Final Project PSY8510 Family Systems Theories (2 quarter credits) Total 70 quarter credits PSY8520 Couples Therapy PSY8385 * School Psychology Internship I PSY8386 * School Psychology Internship II For learners interested in gaining practicum Prospective Washington state students are advised PSY8387 * School Psychology Internship III experience, the following two-course sequence is to contact the Office of the Superintendent of Total 50 quarter credits available. Both courses must be taken to complete Public Instruction at 360-725-6320 or the practicum experience: [email protected] to determine whether State regulations vary regarding course requirements PSY8391 Master’s Practicum I this education program is approved for teacher for professional licensure. For assistance with PSY8393 Master’s Practicum II certification or endorsements in Washington state. state-mandated course requirements for licensure, Additionally, teachers are advised to contact their Total 70 quarter credits contact the appropriate school representative. individual school district as to whether this program may qualify for salary advancement. * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 106 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Harold Abel School of Psychology Degree Programs, continued

Master’s Specializations, continued

General Psychology Industrial/Organizational Psychology Educational Psychology This specialization offers learners a great deal of Master’s learners interested in the application of Learners pursuing this master’s specialization flexibility in designing and personalizing their industrial/organizational behavior principles and frequently plan to teach at the community education since some individuals enter graduate research found in the workplace and other college level or work with people in various levels school uncertain about their professional and organizational settings will choose this field of of lifespan development from early childhood occupational plans. Learners can choose this study. Learners explore the application of through aging adults. Program outcomes allow course of study as an opportunity to explore the leadership theories, group development, learners to gain knowledge and skills in the curriculum in psychology. These degree motivation and workplace performance, conflict application of teaching, training, and learning requirements are not intended to prepare resolution, and organizational processes in pursuit issues. Learners gain an understanding of the graduates for licensure as a professional of entry-level to mid-management positions in psychological foundations of education, counselor or psychologist. business services, consulting, human resources, instructional strategies and designs, Residency Requirement(s): None teaching, training and development, and psychological research, human development, and Ten Required Courses 50 quarter credits organizational administration. These degree adult learning. These degree requirements are PSY7011 Foundations of Psychology – requirements are not intended to prepare not intended to prepare graduates for licensure Master’s Learners graduates for licensure as a professional as a professional counselor or psychologist. PSY7210 Lifespan Development counselor or psychologist. Residency Requirement(s): None PSY7411 Learning Theories in Psychology Residency Requirement(s): None Eleven Required Courses 55 quarter credits PSY7421 Cognitive/Affective Psychology Twelve Required Courses 60 quarter credits Core courses: PSY7520 Social Psychology Core courses: PSY7011 Foundations of Psychology – PSY7540 Multicultural Perspectives in PSY7011 Foundations of Psychology – Master’s Learners Human Behavior Master’s Learners PSY7210 Lifespan Development PSY7610 Tests and Measurements PSY7110 History and Systems of Psychology PSY7411 Learning Theories in Psychology PSY7620 Inferential Statistics PSY7210 Lifespan Development PSY7520 Social Psychology PSY7650 Research Methods PSY7411 Learning Theories in Psychology PSY7540 Multicultural Perspectives in PSY9101 * Master’s Integrative Project PSY7610 Tests and Measurements Human Behavior Three Elective Courses 15 quarter credits PSY7620 Inferential Statistics PSY7610 Tests and Measurements OR PSY7650 Research Methods PSY7620 Inferential Statistics Choose from graduate courses across the university, PSY7650 Research Methods excluding 8000-level Harold Abel School of Specialization courses: PSY8330 Ethics and Standards of Psychology testing, practicum, and internship PSY8711 Principles of Industrial/Organizational Professional Practice courses. Psychology Note: Courses without a PSY designation may be PSY8720 Psychology of Leadership Specialization courses: worth fewer than five credits. Learners must carefully PSY8730 Consultation Psychology PSY8100 Principles of Educational Psychology plan their elective courses to ensure that total credit PSY8740 Psychology Practices in Personnel PSY9101 * Master’s Integrative Project requirements for the degree are met. Special topics and Human Resource Management Two Elective Courses 10 quarter credits courses in the Harold Abel School of Psychology can PSY9101 * Master’s Integrative Project be used as an option to complete the total required Recommended electives for learners anticipating credits needed for graduation. One Elective Course 5 quarter credits matriculation to the PhD program with a specialization in educational psychology include: Total 65 quarter credits Choose from courses in the Harold Abel School of Psychology, excluding 8000-level testing courses, PSY7110 History and Systems of Psychology practicum, and internship. (However, learners in the PSY7220 Child Psychology industrial/organizational specialization may take PSY8130 Adult Learner in the Classroom PSY8765.) PSY8182 Field Experience in Educational Total 65 quarter credits Psychology Or choose two graduate courses in the Harold Abel School of Psychology, excluding 8000-level testing courses, practicum, and internship. Total 65 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 107

Master’s Specializations, continued Sport Psychology Certificate Eleven Required Courses 50 quarter credits PSY7310 Biological Basis of Behavior Master’s learners in this specialization are frequently school-based coaches, physical PSY8150 Exceptional Children in the Classroom Specialist Certificate in School PSY8210 Principles of Psychopathology education teachers, or individuals working in Psychology parks and recreation departments who wish to PSY8232 * Psychological Assessments for School Psychologists II gain current theory and research knowledge This certificate is designed for master’s degree associated with performance enhancement, graduates with a specialization in school PSY8332 Advanced Methods in School Psychology individual and team motivation, injury recovery, psychology from Capella University. Those who earn the specialist certificate typically are PSY8336 Organization and Operation and stress management as it applies to amateur of the School athletes. Some learners plan to apply these preparing to apply for a license or a certificate to practice as a school psychologist. The 50 quarter PSY8377 * School Psychology Practicum I principles to settings such as fitness/health clubs, (3 quarter credits) HAROLD ABEL SCHOOL OF PSYCHOLOGY sports camps, and resort-based wellness credits required for the specialist certificate are intended to complement the master’s PSY8378 * School Psychology Practicum II programs. These degree requirements are not (2 quarter credits) specialization in school psychology. Therefore, intended to prepare graduates for licensure as a PSY8385 * School Psychology Internship I learners who complete both the master’s degree professional counselor or psychologist. PSY8386 * School Psychology Internship II and the specialist certificate in school psychology Residency Requirement(s): None from Capella University will have completed 120 PSY8387 * School Psychology Internship III Twelve Required Courses 60 quarter credits quarter credits of study. Total 50 quarter credits Core courses: Degree Requirement(s): PSY7011 Foundations of Psychology – Master’s Learners • Specialist certificate learners start their program State regulations vary regarding course only in the first month of the quarter. requirements for professional licensure. PSY7210 Lifespan Development • Complete the master’s degree with the school For assistance with state-mandated course PSY7411 Learning Theories in Psychology psychology specialization from Capella University. requirements for licensure, contact the PSY7540 Multicultural Perspectives in appropriate school representative. • Successfully pass formative portfolio review during Human Behavior the Year-in-Residence, Part II. Prospective Washington state students are PSY7610 Tests and Measurements • Successfully pass annual review, which evaluates advised to contact the Office of the PSY7620 Inferential Statistics overall progress and professional development Superintendent of Public Instruction at PSY7650 Research Methods while enrolled in the specialist certificate program. 360-725-6320 or [email protected] to • Complete PSY8150, PSY8232, and PSY8332 prior determine whether this education program is Specialization courses: to beginning practicum. approved for teacher certification or PSY7310 Biological Basis of Behavior • Complete all course work, residencies, and initial endorsements in Washington state. Additionally, PSY8840 Principles of Sport Psychology portfolio review prior to beginning internship. teachers are advised to contact their individual school district as to whether this program may PSY8841 Performance Enhancement in Sports • Complete final, culminating portfolio review qualify for salary advancement. PSY8842 Applied Sport Psychology toward the end of field training, demonstrating PSY9101 * Master’s Integrative Project proficiency across competency areas. One Elective Course 5 quarter credits Residency Requirement(s): Choose from courses in the Harold Abel School of School psychology Year-in-Residence, Part II; Psychology, excluding 8000-level testing courses, see the following section, Academic Residencies, practicum, and internship. for more details. Total 65 quarter credits Field Training Requirement(s): Minimum of 350 practicum hours and 1,200 internship hours; see the following section, Field Training, for more details.

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Academic Residencies These content areas offer sequenced workshops, • Clinical and counseling learners must complete with Track I offering foundational workshops in no fewer than 1,250 hours of psychological the six areas, Track II offering intermediate study, training, and interaction with faculty and The Harold Abel School of Psychology (HASOP) workshops in the six areas, and Track III offering other graduate psychology learners during the offers residencies that supplement course work advanced workshops in the six areas. School- year. These hours are divided as follows: and help learners to develop their identities as specific topics addressed at colloquia include A. At least 500 hours of formally scheduled professionals in the field of psychology. Residency issues in psychology such as critical thinking and face-to-face instruction with clinical or is an essential component of a graduate degree analysis, the product and process of comps and counseling psychology faculty and learners, in psychology at Capella University. Residencies dissertation, research design, quantitative and demonstrating competency in assessment, are required in the doctoral programs and in qualitative analysis, research ethics, and trends intervention, efficacy evaluation, ethics and professional master’s degree specializations in psychology. diversity, professional practice, and other including clinical psychology, counseling For master’s learners, these colloquia address areas. The 500 hours of formally scheduled psychology, and school psychology. A residency is skills training and practice in areas of meetings of the year-in-residence take place also required for the specialist certificate in interventions, assessment, ethics, diversity, over a period not to exceed 13 months and school psychology. The Harold Abel School of and culture-specific issues. These workshops include the following main components, which Psychology has two types of residency function as the “practice labs” associated with are taken in the following sequence: requirements: the master’s and PhD residential specialization course work. The three tracks are – Learners begin the clinical or counseling colloquia and the year-in-residence for all PsyD cumulative rather than sequential, allowing year-in-residence with the opening weekend learners and learners in the master’s learners to achieve approximately 60 hours of and the first extended seminar (PSY-R6360 degree/specialist certificate in school psychology. training and practice in each skill set required and PSY-R6361 for the clinical specialization For more detailed information on residencies, for success in the practicum. and PSY-R6460 and PSY-R6461 for the learners should consult their specialization manual. At all colloquia, in addition to formal instruction counseling specialization) typically and practice, learners experience keynote scheduled in June. MS and PhD Residential Colloquia addresses by Capella faculty and other experts, – Following the opening weekend and Residential colloquia are required for PhD and group sessions that allow faculty and learners extended seminar, learners take eight MS learners in the following specializations: to interact as a community of scholars, and consecutive weekends-in-residence (PSY- individualized advising sessions with faculty to • PhD learners in educational psychology, R6362 through PSY-R6369 for the clinical support their degree completion plans and specialization and PSY-R6462 through PSY- industrial/organizational psychology, and assess academic progress. general psychology. R6469 for the counseling specialization) typically scheduled August through March. • MS learners in clinical psychology and counseling psychology. PsyD Clinical and Counseling – Last, learners complete the clinical or Year-in-Residence counseling year-in-residence final weekend- The residency requirement for these programs in-residence and second extended seminar is satisfied by attendance at three one-week The year-in-residence is a requirement for the PsyD clinical and counseling specializations. (PSY-R6370 and PSY-R6371 for the clinical colloquia (Track I, Track II, and Track III). PhD specialization and PSY-R6470 and PSY-R6471 The clinical and counseling year-in-residencies learners are required to complete three colloquia: for the counseling specialization) typically require the following: one week each year for the first three years of scheduled in June. their programs. Master’s learners take all three • Clinical learners must complete a minimum of B. At least 100 additional hours of informal tracks prior to starting their master’s final 15 quarter credits at Capella University prior to face-to-face meetings with other projects. HASOP recommends that all learners beginning the year-in-residence. PSY7540, psychologists and psychology learners (both attend the first colloquium (Track I) within the PSY7656, PSY8220, PSY8230, PSY8240, inside and outside of HASOP), engaging in first two quarters of enrollment, Track II between PSY8310, PSY8315, PSY8330, and PSY8371 discussion, study, research, or other scholarly 36 and 60 quarter credits, and Track III prior to must be taken during the quarter in which the activities commonly associated with doctoral completing 61 quarter credits. complementary weekend-in-residence is training in professional psychology. These offered. Many of these courses also have Through residential colloquia, learners gain a additional hours, which must be documented prerequisites that must be completed in stronger sense of academic community by in a way approved by the associate director of advance. (Refer to the Clinical PsyD Learner networking and discussing course work, projects, training for residency programs and the dean Manual for general sequencing guidelines.) and research issues face-to-face with fellow of the Harold Abel School of Psychology, learners and faculty. This experience provides a • Counseling learners must complete at least include the following: learning environment that fosters the application 30 quarter credits (including transferred credits) – At least 25 hours of informal face-to-face of critical thinking and integrated knowledge to prior to starting the year-in-residence. professional and research issues. scholarly activities with fellow learners in • Clinical and counseling learners must enroll HASOP that should take place outside of The following content areas are covered at each full time during the year-in-residence. That is, formally scheduled events and meetings of of the PhD colloquia: they must be enrolled each quarter and take the residence year. at least 30 quarter credits during the year Area 1: Development of scholar-practitioners – At least 25 hours of face-to-face scholarly depending on the specialization’s sequencing Area 2: Critical analysis skills activities with other faculty members or guidelines. Area 3: Research skills practicing psychologists (who do not need Area 4: Professional communication skills • Clinical and counseling learners must to be affiliated with the Harold Abel School Area 5: Development of learning communities demonstrate readiness for field training. of Psychology), outside of formally Area 6: Psychology-specific content and offerings scheduled events and meetings of the residence year. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 109

Academic Residencies, continued

– At least 50 hours of direct engagement in profession of psychology and development of learners in school psychology over a period professional societies or organizations an attitude of lifelong learning and reflective not to exceed six months (typically June dedicated to the promotion of the practice. By preparing and giving through December), including attendance at profession and practice of psychology. presentations, participating in workshop the following residencies: – At least 650 hours during the residency year activities and informal social and intellectual – Learners begin the school psychology year- of direct engagement in the scholarly study discussions with other learners and faculty, and in-residence with the opening weekend and of clinical psychology and counseling creating advising and mentoring opportunities the first extended seminar, a two-week psychology. “Direct engagement in with resident faculty members, learners residency (PSY-R6560 and PSY-R6561) scholarly study” is defined as participation participate in the range of academic and typically scheduled in June. intellectual activities common to departmental in the courseroom; course-required or – Following the opening weekend and course-related reading, writing, research, life in all programs in psychology. extended seminar, learners take the first HAROLD ABEL SCHOOL OF PSYCHOLOGY or skills practice; and any other activities 3. Learners demonstrate the behaviors, four weekends-in-residence (PSY-R6562 approved by an instructor in a psychology attributes, and ethical characteristics through PSY-R6565) typically scheduled course in HASOP. congruent with the role and identity of the August through November. professional psychologist. C. Learners must complete the portfolio • In addition, master’s learners must complete review and gain approvals from the associate all outcome documentation and obtain director of training for residency programs, School Psychology Year-in-Residence for approval from the associate director of the chair of the program, and the mentor. MS and Specialist Certificate Learners in training for residency programs, the chair of Year-in-residence requirements should not be School Psychology the school psychology specialization, and confused with either the practicum or the The year-in-residence is the first face-to-face their mentor. internship requirements. In addition to the year- component of HASOP’s training in school B. Specialist certificate learners in school in-residence, PsyD learners in clinical psychology psychology and is followed by practicum and psychology complete the Year-in-Residence, or counseling psychology specializations internship. The year-in-residence provides Part II. Part II requirements include the complete a practicum (a period of supervised practice labs and workshops in the basic practice following components: field training separate and distinct from the year- proficiencies of the school psychologist in-residence), and the internship (a full year of • No fewer than 210 hours of contact over a (assessment, ethics, intervention, interviewing, six-month period, typically between January supervised field experience). These requirements consultation, counseling, report writing, profile are described in the Field Training section. and June, including attendance at the analysis, treatment planning, and supervision following residencies: skills). It also provides interactive support, comraderie, and professional development in the – Three school psychology weekends-in- The clinical and counseling year-in-residencies residence (PSY-R6568 – R6570), typically have three fundamental objectives. attitudes and behaviors appropriate to being a school psychologist and practitioner-scholar. offered during spring quarter. 1. Learners experience face-to-face training and Prerequisite(s): PSY7011, PSY7610, and – The school psychology year-in-residence practice opportunities for skills-development PSY8231. extended seminar II (PSY-R6571), typically necessary to demonstrate readiness for field offered in June. training and for independent practice. These School psychology learners complete either Part I skills are associated with the courses in (for school psychology master’s learners) or Part II • Complete the certificate portfolio review at individual, group, and family therapy; risk (for school psychology specialist certificate Extended Seminar II. assessment and crisis intervention; advanced learners) of the full school psychology year-in- • Certificate learners must complete all diagnostics and treatment planning; cognitive, residence. Each group of learners takes about outcome documentation and obtain approval achievement, adaptation, personality, and half of this full year-in-residence. Learners seeking from the associate director of training for neuropsychological testing and assessment; licensure as school psychologists typically earn residency programs, the chair of the school supervision and consultation; efficacy and both the master’s degree and the specialist psychology specialization, and their mentor. certificate, which means they take both Part I and outcome evaluation; and ethical applications The school psychology Year-in-Residence, Parts I Part II of the school psychology year-in-residence. and diversity. and II should not be confused with either the Learners develop competency in the areas of The school psychology year-in-residence, like that practicum or the internship requirements. relationship issues, assessment abilities, of the doctoral clinical and counseling Learners in the specialist certificate in school intervention abilities, elements of practice, psychology specializations, has two 2-week psychology complete both the school psychology roles of the psychologist, systematic evaluation extended seminars (at the beginning of Part I and practicum and an internship. These are entirely abilities (outcome and evaluation-related at the end of Part II), and seven weekends-in- distinct from the year-in-residence. research), consultation and supervision, ethical residence in between. However, as currently applications, diversity-specific interventions, designed, the full school psychology year-in- The school psychology year-in-residence has and reflective practice skills. The residence is divided into two parts, the first part three fundamental objectives. demonstration of skills is a significant part of for the master’s learners, the second for the determining the learner’s readiness for field specialist certificate learners. The two parts are 1. Learners experience face-to-face training and training, which is evaluated throughout the divided as follows: practice opportunities for skills-development year-in-residence and summarized in the A. Master’s learners in school psychology necessary to demonstrate readiness for field portfolio review. complete the school psychology Year-in- training and for practice. These skills are associated with the courses required in the 2. Learners develop a network of relationships Residence, Part I. Part I requirements include school psychology specialization. Competencies within the community of psychologists that the following components: are developed in the areas of relationship promotes the learner’s identification with the • Learners must complete no fewer than 240 issues, assessment abilities, intervention hours of face-to-face contact with faculty and 110 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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Academic Residencies, continued

abilities, elements of practice, roles of the learners with regard to practicum is to review the Field Training Requirements psychologist, systematic evaluation abilities current manual available on iGuide. Learners must PsyD—Clinical Psychology and (outcome and evaluation-related research), follow the guidelines and the application process Counseling Psychology consultation and supervision, ethical stated in the most current manual. Master’s applications, diversity-specific interventions, learners in the counseling specialization who Practicum and reflective practice skills. The demonstration choose to complete practicum must follow the • Approved practicum application. of competency is linked to a determination of procedures described in the manual with respect • A minimum of 1,000 hours plus the online the learner’s readiness for field training, which to application and completion of the practicum. course work in PSY8392 and PSY8394. is evaluated throughout the year-in-residence Internship and summarized in the portfolio review. Overview of Internship • Learner demonstrates readiness for internship. 2. Learners develop a network of relationships • Approved internship application. within the community of psychologists that Doctoral degree promotes the learners’ identification with the The pre-doctoral internship occurs in the final • Full-time site placement with a minimum of profession of psychology and development of years of the doctoral program and is the last 2,000 hours and the online course work in an attitude of lifelong learning and reflective opportunity to gain practical training prior to the PSY8401, PSY8402, PSY8403, and PSY8404. practice. By preparing and giving granting of the degree. Internship is a full-time, These must be completed sequentially over presentations, participating in workshop on-site commitment (2,000 hours) that takes a one-year period. activities in informal social and intellectual place over a calendar year and includes Master’s Degree—Clinical Psychology discussions with other learners and faculty, and enrollment in the accompanying internship by creating advising and mentoring courses. The pre-doctoral internship is viewed Practicum opportunities with resident faculty members, critically by licensing boards and future • Approved practicum application. learners participate in the range of academic employers. All clinical and counseling doctoral • A minimum of 600 hours and the course work and intellectual activities common to learners are required to apply for internship in PSY8391 and PSY8393. departmental life in all programs in psychology. through the Association of Psychology NOTE: Counseling psychology learners who Postdoctoral and Internship Centers (APPIC). 3. Learners practice and begin to demonstrate choose to take the practicum must meet these APPIC is not an accrediting body but is widely the behaviors, attributes, and ethical requirements. characteristics congruent with the role and recognized as an organization that establishes Internship identity of the professional psychologist. minimum standards of internship training in areas that include, but are not limited to: supervision • Internship not available. requirements, didactic training, and staffing requirements. Obtaining an internship through Specialist Certificate in School Psychology Field Training the APPIC match is a competitive process that Practicum may involve relocating for the year of internship. • Approved practicum application. Additional information about the APPIC process • Part-time site placement with a minimum of can be found at www.appic.org. Introduction to Field Training 350 hours and the course work in PSY8377 Field training is one of the most important parts and PSY8378. of the educational experience for HASOP learners Specialist Certificate in School Psychology Internship in the professional training specializations (clinical, The internship occurs after all course work for the • Learner demonstrates readiness for internship. counseling, and school psychology). Learners certificate has been completed and is the last • Approved internship application. apply the theory and skills learned in the course opportunity to gain practical training prior to the work and residencies in a professional setting • Full-time site placement with a minimum of granting of the specialist certificate. Internship is under supervision. Given the level of importance 1,200 hours and the online course work in a full-time, on-site commitment that takes place associated with field training experiences, PSY8385, PSY8386, and PSY8387. These over one academic year and also includes learners will benefit greatly from planning ahead courses must be completed sequentially enrollment in the accompanying course(s). to search for appropriate training experiences. during the internship. The first step for all learners with regard to To assist learners, HASOP has developed NOTE: Field training hours and supervisor internship is to review the manual. Learners must materials that describe basic requirements and credential requirements for licensure or follow the guidelines and the application process the application process. The associate director certification vary across states and Canadian stated in the most current manual. Learners are and/or director of training review all applications provinces. Learners are responsible for required to locate and arrange internship sites and will approve applications that meet the determining the specific licensing requirements that must be approved by the director of training. standards set by Capella University. for any state or province in which they plan to seek licensure. Overview of Practicum A practicum learner works at a site to learn professional practice skills. In general, a practicum is a training experience that occurs in the second or third year of the program. Learners should plan on being at a site part time for approximately six months to one year while enrolled in the accompanying course(s). The first step for 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 111

Graduate Course Descriptions in Numerical Order by Program Prefix

The following course list is correct as of the date ED818 - The Future of Teaching and Learning: personal and professional change. Through this catalog was prepared. These descriptions Issues for the Educational Leader (4 quarter extensive work in both theory and practice, indicate the general content and topics typically credits). In this course, learners explore and learners become confident and effective covered in the course. Capella University retains analyze current trends and issues that impact mediators of people seeking to improve the the right to withdraw, modify, or add courses to and shape higher education. Through futuring quality of their personal or professional lives. the existing list without prior notice. methods, learners examine how past, technology, ED834 - Higher Education and the Law Learners enrolled in specializations outside the change, and super trends apply to the (4 quarter credits). In this course, learners explore MBA program may not take MBA courses. improvement of the future of higher education. constitutional, statutory, and case law as related to

MBA learners may not take courses associated ED820 - Principles of Educational Administration higher education settings. Learners in the course COURSE DESCRIPTIONS GRADUATE with any other program within the School of (4 quarter credits). This course offers an review both federal and state legislation, along Business and Technology or any other school at examination of the basic principles of with implications for both public and private Capella University while they are enrolled in the administrative theory and practice. Learners higher education institutions. MBA program. explore models of administration from business ED836 - The Collaborative Nature of Adult and public administration, as well as theoretical Education (4 quarter credits). Learners in this constructs from various disciplines. project-based course explore the collaborative School of Education Courses ED822 - The Funding of Educational Institutions nature of adult education through a variety of ED502 - Survey of Human Resource (4 quarter credits). Learners in this course approaches linked to individual learner needs and Development Research (4 quarter credits). examine the many issues surrounding the funding the development of individualized projects. In this course, learners explore the values, of public education. The focus is on present and Learners explore the theoretical support for adult purposes, methods, and processes of human future funding patterns. collaboration; changing authority and power resource development (HRD) research. The focus ED823 - Education and the Law (4 quarter relationships in collaborative learning; best is on identifying how theory and research can be credits). Learners in this course explore practices in designing collaborative processes; practical tools to solve HRD challenges that constitutional, statutory, and case law related to assessing collaborative projects and collaborative practitioners face on a daily basis. This course is primary and secondary school settings. Learners learning; the experiential aspect of collaboration; only applicable to learners enrolled in the School examine both federal and state legislation. and the integration of collaboration in professional of Education training and performance practice. In consultation with the instructor, each ED825 - Curriculum Development (4 quarter improvement specialization. learner develops an action plan for collaboration credits). Learners in this course explore the that combines theory, best practices, and specific ED722 - Interface Design (4 quarter credits). implementation and assessment of curricula based applicable strategies for designing collaboration. This course addresses topics such as screen layout, on historical and theoretical perspectives. Learners The final project serves as a plan or design manual color, navigation, and the use of graphics and may examine curricula from any educational for integrating collaboration or collaborative video. The course also deals with the non-visual setting. learning within a learner’s practice, professional interfaces of sound and user input via keyboard, ED828 - Intellectual Development and Learning setting, or community. mouse, voice, and touch. Learners also receive Styles across the Lifespan (4 quarter credits). In practical guidance for designing effective and ED837 - Funding and Managing Education this course, learners explore a general overview of attractive interfaces. Enterprises (4 quarter credits). In this course, recent and selected research on adult learning and learners examine private and public funding ED812 - The Governance of Educational related teaching methods. The course places patterns and explore practical fund-raising plans. Institutions (4 quarter credits). Learners in this special emphasis on the unique needs of adult Other topics include the management function course examine models of the governance of learners, transformational learning, and in-depth that integrates personnel matters as well as educational institutions, which include formal and study of learning styles and strategies. marketing and evaluation. The course also covers informal settings as well as traditional and non- ED829 - Theory and Methods of Educating evaluation methods to assure quality and traditional models. Adults (4 quarter credits). In this course learners accountability. ED814 - Evaluating the Effectiveness of the examine learning styles and preferences and apply ED838 - Teaching and Learning with Diverse Educational Process (4 quarter credits). This adult learning theory to enhance their Populations (4 quarter credits). In this course course presents common terms, issues, and understanding of the roles of instructor and learners explore teaching and learning principles approaches in evaluation and provides a historical learner in adult education. Learners increase their and practices as applied to diverse multicultural context in which to better understand the skills in the selection and use of appropriate populations. evolution of program evaluation. Six major methods, techniques, and materials for achieving evaluation approaches are compared, as are both particular learning objectives. This course covers ED839 - International Aspects of Adult qualitative and quantitative evaluation adult development and learning from both Education (4 quarter credits). In this course, methodologies. Additionally, learners apply theoretical and personal perspectives. learners study adult education from an established standards to both the process and international perspective. Emphasis is on the ED830 - Coaching for High Performance product of program evaluation. comparative analysis of adult educational systems (4 quarter credits). In this course, learners in terms of individual philosophy, goals, and ED815 - The Future of Educational Institutions: become familiar with effectively guiding methods. Topics and Trends (4 quarter credits). Based on individuals to improved learning, decision making, an examination of the formative ideas that have and performance. Topics include the role of ED840 - The Politics of Higher Education shaped educational institutions, learners in this coaching in organizational performance systems; (4 quarter credits). This course focuses on the course explore both the theory and practice of several theoretical approaches and models for changing perceptions of the role of higher changing educational institutions to meet future coaching individuals; essential knowledge, skills, education in the U.S. Learners examine the politics needs. An understanding of the philosophy of and attitudes for effective coaching; assessment of competition for resources, the expectations of education in the U.S. as well as knowledge of of client needs; and communication skills and consumers and providers, and the role of state and institutional change is necessary in this course. techniques for supporting the client through local government. 112 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Graduate Course Descriptions, continued

ED841 - The History of Higher Education ED5004 - Societal and Cultural Change ED5211 - Needs Assessment in Training and (4 quarter credits). In this course learners explore (4 quarter credits). This foundation course for Performance Improvement (4 quarter credits). the history of colleges, universities, and other master’s learners introduces themes that continue This course is a survey of various needs postsecondary institutions from colonial times to throughout the degree program. The course assessment models and procedures that the present. Learners focus on the trends in prepares learners to lead in the field of education practitioners may use to diagnose the causes of postsecondary education that reflect the needs by addressing the impact of social and cultural workplace performance problems. As key within the social structure and that address differences and diversity, theories of change, and outcomes, learners design and develop needs leadership to meet those needs. strategies for change agents. A broad array of assessment instruments and collect and then ED851 - Principles of Instructional Design theories and readings cover the spectrum of social diagnose data in order to differentiate between a (4 quarter credits). This course introduces change and its effect on education. As a result, workplace performance issue that requires instructional design to learners from a theory- learners better understand the complexities of a training solutions and one that requires another, based treatment of the instructional design diverse classroom population and the impact of more appropriate, non-training intervention. process, including the design of instructional social movements. Cannot be fulfilled by This course is only available for learners strategies. transfer. affiliated with the Chief Learning Officer (CLO) ED5006 - Survey of Research Methodology partnership. Learners may take either ED7641 ED852 - Ethics and Social Responsibility in or ED5211 for credit, but not both. Distance Education (4 quarter credits). Learners (4 quarter credits). This course is an overview of in this course analyze, from both conceptual and the general approaches to research methodology ED5212 - Issues in Training and Performance applied points of views, the interaction between at the graduate level. It focuses on quantitative Improvement (4 quarter credits). Learners education and society. Through an examination of and qualitative approaches to rigorous scholarly examine the continuing rapid changes in basic assumptions, attitudes, and values, learners inquiry and the major research methodologies. technology, global competition, and business build an ethical foundation for understanding the This course is aimed primarily at master’s learners, strategies, and ways that the field of training and issues and policies related to distance education. although PhD learners may take it as an elective. performance improvement must respond. ED5007 - Foundations of Educational Learners in this course explore the forces that are ED853 - Elementary School Administration most dramatically shaping the evolution of (4 quarter credits). In this standards-based Leadership (6 quarter credits). This introductory course, the required first course in the K-12 corporate and technical training, including the introductory course in elementary school recent transition to increased performance administration learners consider current theories, studies in education, curriculum and instruction, reading and literacy and leadership in educational improvement methodologies. This course is only principles, and practices needed for effective available for learners affiliated with the Chief elementary and middle school administration. administration master’s specializations, focuses on the competencies essential for teachers and Learning Officer (CLO) partnership. Learners The key role of the administrator in the success of administrators assuming leadership roles that may take either ED7673 or ED5212 for credit, all students and the continuous improvement of include a focus on improving student but not both. staff and programs are the central focus of this achievement. Learners are introduced to ED5500 - Standards-based Curriculum, course. Standards for school leaders form a fundamental concepts including reflective Instruction, and Assessment (4 quarter credits). framework for the course, in which learners practice, the role of the practitioner-scholar, This K-12 course is required of all School of examine relevant issues including governance, critical thinking, data-driven decision making, Education learners in the K-12 studies in education, leadership, curriculum and instruction, staff educational leadership, and the role of curriculum and instruction, reading and literacy, development, community engagement, instructional technology in twenty-first century and leadership in educational administration technology, use of data, and school improvement. education. Each of these principles is integrated master’s specializations. Learners examine the ED854 - Secondary School Administration throughout the specialization. In addition, learners impact of state learning performance standards (4 quarter credits). Learners in this standards- develop their degree completion plans and are on the planning of curriculum, assessment, and based introductory course in secondary school introduced to the process of building their Capella instruction. Learners also design instruction using administration consider current theories, portfolio. The course also familiarizes learners with research-based curriculum planning and competencies, skills, and practices needed for the the Capella online environment and learner instructional models. This course emphasizes the effective administration of secondary schools. The support resources. Cannot be fulfilled by transfer. connections between assessment and planning of course focuses on the key role of the administrator ED5210 - Foundations of Training and instruction and on basic testing and measurement in the success of all students and the continuous Performance Improvement (4 quarter credits). concepts such as validity and reliability. improvement of staff and programs. In addition to This course provides learners with an overview of ED5501- Assessment and Improvement of literature specific to high school reform, learners the history and evolution of training and Instruction (4 quarter credits). This K-12 course is examine and discuss issues of governance, shared performance improvement systems in business required of K-12 teachers and administrators in leadership, organizational structures, curriculum, and industry. Learners develop an understanding the K-12 studies in education, curriculum and planning, scheduling, school improvement, use of of the important role played by the Human instruction, reading and literacy, and leadership in data, staff development, technology, and Performance Improvement (HPI) process and educational administration master’s community engagement. other supporting and critical services such as specializations. In this course, learners develop ED855 - Higher Education Administration performance management, coaching, and career skills in planning, analyzing, and reflecting on (4 quarter credits). This course includes analysis of and organizational development. The course teaching. The course focuses on research-based theory, policies, and procedures involved in provides a macro or systems view of developing professional teaching standards and on strategies administering institutions of higher education. people and organizations. Included are numerous to improve instruction, including collaborative ED857 - Personnel Administration (4 quarter structured learning exercises, application feedback processes. Learners practice observing credits). This course covers staffing assignment, activities, discussions, and a final project. This and assessing classroom instruction including their policy making, salary negotiation, grievance course is only available for learners affiliated own. Prerequisite(s): Learners must have access procedures, records, supervision, and the with the Chief Learning Officer (CLO) to a classroom to teach a lesson and to apply evaluation of professional and non-professional partnership. Learners may take either ED7631 course content, including implementation of a employees. or ED5210 for credit, but not both. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 113

professional growth plan and teacher differentiate these standards and demonstrate any PhD-level course in the School of Education observations. (Current administrators apply their use in planning and implementing instruction to fulfill their specialization requirements. course content in consultation with their and assessment. ED5516 - Adult Learning and Professional instructor.) ED5507 - The Art of Planning Mathematics Development (4 quarter credits). This course for ED5502 - Learning Theory and Instructional Instruction (4 quarter credits). Learners in this K-12 teachers and administrators focuses on Practice (4 quarter credits). This course for K-12 K-12 course apply knowledge of students’ developing the skills learners need for effective teachers and administrators focuses on current mathematical thinking, misconceptions about professional development. Learners use their skills research in cognition, emotion and the brain, and math, and developmental levels planning and as practitioner-scholars to integrate adult learning the implications for instructional practice. Learners implementing instruction. Learners explore the theory and current research-based best practices COURSE DESCRIPTIONS GRADUATE apply theory by implementing strategies for roles of parents and community in student learning to plan professional development for their schools. recognizing differences among learners, including and the importance of cross-disciplinary ED5522 - The Art of Planning Science giftedness, and meeting learner needs through connections in math instruction. Instruction: Creating the Engaged Science differentiated instruction. Learners who have ED5508 - Research and Best Practices in Student (4 quarter credits). Learners in this K-12 taken ED8502, Advanced Learning Theory and Mathematics Instruction (4 quarter credits). course examine the key components of planning Instructional Practice, should NOT take ED5502, In this K-12 course, learners investigate ways to science learning experiences that are informed by Learning Theory and Instructional Practice. improve mathematics instruction through best deep knowledge of students and content-related Rather, they should select any PhD-level course practices, video analysis of instructional strategies, pedagogy. This course introduces a lesson study in the School of Education to fulfill their and reflecting on their own teaching practice and and a system for examining teaching as a research- specialization requirements. knowledge of content. Learners gain skills in based model for learners as they co-plan and ED5503 - Classroom Management Strategies teaching key mathematics concepts in multiple document actual classroom science lessons. (4 quarter credits). This course is required in the ways. Learners need access to a K-12 classroom. K-12 studies in education, curriculum and ED5511 - Teaching Algebra for Understanding ED5523 - Inquiry-based Curriculum and instruction, leadership in educational (4 quarter credits). Learners in this K-12 course Resources for Elementary Science Teachers administration, and reading and literacy master’s review the algebra and algebraic functions content (4 quarter credits). Learners in this course explore K-12 specializations. Learners develop skills for area, research best practices in teaching algebra, the many facets of inquiry in elementary science creating classroom environments that maximize and assess and analyze student work samples. education, the relationship of inquiry and content the opportunity for each student to learn. Learners Using a variety of resources and student data, standards, and the collaborative nature of science, also apply current strategies for managing a wide learners gain skills in planning instruction, math, and technology. Learners also critique range of diverse and challenging behaviors. This assessments, and rubrics. current elementary texts and programs using course emphasizes roles and responsibilities of National Science Foundation guidelines and teachers under The Individuals with Disabilities ED5513 - Middle-level Issues (4 quarter credits). This course is designed for K-12 teachers and explore the array of resources available to the Education Act (IDEA), The Americans with educator-scientist. Disabilities Act (ADA), and Section 504 legislation, administrators interested in examining current including knowledge of the rights and research and best practices regarding middle-level ED5524 - Inquiry-based Curriculum and responsibilities of students, parents, and teachers organization, curriculum, and instruction. Resources for Secondary Science Teachers regarding success for all learners. Prerequisite(s): Specifically, learners explore the tension between (4 quarter credits). In this course learners explore Learners must have access to a classroom for the need to balance middle-level students’ the many facets of inquiry in secondary science application of course content, including the developmental and social needs with new and education, the relationship of inquiry and content implementation of behavior interventions. increasingly demanding state achievement standards, and the collaborative nature of science, (Current administrators apply course content in standards. math, and technology. Learners also critique consultation with their instructor.) ED5514 - Educational Leadership for Teacher- current secondary texts and programs using National Science Foundation guidelines and ED5504 - Strategies for Eliminating the Leaders (4 quarter credits). This course, for master’s and doctoral K-12 teachers and explore the array of resources available to the Achievement Gap (4 quarter credits). This K-12 educator-scientist. course is required of all School of Education administrators, provides an overview of the learners in the master’s K-12 studies in education, teacher leadership skills essential for engaging in ED5526 - Student Assessment and Work curriculum and instruction, reading and literacy, successful school change and improvement Analysis in Science Instruction (4 quarter and leadership in educational administration efforts. Topics include school culture, learning credits). Learners in this K-12 course develop specializations. Learners examine the origins and communities, master teaching, management of multiple types of science assessments with complexity of student achievement gaps within change processes, and developing skills that appropriate accompanying rubrics. Learners apply the contexts of racial, cultural, socio-economic, inspire others to higher levels of performance. protocols for examining student work in collegial gender, and language diversity and ED5515 - Action Research for Teacher-Leaders groups and analyze data from a variety of sources understanding. Learners explore current research (4 quarter credits). This course for K-12 teachers to plan for future instruction and school and best practices, identifying those practices and and administrators provides in-depth knowledge improvement. instructional strategies most likely to eliminate of action research as a means of classroom and ED5528 - Technology Skills for the Virtual School achievement disparities. Learner access to a school improvement. Learners acquire the skills to Teacher (4 quarter credits). Learners in this course classroom/school for application of course content define and resolve problems that are barriers to focus on investigating and utilizing the technology is highly desirable. student learning and engage in individual and skills necessary for effective online K-12 teaching. ED5506 - Standards and the K-12 Mathematics collaborative research as a means of continuously The course includes descriptions and examinations Curriculum (4 quarter credits). This course covers improving learning outcomes for students. of troubleshooting, software, Internet, and student the national, state, and local standards that shape Learners who have taken ED8515, Advanced reporting and evaluation resources identified by mathematics curriculum and instruction in the K-12 Action Research for Teacher-Leaders, should experts at the Florida Virtual School as keys to classroom. Learners identify, describe, classify, and NOT take ED5515, Action Research for online instructional success. Teacher-Leaders. Rather, they should select 114 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Graduate Course Descriptions, continued

ED5529 - Instructional Strategies for the Virtual and may include presentations by leading plays in the improvement of curriculum, School Teacher (4 quarter credits). This course for professionals in the field. Learners who have instruction, and assessment at the classroom, K-12 teachers and administrators focuses on the taken ED8534, Advanced Instruction and school, and district level. This elective is identification, examination, and application of the Assessment: Theory and Practice, should NOT recommended for master’s and doctoral learners instructional strategies of particular interest to take ED5534, Instruction and Assessment: who wish to focus on building level, grade level, virtual school teachers. Learners identify strategies Theory and Practice. Rather, they should select or district-level C&I leadership. to personalize the student experience, motivate, any PhD-level course in the School of Education ED5540 - Master’s Practicum in Curriculum and create community, teach to higher order thinking, to fulfill their specialization requirements. Instruction (6 quarter credits). The practicum is and attend to the diverse learning styles and needs ED5535 - Collaboration for the Improvement of the capstone course for all learners in the of all learners in a virtual environment. Curriculum and Instruction (4 quarter credits). In curriculum and instruction specialization. Learners ED5530 - Assessment Strategies for the Virtual this required course in the K-12 curriculum and select a school and a site supervisor who has School Teacher (4 quarter credits). Learners in this instruction master’s specialization, learners experience and expertise in their academic course examine assessment challenges the engage in the act of collaboration for curriculum interest area. The site supervisor, a Capella K-12 virtual school teacher faces in today’s improvement. Collaborative skill development instructor, and the learner develop a plan that performance-based K-12 environment. Topics includes coaching and mentoring skills, team allows the learner to gain the substantive include the use of rubrics, alternative assessment building, and communities of practice. Simulated experience necessary to complete and present a strategies, student choices, feedback, and case studies complement the practical professional portfolio, the culminating activity in re-submission opportunities. experiences in this course. Learners who have this 45-hour practicum. This course is not ED5531 - Communication Skills and the Virtual taken ED8535, Advanced Collaboration for the available as an elective to learners outside the School Teacher (4 quarter credits). Learners in this Improvement of Curriculum and Instruction, master’s specialization in curriculum and course examine the unique communication should NOT take ED5535, Collaboration for the instruction. This course cannot be taken prior to challenges of the K-12 virtual school teacher. Improvement of Curriculum and Instruction. the final quarter of the program. Topics include the demands of an environment Rather, they should select any PhD-level course ED5541 - Master’s Practicum in K-12 Studies in both asynchronous and synchronous, the need for in the School of Education to fulfill their Education (6 quarter credits). The practicum is feedback, the management of e-mail and phone specialization requirements. the capstone course for all learners in the K-12 contacts, the needs for personalization and ED5536 - Applying Research to the studies in education specialization who have collaboration, and the importance of interactivity. Improvement of Curriculum and Instruction access to a pre-K-12 classroom. Learners select a ED5532 - Social Issues and Virtual School (4 quarter credits). Learners in this course, which school and a site supervisor who has experience Teaching (4 quarter credits). Learners in this is required in the curriculum and instruction and expertise in their academic interest area. course explore the social and legal issues master’s specialization, examine current research The site supervisor, a Capella instructor, and the challenging the K-12 virtual school teacher. The as a basis for data-driven decision making. learner develop a plan that allows the learner to legal focus is on copyright, e-mail, privacy, and Learners also develop research designs that gain the substantive experience necessary to security issues. The social focus is on the culture of contribute to data-driven decision making at the complete and present a professional portfolio, the online course room, academic integrity, and school or district level. Learners who have taken the culminating activity in this 45-hour practicum. health and safety issues. ED8536, Advanced Application of Research for This course is not available as an elective to the Improvement of Curriculum and Instruction, learners outside the master’s specialization in ED5533 - Curriculum Mapping: Reflection and should NOT take ED5536, Application of K-12 studies in education. This course cannot be Practice (4 quarter credits). Through reflection on Research to the Improvement of Curriculum and taken prior to the final quarter of the program. a research-based professional vision for curriculum Instruction. Rather, they should select any PhD- design, learners engage in curriculum ED5542 - Master’s Capstone in K-12 Studies in level course in the School of Education to fulfill Education (4 quarter credits). This capstone development for a specific content and grade-level their specialization requirements. application. This is a required course in the course is for all learners in the K-12 studies in curriculum and instruction master’s specialization. ED5537 - Emerging Technology and Multimedia education specialization who do NOT have access The course utililizes computer-based curriculum for Curriculum and Instruction (4 quarter to a pre-K-12 classroom. In this course, learners mapping applications. Learners who have taken credits). Through an examination of research and demonstrate proficiency in integrating learning ED8533, Advanced Curriculum Mapping: literature, learners discuss current trends and from their course work at Capella through a Reflection and Practice should NOT take issues related to the impact of technology and literature-based project and the completion and ED5533, Curriculum Mapping: Reflection and multimedia on K-12 student learning. Based on a submission of their K-12 master's portfolio. Practice. Rather, they should select any PhD- review of the literature, learners develop course Learners prepare a project plan that includes a level course in the School of Education to fulfill projects that include the design of curriculum, proposed topic area, the associated skills and their specialization requirements. instruction, and assessments enhanced through competencies exhibited in the project, and innovative technology and multimedia deliverables with completion dates. Upon ED5534 - Instruction and Assessment: Theory applications. This elective is recommended for approval from their instructor, learners execute and Practice (4 quarter credits). In this course, learners in the curriculum and instruction (C&I) their project plans. This course is not available as learners focus on the design of instructional specialization who are interested in integrating an elective to learners outside the master’s models and assessment strategies to meet the instructional technology with C&I. specialization in K-12 studies in education. This diverse needs of K-12 students that is a ED5538 - Curriculum and Instruction: Program course cannot be taken prior to the final quarter requirement for the curriculum and instruction of the program. Cannot be fulfilled by transfer. master’s specialization. Learners examine the Evaluation (4 quarter credits). Learners in this theory and research supporting innovative course, which is designed for K-12 teachers and ED5551 - Developing Fluent Readers (3 quarter instructional models and assessment strategies administrators, develop the skills to engage in credits). In this three-credit course for K-12 and also develop specific content area and grade- critical components of the program evaluation teachers, learners explore the competencies level applications. The course includes discussions process. Learners participate in a process of needed to develop fluent reading across grade on issues and trends related to new and emerging critical reflection and practical application that levels for speakers of English and English learners. instructional models and assessment strategies demonstrates the integral role program evaluation Topics include phonemic awareness; phonological comprehension forolder, strugglingreaders. student andfamilysupportnetworks; and instructional technology;scaffolding strategies; small group andone-on-onetechniques; writing interventionprograms; flexiblegroupings; aligning ongoingassessmentwithreading and English languageproficiency. Topics alsoinclude home andcommunityliteracypractices skills ineffective interventions,takingintoaccount research-based interventionmodelsanddevelop and intermediatereading levels.Learnersstudy assessment-based interventionstrategiesatearly competencies necessaryforimplementing course forK-12teachers,learnersdevelopthe Instruction (3quartercredits). ED5554 -Socio-culturalContextofReading technology forassessmentandinstruction. intervention programs; andusinginstructional instructional programs; effective assessment-based members, andstudents;aligningassessmentswith parents, administrators,teachers,schoolboard tools; communicatingassessmentresults to formal andinformalassessmentstrategies learners aswellEnglishlanguagelearners; knowledge andskillswithEnglishproficient of reading andwritingassessments;assessmentof the coursecoversselection,use,andinterpretation and writinginstructionforallstudents.Specifically, evaluation todevelop,deliver, andmodifyreading necessary touseeffective assessmentand K-12 teachers,learnersexaminethecompetencies (3 quartercredits). ED5553 -Assessment-basedReadingInstruction improving comprehension strategies. expository textforchildren andadolescents; knowledge andskillsforapplyingliterature and English languagelearner;motivationalstrategies; informational text;scaffolding strategiesforthe comprehension skills;multiculturalliterature and development oflisteningandreading independent reading ofhighqualitybooks; (summarizing, predicting, questioning,clarifying); questioning, clarifying);studystrategies strategies (inference, summarization,predicting, narrative andexpositorytextanalysis;thinking vocabulary developmentandconceptformation; language andofbackground knowledge; of reading comprehension; therole ofacademic comprehension. Topics includethedevelopment and skillsneededtoteachreading K-12 teachers,learnersdeveloptheknowledge (3 quartercredits). ED5552 -Teaching Comprehension Strategies and strategiesmaterialsforstrugglingreaders. reading skillstoEnglishlanguagereading skills; transfer ofstrategiesfrom primarylanguage writing toreinforce reading, connectedtexts,and readers; reading andwritingpractice,including skills andstrategiestodevelopindependent importance ofextensivepractice;decodabletexts; English; decoding/workattackstrategies;spelling; structure ofEnglish;morphologicalstructure of 1-888-CAPELLA • In thisthree-credit coursefor In thisthree-credit coursefor Volume 06-07,No.2 In thisthree-credit similar requirements inotherstates. for Minnesotateacherlicensure andmaymeet to meettherequired humanrelations component of teachingandlearning.Thiscourseisdesigned contributions impacttheprinciplesandpractices Learners payparticularattentiontohowthese cultural, andeconomicgroups withinoursociety. course explore thecontributionsofvariousracial, (4quartercredits).Learning ED5560 -HumanRelationswithinTeaching and accomplishments related toreading andliteracy. demonstrate theirknowledgeand As aresult ofthisexperience,learnersare ableto completion ofthereading andliteracypracticum. review isconductedbytheinstructorfollowing of thespecializationoutcomes.Theportfolio present theportfoliodemonstratingtheirmastery this course,master’s learnerscompleteand literacy specialization,are takenconcurrently. In courses, theculminationofreading and Reading andLiteracyPortfolioReview. Thesetwo Literacy Practicum,before enrolling inED5557, all courseworkexceptED5556,Readingand (3 quartercredits). ED5557 -ReadingandLiteracyPortfolioReview non-reader levelandoneormore higherlevels. readers attwoormore reading levelsincludingthe problems. Learnerspracticeassessingstruggling beginning readers, andstudentswithreading include teachingEnglishlanguagelearners, that eachlearnerhasdiverseexperiences reading andlanguageartsinstructionensure can provide learnerswithbalancedcomprehensive seminars. Thepracticumisrestricted tositesthat include attendanceat15hoursofpracticum mentor orpracticuminstructor. The45hoursalso which aminimumof15hoursare observedbythe documented, mentored workinaclassroom, of courses byengaginglearnersin45hoursof provided duringtheprevious specialization concurrently. ED5556extendstheguidedpractice reading andliteracyspecialization,are taken two courses,whichare theculminationof 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 and itsimplicationsforstudentassessment study theresearch inreading andlanguagearts course forK-12teachers,learnersreview and Instruction (3quartercredits). ED5555 -FoundationalTheoriesinReading Learners musthavecompleted Learners musthavecompleted Learners inthis In thisthree-credit plan aswellmobilizinghumanandfinancial support forthestrategicenrollment management Course topicsincludebuildinginstitutional that plantotheinstitution’s overallstrategicplan. strategic enrollment planandexplore waystotie implementing actionplans.Learnersdevelopa management strategies,anddeveloping and long-termgoals,developingenrollment data collectionandanalysis,quantifyingannual education, whichincludeenvironmental scanning, to basicconceptsofstrategicplanningforhigher (4 quartercredits). ED5611 -StrategicEnrollment Planning higher educationinstitutions. and prepare aplantoimprove marketingfor communications andothermarketingdocuments management. Learnersanalyzeexisting strategies aswelltacticsinenrollment targeted communicationsandmarketing understanding ofthepurposeandpower course provides learnerswithacomprehensive Enrollment Management(4quartercredits). ED5609 -CommunicationsandMarketingin principles andpolicies. from othercourseswhileusingfinancialaid as practitioners,synthesizingknowledgeacquired enrollment managementstrategies.Learnersact financial aidprinciplesandregulations toeffective designed forlearnersinterested inapplying in studentrecruitment andretention. Thecourseis learners explore thenature androle offinancialaid Management (4quartercredits). ED5607 -FinancialAidandEnrollment management. technologies tothefieldofenrollment retention andsynthesizeapplyemerging technologies currently usedinrecruitment and universities. Learnersdevelopanunderstandingof for managingenrollment incollegesand The focusofthecourseisoneffective technologies education enrollment managementtechnology. learners explore basicconceptsinhigher Management (4quartercredits). ED5605 -ApplyingTechnology toEnrollment profession. this knowledgetotheenrollment management body ofresearch onstudentretention andapply course, learnersanalyzeandinterpret asignificant student retention inhighereducation.Inthis of thefundamentalsandbestpracticeseffective provides learnerswithacomprehensive overview Higher Education(4quartercredits). ED5603 -EssentialsofEffective Retentionin and bestpracticesinenrollment management. knowledge andunderstandingofbasicconcepts course isdesignedtobroaden anddeepen successful enrollment managementprograms. The concepts, practices,andtechniquesutilizedin and explore thefundamentalrecruitment recruitment strategiesinenrollment management course examineacomprehensive overviewofthe Education (4quartercredits). ED5601 -Enrollment ManagementinHigher CAPELLA UNIVERSITY This courseintroduces learners Learners inthis In thiscourse, In thiscourse, This course 115 This

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resources. This is the capstone course for the ED7006 - Research and Writing for Graduate School of Education Courses, enrollment management specialization and Learners (4 quarter credits). This course prepares continued includes the project required for the master’s graduate learners for the rigors of academic degree. ED7210 - The Delivery of Distance Education writing, which requires a series of related critical (4 quarter credits). This course provides learners ED5810 - Project Management for e-Learning thinking and writing skills, including with discussions and experiences that lead to an Development (4 quarter credits). This course understanding the nature of academic research; understanding of current delivery systems for addresses topics and techniques in project developing strong arguments based on primary distance education including interactive management for courseware development and secondary research; evaluating, summarizing, television, satellite dissemination, and wireless projects. Learners examine a wide range of paraphrasing, and citing sources; drafting, networking. processes used in project management, revising, and editing multiple drafts of major ED7211 - Designing Online Instruction budgeting, and implementation. The course projects; and producing clear, accurate, and error- (4 quarter credits). In this course learners create provides insights and tools that help instructional free prose. Since this is a writing course, learners instructorless (or self-paced) programs that are designers effectively manage an e-learning should expect to write a lot: the course includes often multimedia courses or segments and are development project. weekly writing assignments, several short writing usually found on CD-ROM or on Web sites. This ED5900 - Master’s Internship in Leadership in projects, and a research plan for a longer project. course focuses on four areas: design, factors Educational Administration (6 quarter credits). Learners submit a final portfolio at the end of the affecting learning, communication, and project This course is the culminating experience for course. management. In addition, the course provides a learners in the master’s specialization in leadership ED7007 - Focused Research and Writing for detailed examination of common instructional in educational administration. Learners receive six Graduate Learners (4 quarter credits). In this methodologies such as tutorials and simulations. credits for completing and presenting their course, learners refine the principles and ED7212 - Administration and Leadership of portfolio based on the specialization’s 16 program strategies learned in ED7006 by focusing on Distance Education Programs (4 quarter outcomes and for a documented 150-175 hour writing in their disciplines. Learners should expect credits). Learners in this course gain an overview internship. This field work experience is supervised to spend a significant amount of time writing, of the skills and competencies needed to by a Capella faculty member as well as a licensed including weekly writing assignments, several administer, manage, and lead distance education principal at the school site. Learners select the site short writing projects, one long writing project, programs. Topics include the management of supervisor and site, and working with the Capella and a final portfolio. Learners develop a research existing distance education programs, the design University faculty member, designs a set of topic, conduct and write a short literature review, and implementation of new distance education experiences that strengthen the learner’s readiness develop an argumentative essay of significant programs, and the transformation of existing to meet the challenges of twenty-first century length (25-35 pages), and document sources distance education programs for more efficient principalship. Prerequisite(s): Learners must appropriately while focusing on the critical and effective delivery. complete 38 credits, or nine core and thinking and writing skills established in ED7006. specialization courses including ED5007 before Prerequisite(s): ED7006. ED7491 - Instructional Design for Health Care enrolling in ED5900. Programs (4 quarter credits). Learners in this ED7008 - Developing Voice and Style in course explore various instructional design ED5990 - Integrative Project (4 quarter credits). Academic and Professional Writing (4 quarter methods used in health care programs. In this In this course master’s learners demonstrate credits). This course focuses on one of the most course learners examine theoretical frameworks proficiency in integrating learning from required, challenging components of academic writing: upon which the instructional design methods are specialization, and elective courses by completing developing a voice and style that reflect based. Directed study, PhD only. an analysis of an organization or system or excellence in scholarship (research, thinking, and designing a new application in their professional communication) while maintaining individuality ED7493 - Internships for Instructional Design for field. This course is intended for School of and style. In this course learners analyze a variety Online Learning (4 quarter credits). Internships Education learners and should be taken of writing samples, including their own, in order to offer experiential opportunities for learners in the following completion of required course work. understand the effects of writers’ rhetorical area of instructional design for online students. choices; learn and apply an array of writing The course requires a plan of action, field strategies that lead to improved awareness and supervision, and written documentation as use of voice and style; and revise writing required components of the internship. School of Education submissions used in external course work to Directed study, PhD only. Graduate Writing Courses demonstrate learning and understanding. ED7495 - Research Strategies and Learners are strongly encouraged to take the Methodologies for Online Learning (4 quarter ED7004 - Graduate Writing for ESL/EFL Learners ED7006-ED7007 course sequence before credits). Learners in this course investigate and (4 quarter credits). This course introduces non- enrolling in this course. utilize dissertational research in the practice and native speakers of English to graduate-level delivery of online learning. Through discussion academic writing. Learners develop an and analysis of current research studies, learners understanding of the assumptions and intentions formulate models and methodologies that may that underlie advanced academic writing as it is guide their own study. Quantitative and practiced in the U.S. They develop skills in qualitative studies are included for discussion and producing effective advanced academic writing analysis. Directed study, PhD only. including combining facts and opinions from ED7496 - Advanced Instructional Design multiple sources. Learners develop linguistic and (4 quarter credits). This course provides an content editing skills in order to continue opportunity for learners with instructional design improving their own academic writing after they backgrounds or those who have completed the complete the course. prerequisite courses to explore advanced topics. ED7211. Directed study, PhD only. PhD study, Directed ED7211. and ED7620 and ED7624. PhD only. PhD ED7624. and ED7620 and in contextualizedsettings. this classare designedtoreplicate authenticwork use oflearningobjects.Theactivitiesperformedin electronic performancesupportsystems,andthe design applicationsofmultipleintelligence, industry settings.Learnersalsoresearch and instructional designinvariouseducationand learners examinepracticalapplicationsof The courseusesacasestudyapproach inwhich focuses onprofessional developmentandstudent a teachersupervision andevaluationsystemthat course offers learnersaframeworkfordeveloping higher standards andgreater accountability, this (4 quartercredits). ED7541 -Teacher SupervisionandEvaluation structures. goal ofpreparing todevelopdecision-making higher educationadministrationwiththeoverall the leadershipphilosophiesandtheoriesrelated to (4 quartercredits). ED7540 -LeadershipinHigherEducation ED851. Prerequisite(s): for onlinelearningprograms. gain knowledgeincreating effective assessment environments inaWeb-based format.Learners formats forevaluatingandassessinglearning course, learnersreceive specificguidelinesand Instructional Design(4quartercredits). ED7505 -EvaluationandAssessmentof only. PhD problem solving,andchangemanagement. collaborative teamplanning,decisionmaking, instructional designersparticipateinevaluating development ofaprofessional portfolio, delivery ofWeb-based instruction. Through the skills necessaryfortheeffective designand understanding oftheleadershipandmanagement (4 quartercredits). ED7504 -LeadershipforInstructionalDesign directly toinstructionaldesign. current software andapplyinginstructionalmedia learners gainhands-onexperiencepreviewing innovative Web-based courses. Inthiscourse instructional designersopportunitiestocreate credits). ED7503 -InstructionalMediaTools (4quarter settings. especially curriculumthatrelates toinstructorless include settingboundariesforcurriculum, practice approaches toneedsanalysis,which (4 quartercredits). ED7499 -NeedsAnalysisforInstructionalDesign used ininstructorlesssettings. practice methodsforcontentdeliverytypically for capturingplansmedia.Learnersalso and practicestoryboarding, whichisamechanism (4 quartercredits). ED7497 -Storyboarding forInstructionalDesign PhD only. PhD 1-888-CAPELLA Many software programs nowoffer Prerequisite(s): ED851. Directed study, Directed ED851. Prerequisite(s): • Because ofthedemandfor Learners inthiscourseexplore Learners inthiscoursegainan This courseallowslearnersto In thiscourse,learnersexplore Volume 06-07,No.2 Prerequisite(s): ED851 Prerequisite(s): Prerequisite(s): In this (4 quartercredits). ED7545 -SpecialEducationAdministration organization, andstaffing foreacharea. Topics alsoincludelegalrequirements, maintenance/operations, andtransportation. warehousing, riskmanagement,nutritionservices, facilities planningandconstruction,purchasing and accounting, budgeting,informationtechnology, administration. Topics include anoverviewof learners explore anintroduction toschoolbusiness Administration (4quartercredits). ED7544 -Introduction toSchoolBusiness conditions ofpractice. management, communityleadership,and level leadership,materialandhumanresources superintendency. Topics includedistrictandboard complex andchallengingpositionoftheschool credits). ED7543 -TheSuperintendency(4quarter choice, andteacherempowerment. bilingual education,technology, privatizationand finance, desegregation, affirmative action, community relations, decentralization,school governments inschoolpolicy-making,and include theinfluenceoffederal,state,andlocal political scienceastheyapplytoeducation.Topics learners tothebasicanalyticalcategoriesof (4 quartercredits). ED7542 -ThePoliticsofPre-K-12 Education evaluation. stakeholders, andprovides differentiated pathsfor evaluation shouldincludetheperspectivesofall effective systemsofteachersupervisionand Learners explore howthedevelopmentof outcomes whilealsoensuringqualityinstruction. processes related to changeandtheimpactof school leadersbuildtheirunderstanding ofthe theories, leadershipprinciples,andcase studies, credits). of varioushighereducationstakeholders. and outoftheclassroom andfrom theperspective strategies andhighereducationpracticesbothin examine theconnectionbetweenassessment for theleaderinhighereducation.Learnerswill assessment principlesandtechniquesnecessary overview ofthetheoryandapplication (4 quartercredits). ED 7547–AssessmentinHigherEducation selection, termination,andretention. bargaining, compensation,training,development, It includesthetopicsoftenure, collective universities andotherpostsecondaryinstitutions. management ofhumanresources incolleges, (4 quartercredits). ED7546 –HumanResources inHigherEducation student personnel,andotherspecialprograms. supervisors, anddirectors forspecialeducation, responsibilities ofsuperintendents,principals, services. Specifically, learnersexaminethe learners whoadministerspecialeducational ED7560 -InnovativeLeadership(4quarter In thiscourse,learnersexplore the Through studyofchangeandbehavioral This courseprovides an This courseisintendedfor This courseintroduces This courseexaminesthe In thiscourse, for onlinelearningspecialization. for thecapstonecourseininstructionaldesign with essentialknowledgeandskillsinpreparation theories oflearning.Thecourseprovides learners have influencedthedevelopmentofvarious learners focusonthemajorresearch findingsthat learning environments. Throughout thecourse influence thedesignofonlineteachingand the keytheoriesoflearningandinstructionthat (4 quartercredits). andInstruction ED7624 -TheoriesofLearning instructional designcurriculum. with asolidfoundationfortherest ofthe delivery method.Thiscourseprovides learners applicable totrainingandeducation,regardless of of themajorinstructionaldesigntheoriesthatare Design (4quartercredits). ED7620 -Theoretical BasisofInstructional critical thinkinginadulteducationtoday. and represents thebestpracticesofleadersin learners inthinking,reading, andactingcritically course presents three distinctmodelsthataid proposals thatenterourlivesonadailybasis.The and understandingthemanyideas,theories, resolving conflicts,negotiatingmultiplesolutions, Learners explore waysofthinkingcriticallyabout professional lifeandinthefieldofadulteducation. reflecting onissuesthatcomeupinpersonaland with aframeworkforpracticingcriticalinquiryand (4 quartercredits). ED7590 -CriticalThinkinginAdultEducation differences andpotentialsofindividualstudents. on howtobemore effective inworkingwiththe different levelsofintelligence.Thecoursefocuses better teachingstrategiesandtechniquesfor creative thinkingandtoexplore anddevelop intelligences asatooltobetterunderstand learners useHoward Gardner’s theoryofmultiple Intelligences (4quartercredits). ED7580 -TheoryandDevelopmentofMultiple performance. effective changeagentsinorder toimprove school communities. Inaddition,learnersbuildskillsas change onfaculty, parents, students,and project. application activities,discussions,and afinal include numerous structured learningexercises, developing peopleandorganizations. Topics learners withamacro orsystemsviewof organizational development.Thecoursepresents management, coaching,andcareer and and criticalservicessuchasperformance Improvement (HPI)process andothersupporting important role playedbytheHumanPerformance Learners developanunderstandingofthe improvement systemsinbusinessandindustry. history andevolutionoftrainingperformance Learners inthiscoursegainanoverviewofthe Systems(4quartercredits).Performance ED7631 -Introduction toTraining and ED851 Prerequisite(s): CAPELLA UNIVERSITY Learners inthiscourseexplore This courseprovides learners This courseisasurvey In thiscourse, 117

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ED7641 - Needs Assessment: Models and analysis. Learners must provide data derived from development, developmental issues, and Procedures (4 quarter credits). This course is a measurable performance objectives that come challenges facing U.S. college students. Learners survey of needs assessment models and from an organization of the learner’s choice. Upon also explore the constructive-developmental procedures that diagnose the causes of workplace successful completion of the final course theoretical claim that the epistemological, performance problems. Learners design and deliverable, learners are awarded the ROI intrapersonal, and interpersonal aspects of develop needs assessment instruments, as well as Certificate from the ROI Institute. Prerequisite(s): student development are interrelated and collect and then diagnose data in order to Learners must be in their final quarter of course essential for higher education. differentiate between a workplace performance work when taking this course but may be ED7711 - Course Design and Development issue that requires training solutions as opposed to enrolled in more than one course during that (4 quarter credits). Learners in this course explore one that requires non-training intervention. final quarter. elements of course design that apply to the ED7652 - Evaluating Training and Performance ED7690 - Critical Skills for Facilitating Online comprehensive community college. Various Improvement Systems (4 quarter credits). Learning (4 quarter credits). Learners in this models of course (instructional) design and guides Learners explore reasons that evaluation is course investigate and examine the facilitator’s for design are included. Course preparation essential: so that courses or performance solutions role in the online learning environment as material, instructional techniques, and forms of can be improved and so that it can be clearly opposed to traditional classroom or face to face evaluation constitute the final units of the course. shown how a particular training intervention can training. Participants examine online learning from ED7712 - Classroom Assessment in Education improve both personal and organizational a variety of perspectives to enhance technical (4 quarter credits). The primary focus of the performance. This course provides learners with an skills, improve success, and facilitate learning. course is classroom assessment of individual understanding of measurement and evaluation ED7692 - Strategies for Building Online student achievement including alternative theory, principles, and procedures. Topics include Learning Communities (4 quarter credits). In this assessment techniques. This topic is a key quantitative and qualitative measures, course, learners develop the facilitation strategies component of student-centered education, the performance objectives, Kirkpatrick’s five levels, and tactics that nurture interaction and importance of initial and ongoing assessment of and reporting strategies. collaboration and guide the development of student needs, and identifies skills, and progress. ED7662 - Designing Training and Performance effective personal learning strategies. Learners Other topics include classroom assessment Solutions (4 quarter credits). Learners in this benefit from interacting with one another in a techniques for collecting ongoing, formative course gain an overview of the design of training virtual class room. feedback in order to facilitate a better learning and performance solutions as both a systematic ED7693 - Curriculum Development for Online environment. and an artful process. Learners explore learning Learning (4 quarter credits). Topics in this course ED7713 - Student Advising and Retention theories, several instructional and performance include contemporary models of curriculum (4 quarter credits). Learners in this course design models, and case studies. Learners also design, teaching models, and learning theory. As a examine the process of advising and retaining design performance solutions by diagnosing the project-based course, curriculum development students; faculty roles and institutional support. results of needs assessments, specifying objectives activities include the development of a course Topics include various advising models, screening and applying the principles and procedures of syllabus, content, assignments, and activities. methods, and approaches to orientation that learning solution design, selecting appropriate support student retention and success. methods, and continuous evaluation. ED7699 - Practical Applications for Online Teaching and Training (4 quarter credits). In this ED7716 - Faculty Leadership (4 quarter credits). ED7672 - Delivery Systems for Training and course, learners apply skills, strategies, and tactics Learners in this course explore the role of Performance Improvement (4 quarter credits). from earlier courses in a collaborative learning educator as leader from both personal and This course provides learners with an in-depth, environment. Prerequisite(s): Learners should organizational perspectives. In addition, the application-based overview of facilitation skills and complete ED7690, ED7692, and ED7693 prior course offers a forum in which to discuss effective e-learning initiatives. Learners utilize a variety of to enrolling in this course. leadership and group membership. The focus is tools and strategies to address these critical issues. ED7700 - Learning Theory and the Educational on educational leadership in a higher education ED7673 - The Future of Corporate and Technical Process (4 quarter credits). Learners in this setting. Training: Issues and Trends (4 quarter credits). In course explore major learning theories ED7819 - Grantsmanship (4 quarter credits). this course, learners explore the forces that are (behaviorism, social learning theory, and In this course, learners focus on the methods and most dramatically shaping the evolution of constructivism) as well as associated concepts, practices of obtaining funding from governments, corporate and technical training, including the including memory and motivation. Applications of research and philanthropic institutions, and other recent transition to greater emphasis on these theories and concepts focus on the private sources. performance improvement methodologies. Topics educational setting. include changes in technology, global competition, ED7901- Internship in Educational business strategies, and responses to these ED7701 - Educational Philosophy and Change Administration I (4 quarter credits). This course is changes in the field of training and performance (4 quarter credits). Learners in this course the first of two consecutive internship courses that improvement. examine the philosophical foundations, provide the academic and field experiences that ideologies, and theories that have influenced the are prerequisites for principal or administrative ED7675 - Return on Investment in Training and development of educational philosophy and licensure in most states. In this course, learners Performance Improvement (4 quarter credits). practices in the U.S. Learners examine, articulate, create, sign, and begin to fulfill a contract with the This course prepares learners to apply return on clarify, and refine basic assumptions and beliefs site supervisor based on Capella’s leadership in investment (ROI) methodology that has been underlying their personal educational philosophy educational administration outcomes and developed in the field to their own organizations. and practice. competencies. To be endorsed for principal or Topics include planning for an evaluation, administrative licensure by Capella, learners must collecting data, analyzing data, and reporting ED7703 - Student Development, Challenges, and Successes (4 quarter credits). In this course successfully complete ED7901 and ED7902 in two procedures. While utilizing statistics is an consecutive quarters. For purposes of licensure important part of ROI evaluation, this course does learners examine the theoretical and research literature related to successful student endorsement, the two courses constitute a single not include developing competencies in statistical 320-hour internship experience. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 119

ED7902 - Internship in Educational awareness of and context for the evolving differentiated instruction. Learners who have Administration II (4 quarter credits). Learners in practices of education. Other topics include taken ED5502, Learning Theory and the second of two internship courses complete a developing specific knowledge, skills, and points Instructional Practice, should NOT take ED8502, principal or administrative internship, a log of of view necessary for looking at education Advanced Learning Theory and Instructional hours, a portfolio, and a competency-based historically and for understanding the socio- Practice. Rather, they should select any PhD- internship contract. Learners must have taken cultural forces that have made education in the level course in the School of Education to fulfill ED7901 the quarter immediately before they U.S. what it is today. their specialization requirements. enroll in ED7902 if they plan to apply for Capella’s ED8113 - Advanced Study in Research Methods ED8515 - Advanced Action Research for endorsement for principal or administrative (4 quarter credits). Learners in this course explore Teacher-Leaders (4 quarter credits). This course, COURSE DESCRIPTIONS GRADUATE licensure. For purposes of licensure endorsement, quantitative and qualitative research for learners in the doctoral K-12 studies in the two courses constitute a single 320-hour methodologies that are often used in educational education specialization, provides in-depth internship experience. Prerequisite(s): ED7901. research.. Learners analyze and evaluate the knowledge of action research as a means of ED7903 - Internship in the Superintendency I characteristics, strengths, and weaknesses of classroom and school improvement. Learners (4 quarter credits). This course is the first of two specific quantitative and qualitative research acquire the skills to define and resolve problems consecutive internship courses that provide methodologies and designs as well as their that are barriers to student learning and engage in learners with the academic and field experiences philosophical foundations. Learners apply individual and collaborative research as a means of that are prerequisites for superintendent licensure appropriate statistical analysis software such as continuously improving learning outcomes for in most states. In this internship, learners create, Statistical Package for the Social Sciences (SPSS) students. Learners who have taken ED5515, sign, and begin to fulfill a contract with the site to selected quantitative research methodologies. Action Research for Teacher-leaders, should supervisor based on Capella’s leadership in Prerequisite(s): ED5006. NOT take ED8515, Advanced Action Research educational administration outcomes and ED8119 - Advanced Practicum in Research for Teacher-leaders. Rather, they should select competencies. To be endorsed for superintendent Design (4 quarter credits). In this course learners any PhD-level course in the School of Education licensure by Capella, learners must successfully identify and develop a researchable idea through to fulfill their specialization requirements. complete ED7903 and ED7904 in two consecutive all the logical steps leading to a competent ED8533 - Advanced Curriculum Mapping: quarters. For purposes of licensure endorsement, research design that can be further developed into Reflection and Practice (4 quarter credits). the two courses constitute a single 320-hour a dissertation prospectus. In doing so, learners Through analysis of a research-based professional internship experience taken over two quarters. demonstrate a) knowledge of research methods, vision for curriculum design, learners in the ED7904 - Internship in the Superintendency II b) critical thinking skills needed to analyze a doctoral curriculum and instruction specialization (4 quarter credits). Learners in the second of two significant issue in their profession and synthesize engage in curriculum development for a specific superintendent internship courses complete a log it into a researchable form , and c) knowledge of content and grade-level application. This is a of hours, a portfolio, and a competency-based data collection and analysis tools appropriate to required course in the curriculum and instruction internship contract. Learners must have taken their study. doctoral specialization. The course utilizes ED7903 the quarter immediately before they ED8222 - Professionalism in the 21st Century computer-based curriculum mapping applications. enroll in ED7904 if they plan to apply for Capella’s (4 quarter credits). In this course, learners Learners who have taken ED5533, Curriculum endorsement for superintendent licensure. For develop foundational understanding and skills that Mapping: Reflection and Practice, should NOT purposes of licensure endorsement, the two help them determine what it means to be a take ED8533, Advanced Curriculum Mapping: courses constitute a single 320-hour internship professional in the 21st century. Learners examine Reflection and Practice. Rather, they should experience. Prerequisite(s): ED7903. major historical, ethical, socio-cultural, and select any PhD-level course in the School of ED8004 - Societal and Cultural Change theoretical perspectives that have contributed to Education to fulfill their specialization (4 quarter credits). Learners in this course study current multidisciplinary models and definitions of requirements. the impact of social and cultural differences, professionalism. Learners in this course identify ED8534 - Advanced Instruction and Assessment: diversity, and change as a fundamental and analyze critical issues in the professional world Theory and Practice (4 quarter credits). In this competency of educators. This is a foundation (such as ethics, social structure, collective social course, a requirement for the doctoral curriculum course for doctoral learners that introduces mobility, esoteric knowledge, and status) that and instruction specialization, learners focus on themes that persist throughout the degree impact contemporary professionals and the design and evaluation of instructional models program. The course prepares learners to lead in professionalism. Hands-on exercises and practical and assessment strategies to meet the diverse their field by addressing theories of change and applications of core concepts help learners needs of K-12 students. Learners analyze the strategies of the change agent. A broad array of develop and apply the terms “professional” and theory and research supporting innovative theories and readings cover the spectrum of social “professionalism” within a hierarchy of elite and instructional models and assessment strategies change and its effect on education. As a result, non-elite members. The course also highlights the and develop specific content area and grade-level learners understand the complexity of a diverse progression of professionalism across various applications. The course includes analysis of issues classroom population and the impact of social disciplines in the current century. and trends related to new and emerging movements. ED8004 must be taken by PhD ED8502 - Advanced Learning Theory and instructional models and assessment strategies learners in their first quarter. Cannot be fulfilled Instructional Practice (4 quarter credits). This and may include presentations by leading by transfer. course, for learners in the doctoral K-12 studies in professionals in the field. Learners who have ED8111 - The Historical and Social Foundations education specialization, focuses on current taken ED5534, Instruction and Assessment: of Education (4 quarter credits). Learners in this research in cognition, emotion and the brain, and Theory and Practice, should NOT take ED8534, course explore the ways in which educational the implications for instructional practice. Learners Advanced Instruction and Assessment: Theory institutions have emerged and developed, apply theory by implementing strategies for and Practice. Rather, they should select any PhD- particularly in relation to societal functions and recognizing differences among learners, including level course in the School of Education to fulfill expectations. Studying historical and social giftedness, and meeting learner needs through their specialization requirements. foundations of education provides learners with an 120 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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ED8535 - Advanced Collaboration for the ED9051 - Special Topics in Leadership for courseroom mentor provides three questions Improvement of Curriculum and Instruction Higher Education (4 quarter credits). This course addressing the remaining core themes. Learners (4 quarter credits). In this course, a requirement provides learners with an opportunity to study write answers to the comprehensive examination for the doctoral K-12 curriculum and instruction specific or innovative areas of interest within the questions that are evaluated by readers using specialization, learners engage in the act of leadership in higher education specialization. analytical point-scale scoring rubrics. Upon collaboration for curriculum improvement. Learners propose and develop appropriate topics passing the written examination, learners Collaborative skill development includes coaching not covered in the specialization’s elective complete the comprehensive examination final and mentoring skills, team building, and offerings. Directed study, PhD only. conference call and are eligible to enroll in the first communities of practice. Simulated case studies ED9052 - Special Topics in Professional Studies dissertation course. Grading for this course is complement the practical experiences in this in Education (4 quarter credits). In this course, S/NS. Prerequisite(s): ED9984. Cannot be course. Learners who have taken ED5535, learners study specific or innovative areas of fulfilled by transfer. Collaboration for the Improvement of interest within the professional studies in ED9996 - Dissertation Research I (4 quarter Curriculum and Instruction, should NOT take education specialization. Directed study, PhD only. credits). Learners nominate and gain school ED8535, Advanced Collaboration for the ED9053 - Special Topics in Advanced Classroom approval of their dissertation committee and Improvement of Curriculum and Instruction. create and gain mentor approval of the Rather, they should select any PhD-level course Instruction (4 quarter credits). In this course, learners study specific or innovative areas of preliminary draft of the dissertation proposal. in the School of Education to fulfill their Learners also complete IRB training through specialization requirements. interest within the advanced classroom instruction specialization. Directed study, PhD only. online CITI modules. Grading for this course is ED8536 - Advanced Application of Research to S/NS. Prerequisite(s): ED9985. Cannot be the Improvement of Curriculum and Instruction ED9054 - Special Topics in Postsecondary and fulfilled by transfer. Adult Education (4 quarter credits). In this (4 quarter credits). Learners in this course, a ED9997 - Dissertation Research II (4 quarter requirement for the doctoral curriculum and course, learners study specific or innovative areas of interest within the postsecondary and adult credits). Learners prepare and submit the IRB instruction specialization, examine current research application, conduct field tests as required and as a basis for data-driven decision making. education specialization. Directed study, PhD only. approved by the committee, and complete Learners also develop research designs that development of the final proposal. To complete contribute to data-driven decision making at the ED9056 - Special Topics in Training and this course, learners must schedule and pass the school or district level. Learners who have taken Performance Improvement (4 quarter credits). In proposal completion conference with the mentor ED5536, Applying Research to the Improvement this course, learners study specific or innovative and committee. Grading for this course is S/NS. of Curriculum and Instruction, should NOT take areas of interest within the area of training and Prerequisite(s): ED9996. Cannot be fulfilled by ED8536, Advanced Application of Research to performance improvement. Learners propose transfer. the Improvement of Curriculum and Instruction. appropriate course topics that are not covered in Rather, they should select any PhD-level course any of the electives. Directed study, PhD only. ED9998 - Dissertation Research III (4 quarter credits). Learners conduct a research project that in the School of Education to fulfill their ED9058 - Special Topics in Instructional Design specialization requirements. is consistent with the terms and conditions of the for Online Learning (4 quarter credits). In this approved proposal. To complete this course, ED8910 - The Minnesota Superintendency course, learners study specific or innovative areas learners must complete the collection and analysis (4 quarter credits). This course prepares learners of interest within the area of instructional design of data and be prepared to write the final drafts of seeking licensure as Minnesota superintendents. for online learning. Learners propose appropriate their dissertation chapters. Grading for this course Minnesota’s superintendents are licensed on the course topics that are not covered in any of the is S/NS. Prerequisite(s): ED9997. Cannot be basis of eight competencies, and the course electives. Directed study, PhD only. fulfilled by transfer. touches on each. In addition, the course addresses ED9984 - Doctoral Comprehensive Examination I topics such as law and finance that are unique to ED9999 - Dissertation Research IV (4 quarter (4 quarter credits). Learners examine the key credits). Learners prepare the final dissertation for Minnesota superintendents. Cannot be fulfilled components of the comprehensive examination. by transfer. review and approval by the committee. Successful The course includes an overview of the completion of the dissertation conference with the ED8911 - The Minnesota K-12 Principalship comprehensive examination process, the mentor and committee is required. Once learners (4 quarter credits). This course prepares learners university’s expectations of academic honesty and pass the dissertation conference, they prepare the seeking licensure as Minnesota principals. integrity, the four core themes of the examination, dissertation for publication. Grading for this Minnesota’s principal licensure is K-12, thus the and the evaluation criteria. Course requirements course is S/NS. Prerequisite(s): ED9998. Cannot course includes critical aspects of the principalship include completion of the overview, a preliminary be fulfilled by transfer. at the elementary, middle, and senior high levels. conference call with the courseroom mentor, and The course addresses the state’s 21 principal development of a schedule for the timed competencies, especially those (such as law and examination. Grading for this course is S/NS. finance) that are unique to Minnesota. Cannot be Prerequisite(s): Completion of all required and fulfilled by transfer. elective course work with a GPA of 3.0 or better. ED9050 - Special Topics in Leadership in Completion of practicum courses, if applicable, Educational Administration (4 quarter credits). prior to starting comprehensive examination In this course, learners study specific or innovative courses. Fulfillment of all residency areas of interest within the leadership in requirements. Cannot be fulfilled by transfer. educational administration specialization. Learners ED9985 - Doctoral Comprehensive Examination II propose and develop appropriate course topics (4 quarter credits). Learners develop one not covered in the specialization’s elective comprehensive examination question to address offerings. Directed study, PhD only. the learner-chosen core theme while the 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 121

School of Human Services Courses HS823 - Philosophy of Social Work (4 quarter culturally diverse populations. Topics include the credits). Learners in this course review the history role of culture-specific programming, special HS813 - Social Influences of Behavior (4 quarter and development, philosophical tenets, and issues and needs of cultural subgroups, and credits). Learners in this course explore behavior intervention methods of contemporary social therapeutic approaches to working with culture- that is influenced by the presence of others, or work. Learners examine issues related to specific issues. Learners also apply current theory behavior that is under the control of society. Topics community development, social policy analysis, and research to specific clinical issues. include culture and society, large and small group intermediate care systems, and improvement of HS839 - Theories of Psychotherapy (4 quarter behavior, cross-cultural factors, and interpersonal social conditions. credits). Learners in this course gain an relationships. Learners in this course review the HS825 - Human Sexuality (4 quarter credits). understanding of major psychotherapy theories, COURSE DESCRIPTIONS GRADUATE social psychology of decision making, attitude Learners in this course study sexuality within the procedures, and techniques. The course provides formation, and social attribution and their larger context of human experience. The course a review of various schools of therapeutic application to contemporary issues. emphasizes physical and psychosexual development, intervention, their philosophical tenets, and HS814 - Theories of Personality (4 quarter frequency and significance of various types of therapeutic skills. The course emphasizes applying credits). This course is an examination of the sexual behavior, and health-related issues. Topics current theory, research, and techniques to a assumptions, constructs, and processes of include treatment of sexual problems and variety of clinical problems. personality as expressed in major theoretical concerns of special and diverse populations. HS840 - Counseling and Guidance with Children writings. Learners review the psychodynamic, HS827 - Juvenile Delinquency (4 quarter credits). (4 quarter credits). Learners in this course review behavioral, structuralist, humanistic, existential, Learners in this course investigate the etiology, current theories, research, and methods of social, feminist, and cognitive theories of nature and extent, and treatment of juvenile counseling and guidance of children. Special personality. The course also explores research on delinquency in contemporary society. The course attention is given to addressing family normal and abnormal constructs of personality and allows learners to review various theories and relationships and their impact on the child, addresses contemporary issues and problems in apply current theory and research in order to childhood abuse and trauma, methods of parent personality theory and types. understand the dynamics of juvenile delinquency education, and specialized techniques for working HS815 - Professional and Scientific Ethics and current methods of intervention. with challenging children. (4 quarter credits). Learners in this course HS831 - Psychopathology: Assessment and HS841 - Group Counseling and Psychotherapy examine the historical origins of professional Treatment (4 quarter credits). This course is a (4 quarter credits). Learners in this course review ethics, including issues affecting education, forum for examining the various forms of the historical development, major theories, current psychotherapy, law, and institutional guidelines for psychopathology, current methods of psychological research, and clinical procedures of group protecting human subjects in research. The course assessment, research on psychodynamics, and counseling and psychotherapy. Topics include the focuses on identifying effective methods for existing treatment methods. Learners explore the role of the leader and leadership styles, mechanics addressing ethical dilemmas and identifying politics of mental disorders, emerging diagnoses, of co-therapy, designing special function groups, current ethical issues in the human services. and other contemporary issues. and handling of critical incidents within groups. HS817 - Social Systems (4 quarter credits). HS834 - Ethnic and Cultural Awareness HS845 - Grief and Bereavement Counseling Learners in this course review basic features and (4 quarter credits). This course is a survey of (4 quarter credits). Learners in this course factors of social systems theory as it applies to concepts, theories, and research that highlight the investigate research on death and dying. Topics groups, families, agencies, institutions or importance of race, culture, and ethnicity in the include psychological stages of dying common to corporations, and government entities. The course experiences of individuals and groups. Cultural all losses, symptomatology of grief, death addresses problems inherent in the operation of experiences such as gender, social class, religion, trajectory, hospice model of treatment, and these systems and explores resolution of these and disabilities are also addressed. The course dealing with death in the family. Learners explore problems from a systemic viewpoint. Additionally, provides a general introduction to cross-cultural case consultations with dying children and their learners in the course study issues of social policy and multicultural dynamics and the role the human parents that utilize techniques of drawing therapy making and decision making that affect conditions service and educational professional plays in and storytelling to elicit psychological material in of social change. addressing the multicultural needs of clients and the form of unfinished business and techniques for HS818 - Scope of Human Services (4 quarter colleagues in the workforce. Learners gain coping with losses of all types. credits). This course addresses problem analysis strategies for addressing a wide variety of cross- HS847 - Applied/Clinical Sociology (4 quarter and problem-solving strategies for issues cultural issues and practice applying a variety of credits). This course provides learners with a solid encountered by human services professionals theoretical approaches and methodologies to grounding in sociological practice including the including crime and delinquency, chemical abuse these scenarios. application of sociological knowledge, research, and addiction, poverty, education, job training and HS836 - Utilization of Community Resources and theory to intentional intervention. Learners employment, aging, mental illness, health care, (4 quarter credits). Learners in this course explore themes such as working with individuals or physical and sexual abuse, homelessness, and investigate the influence of larger social systems families, designing and executing interventions to issues involving marriage and the family. on human behavior and various methods of improve productivity and performance of public HS821 - Mental Health Counseling (4 quarter organizing and utilizing community resources. The and private organizations, or helping to design credits). Learners in this course review the basic course addresses specific topics such as theories and implement policy that could affect an entire skills, methods, and practices related to mental of social organization, community organizing, self- nation. health counseling. Topics include basic counseling help organizations, use of volunteers, and the use HS849 - Health Advocacy in the Community skills, treatment planning, special issues in working of social policy to influence human behavior. (4 quarter credits). Learners in this course explore with diverse populations, and various methods of HS837 - Counseling and Guidance in Diverse an important goal in human services, which is to therapeutic interventions. The course applies Populations (4 quarter credits). Learners in this develop effective change agents in communities. current theory and research to clinical practice. course examine substantive and theoretical issues Topics include issues such as the purity of drinking concerning guidance and counseling in a variety of water, waste disposal, clean air, health education 122 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Graduate Course Descriptions, continued

and public safety, public and private health care develop and practice practical clinical skills based HS876 - Methods of Family Research (4 quarter plans, effects of HMOs and managed care, and on a thorough understanding of group process. credits). Learners in this course are introduced to Medicare and Medicaid—all issues that involve Topics include group development, styles of measurement of family variables, complexities of health advocacy. leadership, and critical incidents in group therapy family research design, data collection, and analysis. HS852 - Introspective and Personal Growth including members “acting out,” inter-group Topics include scales of measurement, validity and Seminar (4 quarter credits). This experiential conflict, group transference with leaders, and reliability, experimental and non-experimental course is intended to identify aspects of the premature exit from the group by a member. designs, and approaches to integrating clinical learner’s history and personality that are relevant HS866 - Compulsive Behavior and the research and practice. Special attention is given to to professional clinical work. Methods of Disturbance of the Self: Alternatives to the the unique factors in family research. introspective work that facilitate the process Addiction Model (4 quarter credits). Learners in HS877 - Family Therapy Theory and Methods include journaling, personal psychotherapy, self- this course investigate the nature of addictive and (4 quarter credits). This course is a comparative expressive artwork, dream work, and specialized compulsive behavior problems, discuss the study of the prominent schools of thought within readings. The course emphasizes identifying development of the addiction model and its the field of marriage and family therapy: their personal strengths and limitations and how they tenets, and review the literature on the validity and tenets, therapeutic strategies, and techniques. may influence clinical effectiveness. efficacy of treatment approaches based on the Learners also discuss structural, strategic, HS853 - Prevention and Causes of Child Abuse addiction model. The course presents alternatives transgenerational, behavioral, communication, (4 quarter credits). Learners in this course explore to the addiction model including cognitive and analytical approaches to marriage and family the recognition of child abuse as a sociological behavior therapy and the compulsive behavior therapy. problem in the U.S. Learners consider the social, model, a psycho-dynamically oriented model. HS878 - The Family in Social Context (4 quarter psychological, and familial causes of child abuse HS867 - Intervention with Compulsive and credits). Learners in this course explore the and review the current prevention approaches and Addictive Behaviors (4 quarter credits). Learners dynamics within families and the systems that treatment programs. in this course review traditional and nontraditional influence the family such as society, church, school, HS854 - Child and Adolescent Counseling approaches to treatment. Topics include inpatient and other societal organizations. Topics include (4 quarter credits). This course is an overview of and outpatient treatment programming, self-help family development, cross cultural perspectives on major theories and current research in the area of groups, utilization of community resources and the family, roles and functions of the family, adolescent and child development and an alternative treatment approaches, and the use of alternative forms of the family, and influences of exploration of biological and psychosocial individual, group, and family psychotherapy. The social policy on the family. development factors. Topics include normal course also addresses current trends in service HS879 - Life Planning and Career Developments development, the influence of trauma on delivery related to ongoing changes in the health (4 quarter credits). This course provides learners development, family factors, and the influence of care delivery system. with theory, research, and opportunities for community and societal factors on development. HS869 - Families, Systems, and Health Care application appropriate for counselors working HS858 - Mental Health and Aging (4 quarter (4 quarter credits). Learners in this course with individuals responding to life transitions. credits). In this course, learners examine the examine the consequences of adequate or Topics include career and life development, dramatic increase in the population of older inadequate health care on the family system in the improvement, and transition. persons and the increase in attention to their U.S. In this course, learners study functional and HS880 - Contexts and Models of Health mental and physical health. This course addresses dysfunctional features of public and private health (4 quarter credits). Learners in this course explore mental health and aging as major psychosocial care and how they contribute to family health or the models of health and their contexts as utilized phenomena integrating biological, psychological, dysfunction. in the contemporary health industry. Learners social, and environmental perspectives and HS871 - Marriage and Family Systems (4 quarter examine the impact of change on models of health factors. Learners explore research in these areas as credits). Learners in this course study families as care within the context of health delivery systems. a function of many aspects of modern society: systems from theoretical, clinical, and research The course also addresses the implications for family life, caregivers, community and institutional perspectives. The course emphasizes family health service administration. care, ethnic and sociocultural differences, and development, transitions, assessment, and HS881 - Health in the Workplace (4 quarter urbanization. intervention. Learners also explore systems- credits). Learners in this course investigate the HS864 - Contemporary Issues in Compulsive oriented assessment models and strategies for emerging problems and issues faced by and Addictive Behavior Treatment (4 quarter initial interviews, hypothesis formulation, employees in the workplace. Learners in the credits). In this course, learners review current designing a strategy for intervention, and the course review the growth of alcohol and drug development, research, and trends within the process of termination. usage, marital problems, and violence in the addiction field. The course emphasizes current HS872 - Marriage and Marital Therapy workplace. This course is also a review of the understanding of substantive issues in the field. (4 quarter credits). This course provides a growth of employee assistance programs (EAP) as Possible topics include developments in psycho- comprehensive examination of theories, a method to solve these types of problems. pharmacologic treatment of addictions, the strategies, techniques, problems, and critical HS884 - Stress Management in Organizations influences of managed care on treatment, ethics issues in system-based couples counseling. (4 quarter credits). Learners in this course study and managed care, the use of Internet resources in Learners gain and demonstrate the ability to the role and management of stress in the the field, the changing role of the counselor, interpret literature and empirical information from workplace. Emphasis is placed on the management emerging treatment approaches, and the the field of marriage and family therapy with an of distress and stress management techniques to development of new treatments. emphasis on integrating theory and practice. enhance performance, particularly in high-stress HS865 - Group Therapy and Compulsive and Clinical applications focus on learning assessment, situations. Topics include the psychological and Addictive Behavior (4 quarter credits). Learners treatment planning, and intervention skills from physical effects of stress, methods of stress in this course review a variety of theoretical the major perspectives in brief systems therapy. reduction, and individual and organizational orientations and relevant research findings and Prerequisite(s): HS877. strategies for preventing high levels of stress. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 123

HS885 - Managed Care and Health Services HS5100 - Health Care Management (4 quarter nonprofit organizations. The course focuses on (4 quarter credits). This course is an overview of credits). In this course, learners examine the comprehension, analysis, and interpretation of managed care and the variety of techniques founding principles and dynamics of health care nonprofit organizational financial statements. employed by the mainstream health system to management, the health care system, and basic Topics include basic accounting principles, provide quality care in an efficient and affordable concepts and skills in administration. Learners also financial statements composition, cost accounting manner. Learners focus on delivery systems, their analyze institutional, social, and political forces in concepts, budgeting, discounted cash flow utilization, and quality management practices of a the field of health care. Topics include fundamentals analysis, and ratio analysis. Additionally, learners wide variety of organizations. Learners also explore of management in health care, trends in health examine economic thinking and the economist’s

regulatory, legal, and ethical issues. Learners care financing, and contemporary issues. tools, elasticity, public goods and the role of COURSE DESCRIPTIONS GRADUATE consider the future of our health care system and HS5101 - Health Care Finance (4 quarter credits). nonprofit organizations in a market economy, how the world of providers, receivers, and payers This course addresses financial management cross-subsidization and competition, and cost- may continue to change within the U.S. concepts and practices used by health care benefit analysis. HS886 - Health Care Communication: Providers organizations. Topics include basic accounting, HS5105 - Human Resources and Volunteer and Receivers (4 quarter credits). This course is an financial statements and ratios, evaluation of Management in Nonprofits (4 quarter credits). overview of health communication and an project investment decisions, break-even analysis, This course addresses the theories, concepts, exploration of current theoretical models. Learners budgeting, cost allocation, and reimbursement practices, and strategies of human resource develop strategies to enhance communication methodologies. Additional topics include management in nonprofit organizations. Learners between professionals, allied health personnel, reimbursement mechanisms, managed care, examine basic human resource management patients, and their families in both interpersonal capitation, per-case or per-diagnosis payment, issues such as strategic workforce planning, hiring, and group settings and to facilitate more functional mechanics of third-party payors, and the effects training, personnel evaluation, and compensation and therapeutic communication. reimbursement types have on health care provider as they relate to nonprofit organizations with their HS889 - Role and Function of Boards and CEOs organizations. Learners discuss issues of working mix of paid staff and volunteers. Additionally, (4 quarter credits). This course addresses the capital, capital budgeting, and investment in learners evaluate the impact of human resource responsibilities of boards of directors in public and relation to net present value and value added to management on the board and executive director, private sectors, including policy-making, the organization, health care organizations’ ratio staff, volunteerism, and productivity. The course representing the public, and promoting the analysis, cost analysis, and other financial focuses particularly on the legal responsibilities of organization. Learners review the functions of management techniques of primary importance to the organization in human resource management boards as they establish contracts and hire health care organizations. and the role of the board. executives and general managers, the roles and HS5102 - Nonprofit Organization and HS5106 - Assessment, Tests, and Measures functions of CEOs, and legal liabilities and Management (4 quarter credits). In this course, (4 quarter credits). Learners in this course responsibilities of boards. learners examine the origins, history, and societal examine the assessment process and the use of HS893 - Management of Human Services role of nonprofit organizations in the U.S., tests and measures in assessment activities. In Agencies (4 quarter credits). Learners in this including their social, political, economic, cultural, addition, learners explore the theory and content course examine the principles of management and ideological importance. Learners in the of assessment and testing and measurement practice in nonprofit agencies and a course also examine the magnitude, scope, and applicable to the counselor role. Topics include the metatheoretical model of organizational functions of the nonprofit sector and its history of assessment methods, principles of test managerial effectiveness as a basis for comparisons relationships with business and government. construction and standardization, interpretation of between for-profit, public, and nonprofit sectors. Topics include theories, general concepts and assessment measures, and strategies for the use of Special emphasis is placed on fundraising and principles of organization management, assessment measures. government resources for nonprofit and charitable governance and leadership in nonprofit HS5107 - Principles of Psychopathology: agencies as well as to budgeting. organizations, and the wide range of external Diagnosis and Treatment (4 quarter credits). forces and internal dynamics that affect nonprofit HS5002 - Survey of Research in Human Learners in this course examine the theory, organizations. Learners explore the life and research, and application of principles of Development and Behavior (4 quarter credits). In growth cycles of organizations as applied to this course, learners review the major theories of psychopathology. Topics include etiology of nonprofits and analyze current trends and psychopathology; current methods of assessment; human development and behavior across the projections for the future. entire lifecycle. Learners focus on the developing use of the DSM-IV-TR to diagnose mental person and connect areas of study such as HS5103 - Strategic Planning for Nonprofit disorders; application of psychopathology psychology, anthropology, and biology. Research Organizations (4 quarter credits). In this course, assessment to individuals, couples, families, and approaches to human development include learners view nonprofit operations from a strategic groups; and intervention strategies. The course personality theory, developmental tasks, and moral perspective. In addition, learners examine the role incorporates contemporary issues associated with development. HS5002 must be taken by master’s of strategic thinking and planning in enhancing the assessment and treatment of mental disorders. learners in their first quarter. Cannot be fulfilled by organizational effectiveness within the context of HS5108 - Foundations of Addictive and transfer. increased competition for resources and the range Compulsive Behavior (4 quarter credits). In this of challenging issues requiring solutions. Learners HS5006 - Survey of Research Methodology course, learners explore the theories and research analyze organizational missions and goals, (4 quarter credits). This course is an overview of that guide treatment for addictive and compulsive governance, program development and structure, the general approaches to research methodology behavior disorders. Learners review traditional and operational and fiscal controls, information at the graduate level. Learners study quantitative non-traditional interventions as applied to systems and monitoring, and evaluation. and qualitative approaches to rigorous scholarly inpatient, outpatient, and community-based inquiry and major research methodologies. This HS5104 - Accounting and Economics for the treatment methods for individuals, families, and course is aimed primarily at master’s learners, Nonprofit Manager (4 quarter credits). This groups. Topics include assessment, diagnosis, although PhD learners may take it as an elective. course introduces learners to the basic language, treatment planning and evaluation, and emerging underlying concepts, and reporting methods of issues in the field. accounting and financial analysis that pertain to 124 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Graduate Course Descriptions, continued

HS5500 - Multicultural Issues in Health Care counselors/therapists. Prerequisite(s): Mental HS7006 - Research and Writing for Graduate (4 quarter credits). Learners in this course explore health and marital, couple, and family Learners (4 quarter credits). This course prepares culture-specific variations as they affect health care counseling/therapy learners must have graduate learners for the rigors of academic administration and the health care delivery system. completed or be progressing in the following writing, which requires a series of related critical Learners explore and analyze strategies related to courses: HS5002, HS834, HS814, HS815, thinking and writing skills, including understanding cultural diversity and the respective positions of HS821, HS841, (HS871 for MHC), (HS877 for the nature of academic research; developing professional associations, regulatory agencies, and MCFC/T). Cannot be fulfilled by transfer. strong arguments based on primary and health care systems. Additionally, learners HS5901 - Counselor Education Pre-practicum secondary research; evaluating, summarizing, examine the processes by which culturally Course II (4 quarter credits). This online course paraphrasing, and citing sources; drafting, sensitive and linguistically specific information are must be taken with HS-R5901 - Counselor revising, and editing multiple drafts of major incorporated into administrative policies and Education Pre-practicum Laboratory II. The projects; and producing clear, accurate, and error- health outreach programs. course reinforces laboratory skills development free prose. Since this is a writing course, learners HS5501 - Health Informatics (4 quarter credits). including academic assignments and online should expect to write a lot: the course includes This course provides a management perspective discussion. The course focuses on advanced weekly writing assignments, several short writing of information technology and ways for health care therapeutic relationships and special applications projects, and a research plan for a longer project. administrators to use information technology to of individual psychotherapy for Axis-I behaviorally Learners submit a final portfolio at the end of the maximize organizational performance. Topics disordered clients, techniques for group course. include fundamental principles of information psychotherapy for unrelated individuals, and HS7007 - Focused Research and Writing for technology and data management and their systemically oriented therapies for couples and Graduate Learners (4 quarter credits). In this implications for health care administrators. family groups. Learners apply theories and course, learners refine the principles and Learners explore the use of technology, data practices of individual and family systems strategies learned in HS7006 by focusing on bases, and other analytical tools to construct, counseling relevant to mental health counselors writing in their disciplines. Learners should expect analyze, and present information related to health and marital, couple, and family to spend a significant amount of time writing, care management and problem solving as well as counselors/therapists. Prerequisite(s): Mental including weekly writing assignments, several strategic information systems planning, systems health and marital, couple, and family short writing projects, one long writing project, analysis, system design, evaluation, and selection. counseling/therapy learners must have and a final portfolio. Learners develop a research In addition, learners examine current applications, completed or be progressing in the following topic, conduct and write a short literature review, such as patient care, administrative and strategic courses: HS-R5900 and HS5900, HS839, develop an argumentative essay of significant decision support, managed health, health HS5106, HS5107, HS5006, (HS5108 for MHC), length (25-35 pages), and document sources information networks, and the Internet to (HS854 for MCFC/T). Cannot be fulfilled by appropriately while focusing on the critical determine how they may be used to meet the transfer. thinking and writing skills established in HS7006. challenges facing health care administrators HS5990 - Integrative Project for Human Prerequisite(s): HS7006. today and in the future. Services Learners (4 quarter credits). In this HS7008 - Developing Voice and Style in HS5502 - Nonprofit Entrepreneurship (4 quarter course, master’s learners demonstrate proficiency Academic and Professional Writing (4 quarter credits). This course provides an introduction to by applying learning from required, credits). This course focuses on one of the most the theory and practice of entrepreneurship in the specialization, and elective courses to complete challenging components of academic writing: nonprofit sector. The course focuses both on the an analysis of an organization or system, or the developing a voice and style that reflect creation of an innovative mission-based design of a new application in their professional excellence in scholarship (research, thinking, and organization and the establishment of an field. This course is intended only for School of communication) while maintaining individuality innovative program or activity within an existing Human Services learners. The integrative project and style. In this course, learners analyze a variety organization. Learners explore diverse areas of course is the last course to be taken in the of writing samples, including their own, in order to social innovation such as business, environment, master’s degree programs, and all other required understand the effects of writers’ rhetorical education, human services, and government. course work must be completed or in progress. choices; learn and apply an array of writing Topics include practical information about ways to strategies that lead to improved awareness and identify potential opportunities; necessary skills use of voice and style; and revise writing development; competencies for creating, submissions used in external course work to developing, and implementing entrepreneurship School of Human Services demonstrate learning and understanding. ideas; and ways of measuring the success of Prerequisite(s): Learners are strongly entrepreneurial activity. Graduate Writing Courses encouraged to take the HS7006-HS7007 course HS5900 - Counselor Education Pre-practicum HS7004 - Graduate Writing for ESL/EFL sequence before enrolling in this course. Course I (4 quarter credits). This online course Learners (4 quarter credits). This course must be taken with HS-R5900 - Counselor introduces non-native speakers of English to Education Pre-practicum Laboratory I. The course graduate-level academic writing. Learners reinforces laboratory skills development including develop an understanding of the assumptions academic assignments and online discussion and and intentions that underlie advanced academic emphasizes therapeutic relationship skills, writing as it is practiced in the U.S. Learners therapeutic assessment, therapeutic intervention, develop skills in producing effective advanced and ethical and legal standards. Learners apply academic writing including combining facts and theories and practices of individual and family opinions from multiple sources. They develop systems counseling methods relevant to mental linguistic and content editing skills in order to health counselors and marital, couple, and family continue improving their own academic writing after they complete the course. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 125

School of Human Services Courses, HS8002 - Advanced Research in Adult Human theoretical perspectives of group and community continued Development and Behavior (4 quarter credits). organizing as well as advocacy models, grassroots Learners in this course critically analyze theory and participation, and the empowerment of HS7500 - Quality Improvement and research in adult development and behavior with disadvantaged groups. Learners also explore Organizational Performance in Health Care an emphasis on contemporary research and theories and methods of present-day social work (4 quarter credits). Learners in this course analyze application issues. In addition, learners study adult practices with individuals, families, and the concept of quality and its application in a development from biological, psychological, organizations. variety of health care arenas. The course addresses social, and multicultural perspectives. Learning to HS8106 - Epistemology of Practice Knowledge methods for measuring, benchmarking, and apply principles of adult development to the (4 quarter credits). Learners in this course COURSE DESCRIPTIONS GRADUATE assessing organizational performance along human services professions is central to this examine theories that guide the acquisition of dimensions such as financial results, clinical course. HS8002 must be taken by PhD learners in knowledge within the human services professions. services, utilization, productivity, and the health their first quarter. Cannot be fulfilled by transfer. Learners critically analyze and evaluate the of the community. Learners in this course also HS8100 - Fundamentals of Social Science methods used to develop theory within the social evaluate public and private quality review Research (4 quarter credits). This course sciences as a precursor to understanding and mechanisms, including the Joint Commission on introduces learners to social science research, using the scientific method. Topics include how Accreditation of Health Care Organizations, particularly in the context of human services. The theory is derived, how research methods are Professional Review Organizations, and course helps learners become educated linked to theory, and finally, how scholar- Accreditation Council for Graduate Medical consumers of research, critically evaluate practitioners apply scientific method. Cannot be Education, and quality control mechanisms in published research, and utilize research findings in fulfilled by transfer. managed care plans, including the National practice. The course also prepares learners to Committee for Quality Assurance. HS8107 - Marketing and Public Relations for design research studies in their fields of interest. Nonprofits (4 quarter credits). In this course, HS7501 - Fundraising Strategies for Nonprofit Major concepts and techniques of social science learners examine the importance of establishing Organizations (4 quarter credits). Learners in this research are examined, including problem an integrated marketing system and the course examine a variety of strategies for securing formulation, identification of variables, literature specialized aspects of marketing strategies in resources for a nonprofit organization such as review, research design, sampling, definition and nonprofit organizations. Topics include donor research, annual giving, endowment and measurement of study variables, instrument segmentation, complementary positioning, capital campaigns, major gifts, planned giving, construction, and data collection and analysis. membership recruitment, products and services, social enterprise, and special events. In addition, Prerequisite(s): HS8106. Cannot be fulfilled by the supply chain, and promoting intangible learners analyze the key practices, principles, and transfer. products whose benefits are often indirect. processes of fundraising to enable the nonprofit HS8101 - Social Change and Public Policy Learners also explore the roles of public relations, executive to create, participate in, and manage (4 quarter credits). Learners in this course are advertising, and persuasive communication with fund development programs and staff. introduced to social welfare policies and programs target markets. Learners examine topics such as HS7502 - Grant Proposal Development and that are designed to improve the well-being and fundraising, volunteer management, and media Administration (4 quarter credits). Grant funding quality of people’s lives. Learners explore the relations from a marketing perspective, with is key to the financial survival of nonprofit process of development and implementation of attention to integrating various techniques into organizations. This course provides insights into programs targeted to poverty, mental illness, compelling marketing positioning strategies for strategies for grant-seeking, such as effective HIV/AIDS, children and families, the elderly, ethnic the organization. research, identification and development of minorities, and other social problems and groups. HS8108 - Financial Analysis and Reporting for relationships with appropriate prospective grant Learners also begin to acquire skills in policy and Nonprofit Executives (4 quarter credits). In this sources, and effective writing and proposal program formation, change, and evaluation. course, learners explore techniques and principles preparation. The course offers a comprehensive Learners become familiar with ways that social of financial analysis and management including overview of private and corporate philanthropies welfare policies affect the direct practice of human budgeting, finance and investment decision along with other research resources including the service professionals and social workers, the making, revenue management, internal control, Internet. professional role of affecting change at the public and cost management for the nonprofit. In HS8001 - Human Services Practicum (4 quarter policy level, and policy at the agency level. addition, learners examine current economic credits). This is a supervised, hands-on practicum HS8102 - History of Social Welfare (4 quarter thinking about the role of nonprofit organizations during which learners apply the theory and skills credits). This course is an advanced historical in a market economy, cross-subsidization and from their course work and residencies to a work survey of social services, public policies, social competition, and cost-benefit analysis; they environment in their professional specialization. welfare, and the profession of social work in the analyze timely financial issues, transactions, and Topics include study assignments, tracking U.S. from the colonial era to the present. Learners trends in nonprofit finance. Topics include practicum and supervision hours and monthly in the course explore the historical social welfare innovative financing techniques, complicated reports. Learners receive a final evaluation from the experience of different groups, including women, organizational structures, mergers, and site supervisor. The four quarter credits include up Asian-Americans, African-Americans, Native bankruptcy. Database and spreadsheet scenarios to 300 hours of experience, including but not Americans, Hispanics, citizens with disabilities, and sensitivity analysis of finance topics, through limited to 12 hours of face-to-face site supervisor gays and lesbians, and others in the U.S. Some the use of analytical models, are used to create feedback for the learner. Prerequisite(s): HS815, comparisons are made to other social welfare effective tools for financial decision making. Prior or equivalent, and faculty approval. Contact the systems, particularly those of England, which knowledge in the areas of accounting, finance, School of Human Services six months prior to greatly influenced early U.S. “poor laws.” and familiarity with financial statements are registration for application materials. Cannot be HS8103 - Principles and Practices of Social Work expected. fulfilled by transfer. (4 quarter credits). This course is an overview of HS8109 - Nonprofit Public Policy and Advocacy principles, methods, and practice models for (4 quarter credits). This course provides learners intervention and social change through work with with a comprehensive view of the current groups and communities. Learners examine advocacy strategies utilized by nonprofit 126 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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executives and advocates to advance their management decision making, strategic planning, policy decisions with regard to revenue impact and organizations’ missions and to inform public process design, quality control, and service explore decision-making strategies that maximize policies and attitudes. These strategies include delivery. Learners in the course explore and assess revenues while providing excellent quality care to advocacy organizing, public education, litigation, organizational technology and structure as well as patients. mobilization, demonstrations, polling, research, operations and models for organizing work such as HS8118 - Health Policies Analysis and Strategy lobbying, and working with the media. The course the matrix structure. In addition, learners become (4 quarter credits). In this course, learners analyze emphasizes best practices for nonprofit advocates familiar with tools of Continuous Quality selected existing and proposed health policies working to advance their goals in the public policy Improvement (CQI) and selected quantitative from the perspectives of economic, sociological, process. techniques such as forecasting, queuing, inventory and political theory; methodology; and models. HS8111 - Quantitative Research Methods in the analysis, and linear programming that support Learners gain an understanding of how health care Human Services (4 quarter credits). Learners in efficient management of health care delivery. executives participate effectively in the this course examine the application of research HS8115 - Managing Human Capital in Health development and analysis of policy and in the methods and designs to specific social problems Care Environments (4 quarter credits). This political processes within which they take place. encountered in human service disciplines. Topics course addresses the complex theories, concepts, Learners in the course evaluate health care issues, include human subjects protection, and issues practices, and strategies for human resources strategies, and programs that are the subject of associated with measurement, development of management in health care organizations. comparative analysis for public and quasi-public instruments, data collection, data management, Learners examine strategic workforce planning, sector decision making. Topics include alternative and initial phases of data analysis. Methodological hiring, training, personnel evaluation, and methods of policy analysis such as matrix analysis, adaptations are considered when conducting compensation as carried out from the unit level decision trees, and cost-benefit analysis. research with special populations and in diverse through the executive level. Topics include Additionally, learners examine the ethical human service contexts. Prerequisite(s): HS8100. recruitment, interviewing, and selection; retention dilemmas that arise in policy making and analysis. Cannot be fulfilled by transfer. (including compensation and benefits); diversity; HS8210 - Issues in Police-Community Relations HS8112 - Advanced Qualitative Research performance management; and career (4 quarter credits). Learners in this course study Methods (4 quarter credits). Learners in this development. Other topics include laws and issues in police communication and their impact course examine qualitative designs used in regulations that frame human resource on society in the context of police-community research including in-depth interviewing, case management including employment law and relations. The course covers a variety of law studies, participant-observations, focus groups, OSHA, fair employment practices, wrongful enforcement structures in large and small ethnographies, and document analysis. The course termination and privacy, National Labor Relations communities, urban and rural areas, and suburban focuses on developing the skills in question Act (and unions), and strikes and boycotts. districts. Learners examine resident expectations development, interviewing, observing, selecting HS8116 - Financial Analysis in Health Care of police, sheriff, and legal systems in their local sampling strategy, verifying data, and recording Systems (4 quarter credits). This course focuses communities, focusing particularly upon disparities data. Learners examine the philosophical on the knowledge and skills required to conduct between relationships with the police in assumptions and the political and ethical issues advanced strategic financial analyses of an mainstream communities versus those in racial involved in qualitative research. Learners are organization’s external environment, mergers and minority resident areas. introduced to qualitative software programs and acquisitions, capital budgeting and sources of HS8211 - Practices of Probation, Parole, and gain experience entering data and extracting capital, and debt and investment. Learners analyze Community Corrections (4 quarter credits). themes. Learners also review scholarly high-uncertainty, high-impact trends and events of This course is an investigation of the historical and presentation and writing qualitative findings. importance to health care organizations and current practices of non-institutional correctional Prerequisite(s): HS8111. Cannot be fulfilled by investigate current issues in fraud and abuse in the practices. The course covers education and transfer. health care environment. Topics include training requirements for community corrections HS8113 - Advanced Study in Research Methods frameworks for conducting advanced strategic officials, caseload assignments, the ratio of (4 quarter credits). Learners in this course analyze financial analyses and related innovative corrections officers to released offenders, as well the relevance and appropriateness of specific organizational recommendations, scenarios of as policies that govern release from institutional research methodologies in preparation for their possible futures, assessment of the outcomes of custody to the community. In addition, learners use in the dissertation. The course emphasizes trends and events, and identification of possible explore issues related to releasing sexual conceptualizing, planning, and designing a management responses. offenders in communities. proposal for doctoral research. Topics include HS8117 - Strategic Management of Health Care HS8212 - History of the Juvenile Criminal Justice planning and sampling, measurement, choosing Reimbursement Systems (4 quarter credits). This System (4 quarter credits). This course offers an statistical and qualitative analytic models, ethical course offers learners an in-depth examination and intensive study of the juvenile criminal justice considerations, and planning for analyzing and analysis of current health care reimbursement system and process. Learners examine theories of interpreting results. Learners who enroll in this policies. Topics include the full spectrum of causation and innovative intervention approaches course should have mastered introductory insurances, from conventional catastrophic such as “drug court.” Learners in the course review research methodology as well as quantitative and insurance (with or without a medical savings the dramatic increase of juvenile violence and qualitative research designs and analyses. This account), Preferred Provider Organizations (PPOs), crime in U.S. culture over the last quarter century course must be the last academic course before to strictly managed health maintenance and focus upon the debate between root causes registering for comprehensive examination organizations and post-retirement health benefits. for juvenile violence and crime (e.g., poverty, courses. Cannot be fulfilled by transfer. In addition, learners in the course explore literacy, family and community cohesion) versus HS8114 - Operations in Health Care Systems proposed legislative changes in these the effectiveness of the juvenile court system (4 quarter credits). Learners in this course apply reimbursement policies such as tax financing for (recidivism, youthful violent crime offenders, and principles from the field of operations public insurance and consider strategic issues for incarceration). management to the health care industry. Topics meeting government regulations for Medicare and include formulating a competitive strategy and managed. Learners examine contracting and 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 127

HS8300 - Diversity in the Workplace (4 quarter sociological and psychological perspectives as HS8502 - Health Care Strategic Planning and credits). In this course, learners analyze part of a coherent approach to violence. The Management (4 quarter credits). Learners in this contemporary theories of diversity and opposing course also focuses on the ways in which violence course focus on strategic analysis of the mission attitudes toward diverse populations. Learners is defined by the criminal justice system. Learners and goals of an institution; its governance, apply individual and organizational management discuss definitions of the main violent offenses services, operational and fiscal components, strategies that evaluate effectiveness in handling and explore the levels of sentencing in particular market, and clients. Learners evaluate these diversity. Additionally, learners integrate cases. Finally, the course focuses on techniques elements within a strategic management professional and ethical standards of practice, used to confront offenders of violent behavior framework that links planning to operations. In

multicultural, diversity, and ethnic issues in the within the criminal justice system. addition, learners examine the role of strategic COURSE DESCRIPTIONS GRADUATE human services work setting. HS8375 - Deviance: The Interactionist thinking and planning in enhancing organizational HS8370 - The Criminal Mind (4 quarter credits). Perspective (4 quarter credits). This course effectiveness in the context of increased In this course, learners examine the lifestyles, advances a new sociology of deviance by focusing competition for health care dollars and the wide practices, and motivations of serial killers, robbers, on ways that people stereotype one another with range of challenging issues requiring solutions. and those who assault citizens in our communities. regard to their involvement in crime. Relationships HS8503 - Health Systems Analysis and Learners review psychosocial theories used to between individuals based on such stereotypes Evaluation (4 quarter credits). This course focuses analyze and evaluate deviant human behavior and identify an important link between “crime in the on the structure, function, financing, and the environment that precipitates repetitive streets” and “crime in the suites” and highlight management of health care systems in the U.S. at criminal conduct. The course is also an introduction the differences between the two. This perspective both micro and macro levels. Learners explore to profiling criminals and predicting criminal helps the learner understand the interactionist critical issues facing the U.S. with emphasis on the behavior. approach and distinctions between deviance and relationships among providers, payers, and HS8371 - Race/Culture in Criminal Justice crime by examining deviance as a social patients. The course is designed to evaluate the (4 quarter credits). Learners in this course examine phenomenon that consists of a set of impact of an array of independent actors within the topics such as the increased diversity of our interpretations and social reactions. health care systems and the widespread communities and the heightened need to HS8376 - Correlates of Crime (4 quarter credits). consequences of decisions in the clinical, policy, understand and address how racial and cultural In this course, learners explore one of the most and management arenas. Related evaluation pluralism affect human behavior. Learners study perplexing problems faced by any person with a measurement issues are addressed and evaluative how the criminal justice system, like larger society, basic knowledge of statistics: the confusion of research on health care systems and services are must reflect changes in social attitudes. Law correlation with cause. Learners in this course analyzed. enforcement agents, in particular, are being examine social class, race, sex, and gender as HS8504 - Law and Health Care Administration monitored for their relationships with those who correlates of crime to determine if patterns exist (4 quarter credits). Learners in the course focus on come from diverse backgrounds. Similarly, for understanding their development. analyzing the impact of law on the way health care disproportionate rates and lengths of incarceration HS8377 - The Penal System: Its Role in the U.S. is delivered in the U.S. Learners also examine the between racial and ethnic groups are being Society (4 quarter credits). Learners in this course major legal principles and issues relevant to health evaluated. Learners in this course explore these examine the social and historical foundation of the care administration such as those that affect the and other issues within correctional practice and U.S. correctional institution in depth. The course operational decisions of health care providers, the criminal justice system. focuses primarily on issues related to structure and payors, and managers, and others that affect HS8372 - Criminal Behavior: A Sociological social processes of institutions of confinement and development of markets for health care products Primus (4 quarter credits). Learners in this course to problems of treatment and rehabilitation. and services. Other topics include legal and evaluate the current “get tough” attitude toward Topics include a systemic evaluation of recidivism, regulatory constraints imposed on the health care crime. Learners examine and assess root causes of general and specific deterrence, rehabilitation, industry, the liability of health care providers, the crime that are often ignored by society when incapacitation, and retribution in the U.S. rights of patients, labor relations, and discussing crime and causation. Learners examine correctional system. The emphasis of the course is administrative law for health care organizations. In the nexus between crime and these social issues as on philosophies of punishment, sentencing addition, the course covers legal issues related to manifested in increased incidences of youth crime, strategies, the prison community, alternatives to admission and discharge, emergency treatment, delinquency, and crimes against property and incarceration, various reform efforts, and critical medical records, and mental health treatment. persons. A final evaluation is investigated that may issues facing corrections. HS8505 - Ethics and Decision Making in Health indicate that the root causes of criminal behavior in HS8501 - Contemporary Issues in Counseling Care (4 quarter credits). In this course, learners the U.S. are exacerbated by the way our society is Studies (4 quarter credits). Learners in this course focus on substantive ethical principles and organized. explore counseling professions and the increasing procedural methodologies by which managers can HS8373 - Understanding Criminology (4 quarter need to advance understanding of the role of the understand, analyze, and resolve ethical problems. credits). This course is for learners who are counselor in contemporary society and to devise Learners explore issues in medical ethics with an interested in understanding crime as it relates to research-based methods of practice. This course emphasis on their impact on administrative policies the field of criminology and focuses on defining focuses on analysis and evaluation of in health care delivery organizations, including the crime. Topics include developing a better contemporary issues that affect the counseling personal and moral dilemmas they may raise for understanding of reasons that people break the professions such as ethical issues, compassion administrators. Topics include business ethics law; ways that society responds to offenders; and fatigue and burnout, the impaired professional, versus health care ethics, organizational philosophy comparisons of the ways that criminologists and Internet counseling applications, multiculturalism and mission statements, professional codes of criminals define crime and view its effects. and diversity challenges, and the role of the ethics, conflicts of interest, ethical committees, the allocation of scarce resources, informed consent, HS8374 - Current Research on Violent Behavior biological sciences on counselor role development. confidentiality, human experimentation, (4 quarter credits). In this course, learners develop determination of death, euthanasia, suicide, a thorough understanding of violent behavior abortion, the ethics of managed care, and through research. The course draws upon HIV disease. 128 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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HS8506 - Leading Organizational Change in HS8800 - Long Term Care (4 quarter credits). In documentation, and consultation in a field setting Health Care Systems (4 quarter credits). This this course, learners examine how their profession relevant to their chosen field of counseling or course is a thorough examination of the complex, relates to long-term care and the management of marriage and family therapy. Learners meet face- dynamic, and rapidly changing health care system personal, social, and medical services needed by to-face with field supervisors in scheduled monthly in the U.S. In this course, learners explore the people who can no longer care for themselves. meetings during this one-quarter course that health care system’s major components and their While learners explore areas of home care and includes 100 hours of clinical field experience and characteristics with an emphasis on current policy assisted living facilities, the primary focus of the no less than 15 hours of face-to-face contact with issues, performance challenges, and program course is on skilled nursing facilities and the crisis field supervisors. Prerequisite(s): Learners must solutions. Learners also trace the social, economic, facing this industry today. Topics include changes have completed or be progressing in the and political forces that have shaped and continue in long-term care, institutional versus non- following courses: HS5900, HS5901. to influence the health care system. Other topics institutional care; system financing, public HS9031 - Clinical Internship I (4 quarter credits). include policy innovations designed to address reimbursement, balancing cost and quality, This is the first course in a sequence of three performance gaps for federal, state, and private staffing, licensure, certification, inspection, and clinical internship courses in the mental health sector programs; potential lessons from review; and the levels of care including the role of counseling and marital, couple, and family international health care systems; and prospects hospice. Learners acquire a basic understanding of counseling/therapy specializations in the School of for the future of U.S. health care. both the social and medical models along this Human Services. This internship provides learners HS8508 - Ethics for Nonprofit Executives continuum of care. with specific clinical skills in interviewing, (4 quarter credits). Learners in this course HS8801 - Health Care and the Law (4 quarter assessment, intervention, documentation, and examine the principles and methodologies by credits). In this course, learners examine how their consultation in a field setting relevant to the which nonprofit executives can understand, profession relates to U.S. health care law learner’s chosen field of counseling or therapy. analyze, and resolve ethical issues. Learners regulating finances, bioethics, patient care, and This internship requires 300 contact hours. explore conceptual and practical ethical questions information access issues. At the level of the Prerequisite(s): HS9002 and all degree course and value dilemmas encountered by executives in patient-physician relationship, the course covers work. various types of contemporary nonprofit subjects such as malpractice, informed consent, HS9032 - Clinical Internship II (4 quarter credits). organizations. Topics include personal codes of duty to treat, and right to die. Within the patient- This is the second course in a sequence of three ethics, organizational philosophy and goals, state relationship, the course covers public health clinical internship courses. It provides 300 conflicts of interest, ethics committees of the laws, reproductive rights, bioethics, and genetics. additional hours of clinical field experience. board, and allocation of scarce resources. At the level of provider institutions and the state, Prerequisite(s): HS9031. the course reviews areas of managed care, HS8509 - Law and Nonprofit Organizations HS9033 - Clinical Internship III (4 quarter individual and institutional licensure, anti-trust, (4 quarter credits). This course is an overview of credits). This is the third course in the sequence cost containment, staffing, fraud, mental health the laws and regulations governing the of three clinical internship courses. It provides law, Medicare, Medicaid, and health care reform. establishment and operations of nonprofit 300 additional hours of clinical field experience. Learners acquire a basic understanding of ways organizations. Specifically, learners explore the Prerequisite(s): HS9032. laws governing incorporation and tax-exempt that health care law and regulation apply to the HS9050 - Special Topics in Criminal Justice status of nonprofit organizations, and the world of providers, receivers, and payors. (4 quarter credits). This course provides PhD implications of laws and statutes. Other topics HS8900 - Nonprofit Program Development and learners with an opportunity to engage in an in- include efforts of nonprofit organizations to Implementation (4 quarter credits). This course is depth study of the theory, research, and influence legislative and rule-making processes. an overview of the theories and issues of planning, application of subject matter not included in the developing, and implementing programs HS8511 - Resource Management in Nonprofit criminal justice curriculum. Using the special topics consistent with the mission and goals of the Organizations (4 quarter credits). Learners in this course format, elements of this directed study nonprofit organization. Topics include conducting course examine the theoretical and conceptual course are focused on the specific subject matter and interpreting needs assessments, evaluating economic models fundamental to all nonprofit that the learner identifies and the program chair the organization and its programs, and making the organizations. Topics include resource allocation, approves. price formation, production and costs, and organization’s philosophy and goals operational. HS9051 - Special Topics in Health Care economic impact analysis. The course also covers Learners also explore strategic planning, business Administration (4 quarter credits). This course trade-offs faced by nonprofits, methods for planning, and development of nonprofit provides an opportunity for PhD learners to evaluating them, and the economic impact of infrastructure. Attention is given to different types engage in an in-depth study of the theory, nonprofit organizations on the people and of nonprofits, including service agencies, research, and application of subject matter not communities that they serve. membership organizations, research institutes, and foundations. Learners are encouraged to included in the health care administration HS8512 - Organizational Assessment and develop their skills as leaders of new nonprofits curriculum. Using the special topics course format, Program Evaluation in Nonprofit Organizations or develop new major programs for existing elements of this directed study course are focused (4 quarter credits). Learners in this course focus nonprofits. on the specific subject matter that the learner on critically analyzing the principles and identifies and the program chair approves. techniques that nonprofit managers use to assess HS9002 - Clinical Practicum (100 hours) HS9052 - Special Topics in General Human and measure organizational effectiveness. (4 quarter credits). This clinical practicum is a Services (4 quarter credits). This course provides Learners in the course evaluate the activities that requirement for all learners specializing in mental an opportunity for PhD learners to engage in an in- provide justification for the use of financial and health counseling and marital, couple, and family depth study of the theory, research, and human resources to ensure that nonprofits gain counseling/therapy who seek licensure as a part of application of subject matter that is not included in sophistication in assessment and program their academic program. This course offers an the general human services curriculum. Using the evaluation techniques. In addition, learners online-directed and intensely supervised one- special topics course format, elements of this investigate how nonprofit managers can use the quarter field experience. Learners receive directed study course are focused on the specific results of assessment processes to enhance the supervised practice in specific clinical skills in subject matter that the learner identifies and the organization’s mission. interviewing, assessment, intervention, program chair approves. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 129

HS9053 - Special Topics in Counseling Studies conference call and are eligible to enroll in the first School of Human Services (4 quarter credits). This course provides an dissertation course. Grading for this course is opportunity for PhD learners to engage in an in- S/NS. Prerequisite(s): HS9984. Cannot be Residency Courses depth study of the theory, research, and fulfilled by transfer. HS-R5900 - Counselor Education Pre-practicum application of subject matter that is not included in HS9996 - Dissertation Research I (4 quarter Laboratory I. This first pre-practicum residency the counseling studies curriculum. Using the credits). Learners nominate and gain school focuses on initial development of counselor special topics course format, elements of this approval of their dissertation committee and education clinical proficiencies: therapeutic directed study course are focused on the specific create and gain mentor approval of the preliminary relationship skills, therapeutic assessment, subject matter that the learner identifies and the draft of the dissertation proposal. Learners also therapeutic intervention, and ethical and legal COURSE DESCRIPTIONS GRADUATE program chair approves. complete IRB training through online CITI standards. It integrates effective theories and HS9054 - Special Topics in Management of modules. Grading for this course is S/NS. practices of individual and family systems Nonprofit Agencies (4 quarter credits). Prerequisite(s): HS9985. Cannot be fulfilled by counseling methods relevant to mental health This course provides an opportunity for PhD transfer. counselors and marital, couple, and family learners to engage in an in-depth study of the HS9997 - Dissertation Research II (4 quarter counselors/therapists. Prerequisite(s): HS5002, theory, research, and application of subject credits). Learners prepare and submit the IRB HS834, HS814, HS815, HS821, HS841, (HS871 matter that is not included in the management of application, conduct field tests as required and for MHC), (HS877 for MCFC/T). The pre- nonprofit agencies curriculum. Using the special approved by the committee, and complete practicum residency has a companion academic topics course format, the elements of this directed development of the final proposal. To complete online course, HS5900. study course are focused on specific subject this course, learners must schedule and pass the HS-R5901 - Counselor Education Pre-practicum matter that the learner identifies and the program proposal completion conference with the mentor Laboratory II. This residency focuses on advanced chair approves. and committee. Grading for this course is S/NS. development of counselor education clinical HS9055 - Special Topics in Social and Community Prerequisite(s): HS9996. Cannot be fulfilled by proficiencies: therapeutic relationship skills, Services (4 quarter credits). This course provides transfer. therapeutic assessment, therapeutic intervention, an opportunity for PhD learners to engage in an in- HS9998 - Dissertation Research III (4 quarter ethical and legal standards, and program depth study of the theory, research, and credits). Learners conduct a research project that evaluation and supervision. It integrates effective application of subject matter that is not included in is consistent with the terms and conditions of the theories and practices of individual and family the social and community services curriculum. approved proposal. To complete this course, systems counseling relevant to mental health Using the special topics course format, the learners must complete the collection and analysis counselors and marital, couple, and family elements of this directed study course are focused of data and be prepared to write the final drafts of counselors/ therapists. Prerequisite(s): HS5900, on the specific subject matter that the learner their dissertation chapters. Grading for this course HS-R5900, HS839, HS5106, HS5107, HS5006, identifies and the program chair approves. is S/NS. Prerequisite(s): HS9997. Cannot be (HS5108 for MHC), (HS854 for MCFC/T). The HS9984 - Doctoral Comprehensive Examination I fulfilled by transfer. pre-practicum residency has a companion academic online course, HS5901. (4 quarter credits). Learners examine the key HS9999 - Dissertation Research IV (4 quarter components of the comprehensive examination. credits). Learners prepare the final dissertation for The course includes an overview of the review and approval by the committee. Successful comprehensive examination process, the completion of the dissertation conference with the School of Business and Technology university’s expectations of academic honesty and mentor and committee is required. Once learners MBA Courses integrity, the four core themes of the examination, pass the dissertation conference, they prepare the and the evaluation criteria. Course requirements dissertation for publication. Grading for this Learners enrolled in specializations outside the include completion of the overview, a preliminary course is S/NS. Prerequisite(s): HS9998. Cannot MBA program may not take MBA courses. conference call with the courseroom mentor, and be fulfilled by transfer. development of a schedule for the timed MBA learners may not take courses associated examination. Grading for this course is S/NS. with any other program within the School of Prerequisite(s): Completion of all required and Business and Technology or any other school at elective course work with a GPA of 3.0 or better. Capella University while they are enrolled in the Completion of practicum courses, if applicable, MBA program. prior to starting comprehensive examination courses. Fulfillment of all residency MBA9010 - Professional Effectiveness: Stretch, requirements. Cannot be fulfilled by transfer. Impact, Reposition (3 quarter credits). In this HS9985 - Doctoral Comprehensive Examination II course learners identify and prioritize their (4 quarter credits). Learners develop one professional development goals. These activities comprehensive examination question to address help learners strategize about how to effectively the learner-chosen core theme while the manage their MBA experience so that they can courseroom mentor provides three questions stretch themselves, have a positive impact on addressing the remaining core themes. Learners their job, and reposition themselves for greater write answers to the comprehensive examination responsibility and influence within their questions that are evaluated by readers using organization. This course is the first component analytical point-scale scoring rubrics. Upon of the Professional Effectiveness CoachingSM passing the written examination, learners process. The course offers assessment tools that complete the comprehensive examination final help learners identify and articulate their management skills, values, purpose, and vision. Prerequisite for all other 15 MBA required courses. Cannot be fulfilled by transfer or petition. 130 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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MBA9020 - Leading for Results (3 quarter MBA9116 - New Product Design and appropriate responses, and risk monitoring and credits). In this course learners gain knowledge of Development (3 quarter credits). This course control. The course emphasizes the systematic and apply the practices of leadership effectiveness provides a framework for product planning, process of identifying, analyzing, and to analyze and understand their personal implementation, and evaluation and for new appropriately responding to project risk by leadership style as well as the different styles of product introductions. The course addresses the implementing a risk management plan. Upon leadership in their organization. This course new product development process—from idea successful completion, learners have a better focuses on how leaders mobilize others in their generation to commercialization. Learners are understanding of risk impact analysis techniques organizations to get extraordinary things done. introduced to basic concepts and tools to help and how to appropriately apply them in managing Learners analyze their own leadership skills in them understand this process from a managerial projects. Prerequisite(s): MBA9122. terms of current strengths and areas for perspective. The course emphasizes the process MBA9126 - Project Procurement and Solicitation improvement. Learners develop measurable goals as it relates to the manager in his or her role as a (3 quarter credits). This course presents the major and plans for applying new behaviors in the product manager. Prerequisite(s): MBA9110. processes used in project procurement context of a “personal best project” within their MBA9118 - International Marketing (3 quarter management including planning, solicitation, organization. Learners also assess their credits). This course addresses the marketing source selection, contract administration, and organization’s context for leadership. The challenges related to selling products or services contract closeout. The impact of project framework for leadership effectiveness established in foreign markets. Topics include the impact of assumptions and constraints on procurement in this course forms a foundation for the business cultural differences; variations in market structure; management is examined. Learners apply core and the professional effectiveness core methods of distribution; and issues related procurement management tools and techniques courses. Prerequisite for the remaining to the adaptation of products, pricing, and by developing a procurement management plan 14 required courses. Cannot be fulfilled by communications strategy. Learners examine based on current best practices. transfer or petition. the ethical implications of decisions, identify Prerequisite(s): MBA9122. MBA9110 - Marketing and Brand Management and synthesize the forces that shape the global MBA9128 - Advanced Project Management (3 quarter credits). This course presents learners business/marketing environment, examine the Techniques (3 quarter credits). This course with a comprehensive approach to marketing and unique challenges of marketing products and focuses on advanced project management topics brand management including marketing strategy services internationally, and identify issues and techniques for the completion of successful and competitive differentiation; segmentation and in their own organization or industry. projects. The course provides an in-depth look at targeting; the positioning levers of product, price, Prerequisite(s): MBA9110. techniques for balancing scope, time, cost, and promotion, and distribution; and creation and MBA9120 - Sales and Customer Relationship quality in managing a project. Particular attention management of brand. Learners analyze the major Management (3 quarter credits). This course is paid to planning, monitoring, and controlling a decisions that marketers must make in their efforts covers the theory and practice of strategic project. The course highlights the importance of to effectively use company resources to meet consultative selling, including relationship selling, applying quality standards and best practices in marketplace needs and use commonly accepted solution selling, and strategic account developing project management strategies. criteria to evaluate those decisions. Learners are management. Learners explore topics in sales Prerequisite(s): MBA9122. asked to analyze how environmental variables force management, including alignment of the MBA9130 - Operations and Process affect marketing and how marketers must field organization, the use of resellers, and Management (3 quarter credits). This course anticipate and respond to evolving changes compensation. The course is structured according presents tools and techniques for effective process related to these variables. Course assignments to the five steps of consultative selling, which are and supply chain selection, design, planning, and and discussions challenge learners to think presented in detail: development of a personal control. This course helps learners apply the strategically about the marketing process, selling philosophy and the subsequent creation of principles and techniques of process-based evaluate the success or failure of the overall a strategy for the relationship, product, customer management as a foundation for continuous marketing strategy, and apply learning from the and sales presentation. Learners also explore improvement. Learners explore ways to design, course to their work environment. customer relationship management software develop, and manage effective operations MBA9112 - Market Research (3 quarter credits). applications and topics. Learners investigate roles management tools required to detect and fix This course addresses survey research techniques, in the selling process such as buyer, sales manager, problems quickly. Learners identify, discuss, and research design, secondary/primary data and salesperson. practice applying measures of operational collection, data analysis, and ethical implications MBA9122 - Project Planning, Management, and performance that support organizational growth, of marketing research activities. Learners examine Financial Control (3 quarter credits). This course innovation, and market leadership. As a result, methods for gathering and analyzing data and focuses on defining management techniques for learners are better prepared to respond to learn how to apply techniques to contemporary planning, estimating, and facilitating successful changes in market demand. marketing problems, market research projects, enterprise projects. Learners define a project, MBA9132 - Strategic Management of Health and effective decision making. develop work breakdown structures, prepare Care Systems (3 quarter credits). This course is an Prerequisite(s): MBA9110 and MBA9190. project schedules, and determine ways to in-depth examination and analysis of strategic MBA9114 - Consumer Behavior (3 quarter coordinate the various resources. Techniques are management in the health care industry. Learners credits). Learners in this course explore critical introduced to help keep projects on track and utilize strategic management frameworks for contemporary issues related to consumer buying enhance team motivation. In addition, learners analyzing the mission, vision, core values, and behavior and perceptions, consumer motivation, explore planning, time management, and risk goals of this industry and make recommendations market behavior and product reaction, and socio- management activities that assist them throughout based on this analysis. Learners discuss and assess cultural influences that affect consumer behavior their program and professional careers. the operational and financial components of the and the consumer decision process. Learners Prerequisite(s): MBA9140. strategic planning process in health care and its discuss the ethical implications of decisions related MBA9124 - Assessing and Mitigating Risk impact on the internal and external health care to consumer behavior and decisions and examine (3 quarter credits). This course addresses the environment. Learners evaluate the impact of how economic, psychological, and socio-cultural important elements of risk management. Topics interdependent actors within the health care influences affect managerial decisions. include risk management planning, risk system and the widespread consequences of Prerequisite(s): MBA9110 and MBA9112. identification, risk analysis, development of 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 131

decisions in an increasingly competitive market. MBA9141 - Financial Markets and Institutions and global strategy in the context of international Decision-making strategies that maximize (3 quarter credits). This course provides learners finance. Learners apply their knowledge in realistic revenues while providing excellent quality care to with a theoretical foundation for examining the business situations and synthesize relevant patients are also explored. nature and role, structure, and management of techniques into sound recommendations and MBA9134 - Health Care Financial Management financial institutions in financial markets. Learners conclusions. Prerequisite(s): MBA9140. (3 quarter credits). This course focuses on the in the course examine the effects of the U.S. MBA9146 - Investment and Portfolio knowledge and skills required to conduct financial system on financial intermediaries and Management (3 quarter credits). In this course advanced strategic financial analyses of a health markets. Learners also study the reactions of banks learners examine the securities market, various care organization. Learners use financial to a change in interest rates, money supply, and types of investment securities, and the risk-return COURSE DESCRIPTIONS GRADUATE techniques specific to health care for analysis and open-market operations. They develop an characteristic of each. The course emphasizes planning and apply those principles to analyze understanding of the performance of financial tools used by professional money managers for current health care budgeting and capital and participants in money market and bond market, managing investment alternatives including global funding decisions. Learners review frameworks for and capital markets. Other topics include financial opportunities. Learners apply investment theories conducting advanced strategic financial analyses derivatives and ethics in the financial service to the management of corporate portfolios; and make innovative organizational industry. This course bridges the gap between evaluate corporate investment and portfolio recommendations based on those financial financial theory and market practice, reflecting the management strategies; analyze and evaluate analyses. This course is also an in-depth relationship between the conceptual framework methods of portfolio construction; and analyze examination and analysis of current health care and the management behavior of practitioners. current theories, strategies, and methods for their reimbursement policies and their impact on Prerequisite(s): MBA9140. applicability to global opportunities. financial management decisions. MBA9142 - Advanced Finance (3 quarter credits). Prerequisite(s): MBA9140. Prerequisite(s): MBA9132 and MBA9140. This course extends the competencies developed MBA9147 - Risk Management (3 quarter credits). MBA9136 - Health Care Policy Analysis and in MBA9140: basic theories and techniques This course exposes learners to practical and Decision Making (3 quarter credits). Learners in related to acquisition of, accounting for, and theoretical aspects of managing risks in the this course analyze the development and allocation of an organization’s financial resources. insurance service industry. Learners study a range implementation of policy in the health care field Learners in this course examine existing theories of industry risks: insurance risk, market risk, and its unique role in the industry. This course and emerging topics in the field in more depth and liquidity risk, and asset and liability management demonstrates the importance of examining health gain additional insights and techniques for risks. The course provides learners with care policies not only from sociological, political, examining financial risk, return, and the capital sophisticated tools and analytical techniques to and ethical frameworks but from an economic asset pricing model; dividend policy; financing minimize these risks and learn how management perspective as well. The course allows learners to flexibility; valuation of securities; derivatives and of these risks can create shareholder value. apply alternative methods of policy analysis risk management; and capital structure. Learners Prerequisite(s): MBA9140. apply their knowledge to real-world business including matrix analysis, decision trees, and cost- MBA9148 - Corporate Finance Analysis and concerns and issues within their work environment. benefit analysis. Learners explore ways to make Decisions (3 quarter credits). Learners in this Prerequisite(s): MBA9140. decisions in a health care setting and examine the course examine the principles of financial consequences of decisions in the clinical, policy, MBA9143 - Bank Management (3 quarter administration with applications to problems of and management arenas. Prerequisite(s): MBA9132. credits). This course begins with an overview of financial analysis and control, and planning by MBA9138 - Ethical and Legal Considerations in the commercial banking and financial services firms under changing economic conditions. Health Care (3 quarter credits). This course industries. Topics include bank evaluation and Learners conduct financial analyses, evaluate a introduces ethical principles that managers can performance; asset and liability management; corporation’s financial planning and control apply to understand, analyze, and resolve ethical organizational structure; loan services to functions, and assess the ability of corporations to problems in the health care field. Ethical dilemmas businesses and consumers; financial derivatives create wealth. Learners discuss the impact of in the health care industry are explored from and tools; capital, profitability, and bank market financing decisions on real asset valuation; several perspectives—managerial, organizational, structure; and regulations, hedging, interest rate managerial incentives; and corporate strategy and economic. Learners analyze the impact of law risk, and credit risk management. The course including mergers/acquisitions, corporate on the way health care is delivered in the U.S. The covers a growth trend in commercial banking that restructuring, real options, and the use of major legal principles and issues relevant to health includes financial services such as investment derivatives and other financing tools on deal care administration are also examined. banking and security underwriting services, e- structure. Prerequisite(s): MBA9140. banking, and e-commerce. Course topics also Prerequisite(s): MBA9132. MBA9150 - Strategy (3 quarter credits). In this include ethical behavior. Prerequisite(s): MBA9140. MBA9140 - Financial Management (3 quarter course learners examine tools and techniques for credits). This course provides basic theories and MBA9144 - International Financial Management competitive analysis, strategic planning, and techniques related to acquisition of, accounting (3 quarter credits). In this course learners are strategy implementation. Learners gain for, and allocation of an organization’s financial exposed to international financial management knowledge of the tools and concepts needed to resources. Along with a comprehensive overview and reporting techniques. The course emphasizes develop a business strategy including macro of these processes, learners identify and apply international financial statement analysis (an environmental scanning, industry and competitive basic financial management theories and overview) and detailed case analysis and analysis, value chain analysis, SWOT analysis, techniques that support effective acquisition and interpretation. Learners examine a multinational identification of critical success factors and driving allocation of their organization’s financial resources capital budgeting process and review cost of forces, and development of strategic alternatives and apply their knowledge of finance management capital and long-term financing strategies and recommendations. Throughout the course practices to real-world business concerns and including assessment of financial markets used by learners apply these tools and concepts as they issues within their work environment. international firms. Other topics include exchange develop a strategic profile for a company that is Prerequisite(s): MBA9180 and MBA9190. rate systems, methods of government intervention, described in a detailed case study. direct foreign investment, country risk analysis, 132 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Graduate Course Descriptions, continued

MBA9152 - Impact of Advances in Information Topics include the accounting cycle, financial this course, learners examine various tools and Technology (3 quarter credits). Learners in this reporting, financial statements analysis, cost techniques to motivate and inspire others and course examine emerging information accounting, management control, differential ways to recognize and use important interpersonal technologies, their potential impact on the analysis, and ethical aspects of accounting and skills to expand their circle of influence and organization, and strategies for planning and financial reporting. manage conflict. managing them. Topics include advances in MBA9182 - Advanced Accounting (3 quarter MBA9220 - Developing and Coaching Others computer system and networking technologies credits). In this course, learners examine (3 quarter credits). In this course learners explore and database management systems and accounting applications with respect to the nature ways to effectively coach, develop, and grow applications. In addition, learners examine critical and scope of business operations. Topics include strengths of others and match people’s talents to issues in managing the deployment of enterprise parent and subsidiary accounting in multinational jobs. Topics include articulating vision, establishing integrated applications and supply chain operations, partnership accounting, accounting and communicating strategic objectives, and management applications. for mergers and acquisitions, and accounting for identifying the individual and collective Prerequisite(s): MBA9160. branches and agencies of business entities. capabilities needed to achieve results. Learners MBA9154 - Techniques for Managing IT Prerequisite(s): MBA9180. examine ways to use coaching and development Professionals (3 quarter credits). Learners in this MBA9184 - Budget Planning and Control skills to obtain and retain the right employees, course examine the particular issues of managing (3 quarter credits). In this course, learners recognize the strengths and developmental needs IT professionals including analysts, developers, cultivate their ability to apply a system approach to of others, and provide development opportunities, technical specialists, and infrastructure support planning and controlling organizational budgets. while encouraging responsibility for self- personnel. The course covers contemporary Learners become familiar with preparing budgets, development. management practices and techniques for IT staff accounting, and performance reports. Other MBA9230 - Leading Teams (3 quarter credits). acquisition, development, motivation, retention, topics include analyzing the impact of budgets on In this course learners explore techniques and and assessment, and examines the challenges of an organization, the function of budgetary systems models for building and leading effective teams. organizing effective virtual work teams. in organizational planning, and control. Learners develop a conceptual grounding in team Prerequisite(s): MBA9160. Prerequisite(s): MBA9182. dynamics theory and application and examine MBA9156 - Strategic Information System MBA9186 - Audit and Control of Accounting what makes teams effective at the individual, Planning (3 quarter credits). Learners in this Information Systems (3 quarter credits). This group, and organizational levels. Topics include course examine and analyze the process of course teaches learners to audit and evaluate the the development of team collaboration skills, developing, implementing, and evaluating control of computerized accounting information synthesis of team theory, assessment of an strategies for information technology deployment systems. Learners analyze auditing and evaluation organization’s use of teams, and the overall and management in a business organization. standards and the effects of auditing on effectiveness of team support systems. Learners Learners also examine issues related to ways an information technology in business operations. research and recommend strategies and best organization can plan for and use IT more The course also covers statistical analyses of practices to better align a critical team effectively by understanding the issues of accounting control systems. organizational support system and practice alignment with business strategies, governance Prerequisite(s): MBA9182. problem-solving, decision-making, project models, portfolio analysis and its impact on management, and conflict management in a MBA9188 - Accounting Information for Decision organization structure and processes. virtual environment. Prerequisite(s): MBA9160. Making (3 quarter credits). In this course, learners gain knowledge of the nature and function of MBA9240 - Facilitating Change (3 quarter MBA9160 - Managing Information Assets and accounting information in the decision-making credits). This course presents theories and models Technology (3 quarter credits). This course process. They examine strategies for integrating for leading and facilitating organizational change. addresses the use of information, knowledge, and accounting systems with financial information from Learners explore ways to recognize and translate technology as strategic assets. Learners develop managers and other professionals in order to make theory into practice by identifying and applying the ability to proactively manage information as a better decisions. Learners also explore the uses of effective change management techniques. strategic asset, recognize how to use appropriate accounting information in functional areas such as Learners develop collaborative processes that technologies by applying new skills and finance, management, and marketing. support forward movement within their work knowledge, and understand the importance of Prerequisite(s): MBA9182. environment, thus helping themselves and their monitoring and adjusting their organization’s employees make transitions more effective for the MBA9190 - Applied Managerial Statistics communication processes and principles. This organization. course focuses on leveraging available information (3 quarter credits). Analyzing and interpreting quantitative information is a primary component MBA9250 - Leveraging Workplace Diversity technology and communication assets in order to (3 quarter credits). In this course, learners explore realize an organization’s business goals. of effective business administration. In this course learners become familiar with performing analysis the models and tools for creating an effective and MBA9170 - Regulatory and Ethical Environment and evaluation using statistics and mathematical respectful work environment. This course of Business (3 quarter credits). In this course modeling to support effective decision making in emphasizes the importance of encouraging the learners examine the key components of the management practice. Course activities include expression of diverse people and their ideas. business environment and ethical choices with case analysis, discussions of business-related Learners explore ways to use models and tools to regard to corporate decisions. The emphasis in statistical problems, and readings focused on promote ethical and respectful interpersonal this course is on current regulatory environments state-of-the-art statistical methods for business relationships that support the free flow of ideas. and their impact on organizational directions. decision making. Learners develop practical skills and hands-on Learners analyze and discuss how current trends in techniques to effectively support and manage MBA9210 - Building Relationships (3 quarter business ethics can help them make socially diversity, recognize the importance of credits). This course presents tools and techniques responsible and strategically sound decisions. organizational diversity and why it is inextricably to help learners influence others, build relationships, linked to business success, and establish a MBA9180 - Accounting (3 quarter credits). inspire trust, and manage conflict. By building framework to promote an ongoing and respectful This course provides a survey of financial and positive relationships, leaders develop and sustain exchange of information. managerial accounting concepts and practices. strategic alignments within the organization. In 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 133

MBA9260 - Negotiating for Results (3 quarter MBA9330 - Health Care Management Capstone: School of Business and Technology credits). In this course learners explore ways to Judgment, Planning, and Action (3 quarter create effective negotiations with employees, credits). This is an integrative course for learners Master’s Organization and customers, and partners. The course offers learners completing the MBA health care management Management Courses a practical exploration of the major concepts and specialization. Learners synthesize and integrate OM5004 - People at Work (4 quarter credits). theories of bargaining and negotiation and a forum the learning experiences acquired in health care This course covers a broad array of topics relating for examining the dynamics of interpersonal and management and evaluate the research and to managing and organizing “people at work.” inter-group conflict and its resolution. The course is current topics relative to this specialization. In this Learners evaluate and discuss classic theories of designed to be relevant to the broad spectrum of course learners complete a project that organizational behavior including theories of COURSE DESCRIPTIONS GRADUATE problems faced by managers and professionals. incorporates the skills necessary for analyzing power and politics, leadership and power, Learners explore their own negotiating issues, thinking creatively and strategically, using interpersonal behavior, group and team dynamics, preferences and the consequences of the choices sound judgment, and establishing plans. as well as touch on the implications of diversity they make. In addition, learners are asked to Prerequisite(s): Completion of all MBA required and multiculturalism. OM5004 must be taken by accept and offer feedback on the negotiation courses and health care management master’s learners in their first quarter. Cannot behavior that they demonstrate, observe and specialization electives. Cannot be fulfilled by be fulfilled by transfer or petition. formulate their own perspectives about transfer or petition. OM5015 - Marketing (4 quarter credits). This negotiation, and extract insights from their own MBA9340 - Finance Capstone: Judgment, experiences to guide them in future negotiations. course investigates a multitude of factors related Planning, and Action (3 quarter credits). This is to marketing in firms that produce both goods MBA9300 - MBA Capstone: Judgment, Planning, an integrative course for learners completing the and services. The 4Ps of marketing are discussed and Action (3 quarter credits). This course is a MBA finance specialization. The outcome is for as they relate to the development of marketing capstone MBA impact project. The course focuses learners to synthesize and integrate the learning plans and strategies. on the implementation of a project that experiences acquired in finance and to evaluate incorporates the skills necessary for analyzing the research and current topics relative to this OM5025 - Accounting and Finance in issues, thinking creatively and strategically, using specialization. This course focuses on the Organizations (4 quarter credits). This course is a sound judgment, and establishing and executing implementation of a project that incorporates the survey of the elements of financial accounting and plans. Prerequisite(s): Completion of all required skills necessary for analyzing issues, thinking how the activities of organizations are influenced MBA courses. Cannot be fulfilled by transfer or creatively and strategically, using sound judgment, by accounting measurement. The course petition. and establishing plans. Techniques used to emphasizes becoming good consumers, rather than producers, of financial information. Current MBA9310 - Marketing Capstone: Judgment, accomplish these goals may vary. Prerequisite(s): Completion of all MBA required events are used to reinforce and demonstrate the Planning, and Action (3 quarter credits). This is an implications of accounting choices. integrative course for learners completing the courses and finance specialization electives. MBA marketing specialization. The outcome is for Cannot be fulfilled by transfer or petition. OM5030 - Corporate Social Responsibility and learners to synthesize and integrate their learning MBA9350 - IT Management Capstone: Managerial Ethics (4 quarter credits). In this experiences and to evaluate the research and Judgment, Planning, and Action (3 quarter course learners investigate the orientation of the current topics relative to this specialization. This credits). This is an integrative course for learners firm in the context of today’s complex social and course focuses on the implementation of a project completing the MBA IT management business environments. Specific issues related to that incorporates the skills necessary for analyzing specialization. Learners synthesize and integrate social responsibility and corporate ethics are issues, thinking creatively and strategically, using the learning experiences acquired in IT addressed. The course focuses on identifying sound judgment, and establishing plans. management and evaluate the research and relevant issues and using theory to make informed Techniques used to accomplish these goals may current topics relative to this specialization. In this and responsible decisions. vary. Prerequisite(s): Completion of all MBA course learners complete a project that OM5035 - Data Analysis and Decision Making required courses and marketing specialization incorporates the skills necessary for analyzing for Managers (4 quarter credits). Learners in this electives. Cannot be fulfilled by transfer or issues, thinking creatively and strategically, using course examine a variety of quantitative tools that petition. sound judgment, and establishing plans. are useful in making organizational decisions. MBA9320 - Project Management Capstone: Prerequisite(s): Completion of all MBA required Rather than requiring learners to complete Judgment, Planning, and Action (3 quarter courses and IT management specialization complex calculations, this course orients learners credits). This is an integrative course for learners electives. Cannot be fulfilled by transfer or toward identifying problem-solving situations, completing the MBA project management petition. selecting appropriate quantitative tools, and specialization. Learners synthesize and integrate MBA9380 - Accounting Capstone: Judgment, interpreting analytical results. the learning experiences acquired in project Planning, and Action (3 quarter credits). This is OM5040 - Strategic Planning (4 quarter credits). management and evaluate the research and an integrative course for learners completing the Learners in this course examine practices, current topics relative to this specialization. MBA accounting specialization. The outcome is methodology and theories of business strategy. In this course learners complete a project that for learners to synthesize and integrate the In addition, learners review theoretical models and incorporates the skills necessary for analyzing learning experiences acquired in accounting and the development of plans for assessing strategic issues, thinking creatively and strategically, using to evaluate the research and current topics capabilities. sound judgment, and establishing plans. relative to this specialization. This course focuses OM5112 - Leadership (4 quarter credits). This Prerequisite(s): Completion of all MBA required on the implementation of a project that course provides learners with a broad overview of courses and project management specialization incorporates the skills necessary for analyzing leadership strategies and practices in a variety of electives. Cannot be fulfilled by transfer or issues, thinking creatively and strategically, using organizational settings. Leadership theories, petition. sound judgment, and establishing plans. processes, and best practices are analyzed and Prerequisite(s): Completion of all MBA required applied. courses and accounting specialization electives. Cannot be fulfilled by transfer or petition. 134 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Graduate Course Descriptions, continued

OM5114 - Organization Structure and Design contemporary organizations. Interventions are OM5299 - Special Topics in Human Resource (4 quarter credits). Learners in this course focus formulated and implemented to champion Management (4 quarter credits). This course on developing skills in analyzing, designing, diversity in the workplace and in the community. provides master’s learners with an opportunity to maintaining, and changing organizational Prerequisite(s): OM5210. pursue in-depth study within specific areas of structures. A variety of organizations are evaluated OM5214 - Employment Law: Legal Structures, human resource management. Course may be with respect to vision, strategy, efficiency, impact Compliance, and Reporting (4 quarter credits). repeated for credit. Prerequisite(s): OM5210. on culture, financial health, competitive advantage, This course provides learners with a basic Cannot be fulfilled by transfer or petition. and other factors. Prerequisite(s): OM5112. understanding of the legal environment in which OM5410 – Strategic Planning and the New OM5116 - Personal Leadership Development organizations operate. Learners review ways that World of Work (4 quarter credits). In this course, (4 quarter credits). Learners in this course employment law affects management/employee learners examine practices, methodologies, and examine their own personal leadership attributes, relations and the legal considerations and theories of business strategy. Learners review characteristics, and behaviors. Personal leadership ramifications of human resource decisions. theoretical models and the development of plans skills are examined in the context of the type and Prerequisite(s): OM5210. for assessing strategic capabilities. Learners apply level of the organization. Learners also evaluate a OM5216 - Conflict Management and Employee the practices and methodologies of strategic variety of leadership practices and their Dispute Resolution (4 quarter credits). Learners planning using a case study. This course is only applications. Prerequisite(s): OM5112. in this course explore current theories and available for learners affiliated with Chief OM5118 - Leading Organizational Change techniques for conflict management and Learning Officer (CLO) magazine. Credit cannot (4 quarter credits). This course provides learners resolution. Learners evaluate interpersonal, group, be earned for both OM5040 and OM5410. with an overview of the theory and practice of and systems conflict and negotiation theories OM5411 – Leadership in Organizations leading effective organizational change. Learners appropriate to the workplace. Learners critically (4 quarter credits). This course provides a broad examine organizational strategies for motivating evaluate alternative dispute resolution processes overview of leadership strategies and practices in change and effective communication, and and procedures that help parties in a business a variety of organizational settings. Learners apply establishing commitment. Leaders’ behaviors in dispute participate in a non-adversarial leadership practices using a case study. the context of their responsiveness to collaborative search for mutually beneficial Leadership theories, processes, and best practices environmental complexity and change are also outcomes. The focus is on litigation avoidance are analyzed and applied. This course is only analyzed. Prerequisite(s): OM5112. and the alternative methods utilized in common available for learners affiliated with Chief OM5120 - Leading and Building Teams disputes in a variety of industries. Learning Officer (CLO) magazine. Credit cannot (4 quarter credits). This course focuses on the Prerequisite(s): OM5210. be earned for both OM5112 and OM5411. theory and practice of building and leading OM5218 - Managing Compensation, Benefits, OM5412 Organizational Design, Change, and effective teams. The course emphasizes building and Reward Systems (4 quarter credits). Assessment (4 quarter credits). This course helps and maintaining high-performance teams and the Learners in this course examine the goals of the learners develop skills in creating, maintaining, processes necessary to support them. organization with regards to human resources and and changing organizations characterized by Prerequisite(s): OM5112. its use of compensation, benefits, and reward increasingly open socio-economic borders and OM5122 - Leading and Coaching Others systems in the motivation of goal-oriented rapid technological change. A variety of (4 quarter credits). Learners in this course analyze behavior. This course focuses on the complex organizations are evaluated with respect to vision, the leader’s role as coach in the organization. The variety of pay structures within an organization strategy, efficiency, impact on culture, financial focus is on providing the theory and models for and the relationship of those pay structures to health, competitive advantage, or other factors. helping leaders build relationships and develop organizational performance. Theory and practice This course is only available for learners talent in others. Prerequisite(s): OM5112. relating organizational characteristics to affiliated with Chief Learning Officer (CLO) compensation-system strategy, design, and magazine. Credit cannot be earned for both OM5199 - Special Topics in Leadership administration are covered. OM5114 and OM5412. (4 quarter credits). This course provides MS Prerequisite(s): OM5210. learners an opportunity to pursue in-depth study OM5990 - Integrative Project: Organizational within specific areas of leadership. Course may be OM5220 - Recruitment, Selection, and Leadership and Change Management (4 quarter repeated for credit. Prerequisite(s): OM5112. Assessment (4 quarter credits). This course credits). The integrative project is designed to Cannot be fulfilled by transfer or petition. provides learners with an in-depth examination of apply learning from the program to a professional the talent acquisition process from workforce setting. Learners work with course faculty to OM5210 - Human Resource Management planning through recruitment to final selection in develop and implement this project in their field (4 quarter credits). This course provides learners both the public and private sector. Learners of study. Prerequisite(s): Completion of all with a broad overview of human resource examine the theory and practice of assessing job required master’s course work. Cannot be management strategies and processes. Topics applicants and conduct proper analysis of skills, fulfilled by transfer or petition. include roles, practices, and the strategic and abilities, interests, and aptitudes. operational aspects of human resource Prerequisite(s): OM5210. management functions. In this course, learners develop a human resource (HR) scorecard to OM5222 - Training, Development, and enhance their ability to capture the value of human Succession Planning (4 quarter credits). resource initiatives. This course provides learners with an intensive study of employee training and development OM5212 - Managing Diversity and Inclusion in within organizations. The course emphasizes the Organizations (4 quarter credits). Learners in this identification of training needs, program design, course explore issues of corporate culture and choice of development methods, and evaluation inclusion and how they affect the understanding of results. This course also addresses effective and appreciation of diversity practices within an succession planning processes. organization. The course includes an analysis of Prerequisite(s): OM5210. prejudice and discrimination as they exist in 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 135

School of Business and Technology School of Business and Technology factors and processes that affect the successful use of information technology to support the Graduate Writing Courses Doctoral Organization and organization’s strategy. Management Courses OM7004 - Graduate Writing for ESL/EFL Learners OM7065 - E-Business Strategy and (4 quarter credits). This course introduces non- OM7020 - Marketing Strategy and Practice Management (4 quarter credits). Learners in this native speakers of English to graduate-level (4 quarter credits). This course presents learners course gain an understanding of the interactive academic writing. Learners develop an with a systematic analysis of the factors that forces of technology and society and changes that understanding of the assumptions and intentions influence marketing strategy and uses marketing influence ways people live, work, and meet their that underlie advanced academic writing as it is theory to evaluate opportunities, identify market needs for products, services, and community. COURSE DESCRIPTIONS GRADUATE practiced in the U.S. They develop skills in segments, and to formulate appropriate Prerequisite(s): OM7020. producing effective advanced academic writing strategies. While this course has a theoretical OM7070 - Entrepreneurship (4 quarter credits). including combining facts and opinions from focus, the development of good marketing This course is an overview of fundamental multiple sources. Learners develop linguistic and practices also receives attention. management and marketing practices essential to content editing skills in order to continue improving OM7021 - Advanced Marketing Management successful entrepreneurial development. their own academic writing after they complete the (4 quarter credits). Learners in this course OM7080 - Statistical Research Techniques course. examine the application of the marketing concept (4 quarter credits). Learners in this course explore OM7006 - Research and Writing for Graduate in the development of a product or service from the fundamental data skills and analytical Learners (4 quarter credits). This course prepares conception to launch. Prerequisite(s): OM7020. capabilities needed for graduate-level research. graduate learners for the rigors of academic writing, PhD learners only: To be completed in directed- The focus of the course is on reviewing published which requires a series of related critical thinking study format. research using basic statistical techniques, and writing skills, including understanding the OM7030 - Global Business Issues and Strategies applying SPSS to conduct similar analyses, and nature of academic research; developing strong (4 quarter credits). This course provides learners determining the appropriate techniques for a arguments based on primary and secondary with an overview of the key issues in leading and given situation. Topics include data exploration research; evaluating, summarizing, paraphrasing, managing the global enterprise. PhD learners and analysis; sampling; t-tests; analysis of and citing sources; drafting, revising, and editing only: To be completed in directed-study format. variance, correlation and regression; and selected multiple drafts of major projects; and producing OM7035 - Applied Business Economics nonparametric tests. Available online only. clear, accurate, and error-free prose. Since this is a Cannot be fulfilled by transfer. writing course, learners should expect to write a lot: (4 quarter credits). This course is a survey of OM7120 - Diversity and Culture in the the course includes weekly writing assignments, macroeconomics and microeconomics. Learners Workplace (4 quarter credits). Learners in this several short writing projects, and a research plan examine current developments in the economy, course focus on diversity and issues that arise in for a longer project. Learners submit a final portfolio inflation, unemployment, resource allocation, a multicultural workforce. Learners evaluate at the end of the course. market structures and competition, and the relationship of economic policy to business. categories of difference; compare and contrast OM7007 - Focused Research and Writing for PhD learners only: To be completed in how culture and diversity each impact the Graduate Learners (4 quarter credits). In this directed-study format. individual, organization, and society; and evaluate course, learners refine the principles and strategies OM7040 - Accounting and Financial how similarities and differences affect human learned in OM7006 by focusing on writing in their development. disciplines. Learners should expect to spend a Management (4 quarter credits). This course OM7125 - Systems Change and Transformative significant amount of time writing, including weekly addresses accounting and financial concepts and Practice (4 quarter credits). Learners in this writing assignments, several short writing projects, their applications to the management of an course examine systems theory and its relation one long writing project, and a final portfolio. organization and presents a framework for to individual and organizational change and Learners develop a research topic, conduct and financial decisions in organizations. transformation. The course emphasis helps write a short literature review, develop an OM7041 - Finance (4 quarter credits). This learners gain an integrated perspective of systems argumentative essay of significant length (25-35 course emphasizes and helps learners develop an theory and develop capabilities that support pages), and document sources appropriately while understanding of financial concepts and major strategic planning, architecting, leading, and focusing on the critical thinking and writing skills decision areas related to the financial sustaining transformation initiatives and practices established in OM7006. Prerequisite(s): OM7006. management of business. Prerequisite(s): within organizations. OM7008 - Developing Voice and Style in OM7040. PhD learners only: To be completed in OM7130 - Conflict Management and Academic and Professional Writing (4 quarter directed-study format. Negotiation (4 quarter credits). Learners in this credits). This course focuses on one of the most OM7050 - Ethics and Social Responsibility course explore current theories and techniques for challenging components of academic writing: (4 quarter credits). Learners in this course conflict management and negotiation in today’s developing a voice and style that reflect excellence examine ethical behavior in organizations and the increasingly complex organizations. Learners in scholarship (research, thinking, and role of business in society. evaluate interpersonal, group, and system conflict communication) while maintaining individuality and OM7055 - Operations Management (4 quarter and negotiation theories appropriate to the style. In this course learners analyze a variety of credits). This course addresses concepts and workplace. writing samples, including their own, in order to methods that support the management of understand the effects of writers’ rhetorical choices; operations in both service and manufacturing OM8004 - Managing and Organizing People learn and apply an array of writing strategies that environments. (4 quarter credits). Learners in this course explore lead to improved awareness and use of voice and the theoretical assumptions of organizational OM7060 - Strategic Information Technology style; and revise writing submissions used in external behavior and the issues and challenges that arise Management (4 quarter credits). Learners in this course work to demonstrate learning and when managing and leading. The course prepares course examine strategic perspectives for aligning understanding. Learners are strongly encouraged to PhD learners for doctoral research related to competitive strategy, core competencies, and take the OM7006-OM7007 course sequence before organization behavior literature and theory. information systems. The course covers both enrolling in this course. 136 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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OM8004 must be taken by PhD learners in their OM8027 - Survey Research Methodology evaluated, and the psychology of dark leader first quarter. Available online only. Cannot be (4 quarter credits). Learners in this course development. The learning experience culminates fulfilled by transfer. concentrate on the competencies, skills, and in the development of original approaches and OM8010 - Principles of Organization Theory techniques required to conduct successful data strategies for the management of the dark side of and Practice (4 quarter credits). Learners in this gathering and analysis. The course provides leadership in contemporary organizations. course examine developments in organization learners with the opportunity to learn and apply Available online only. Cannot be fulfilled by theory, and explore organizations as rational, the skills required to construct survey questions transfer. natural, and open systems. The course prepares and items, structure questionnaires and interview OM8105 - Issues on the Frontier of the Global PhD learners to synthesize and integrate schedules, understand and utilize scaling Economy (4 quarter credits). Learners in this organizational theory. Available online only. techniques, develop and select the most effective doctoral seminar examine the economic landscape Cannot be fulfilled by transfer. administration techniques, develop the most of the competitive global economy. Learners appropriate sampling frames, and apply the most OM8012 - Strategy (4 quarter credits). Learners identify issues and trends and compare and powerful statistical analysis. Upon completion of contrast them for their impact on markets, in this course examine theories that are relevant this course, learners are prepared to utilize this to effective strategy development and organizations, and leadership practice. Available methodology to conduct scholarly and online only. Cannot be fulfilled by transfer. implementation, preparing them to operate as organizational research. Prerequisite(s): OM7080, strategic thought-leaders in today’s complex OM8021, and OM8022. Available online only. OM8106 - Leading in the Global Enterprise global business environment. Available online Cannot be fulfilled by transfer. System (4 quarter credits). In this doctoral only. Cannot be fulfilled by transfer. seminar course, learners compare and contrast OM8099 - Topics in Applied Quantitative and OM8021 - Management Theory Creation leadership theory for the global enterprise Qualitative Research (4 quarter credits). Learners organization. Learners evaluate theories pertinent (4 quarter credits). Learners in this course in this course are offered a rotating selection of examine the philosophical and methodological to their own operational environment, creating a advanced topics. Potential topics include systems framework for successful leading and managing in approaches to organization and management and case study designs, experimental and quasi- theory. Topics include the researcher’s ontological their operational contexts. Available online only. experimental designs, survey sampling designs Cannot be fulfilled by transfer. and epistemological views and the fundamental and instrumentation validation, nonparametric constructs of theory building. inferential models, advanced general linear OM8107 - Entrepreneurial Leader as Pioneer Prerequisite(s): OM7080 or equivalent. Available modeling, and grounded theory. Course may be (4 quarter credits). Learners in this doctoral online only. Cannot be fulfilled by transfer. repeated for credit. Prerequisite(s): OM7080, seminar compare and contrast entrepreneurial OM8022 - Survey of Applied Research Methods OM8021 and OM8022. Cannot be fulfilled by leadership theories to become familiar with the (4 quarter credits). This course is a general transfer. options, opportunities, and benefits of entrepreneurial leadership in the developing overview of different approaches to research OM8101 - Theories of Leadership (4 quarter methodology for doctoral-level research. Learners global enterprise system. Available online only. credits). Learners in this doctoral seminar explore Cannot be fulfilled by transfer. investigate quantitative, qualitative, and mixed theories of leadership that inform research and methodology approaches to rigorous scholarly practice. In addition, learners explore foundational OM8201 - Theories of Executive Human inquiry in their field. The course emphasizes tenants of leadership theory, creating a compare Resource Management (4 quarter credits). reliability, validity, dependability and ethical and contrast of the theories for their impact on Learners in this doctoral seminar explore current considerations for developing dissertation organizations, leaders, and followers. Available trends in human resource research and the designs. Learners analyze the relevance and online only. Cannot be fulfilled by transfer. numerous theories of human resource appropriateness of specific research management. Learners research articles and methodologies for use in their dissertation. OM8102 - Leading at the Top: The Upper compare and contrast theories for their impact on Prerequisite(s): OM7080 and OM8021. Available Echelon (4 quarter credits). Learners in this the human asset management of the organization. online only. Cannot be fulfilled by transfer. doctoral seminar explore the dynamic Available online only. Cannot be fulfilled by environment of leading at the top of the transfer. OM8025 - Advanced Qualitative Research organization. Topics include the relationship of the (4 quarter credits). Learners in this course leader to the executive board, the market, OM8202 - The HR Executive as Strategic Partner investigate qualitative inquiry and the methods communication techniques and tools of (4 quarter credits). Learners in this doctoral appropriate for organization research designs and communication, as well as knowledge seminar explore the link between the strategic data analysis. Topics include data collection and management. Available online only. Cannot be architecture of human asset management and bounding, data analysis and coding, and drawing fulfilled by transfer. organizational strategy. Learners investigate how and verifying conclusions from data. the careful crafting of human resource policy and Prerequisite(s): OM7080, OM8021, and OM8103 - Global Executive/Manager practice create optimum resource utilization for OM8022. Available online only. Cannot be Development (4 quarter credits). Learners in this exceptional organizational effectiveness. fulfilled by transfer. doctoral seminar examine the current and relevant Available online only. Cannot be fulfilled by theories of global leader and manager transfer. OM8026 - Applied Multivariate Modeling development. While learning about theories of (4 quarter credits). Learners in this course review, developing people for the global enterprise OM8203 - Perspectives and Practices in Global critique, and apply models appropriate to system, learners evaluate and prepare a plan for Human Resource Management (4 quarter organizational research designs. Topics include their own leadership and management portfolio of credits). Learners in this doctoral seminar examine General Linear Model (multiple regression, skills and assets against the models discussed. innovative human resource management theories ANOVA, MANOVA, ANCOVA), canonical Available online only. Cannot be fulfilled by and best practices used in domestic and correlations, principal components, factor analysis, transfer. international knowledge-oriented organizations. and multi-dimensional scaling. Nonparametric The course emphasizes preparing learners to alternatives to statistical tests are examined and OM8104 - Leadership: The Dark Side (4 quarter operate as HRM thought leaders within complex data analysis and interpretation software for credits). In this innovative doctoral seminar, and dynamic 21st century business environments. quantitative data are explored. Prerequisite(s): learners explore what constitutes the dark side Available online only. Cannot be fulfilled by OM7080. Available online only. Cannot be of leadership, how these characteristics are transfer. fulfilled by transfer. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 137

OM8204 - Legal Systems, Labor Relations, and and methods, with a particular emphasis on OM8920 - Leadership Practice Seminar Regulatory Practices (4 quarter credits). Learners emerging technologies and concepts. Available (4 quarter credits). Learners in this seminar in this doctoral seminar examine key components online only. Cannot be fulfilled by transfer. examine the practice fundamentals for of domestic and international legal systems, labor OM8304 - Information Technology Delivery professionals that are preparing themselves for an relations, and regulatory practices as they relate to (4 quarter credits). Learners in this doctoral executive leadership role. Learners review the organizational structure, business activities, and seminar concentrate on the behavioral aspects of frameworks of the strategic thought-leader of the human capital management. Topics include law deploying IT in organizations. During the course, organization, which prepares them for the role, making, enforcement agencies, labor relations, learners examine and evaluate IT deployment activities and leadership realities of the top legal processes, and litigation reduction and literature from both academic and practitioner leadership in today’s complex and diverse COURSE DESCRIPTIONS GRADUATE management. Available online only. Cannot be sources, survey both achievements and failures in organizations. Prerequisite(s): Completion of fulfilled by transfer. the field, and identify various research frontiers program core courses. Available online only. OM8205 - Knowledge Management, Human associated with IT delivery. Available online only. Cannot be fulfilled by transfer. Resource Information Systems, and Internet Cannot be fulfilled by transfer. OM8930 - Consulting Practice Seminar Technologies (4 quarter credits). Learners in this OM8305 - Information Technology Strategy and (4 quarter credits). Learners in this seminar doctoral seminar explore the relationships Management (4 quarter credits). Learners in this examine the practice fundamentals necessary for between knowledge management, human doctoral seminar course focus on organizational an executive consulting leadership role. Learners resource information systems, and Internet issues related to developing IT strategy and review the role of consultant, organizational technologies as they relate to maximize human managing IT staff and functions. Learners examine assessment, intervention planning, intervention capital and organizational productivity. This course the research frontiers of topics such as IT strategy execution, measurement and consultant exit emphasizes integrated understanding, strategic formulation and business alignment; IT strategies, preparing themselves for executive orientation, and innovative perspective of ways organization, structure, and governance; consulting practice. Prerequisite(s): Completion these systems can enable HRM business-oriented implementation and change management; of program core courses. Available online only. solutions for global organizations. Available online organizational learning and knowledge Cannot be fulfilled by transfer. only. Cannot be fulfilled by transfer. management; and evaluation of IT impacts on the OM8999 - Special Topics in Organization and OM8206 - Human Capital Management, organization. Available online only. Cannot be Management (4 quarter credits). In this course, Acquisition, Development, and Retention fulfilled by transfer. learners propose appropriate course topics that (4 quarter credits). Learners in this doctoral OM8450 - Theory of Organizational address a specific issue or problem in the field. seminar examine human capital acquisition, Improvement (4 quarter credits). Learners in this Proposals must be submitted to the mentor for development, and retention from theoretical, course examine historical, contemporary, and approval. PhD learners only: To be completed in best practices, and business results perspectives. emerging theories of organizational improvement. directed-study format. Topics include establishing high-performance Learners explore continuous improvement, OM9050 - Special Topics in Information cultures, systems dynamics models, innovative balanced scorecard, Malcolm Baldrige framework, Technology Management (4 quarter credits). compensation and reward strategies, and return- and other relevant theories. The focus of this This course provides learners with an opportunity on-investment metrics. Available online only. course is on understanding the theoretical to engage in an in-depth study within the area of Cannot be fulfilled by transfer. foundations of these improvement philosophies IT management. Theory, research, and application OM8301 - Survey of Research Literature in and on recognizing their impact on organizational of subject matter are constructed to focus on Information Technology Management outcomes. specific subject matter using the special topics Infrastructure (4 quarter credits). Learners in this OM8451 - Process Analysis (4 quarter credits). course format. Learners propose course topics not doctoral seminar review IT management research Learners in this course examine a variety of covered in the elective offerings of this literature focusing on research related to approaches to measuring and assessing process specialization and develop content with course managing the process of selecting, deploying, and and business outcomes. Topics include statistical tutor approval. PhD learners only: To be operating information technology within process control, process capability analysis, completed in a directed-study format. organizations. The focus of the course includes design of experiments and other relevant OM9051 - Special Topics in Leadership components of information technology and the measurement approaches. The focus of this (4 quarter credits). This course provides learners human resources that support them. Available course is investigating the variety of approaches with an opportunity to engage in an in-depth online only. Cannot be fulfilled by transfer. to organizational measurement, understanding study within the area of leadership. Theory, OM8302 - Survey of Research Literature in the appropriate applications, and measuring the research, and application of subject matter are Information Technology Planning and Delivery outcomes of planned change initiatives. constructed to focus on specific subject matter (4 quarter credits). Learners in this doctoral Prerequisite(s): OM7080. using the special topics course format. Learners seminar review the IT management research OM8910 - Teaching Practice Seminar (4 quarter propose course topics not covered in the elective literature focusing on the process of applying IT to credits). Learners in this seminar examine the offerings of this specialization and develop the support of organizational goals. Topics include practice fundamentals necessary for a teaching content with course tutor approval. PhD learners organizational alignment, strategic system career in management education. Syllabus and only: To be completed in a directed-study format. planning, and the application system delivery course development, online and classroom OM9052 - Special Topics in Human Resource process. Available online only. Cannot be fulfilled instruction, as well as the fundamentals of human Management (4 quarter credits). This course by transfer. development in the classroom are explored. provides learners with an opportunity to engage OM8303 - IT Technical Foundations (4 quarter Prerequisite(s): Completion of program core in an in-depth study within the area of human credits). Learners in this doctoral seminar focus on courses. Available online only. Cannot be resource management. Theory, research, and theory and research that address the technical fulfilled by transfer. application of subject matter are constructed to foundations of IT management discipline. Topics focus on specific subject matter using the special include a wide range of technologies, processes, topics course format. Learners propose course 138 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Graduate Course Descriptions, continued

topics not covered in the elective offerings of this their dissertation chapters. Grading for this course addressed. Learners also explore the role of specialization and develop content with course is S/NS. Prerequisite(s): OM9997. Cannot be standards in supporting the Web and handling of tutor approval. PhD learners only: To be fulfilled by transfer. commercial transactions. Learners examine completed in a directed-study format. OM9999 - Dissertation Research IV (4 quarter emerging business models for e-commerce as well OM9984 - Doctoral Comprehensive Examination I credits). Learners prepare the final dissertation for as social controversies surrounding e-commerce. (4 quarter credits). Learners examine the key review and approval by the committee. Successful This course is oriented towards those learners who components of the comprehensive examination. completion of the dissertation conference with the are not pursuing the system design and The course includes an overview of the mentor and committee is required. Once learners development specialization. comprehensive examination process, the pass the dissertation conference, they prepare the TS5120 - Project Management for Technology university’s expectations of academic honesty and dissertation for publication. Grading for this Professionals (4 quarter credits). Learners in this integrity, the four core themes of the examination, course is S/NS. Prerequisite(s): OM9998. Cannot course explore management techniques for and the evaluation criteria. Course requirements be fulfilled by transfer. planning, estimating, and facilitating successful include completion of the overview, a preliminary enterprise Internet, intranet, and extranet conference call with the courseroom mentor, and application projects. Topics include defining a development of a schedule for the timed project, developing work breakdown structures, examination. Grading for this course is S/NS. School of Business and Technology preparing project schedules, and determining how Prerequisite(s): Completion of all required and to coordinate the various resources. Special elective course work with a GPA of 3.0 or better. MS Information Technology Courses attention is given to the skills needed to lead and Completion of practicum courses, if applicable, manage cross-functional and multinational teams TS5004 - Technical Communications (4 quarter prior to starting comprehensive examination in a virtual team environment. This course includes credits). This course provides learners with the courses. Fulfillment of all residency methods for managing new application necessary skills for communicating technical requirements. Cannot be fulfilled by transfer. development projects as well as the selection, information to various stakeholders in installation, and integration of third-party software OM9985 - Doctoral Comprehensive Examination II organizations. The focus of the course is on the applications. The course introduces techniques (4 quarter credits). Learners develop one fundamentals of technical communication in the that help keep projects on track and enhance team comprehensive examination question to address electronic workplace while emphasizing clarity motivation and offers planning, time management, the learner-chosen core theme while the and organization. Learners engage in exercises and risk management activities that are useful to courseroom mentor provides three questions that focus on technical writing, editing, and online learners throughout their program and addressing the remaining core themes. Learners communication, and a broad range of activities professional careers. write answers to the comprehensive examination including preparing an effective résumé, writing questions that are evaluated by readers using a technical report, creating professional TS5130 - System Development Theory and analytical point-scale scoring rubrics. Upon development plans, and writing a proposal. Practice (4 quarter credits). This course focuses passing the written examination, learners The course presents techniques intended to help on the software engineering fundamentals that complete the comprehensive examination final learners develop an appreciation for format and can be applied to enterprise-wide software conference call and are eligible to enroll in the first content and prepare learners for project application development. Advanced techniques dissertation course. Grading for this course is documentation requirements throughout their for requirements analysis, functional specifications, S/NS. Prerequisite(s): OM9984. Cannot be program and their professional careers. TS5004 system design, implementation, testing, and fulfilled by transfer. must be taken by master’s learners in their first maintenance are covered. Topics include OM9996 - Dissertation Research I (4 quarter quarter. Cannot be fulfilled by transfer or portability, reusability, prototyping, and credits). Learners nominate and gain school petition. performance management. Learners compare theory with actual practice and assess, evaluate, approval of their dissertation committee and TS5110 - Enterprise System and Application and apply software development principals or create and gain mentor approval of the preliminary Development (4 quarter credits). This course processes to a professional environment. Prior to draft of the dissertation proposal. Learners also covers dynamic HTML, JavaScript, Java Applets, enrolling in this course, learners should possess complete IRB training through online CITI cascading style sheets, and design templates. a working knowledge of the software modules. Grading for this course is S/NS. The course also includes an introduction to CGI development process. Prerequisite(s): OM9985. Cannot be fulfilled by programming, server side includes (SSI), and transfer. Extensible Markup Language (XML). Learners TS5140 - System Usability Analysis and Design OM9997 - Dissertation Research II (4 quarter apply their knowledge as they use a professional (4 quarter credits). This course is an overview of credits). Learners prepare and submit the IRB interactive development environment (IDE) to the theoretical aspects of human-computer application, conduct field tests as required and develop a Web application, showing mastery of interaction with particular emphasis on giving approved by the committee, and complete one or more of the Internet application learners practical guidelines, strategies, and development of the final proposal. To complete technologies. Prior to enrolling in this course, methods for designing successful user interfaces. this course, learners must schedule and pass the learners should have a working knowledge of Learners explore local language considerations for proposal completion conference with the mentor both Web site development and programming. e-business and other enterprise Internet applications as well as user-centered design and committee. Grading for this course is S/NS. TS5111 - Overview of Enterprise Applications approaches that can be applied to enterprise Prerequisite(s): OM9996. Cannot be fulfilled by (4 quarter credits). This course provides learners Internet applications using a personal computer transfer. with an overview of Web based e-commerce and desktop interface, personal digital assistant (PDA) guidelines for building a Web-based infrastructure OM9998 - Dissertation Research III (4 quarter interface, cell phone interface, or any smart to support the various parts of an enterprise credits). Learners conduct a research project that appliance interface. This course covers techniques (i.e., marketing, operations, etc.). Learners are is consistent with the terms and conditions of the for analyzing user needs, synthesizing user goals, introduced to the Web by designing and creating approved proposal. To complete this course, and ensuring that the completed application an e-commerce Web site in which both the learners must complete the collection and analysis satisfies customer requirements. of data and be prepared to write the final drafts of technical and business issues of e-commerce are 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 139

TS5150 - Enterprise Application Testing TS5271 - Network Security Solutions for the exercises to further develop programming skills. (4 quarter credits). This course takes learners Enterprise (2 quarter credits). This course is The course covers Java programming syntax, Java through an effective, step-by-step methodology designed for network designers, system concepts, data types and methods, classes and for testing enterprise Internet applications. It administrators, and other IT professionals who class hierarchies, Applet and application creation, focuses on mission-critical aspects of e-commerce need to develop strategies and countermeasures Java Swing, error handling and exceptions, and Web-based applications, but the methodology can against cyber threats to an enterprise network. introduces Java Database Connectivity (JDBC). be applied to any Internet application. Learners are This course covers current network security Prerequisite(s): TS5505 or equivalent introduced to the quality attributes of Web-based solutions to protect an organization from exposure programming experience in C, C++, C#, Visual

applications including interesting content, a unique internally (attacks from within) and externally Basic, or other formal programming languages COURSE DESCRIPTIONS GRADUATE product or service at a reasonable price, and swift (Internet). Learners examine specific strategies to upon school approval. and reliable fulfillment. Learners gain an guard against the most common intrusion TS5503 - Advanced Enterprise System appreciation for the importance of systematic including firewalls, gateways, and proxy servers. Development (4 quarter credits). Learners in this testing to facilitate continuous improvement in Learners utilize case studies to better understand course further explore the topics covered in usability, performance, security, availability, and the impact of good security solutions. Authentication TS5110 by examining several mechanisms for interoperability. This course gives learners the tools and encryption techniques are discussed and lab interfacing with back-end databases, including and knowledge to ensure their enterprise Internet exercises are used to give learners experience with Rapid Application Development (RAD) application satisfies the expectations of customers. network security solutions. Prior to enrolling in techniques, to support dynamically created Web Prior to enrolling in this course, learners should this course, learners should take TS5590 or content from server-side databases. This course have completed TS5130 or possess a working possess a working knowledge of networking covers Active Server Pages (ASP) and introduces knowledge of software development processes concepts. Java Server Pages (JSP) and more advanced or software engineering principals. TS5500 - Systems Analysis and Design (4 quarter technologies supporting reusable business logic TS5151 - Quality Assurance (4 quarter credits). credits). Learners in this course examine the on the server. Enterprise Java Beans (EJBs) Learners in this course explore the practical process of analyzing and designing enterprise- capabilities and contexts for use are also application of quality assurance principles in wide systems. The course focuses on the introduced. Course content explains distributed technology. Tools, techniques, quality improvement, traditional system development methods and object technology and describes how Extensible and statistical processes for determining quality offers a review of alternative methods such as Markup Language (XML) is utilized for assurance are presented. Learners examine real- object-oriented, rapid application development spontaneous data exchange between two Internet world examples, cases, and models to evaluate and joint applications development. Learners applications. In addition, this course covers how to apply quality assurance in technology. develop a variety of models including data, mechanisms to improve performance of Internet Learners also explore industry standard quality process, network, and object models while gaining applications. Prior to enrolling in this course, assurance processes like the Software Engineering exposure to application architectures and the learners should have taken TS5501 or have Institute (SEI) Capability Maturity Model (CMM) or design process. Various systems analysis and equivalent experience in database the American Society for Quality (ASQ) Six Sigma. design tools are used as part of the process. development. Prerequisite(s): TS5110 or This course enables learners to compare quality Learners develop ways to specify and design equivalent experience in Web development, principles with actual practices and ultimately systems that help solve business problems and and either TS5502 or TS5538 or equivalent apply these principles in their technology improve business processes. Prior to enrolling in experience upon school approval. professions and organizations. this course, learners should have completed TS5504 - Wireless Web Design and TS5160 - Business Foundations (4 quarter TS5130 or possess a working knowledge of Development (4 quarter credits). This course credits). This course provides IT learners with a software development processes or software provides an overview of the evolving wireless foundation of business concepts. Learners analyze engineering principals. technologies and the Wireless Application organizational structures, operational processes, TS5501 - Database Analysis and Design Protocol (WAP). Learners use simulation software and financial measures as well as key business (4 quarter credits). This course introduces to design and debug wireless Web applications communication concepts and techniques. Through database analysis, database design, and N-tiered using Wireless Markup Language (WML) or the analysis and application of fundamental client server database systems. Topics include handheld device markup language (HDML) for business processes, theories, and techniques, database structures, data dictionaries, data Internet-enabled phones. This course introduces successful completion of this course helps learners analysis, normalization, and common database related technologies and includes an overview of better understand how IT integrates with the applications. Learners develop an application in a mobile telephony architecture. Prerequisite(s): enterprise as a whole. popular database system. Advanced discussion TS5110 or equivalent experience in Web TS5270 - Cyber Threats to Enterprise Security topics include database scripting (SQL), API development upon school approval. (2 quarter credits). This course is designed for IT interfaces, database connectivity technologies TS5505 - Object-oriented Design and managers, executives, network and system (ODBC/JDBC), concurrency control, database Development (4 quarter credits). This course administrators, and other IT professionals that security, and data warehousing multi-dimensional introduces object-oriented analysis and design need to assess their organization’s risk to hackers databases and data mining methods that extract concepts using the Universal Modeling Language and cyber terrorists. This course surveys the key useful information from the data warehousing. (UML) and an object-oriented programming terms and concepts necessary for enterprise A problem-based approach using SQL is used in language. Sound practices for the design, security, including the tools, techniques, and this course. construction, testing, and debugging of object- strategies that are most often used to break into TS5502 - Programming Strategies (4 quarter oriented software applications are emphasized. networks and associated databases. Learners credits). This course provides a foundation for Specific attention is paid to use-cases as a means become familiar with the basic steps that are used learners interested in learning Java. Learners also of describing behavioral software requirements. by these attackers. This course enables learners to explore the aspects of Java that make it one of the This course also introduces patterns and object- develop a working knowledge and vocabulary for most popular and dynamic programming oriented architectures using a problem-based assessing an organization’s security risk from environments available to the IT professional. The approach to object-oriented analysis and design attackers and a framework for creating an action course is hands-on, with numerous programming concepts. plan. 140 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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TS5506 - Graphics and Multimedia (4 quarter multimedia features by integrating theory with level and planning and configuring large scalable credits). The course introduces graphics and practice. This course develops learners’ knowledge networks based on multi-protocol Internet works. multimedia technologies as part of an assignment of Web site design and multi-media tools like Flash, Upon successful completion of this course, to create a Web interactive animation project. Fireworks, and Photoshop through the development learners have a solid understanding of Activities include illustrating with Flash, using of a business-quality Web site. Learners use the implementing, designing, and configuring large animation techniques and special effects. This theory behind vector graphic and image scalable networks using queuing, tunneling, route course also covers embedding exported Flash manipulation to more effectively utilize these distribution, route maps, BGP, EIGRP, OSPF, and movies into HTML documents for play in a techniques. Prerequisite(s): TS5506 or equivalent route summarization. In addition, learners are browser. Prerequisite(s): TS5110 or equivalent experience in Web site development including prepared to take one of the industry certification experience upon school approval. experience with Flash, Fireworks, Photoshop, exams. Prior to enrolling in this course, learners TS5507 - Network Technology (4 quarter and other image processing tools upon school should earn certification as a Cisco Certified credits). This course presents an overview of approval. Network Associate (CCNA). network technology. Learners consider video TS5515 - Advanced Wireless and Mobile TS5520 - Operating System Theory and systems, local area networks, wide area networks, Development (4 quarter credits). This course Application (4 quarter credits). This course wireless systems, satellite communications, emphasizes how aspects of Web technology (XML, provides learners with a solid foundation in Internet and the World Wide Web, cable networks, XHTML, and JSP) are used to support interactive operation system principles. Topics include and voice and data communications. The course wireless Web applications. Learners explore the concepts of resource management, scheduling, also introduces learners to Frame Relay, DSL, ATM, wireless application protocol (WAP) in detail and and concurrency management and device SONET, and the OSI Model. The course focuses on ways Web Markup Language (WML) and WML management. The mechanisms used to support understanding the impact of network technologies Script are utilized to create an interactive Web network interfaces including interfaces to the on the performance of Web-based applications, Telephony Application (WTA). The use of Web Internet and LANs are also introduced. Learners including security, privacy, and reliability. Learners Transport Layer Security (WTLS) and its importance explore the concept of administering an operating completing this course develop competencies in developing secure wireless application is also system to gain an understanding of user access associated with the Cisco Certified Network explored. The remainder of the course is devoted and operating system security. Learners also Associate (CCNA) certification. to server side support of wireless applications. The explore operating system performance issues to TS5508 - Enterprise System Security (4 quarter course presents aspects of Servlet/JSP that are gain an understanding of the importance of credits). This course provides an overview of relevant to WAP, particularly the unique support for operating system configuration upon application network security and information systems. This session management. Learners use XSLT to performance. Examples are provided from both course is geared for the IT professional tasked with transform XML documents into WML to create Unix-based and Windows-based operating establishing security strategies to protect their WAP supported Web pages. Learners work systems. Upon successful completion of the organization from exposure to the Internet, or who through a number of computer labs to reinforce the course, learners are able to compare how each needs to design applications that enable data above concepts. Prerequisite(s): TS5503 and system implements the key concepts listed above security, privacy, and confidentiality. Course TS5504 or equivalent experience upon school to be able to determine the applicability of the content includes an introduction to firewalls and approval. system to an operational environment. gateways, strategies to guard against hackers and TS5516 - Client Server Architecture and Design TS5521 - Advanced Network Technology - forms of viruses, and explores authentication and (4 quarter credits). This course focuses on the Switching (4 quarter credits). Learners in this encryption techniques. The course also covers a networking concepts and skills necessary to plan, course, build on the skills gained from TS5507. list of the most frequently used methods for install, configure and manage a local area network The course focuses on the advanced multi-layer attacking a network system and how to defend (LAN). Topics include security, printing, and switching technologies and techniques used by against them. Learners examine case studies to troubleshooting. Upon successful completion of major telecommunication companies to provide better understand the impact of poor security on this course, learners have a solid understanding of advanced switch configuration, Spanning Tree an enterprise. network administration at the LAN level. In Protocol (STP) implementation, and Virtual Private TS5513 - Advanced Programming Strategies addition, learners are prepared to take one of the Networks (VLANs). Topics in this course are (4 quarter credits). This course extends the topics industry certification exams. Prior to enrolling in commensurate with topics covered in the other discussed in TS5502 by covering several advanced this course, learners should possess a working two advanced network technology courses, features of Java programming. It is intended for knowledge of networking concepts. TS5522 and TS5523. Upon successful completion learners who understand fundamental Java TS5517 - Network Enterprise Architecture and of this course, learners are prepared to take one of programming concepts and now want to explore Design (4 quarter credits). This course is a the industry certification exams. Prior to enrolling some of the advanced Java programming topics. continuation of TS5516 primarily focusing on the in this course, learners should earn certification The primary focus of this course is on the enterprise network. Topics include designing Wide as a Cisco Certified Network Associate (CCNA). advanced features and libraries of the Java 2 Area Networks (WANs), directory services, Prerequisite(s): TS5507 or equivalent platform; this knowledge is essential to connectivity issues and procedures, remote access, experience upon school approval. programming in the application server network traffic management, network security and TS5522 - Advanced Network Technology - environment. This course enables learners to monitoring multi-protocol wide area networks. Remote Access (4 quarter credits). This course create a client-server Java application utilizing Upon successful completion of the course, learners enables learners to develop the skills gained from remote method invocation (RMI) and a swing- have a solid understanding of network administration TS5507. The focus of the course is on the based applet interface. Prerequisite(s): TS5502 or at the WAN. In addition, learners are prepared to advanced technologies and techniques used to equivalent experience upon school approval. take one of the industry certification exams. plan, design, implement, configure, and monitor TS5514 - Advanced Graphics and Multimedia TS5518 - Advanced Network Technology - remote access, as well as dial-up techniques that (4 quarter credits). Learners in this course build Routing (4 quarter credits). This course is a provide remote connectivity using PPP, ISDN, competencies for developing interesting Web continuation of TS5507 primarily focusing on Frame Relay, and authentication. Learners also sites containing more complex and interactive designing wide area networks at the advanced explore various technologies such as DSL, cable modem, and VPN. Topics in this course are 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 141

commensurate with topics covered in the other TS5526 - Leadership and Human Resource application supported by an industry standard two advanced network technology courses, Management (4 quarter credits). This course application server utilizing a JSP-based user TS5521 and TS5523. Upon successful completion focuses on organizational planning, staff interface, learn how XML is used to configure an of this course, learners are prepared to take one of acquisition, and team development. Topics enterprise component application, and explore the industry certification exams. Prior to enrolling include assigning project roles, responsibilities, the main types of EJBs and when and where to use in this course, learners should earn certification and reporting relationships; staffing; motivation; them. The concepts of security relative to as a Cisco Certified Network Associate (CCNA). leadership; team development; and conflict enterprise components also are discussed. Prerequisite(s): TS5507 or equivalent experience resolution. Learners gain an understanding of the Learners completing this course develop

upon school approval. processes required to make effective use of competencies associated with the Sun certified COURSE DESCRIPTIONS GRADUATE TS5523 - Advanced Network Technology - people and resources on a project. The Web component developer for J2EE platform Troubleshooting (4 quarter credits). This course relationship between human resource certification and the enterprise architect for J2EE enables learners to develop the skills gained from management and project management is technology certification. Prerequisite(s): TS5503 TS5507, focusing on the advanced troubleshooting explored along with how it’s related to the project and TS5513 or equivalent experience upon skills and techniques that are used on large scale life cycle. The course covers techniques for school approval. and multi-protocol Internet works. Topics in this interfacing with project stakeholders, designing TS5530 - Component Development - Microsoft course are commensurate with topics covered in effective organizational structures, dealing with Framework (4 quarter credits). Learners in this the other two advanced network technology conflict on projects, communication, and course examine the architecture of .NET and courses, TS5521 and TS5522. The course managing stress. Practical self-assessment explore how applications utilize this architecture emphasizes troubleshooting Ethernets, Token exercises are used to determine learners’ to create .NET enabled applications. Learners Ring, routing, routed ISDN, PPP, Frame Relay, communication, conflict resolution, and discuss migration from COM to .NET including its VLAN, and WAN networks and protocols. Upon leadership styles in addition to power orientation, enhanced support for the object-oriented successful completion of this course, learners are personality type, and motivation to manage. programming model. The impact of .NET on prepared to take one of the industry certification TS5527 - Procurement Management (4 quarter current Microsoft technologies is also explored. exams. Prior to enrolling in this course, learners credits). This course presents major processes The course presents .NET Web services, clarifying should earn certification as a Cisco Certified used in project procurement management, its role in supporting Web application Network Associate (CCNA). Prerequisite(s): including planning, solicitation, source selection, development. Learners gain experience with TS5507 or equivalent experience upon school contract administration, and contract closeout. ASP.NET to create a .NET enabled Web approval. Learners review each area of the procurement application. C# examples are presented in light TS5524 - Advanced Project Management process and discuss its salient points. Procurement of its support for .NET. Learners should have prior (4 quarter credits). This course focuses on management is examined from the perspective of experience with VBasic.NET or C# prior to taking advanced project management topics and the buyer and seller relationship, including the this course. Prerequisite(s): TS5503 or equivalent techniques for successful projects. An initial processes required to obtain goods and services experience upon school approval. assessment of learners’ project management based upon project scope. Other project TS5531 - Security Management Practices competencies and skills is conducted along with management areas that relate to procurement (4 quarter credits). This course enables IT the establishment of a professional development management are also explored. professionals to identify, develop, and implement plan. The course provides an in-depth look at TS5528 - Project Integration Management security policies for an information system and its scope, time, cost, and quality management based (4 quarter credits). This course introduces physical environment (i.e., network interface). upon a case study scenario. The course focuses on learners to key components for project integration Learners explore legal and investigative concepts the process of joint project planning sessions to management and the processes required to regarding information security as well as the increase the effectiveness of project planning. ensure that elements of a project are properly necessity for network and physical security. This Learners explore the importance of properly coordinated. Learners examine topics such as the course covers proactive practices including recruiting, organizing, and managing the project role of the project manager as an integrator, the business continuity planning and disaster recovery team and discuss techniques that keep projects on tradeoffs among competing objectives and planning in order to maintain information integrity. track through proper monitoring, control, and alternatives, the need for a project management Learners in this course also explore areas of closeout methods. The course provides tools that strategy, and understanding stakeholder operations security and aspects from the project managers may use throughout their identification and analysis. The importance of a disciplines of networking, database management, professional careers. comprehensive approach to change control is and project management. TS5525 - Project Risk Management (4 quarter reviewed and highlighted. Learners gain an TS5532 - Secure System Development and credits). Learners in this course examine the understanding of overall project management Cryptology (4 quarter credits). Learners in this important elements of risk management including including successful project implementation; course explore the key concepts of operating risk planning, identifying risk, quantifying risk, systems thinking; problem solving; and the skills, system and application design from the impact analysis, development of appropriate roles, and expectations of project managers. perspective of security and examine the responses, and risk control. Learners gain an TS5529 - Component Development - Java importance of securing database access. The appreciation of the systematic process of Framework (4 quarter credits). This course course illustrates the importance of software identifying, analyzing, and appropriately introduces the key concepts supporting Web development and maintenance processes that responding to project risk. The course covers enterprise component development through an impact security. Further, learners analyze ways that the probability and consequences of maximizing examination of the key features of Java 2 cryptography addresses the principles, means, positive events and minimizing the probability Enterprise Edition (J2EE), a framework for and methods of disguising information to ensure and consequences of negative events. Learners developing reusable and portable enterprise its integrity, confidentiality, and authenticity. Prior have a better understanding of risk and how to components. Learners study the architecture of to enrolling in this course, learners should possess appropriately apply it to projects. J2EE to understand key components for creating a working knowledge of basic algorithm applications. Learners create a servlet-based construction. 142 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Graduate Course Descriptions, continued

TS5533 - Wireless Security (4 quarter credits). while providing a background in the architecture application development and database This course provides an overview of the skills of these systems including transactional technology to select the most appropriate solution necessary in wireless security. This course is processing and distributed systems. Learners for their business environment. Learners may designed for the information security professional explore administrative issues related to these choose or be advised to enroll in this course. who needs to secure an organization’s wireless and systems, focusing on system access and security. Does not apply toward degree or certificate mobile communications. Learners explore ways to Learners also explore the applications of these total credits. mitigate the risks associated with wireless systems, particularly ERPs (Enterprise Resource TS5899 - Special Topics in Technology (4 quarter communications and examine tools and Planning Systems) and CRMs (Customer credits). Learners in this course propose and techniques that reduce the exposure companies Relationship Management Systems). Learners also conduct a study of special topics of interest related face when using wireless technologies. Topics investigate object-oriented database systems to to IT. Appropriate course topics address an area of include theory of wireless transmission and mobile determine when their application may be more study that complement the learner’s past computing, wireless standards, use of hardware, appropriate then relational database systems. experience and learning objectives. The results of practical applications, and encryption methods. Prerequisite(s): TS5501 or equivalent the study must exhibit a graduate-level mastery of TS5534 - Computer Forensics and Investigations knowledge. the topic area. Prerequisite(s): Prior to enrolling (4 quarter credits). This course provides an TS5540 - Introduction to XML and Web Services in this course, a preliminary learning plan must overview of the skills necessary in computer (4 quarter credits). This course provides a be approved by the school. Cannot be fulfilled forensics. This course is geared for the information comprehensive overview of the Extensible by petition. security professional that needs to understand the Markup Language (XML) and the fundamental TS5990 - Integrative Project (4 quarter credits). following: how data can be hidden on a computer, technologies that underlie Web services. This course allows learners to demonstrate the tools available for the forensics investigator, Understanding the mechanisms behind XML and proficiency in integrating learning from their and how to handle and transport data once Web services is crucial to understanding its course work at Capella University. Learners uncovered. Learners also explore procedures for potential and effectively implementing these prepare a project plan that includes the proposed handling and safe storage of electronic data. technologies. Learners create XML documents, topic area, deliverables, completion dates, and the TS5536 - Ethical and Legal Considerations in schemas, and stylesheets for transforming XML. associated learning. Upon approval from their Information Technology (4 quarter credits). In addition, learners discover how to create SOAP instructor, learners execute their project plans. This course focuses on the ethical and legal issues messages and integrate services through various Learners record weekly status on their progress, surrounding computer technologies within an Web Service technologies such as WSDL. issues, key decisions, and learning. At the organization. Learners use specific case examples Prerequisite(s): TS5503 or equivalent experience conclusion of the course, learners complete their and projects to explore human dimensions of IT, in server-side development and intermediate- projects and summarize their results on their and research the relationships between customers, level programming in a programming language Capella University Web sites. Prerequisite(s): partners, and society. Topics include intellectual such as Java, C#, C++, or Perl (i.e., TS5513) Completion of all required master’s course work. property rights, privacy, governmental regulations, upon school approval. Cannot be fulfilled by transfer or petition. and an individual’s responsibilities in the decision- TS5590 - Web Development and Networks making process. (4 quarter credits). This course enables learners TS5538 - Programming Strategies - Microsoft with limited knowledge of IT to understand Environment (4 quarter credits). This course fundamental concepts of IT and to be prepared for provides an introduction to the C# language and future courses in the program. This course Harold Abel School of Psychology provides an overview of Web applications and how to implementing C#-based applications using the Graduate Writing Courses .NET framework. The course is oriented toward they are utilized to support business needs. It also the learner with some programming experience in presents the basic concepts of computer networks PSY7004 - Graduate Writing for ESL/EFL strongly-typed languages such as C, C++, or Java. and various methods of creating and supporting Learners (4 quarter credits). This course Starting with the basics of the C# language such as internal and external computer networks. Learners introduces non-native speakers of English to built-in data types, operators, and control compare various options in Web application graduate-level academic writing. Learners develop structures, the course migrates to an introduction development or networks and select the most an understanding of the assumptions and of how C# implements the foundation of OOP appropriate solution. Learners may choose or be intentions that underlie advanced academic such as extending classes through inheritance, advised to enroll in this course. Does not apply writing as it is practiced in the U.S. Learners interfaces, and polymorphism. The course covers toward degree or certificate total credits. develop skills in producing effective advanced ways to utilize Microsoft’s Visual Studio Integrated TS5591 - Programming and Database Systems academic writing including combining facts and Development Environment (IDE) to create, (4 quarter credits). This course enables learners opinions from multiple sources. They develop compile, and deploy C#-based applications. with limited knowledge of IT to understand linguistic and content editing skills in order to Hands-on lab exercises throughout each unit fundamental concepts of IT and to be prepared for continue improving their own academic writing provide learners with experience creating and future courses in their program. An overview of the after they complete the course. debugging C# applications and assemblies. Prior basic concepts of the software development PSY7006 - Research and Writing for Graduate to enrolling in this courses, learners should have process is presented. Learners become familiar Learners (4 quarter credits). This course prepares a working knowledge of C, C++, Java, Visual with programming through updating existing graduate learners for the rigors of academic Basic or other formal programming language. applications with an industry standard writing, which requires a series of related critical Completion of TS5505 or equivalent experience programming language (i.e., Visual Basic). This thinking and writing skills, including understanding is good preparation for this course. course also provides database principles enabling the nature of academic research; developing TS5539 - Enterprise Database Systems the learner to construct a simple database and strong arguments based on primary and (4 quarter credits). This course prepares learners access its information through an application secondary research; evaluating, summarizing, for designing, managing, and integrating interface. Learners modify existing programs to paraphrasing, and citing sources; drafting, database systems within an enterprise. It focuses access a database and develop useful reports. revising, and editing multiple drafts of major on topics related to large scale database systems Learners are able to compare various options in 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 143

projects; and producing clear, accurate, and error- Harold Abel School of Psychology biological and psychosocial factors are examined. free prose. Since this is a writing course, learners Courses Topics include normal development, the role of should expect to write a lot: the course includes attachment processes, influence of trauma on weekly writing assignments, several short writing PSY7011 - Foundations of Psychology - Master’s development, family factors, and the influence of projects, and a research plan for a longer project. Learners (5 quarter credits). Learners describe community and societal factors on child Learners submit a final portfolio at the end of the professional roles, organizations, licensure development. requirements and codes of ethics in the field of course. PSY7225 - Child and Adolescent Psychology (5 psychology. Learners identify and describe their PSY7007 - Focused Research and Writing for quarter credits). This course focuses on the study choice of study in psychology and the educational Graduate Learners (4 quarter credits). In this of children and adolescents from infancy through COURSE DESCRIPTIONS GRADUATE steps necessary to accomplish their goal. PSY7011 course, learners refine the principles and adolescence. Learners apply in-depth knowledge must be taken by master’s learners in their first strategies learned in PSY7006 by focusing on of the physical, cognitive, and psychosocial quarter. Cannot be fulfilled by transfer. writing in their disciplines. Learners should expect development of this age group to school-related to spend a significant amount of time writing, PSY7021 - Foundations of Psychology - Doctoral functioning. Learners examine all major stages of including weekly writing assignments, several Learners (5 quarter credits). This introductory life from prenatal to adolescence, focusing on short writing projects, one long writing project, course requires the articulation of a professional development as the progressive reorganization of and a final portfolio. Learners develop a research identity based on doctoral level training in psychological functioning. These developmental topic, conduct and write a short literature review, psychology. Learners describe professional roles, factors are examined within the context of a child’s develop an argumentative essay of significant organizations, licensure requirements, and codes home, school, culture, and community. Learners length (25-35 pages), and document sources of ethics in the field of psychology. Learners integrate cognitive, emotional, and social appropriately while focusing on the critical identify and articulate their choice of study in processes within these developmental stages. psychology and the educational steps necessary thinking and writing skills established in PSY7006. PSY7230 - Adolescent Psychology (5 quarter to accomplish their goal. PSY7021 must be taken Prerequisite(s): PSY7006. credits). This course is an overview of major by PhD learners in their first quarter. Cannot be PSY7008 - Developing Voice and Style in theories and current research in the area of fulfilled by transfer. Academic and Professional Writing (4 quarter adolescent development and behavior. Learners credits). This course focuses on one of the most PSY7050 - Writing Skills for Psychology Learners examine both biological and psychosocial factors. challenging components of academic writing: (5 quarter credits). This course refines the basic Topics include normal development; the influence developing a voice and style that reflect skills necessary for professional writing. Through of trauma on development; family factors; peer excellence in scholarship (research, thinking, and weekly exercises, learners receive instruction in influences; and the influence of school, communication) while maintaining individuality composing clear, concise, technical, and community, and societal factors on development. and style. In this course learners analyze a variety grammatical language that reflects their personal Prevention and treatment of behavioral problems of writing samples, including their own, in order to writing style. Through short writing assignments, is also considered. the course also prepares learners to construct understand the effects of writers’ rhetorical PSY7240 - Adult Psychology (5 quarter credits). paragraphs using established methods of choices; learn and apply an array of writing This course is an analysis of major contemporary development, such as definition, description, strategies that lead to improved awareness and theories and research on continuity and change classification, and process. The course does not use of voice and style; and revise writing during the period of maturity, from the end of the require a research project or paper. submissions used in external course work to dependency of childhood to the beginning of the demonstrate learning and understanding. PSY7110 - History and Systems of Psychology dependency of old age. Learners explore the Learners are strongly encouraged to take the (5 quarter credits). Learners in this course application of current theory and research to the PSY7006-PSY7007 course sequence before examine historical and contemporary schools of workplace, family and social relationships, and enrolling in this course. psychology with an emphasis on key contributors psychological changes to the self. to the discipline. Paradigmatic approaches (e.g., PSY7310 - Biological Basis of Behavior behavioral, cognitive, psychoanalytic, humanistic, (5 quarter credits). This introduction to the etc.) are analyzed in relation to the cultural context biological basis of behavior includes an overview existing in the U.S. Special emphasis is given to of genetic factors, functional neuroanatomy, and systems of psychology that have emerged in physiology in relation to such topics as sensation, response to radical and rapid social changes movement, motivation, emotion, sleep, learning experienced since the mid-twentieth century and and memory, consciousness, and abnormal to implications of those systems for professional behavior. Special attention is given to the practice. relationship between brain functions and PSY7210 - Lifespan Development (5 quarter behavioral disorders (e.g., addictions, eating credits). This course is a comprehensive survey of disorders, effects of chronic stress, learning contemporary and classical theory and research disorders, sexual dysfunctions, sleep disorders, related to physical, cognitive, psychological, and and mood disorders). social development throughout the lifespan. PSY7320 - Advanced Biological Psychology Particular attention is given to topics in the areas (5 quarter credits). Learners in this course of human development that have applications for examine the biological factors related to psychologists working in clinical, educational, and psychopathology. The course emphasizes organizational settings. research problems and methods currently being PSY7220 - Child Psychology (5 quarter credits). explored in biological psychology. Topics include This course is an overview of major theories and the role of genetic factors in psychopathology, the current research in child development. Both influence of physical and emotional trauma on 144 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Graduate Course Descriptions, continued

brain function, biological considerations in humanistic, existentialist, socialist, feminist, and appropriate applications for each type of treatment planning, addictive phenomena, and cognitive theories of personality are reviewed methodology. Learners in the course discuss other clinically relevant subjects. Prerequisite(s): along with research in the areas of normal and specific techniques for correctly interpreting test PSY7310. Cannot be fulfilled by transfer. abnormal personality constructs. Contemporary scores such as percentiles, standard errors of PSY7330 - Psychopharmacology (5 quarter issues and problems in personality theory and measurement, validity and reliability indices, and credits). Learners in this course explore the types are also addressed. standard scores. Topics also include professional behavioral and therapeutic effects of psychoactive PSY7520 - Social Psychology (5 quarter credits). standards for test development and use. The drugs. Course topics include synaptic This course provides an overview of behavior that American Psychological Association’s (APA) transmission, behavioral role of specific is influenced by the presence of others or behavior requirements regarding ethical and legal neuromodulatory systems, pharmacological that is under the control of society. Interpersonal standards for testing and research with human treatment of mental and neurological disorders, relationships, social cognition, social inference, participants are also considered. For learners in addiction, and the various side effects of emotion, and personality are considered within the school psychology specialization, this course psychoactive drugs. Drug effects on learning, this framework. The social psychology of decision must be taken during the learner’s second creativity, memory, sleep, perception, and sexual making, attitude formation, and social attribution quarter, immediately following PSY7011. functioning receive special attention. Learners also are reviewed and applied to contemporary issues. PSY7612 - Functional Behavioral Assessment examine the efficacy of treating patients with a Learners also explore the application of social (5 quarter credits). Learners apply functional combination of psychotherapy and psychotropic psychological theory and research to various behavior assessments to the development of medications for a number of diagnosed mental clinical, educational, and organizational settings. behavioral support plans. Learners gain disorders including depression, bi-polar disorder, PSY7530 - Group Psychology (5 quarter credits). knowledge working collaboratively with others to anxiety, obsessive compulsive behavior, Learners in this course consider influence design strategies that help students who exhibit schizophrenia, and childhood disorders. processes important in group settings including challenging behaviors to be more successful in Prerequisite(s): PSY7310. conformity, rejection of deviant group members, school. Learners apply strategies including the PSY7340 - Human Sexuality (5 quarter credits). and minority member influence. The course is also implementation of environmental supports and This course is an investigation of sexuality within a review of research into stages of group skills training as well as behavioral interventions. the larger context of human experience and development, the formation of group norms, Prerequisite(s): PSY7610 or school approval. individual development, emphasizing physical and communication among group members, group PSY7620 - Inferential Statistics (5 quarter psychosexual development; frequency and decision making, leadership, and group credits). This course focuses on applying significance of various types of sexual behavior; productivity. parametric statistical procedures to psychological health related issues; and the application of PSY7540 - Multicultural Perspectives in Human research and the strengths and limitations of scientific information to sexual issues and Behavior (5 quarter credits). This course is an conducting quantitative studies. Learners examine problems. Issues related to sexual deviation, examination of substantive and theoretical issues sampling issues, experimental design, and sexual inadequacy, treatment of sexual problems, concerning the application of psychological concerns of internal validity and study tests of and concerns of special and diverse populations principles in a variety of culturally diverse difference between and among groups, and are also addressed. populations. The role of culture-specific correlations. This course may involve the use of PSY7411 – Learning Theories in Psychology programming, special issues and needs of cultural software in the analysis of data sets provided by (5 quarter credits). This course focuses on the subgroups, and psychological approaches to the instructor. theoretical principles and concepts of learning and working with culture-specific issues are addressed. PSY7625 - Advanced Inferential Statistics on related research findings, especially those Learners in the course apply current theory and (5 quarter credits). Learners in this course connected to cognition. Course topics include research to specific clinical, educational, and examine multivariate analysis including step-wise applying principles and concepts to teaching and organizational issues. and multilinear regression. Learners are expected learning experiences in a variety of settings. PSY7542 - Ethics and Multicultural Issues to demonstrate proficiency in the use of software Although several different theories of learning are (5 quarter credits). In this course learners examine packages appropriate to dissertation-level discussed, the course focuses on cognitive professional ethics and cultural diversity issues that research. Prerequisite(s): PSY7620. Cannot be perspectives. are significant in professional practice. Current fulfilled by transfer. PSY7421 - Cognitive/Affective Psychology standards of practice for professional psychology PSY7630 - Qualitative Analysis (5 quarter credits). (5 quarter credits). This course is an introduction are reviewed, emphasizing the guidelines of This course covers qualitative methods appropriate to normal and psychopathological factors of professional organizations and state regulations. for phenomenological, observational, and cognitive and emotional functions on behavior Learners evaluate recent research and theory ethnological content in research. The course including learning, perception, imagining, regarding issues of cultural diversity and emphasizes methods such as data analysis language, memory, reasoning, affective processes, psychological concepts, assessing situations in techniques for qualitative data. and judging. Learners examine the organization of which ethical dilemmas or diversity are factors, and PSY7640 - Methods of Clinical Inquiry (5 quarter the perceptual world into a unified and hierarchical developing strategies for addressing those issues. credits). This course focuses on a theoretical and pattern of belief, attitudes, and expectancies. PSY7610 - Tests and Measurements (5 quarter practical review of the ways psychologists These dynamics are applied to contemporary credits). This course is an introduction to the demonstrate accountability in a broad range of issues and psychological problems in human general area of mental measurement. Learners settings. Learners in the course are introduced to behavior. review theory and content of measuring devices in applying scientific methods to problems of human PSY7510 - Psychology of Personality (5 quarter the fields of intelligence, interests, personality, and behavior. Topics include methods of field research, credits). This course is an examination of the special aptitudes. The course includes an analysis program evaluation, the role of empirical assumptions, constructs, and processes of of the psychometric procedures used to develop validation of treatment methods, and the personality as expressed in the major theoretical and validate educational and psychological strengths and limitations of various methods of writings. Psychodynamic, behavioral, structuralist, instruments with special attention given to inquiry. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 145

PSY7650 - Research Methods (5 quarter credits). PSY8093 - Professional Standards and Ethics of interpretation of results. The course addresses This course is a review of behavioral science Counseling (5 quarter credits). Through the use the necessity of writing skills for preparing research designs and methods appropriate in of case studies, learners explore the application of publication-ready manuscripts and emphasizes applied psychology. Topics include philosophy of professional and personal codes of ethics to the the collaborative and consultative roles necessary science, ethical issues in research with human practice of counseling. Ethical guidelines for successful adult learning. subjects, hypothesis formulation, experimental and applicable to the multiple professional roles PSY8150 - Exceptional Children in the quasi-experimental designs, measurement, associated with counseling are also explored. The Classroom (5 quarter credits). This course descriptive designs, and the analysis and course emphasizes strategies and methods for provides an introduction to the topic of learning interpretation of data. The course emphasized identifying ethical conflicts and the appropriate disabilities in the classroom. Theoretical COURSE DESCRIPTIONS GRADUATE applying research methods to clinical, organizational, professional response. Learners taking this course perspectives, characteristics, etiology, and educational settings. Learners apply these must be enrolled in one of HASOP’s professional assessment, and remediation of learning skills in their dissertation and other research projects. psychology specializations. disabilities are examined. Learners are introduced PSY7656 - Advanced Research Methods PSY8100 - Principles of Educational Psychology to recent trends and research related to (5 quarter credits). This course addresses (5 quarter credits). This course orients learners to identification and educational treatment advanced issues of research design and the field of educational psychology with an practices. Concomitant exceptionalities, diversity, methodological consideration in the selection and emphasis on learning and instruction across the service delivery models, and teaching strategies execution of a research proposal. Relationships lifespan. In the course, learners study core are also explored. Prerequisite(s): Learners in the between problem formulation, hypothesis testing, principles and theories of learning and instruction specialist certificate in school psychology must sampling, data collection, and data analysis are supported by empirical research in psychology have a master’s degree in school psychology covered in detail. The final project for this course is and education. Topics include historical and from Capella University. a research paper that may be applicable to a contemporary theories of learning; cognitive, PSY8160 - Strategies for Career and Life dissertation proposal. Prerequisite(s): PSY7650. social, and emotional development; and Planning (5 quarter credits). This course is a Cannot be fulfilled by transfer. motivation as they pertain to instruction design. survey of current methods and criteria used in PSY8090 - Counseling Theories (5 quarter Prerequisite(s): Learners cannot take this course career development, placement, and follow-up. credits). This course offers learners an overview of until they complete the required foundation Career entry, mid-career transition, and the major theories of counseling, the assumptions that course (PSY7011 or PSY7021) and must take it special needs of handicapped and disadvantaged underlie these theories, and the historical and before any other specialization course(s). populations receive special attention. Learners in cultural contexts in which they developed. PSY8110 - Teaching Psychology (5 quarter the course also consider current theory and Learners in the course explore specific techniques, credits). This course is a review of traditional and research in clinical, educational, and research, limitations, and ethical issues and current methods of formulating the objectives of organizational settings. develop their integrative understanding of these instruction. Topics include examining student PSY8170 - Principles of Instructional Design theories. characteristics that affect learning; discussing (5 quarter credits). This course focuses on PSY8091 - Group Counseling (5 quarter credits). basic learning processes; analyzing instructional applying learning principles and cognitive In this course learners explore the theories and variables that affect learning; selecting instructional information processes to the acquisition of techniques underlying the use of the group format methods, technologies, and materials; evaluating classroom educational outcomes. The course also in counseling. Learners examine the dynamics of learning outcomes; and evaluating instructional emphasizes the design of instructional strategies group facilitation, therapeutic movement within methods and systems for their appropriateness in that meet the educational learning needs of groups, and group development. Additional topics teaching psychology courses. individual students. include the use of groups across the intervention PSY8120 - Computer-Mediated Instruction/ PSY8182 - Field Experience in Educational spectrum (prevention to tertiary), issues specific to Learning (5 quarter credits). This course focuses Psychology (5 quarter credits). The purpose of particular populations, and integration of on theory and applications of computer software this supervised field experience is to allow developmental theory within group counseling and for improving learning, productivity, and personal learners to gain experience in three areas of co-facilitation. Learners taking this course must satisfaction in information processing and higher education: teaching, research, and be enrolled in one of the professional cognitive tasks. Human information processing administration. This field experience consists of at psychology specializations within HASOP. models and cognitive theories provide a least 100 hours, including 30 hours of course PSY8092 - Counseling Skills and Procedures theoretical basis for facilitating complex human participation. Learners also complete 10 hours in (5 quarter credits). This course focuses on the learning. Applications for local access networks each of the three areas of experience under the specific skills underlying the counseling and distance learning are examined along with supervision of a professor who holds a doctoral relationship. From the development of the current online instructional resources. degree in psychology. The remaining 40 hours are therapeutic alliance through termination, PSY8130 - Adult Learner in the Classroom distributed among the three areas so that most counseling relies on the intentional use of skills to (5 quarter credits). This course reviews the special hours are spent in the learner’s area of least promote client growth and development. This issues related to education of adult populations in previous experience. Prerequisite(s): Completion course provides an introduction to the basic skills traditional and distance education programming. of all 7000-level courses required for the and core conditions associated with effective Topics include learning styles, tenets of adult specialization, and PSY8110, PSY8130, and counseling practice. A residential component education, curriculum considerations in the design PSY8330, or permission from the chair of intended to assist learners in achieving behavioral of adult education, implementing advanced educational psychology. Cannot be fulfilled by proficiency in the skills is required for this course. technological methods, and uses for emerging transfer. The residency involves the use of role-playing and technological developments. PSY8210 - Principles of Psychopathology other simulation techniques to provide feedback PSY8140 - Mentoring Psychological Research (5 quarter credits). The course is an examination to learners. Learners taking this course must be (5 quarter credits). This course covers the of the assessment and treatment of various forms enrolled in one of HASOP’s professional psychologist’s role in teaching research design of psychopathology. Learners in the course review psychology specializations. including execution, analysis of data, and the etiology of psychopathology, current methods 146 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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of psychological assessment, research on assessments to create psychological reports supply are available for rental at psychodynamics, and existing treatment methods. appropriate to the audience. The course covers [email protected]. Learners are required The politics of mental disorders, emerging measures including standard and widely-used to obtain test kits from another source if none diagnoses, and other contemporary issues are also instruments for assessing cognitive function and are available to rent through Capella. Cannot be addressed. Prerequisite(s): Learners in the intelligence, achievement, adaptive behavior, and fulfilled by transfer. specialist certificate in school psychology must other assessments of developmental integration. PSY8251 - Neuropsychological Assessment have a master’s degree in school psychology Prerequisite(s): PSY7610. This course is (5 quarter credits). Learners study current theory, from Capella University. restricted to learners in the school psychology methods, and research in neuropsychological PSY8220 - Advanced Psychopathology specialization. There is a residency requirement assessment of mental disorders. Administration of (5 quarter credits). Learners examine theory and associated with this course. Test kits are test batteries and preparation of psychological research associated with major psychological required, and a limited supply are available for reports are required in this course. disorders; the course emphasizes the transition rental at [email protected]. Learners are Prerequisite(s): PSY7610, PSY8230, PSY8240. from concepts and terminology of DSM-IV TR to required to obtain test kits from another source Learners taking this course must be enrolled in actual clinical situations. Learners also examine in if none are available to rent through Capella. one of the professional psychology depth the concepts of psychopathology, focusing Cannot be fulfilled by transfer. specializations within HASOP. Cannot be on areas related to the learner’s practice emphasis. PSY8232 - Psychological Assessment for School fulfilled by transfer. In particular, learners familiarize themselves with Psychologists II (5 quarter credits). Learners PSY8260 - Advanced Psycho-neurological applications of theoretical concepts in a clinical demonstrate mastery of the diagnostic issues Assessments (5 quarter credits). This is an setting. Additional topics include the controversy important in the social-emotional functioning and advanced course covering the Halstead-Reitan of “empirically validated” treatments, the personality assessment of a multiculturally diverse Battery, Luria-Nebraska Neuropsychological interplay of social and biological factors in etiology population of school-age children. Learners Battery, and other neuropsychological tests that and treatment, and a review of Axis I and II conduct clinical interviews and behavioral may be used in assessing brain injury or other disorders. Prerequisite(s): PSY8210. Learners observations; they synthesize and interpret data neurological disorders/trauma. Interpretation and taking this course must be enrolled in one of from teacher, parent, and self-report behavior report writing are the primary focus for this course. HASOP’s professional psychology rating scales and objective and projective Prerequisite(s): PSY8250. specializations. techniques. Learners score, interpret, and PSY8310 - Theories of Psychotherapy (5 quarter integrate the results to make recommendations PSY8230 - Psychological Testing (5 quarter credits). This course involves discussing and and write psychological reports. credits). This course covers the administration of elaborating the underlying assumptions and Prerequisite(s): PSY7610, PSY8231. Learners in psychological tests and behavioral measures clinical techniques, and methods of intervention of the specialist certificate in school psychology associated with the assessment of cognitive and major schools of psychology. The course also must have a master’s degree in school intellectual function, adaptive function, special covers applying these theories and techniques to psychology from Capella University. This course aptitudes function, and achievement. At the the change of human behavior and the analysis of is restricted to learners in the school psychology conclusion of the course learners are expected to clinical cases for treatment planning. Client- specialization or school psychology specialist be proficient in the administration and scoring of therapist process issues, treatment outcome certificate program. There is a residency instruments that assess the behavioral domains considerations, current research supporting the requirement associated with this course. Test above and in appropriately reporting findings of efficacy of treatment methods, and ethical issues kits are required, and a limited supply are such assessments to lay and professional are considered. audiences. Ethical and professional standards for available for rental at [email protected]. PSY8312 - Clinical Interventions (5 quarter using psychological tests are also covered. Learners are required to obtain test kits from credits). Learners review the basic issues and skills Learners enrolled in this course are expected to another source if none are available to rent necessary to function in a clinical setting. The either purchase or gain access to the use of through Capella. Cannot be fulfilled by transfer. course begins with an exploration of one’s standard and commonly used tests of cognitive PSY8240 - Advanced Psychological Testing motivations for working in the psychology function, adaptive functioning, and achievement. (5 quarter credits). This course covers the profession. Learners in the course are introduced Prerequisite(s): PSY7610. Learners taking this administration of such measures of psychosocial to basic psychotherapy skills such as warmth, course must be enrolled in one of the functioning as the MMPI-2, the MMPI-A, and empathy, concreteness, confrontation, professional psychology specializations within related measures of personality. The major focus motivational interviewing, treatment planning, HASOP. There is a residency requirement of the course is the use of these instruments in case management, and clinical documentation. associated with this course. Test kits are assessing psychopathology and for treatment Learners taking this course must be enrolled required, and a limited supply are available for planning. Another important course goal is in one of the professional psychology rental at [email protected]. Learners are assimilating psychosocial measures with cognitive specializations within HASOP. required to obtain test kits from another source and achievement measures to obtain a if none are available to rent through Capella. comprehensive appraisal of the individual in a PSY8315 - Research in Psychotherapy and Cannot be fulfilled by transfer. social context. Preparation of psychological Empirically Supported Treatments (5 quarter credits). Learners in this course review research PSY8231 - Psychological Assessments for School reports and the consultation process is emphasized. and research methods used to understand the Psychologists I (5 quarter credits). In this course Learners enrolled in this course are expected to complex dynamics of psychopathology and learners develop mastery of the diagnostic issues purchase or acquire access to MMPI-2 or the psychotherapy. Attention to the application of important for individual assessment within a MMPI-A and related measures of psychosocial scientific thinking to clinical questions is also a part multiculturally diverse population of school-age functioning. Prerequisite(s): PSY7610, PSY8230. of the course. Further topics include demonstration children using norm-referenced assessment tools Learners taking this course must be enrolled in of treatment efficacy, clinical epistemology, myths including intelligence (verbal and non-verbal), one of the professional psychology of psychotherapy, empirical treatments, and achievement, adaptive behavior, and curriculum- specializations within HASOP. There is a difficulties with measurement of psychological based measures. Learners synthesize norm- residency requirement associated with this variables. referenced assessment with observational course. Test kits are required, and a limited 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 147

PSY8322 - Advanced Group Psychotherapy PSY8335 - Consultation and Collaboration in the mitigating defenses, and recidivism. Evaluating (5 quarter credits). Learners in this advanced School (5 quarter credits). In this course learners malingering and understanding the guidelines for course enhance their knowledge of the historical examine optimal approaches for effective ethical practice are emphasized throughout the development, major theories, current research, consultation and collaboration within the school course. Prerequisite(s): PSY8340. and clinical procedures of group counseling and setting. Learners synthesize results of assessments PSY8360 - Current Issues and Trends in Forensic psychotherapy. Course content includes the role of and formulate effective ways to communicate with Practice (5 quarter credits). Learners in this the leader and leadership styles, mechanics of co- parents, school administrators and teachers, and course analyze current issues within forensic therapy, group development, and methods of other support service providers. Learners who psychology. The course emphasizes the group intervention. Learners also become familiar successfully complete this course demonstrate the application of scientific methods to forensic COURSE DESCRIPTIONS GRADUATE with designing special function groups and ability to facilitate understanding of assessment situations. Topics include eye-witness handling critical incidents within groups. The outcomes and intervention implementation. identification, legal decision making, forensic course emphasizes developing clinical PSY8336 - Organization and Operation of the assessment and reporting, criminal defenses, competence by applying theory and research to School (5 quarter credits). Learners who profiling, polygraphy, risk assessment, jury the group experience. Learners in the course are successfully complete this course demonstrate a composition, scientific jury selection, and other encouraged to participate in experiential exercises mastery of general education, special education, selected topics of interest to both the and discussion topics that may include disclosure and other educational and related services that psychological and legal fields. of information that is personal. Learners taking school psychologists need in order to work in Prerequisite(s): PSY8210, PSY8230, PSY8240, this course must be enrolled in one of HASOP's schools. Learners conduct a systems analysis of PSY8340, PSY8350. professional psychology specializations. schools and other settings in order to propose PSY8371 - Strategies of Clinical Supervision PSY8330 - Ethics and Standards of Professional how best to work with individuals and groups to and Consultation (5 quarter credits). This course Practice (5 quarter credits). In this course learners facilitate the development and maintenance of provides an overview of the theory, basic examine the historical origins of professional policies and practices that are the basis for safe, functions, and methods of clinical supervision and ethics, including issues affecting education, supportive, and effective learning environments. consultation. Topics include supervisory and psychotherapy, law, and institutional guidelines for Prerequisite(s): Successful completion of a consultative contracts and relationships, various protecting human participants in research. The master’s degree in school psychology from styles of supervision and consultation, and the current APA Ethical Principles of Psychologists and Capella University. legal and ethical issues related to these services. Code of Conduct and standards of practice for PSY8337 - Legal and Ethical Issues in the School Learners in the course review the research on professional psychology are reviewed. Learners (5 quarter credits). Learners apply legal and supervision and consultation, and these findings also work to identify effective methods for ethical guidelines to situations encountered in the are applied to service delivery. Learners are addressing ethical dilemmas and exploring current practice of school psychology. Learners encouraged to develop their own theory and ethical issues in professional psychology. incorporate important issues such as privacy, approach to clinical supervision. PSY8331 - Principles of School Psychology informed consent, confidentiality, record keeping, Prerequisite(s): Learners taking this course must (5 quarter credits). This course is an examination ethical, and legal issues into psycho-educational be enrolled in one of HASOP’s professional of the practice of school psychology, its history, assessments and school related interventions. psychology specializations. and current trends, with a focus on how school Learners identify ethical considerations connected PSY8377 - School Psychology Practicum I psychologists are part of the school organization with testing in school settings. (3 quarter credits). The school psychology and participate as members of an educational PSY8340 - Psychology and the Law (5 quarter practicum is the first integrated field experience in team. Legal, social, and professional considerations credits). The primary focus of PSY8340 is to school psychology training. It incorporates all influencing the work of the school psychologist are prepare learners for the advanced practical academic and clinical skills learned to date and also considered. Learners review the application of training covered in PSY8350 and PSY8360, provides the first significant opportunity to apply psychological research and theory in the context of emphasizing basic theoretical, ethical, and the skills of the school psychology practitioner in a practicing school psychology. empirical bases of forensic psychology. This real work setting. The full practicum experience, PSY8332 - Advanced Methods in School course also helps learners develop skills in forensic along with its two courses, School Psychology Psychology (5 quarter credits). In this course assessment methodologies. Topics include Practicum I and II, is conducted over two quarters learners explore the major issues that practicing psychology’s role in the judicial system, for a total of 350 hours that combine direct and school psychologists encounter. Social functioning differences between clinical and forensic indirect activities at the field site and in the including violence in the schools receives special psychological practice, and parameters of ethical courseroom. This experience gives learners the emphasis. Course topics such as anger control practice in forensic psychology. Basic functions of opportunity to observe and practice and management, peer mediation, and social skills forensic practice in criminal, civil, juvenile, and participate in daily life in a school setting while instruction are issues that school psychologists may family law contexts and basic principles of under the guidance of an experienced school encounter. Other topics include HIV-AIDS, ADHD, testimony are also addressed. Prerequisite(s): psychologist supervisor. This is the time to put autism, Asperger’s syndrome, retardation, Down’s PSY8210, PSY8230, PSY8240, and PSY8330. newly acquired skills into practice, to apply syndrome, visual and auditory disabilities, PSY8350 - Techniques of Forensic Practice previous learning to the acquisition of new skills, retention, talented and gifted, preschool, and (5 quarter credits). The primary focus of PSY8350 to develop broader perspectives on professional school phobia. Issues of privacy, confidentiality, is on the methodology and mechanics for issues, and to prepare generally for the greater and ethics are also examined. Prerequisite(s): performing different forensic activities including expectations of internship and ultimately Completion of the master’s degree in school training in methodology. The course also focuses independent practice. The practicum courses psychology from Capella University. This course on practical applications and skill-building in combine academic preparation and field is restricted to learners in the school psychology different forensic practice areas. The course experiences, emphasizing practical issues that certificate program. introduces forensic evaluation methodologies impact the everyday practice of school including competency to stand trial, insanity psychology. There is less emphasis on the defense, child custody, fitness to parent, empirical literature and more on its applications, 148 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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less emphasis on academic assignments and more PSY8386 - School Psychology Internship II psychopathological conditions appropriate for on field-based activities. Course discussions are (5 quarter credits). This course is a continuation master’s learners. Prerequisite(s): PSY8391. intended to be a support system for addressing of the previous quarter of internship, PSY8385. Cannot be fulfilled by transfer. concerns that arise in the field and an opportunity Prerequisite(s): PSY8385. Cannot be fulfilled PSY8394 - Doctoral Practicum II (5 quarter to share ideas and information. All previous by transfer. credits). The second practicum course provides program course work culminates in the practicum PSY8387 - School Psychology Internship III continued supervised training in professional and its two courses, which are direct preparation (5 quarter credits). This course is a continuation of psychological issues with particular emphasis on for internship. Prerequisite(s): PSY8150, PSY8232, the previous two quarters of internship, PSY8385 DSM-IV TR Axis I conditions. As an addition to the PSY8332, and completion of all course work for and PSY8386. Prerequisite(s): PSY8385, field experience, the online course provides the master’s degree in school psychology. PSY8386. Successful completion of the learners with the opportunity for in-depth Enrollment in this course is restricted to those internship is contingent upon passing a final examination of various psychopathological whose practicum application has been approved portfolio review that reflects proficiency across conditions appropriate for doctoral learners. by field training office. The application deadline competency areas. Cannot be fulfilled by transfer. Prerequisite(s): PSY8392. Cannot be fulfilled is one quarter prior to intended start date. PSY8391 - Master’s Practicum I (5 quarter credits). by transfer. PSY8378 - School Psychology Practicum II This practicum course provides supervised training PSY8395 - Master’s Practicum III (5 quarter (2 quarter credits). The second quarter of the appropriate to the master’s level in psychological credits). The third practicum course provides school psychology practicum continues the testing, interviewing, assessment, intervention continued supervised training in professional integrated field experience of school psychology techniques, community consultation, and applied psychology issues with particular emphasis on training, incorporating the academic and clinical research in a setting selected by the learner and DSM-IV Axis II conditions, V codes, and other skills learners have acquired, and building on the approved by the director of training. The online psychosocial concerns. As an addition to field skills and knowledge from the first practicum course emphasizes increased awareness of the experience, the online course provides learners course. In the second practicum course, learners learner’s clinical strengths and limitations, with the opportunity for in-depth examination of spend less time observing their supervisor and psychological assessment and understanding of various psychopathological conditions appropriate more time practicing skills under close supervision. DSM-IV TR, introduction to treatment planning, to the master’s level. This course is designed for The full practicum experience, along with its two case documentation, ethical issues, and work with learners whose state regulatory or licensure courses, School Psychology Practicum I and II, is specific clinical populations. boards require more than two academic quarters conducted over two quarters for a total of 350 Prerequisite(s): Completion of all practicum of practicum or for learners who want to extend hours combining direct and indirect activities at the prerequisite courses and approval of the their field training. Prerequisite(s): PSY8393. field site and in the courseroom. This experience practicum application by the director of training. Cannot be fulfilled by transfer. gives learners the opportunity to observe and Refer to the current field training manual for practice and to participate in daily life in a school PSY8396 - Doctoral Practicum III (5 quarter further details. Learners taking this course must credits). The third practicum course provides setting while under the guidance of an experienced be enrolled in one of the professional school psychologist supervisor. The course also continued supervised training in professional psychology specializations within HASOP. psychology issues with particular emphasis on allows learners to synthesize these site experiences Cannot be fulfilled by transfer. with academic knowledge from previous course DSM-IV TR Axis II conditions, V codes, and other PSY8392 - Doctoral Practicum I (5 quarter work. The school psychology program culminates psychosocial concerns. As an addition to field credits). Learners in the first practicum receive in the practicum and its two courses, which are experience the online course provides an supervised training appropriate to the doctoral direct preparation for the internship. opportunity for in-depth examination of various level in psychological testing, interviewing, Prerequisite(s): PSY8150, PSY8232, PSY8332, psychopathological conditions appropriate to the assessment, intervention techniques, community PSY8337, PSY8377, and completion of all course doctoral level. This course is designed for learners consultation, and applied research in a setting work for the master’s degree in school whose state regulatory or licensure boards require selected by the learner and approved by the psychology. more than two academic quarters of practicum or director of training. The online course emphasizes for learners who want to extend their field training. PSY8385 - School Psychology Internship I increased awareness of the learner’s clinical Prerequisite(s): PSY8394. Cannot be fulfilled by (5 quarter credits). This course is taken strengths and limitations, psychological transfer. concurrently with the supervised field training assessment and understanding of DSM-IV TR, experience. The purpose of this course is to PSY8397 - Advanced Practicum (5 quarter introduction to treatment planning, case credits). This course offers continued supervised integrate and apply skills that address the documentation, ethical issues, and working with competencies of professional practice outlined by training in professional psychology issues with specific clinical populations. particular emphasis on case presentations. The professional standards in the field. The internship Prerequisite(s): Completion of all practicum provides supervision as well as formative and course also provides an opportunity to develop prerequisite courses and approval of the case presentations and to consult with colleagues summative performance-based evaluation of the practicum application by the director of training. intern’s work. The internship requires at least 1200 about treatment issues. In addition, the course Refer to the current manual for further details. facilitates in-depth examination of various hours with a minimum of 600 hours in schools full Learners taking this course must be enrolled in time, over one academic year. psychopathological conditions and treatment one of HASOP’s professional psychology issues. Prerequisite(s): PSY8396. Cannot be Prerequisite(s): Completion of all school specializations. Cannot be fulfilled by transfer. psychology MS and specialist certificate courses fulfilled by transfer. PSY8393 - Master’s Practicum II (5 quarter and all residency courses. Enrollment restricted PSY8401 - Internship I (5 quarter credits). credits). The second practicum course provides to those whose internship application has been In internship, learners work with a range of clients continued supervised training in professional approved by the Field Training Office. Application in various institutions and settings. The course psychology issues with particular emphasis on deadline is at least three months prior to emphasizes academic psychology principles, DSM-IV Axis I. As an addition to field experience, intended start date. Refer to the current manual development of diagnostic and clinical skills, and the online course provides learners with the for further details. Cannot be fulfilled by transfer. clarification of personal strengths and limitations opportunity for in-depth examination of various 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 149

as a clinician. Prerequisite(s): Completion of all PSY8450 - Compulsive Behavior and the PSY8550 - Bereavement and Loss Therapy course work including practicum course(s) and Disturbance of the Self (5 quarter credits). This (5 quarter credits). This course covers the process approval of the internship application by the course defines the nature of addictive and of dealing with expected and traumatic losses as director of training. Refer to the current manual compulsive behavior problems; learners in the well as the impediments to that process. Topics for further details. Learners taking this course course discuss the development of the addiction include phases of bereavement, special issues must be enrolled in a doctoral program in either model and its tenets and review the literature related to suicide survivorship, coping with loss clinical or counseling psychology in HASOP. regarding the validity and efficacy of treatment following chronic illness, the role of emotion in the Cannot be fulfilled by transfer. approaches based on the addiction model. grief process, and the clinical methods of

PSY8402 - Internship II (5 quarter credits). This Alternatives to the addiction model are discussed, bereavement treatment. Current theory, relevant COURSE DESCRIPTIONS GRADUATE course is a continuation of the previous quarter of including cognitive behavior therapy. The course research, and application to clinical, educational, internship, PSY8401. Prerequisite(s): PSY8401. provides a detailed examination of the and organizational settings are considered in this Cannot be fulfilled by transfer. psychodynamically oriented Compulsive Behavior course. Model. PSY8403 - Internship III (5 quarter credits). This PSY8560 - Principles of Family Pathology course is a continuation of the previous quarter of PSY8460 - Dual Diagnosis in Mental and (5 quarter credits). This course offers a internship, PSY8402. Prerequisite(s): PSY8401, Addictive Disorders (5 quarter credits). This conceptualization of pathology based on a family PSY8402. Cannot be fulfilled by transfer. course addresses the complexities of co-morbidity, systems model. The etiology and maintenance of diagnosis, and treatment of clients with various pathology are presented as a function of family PSY8404 - Internship IV (5 quarter credits). This addictive disorders and mental illness (both Axis I interaction and family structure rather than course is a continuation of the previous quarter of and Axis II disorders). Current research and theory individual dynamics. Topics include styles of family internship, PSY8403. Prerequisite(s): PSY8401, on etiology, psychodynamics, and treatment are interaction, family boundaries, family roles, and PSY8402, PSY8403. Cannot be fulfilled by reviewed as well as specific methods of the family life cycle. transfer. psychotherapy and the role of pharmacotherapy. PSY8570 - Family Systems Approach to PSY8410 - Substance Abuse Therapies Case studies illustrate course content and help Addictive Behavior Problems (5 quarter credits). (5 quarter credits). This course is a review of learners develop clinical skills. The course Learners in this course examine current theory and traditional and nontraditional approaches to emphasizes applying scientific research in clinical research on family dynamics and treatment treatment. Topics include in- and out-patient and programmatic settings. methods of addictive and compulsive behavior treatment programming; self-help groups; PSY8510 - Family Systems Theories (5 quarter problems. The course covers a variety of utilization of community resources and alternative credits). Families are studied as systems from theoretical approaches to treatment including the treatment approaches; and the use of individual, theoretical, clinical, and research perspectives. The disease model, brief therapy, structural/strategic group, and family psychotherapy. Current trends course emphasizes family development, family therapy, and psychoanalytically oriented in service delivery are considered, particularly in transitions, assessment, and intervention. Learners treatment. Topics include the role of family in the light of ongoing changes in the health care in the course explore systems-oriented assessment etiology, maintenance, and treatment of various delivery system. models as well as strategies for initial interviews, problems; emerging approaches to family PSY8420 - Multicultural Issues in Addiction hypothesis formulation, strategy design for interventions; the role of self-help groups in family (5 quarter credits). In this course, learners intervention, and the process of termination. intervention; and ethical issues related to family examine ethnic and cultural issues that influence PSY8520 - Couples Therapy (5 quarter credits). treatment of addictive and compulsive problems. the etiology, perception, and treatment of This course is an overview of theory and research PSY8610 - Principles of Health Psychology compulsive and addictive behavior. Topics include on marriage and the couple relationship in (5 quarter credits). This course is a review of the need for specialized treatments and training, contemporary society. Topics include relationship behavioral and biomedical theory and research the needs of various special populations, the development, maintenance, and termination; with the objective of understanding the impact of racial identity on self-perception, and conflict-resolution skills; communication styles and contributions of psychological factors to the culture-specific methods of treatment. The course skills; couple adjustment and assessment of prevention, diagnosis, and treatment of disease emphasizes applying scientific research and interpersonal relationships; cultural variations; and and illness. Topics include psychosocial factors theory to clinical work. issues related to gender. Major approaches to contributing to health and disease, health PSY8430 - Issues and Trends in Addiction/ couples therapy are reviewed. promotion, mind-body relationships, and Compulsion Treatments (5 quarter credits). This PSY8530 - Family Therapy (5 quarter credits). psychological approaches to the prevention and course is a review of current developments, This course is an analysis and comparative study of treatment of physical illness. Cognitive and research, and trends within the addiction field. the prominent schools of thought within the field behavioral interventions for health-related The course emphasizes gaining a current of family psychology, their tenets, therapeutic problems and the collaborative roles of medical understanding of substantive issues in the field. strategies, and techniques. Structural, strategic, specialists and psychologists are emphasized. The course includes topics such as developments trans-generational, behavioral, communication, PSY8630 - Health Care Delivery (5 quarter in psycho-pharmacological treatment of and analytical approaches to family therapy are credits). Learners in this course examine the role addictions, the influences of managed care on discussed. of the psychologist as a health care provider within treatment, ethics, the use of Internet resources in PSY8540 - Current Issues and Methods in Family managed health care. Consultative and the field, the changing role of the counselor, and collaborative roles for the psychologist are emerging treatment approaches. Research (5 quarter credits). This course provides learners with an overview of family variables, reviewed and learners explore working in an PSY8440 - Substance Abuse Program Evaluation complexities of family research design, data integrated and interdisciplinary team and (5 quarter credits). This course covers various collection, and analysis. Topics include current alternative health care delivery models. methods appropriate for field experimentation scales of measurement, validity and reliability, PSY8640 - Community Psychology (5 quarter and program evaluation. Topics include quasi- experimental and non-experimental designs, and credits). This course addresses the role of the experimental designs, sampling procedures, and approaches to integrating clinical research and psychologist as an agent of change in the issues associated with program evaluation. Ethical practice. Special attention is given to current community. Social change strategies that issues related to field research are also covered. factors in family research. Prerequisite(s): PSY8510 community-oriented psychologists can use in or PSY8530. 150 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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facilitating community improvements and develop their own theory of leadership based PSY8765 - Testing and Assessment in Workplace alleviating adverse social conditions are given upon synthesis and analysis of course material. Psychology (5 quarter credits). Learners review special attention. Legal, social policy, medical, PSY8730 - Consultation Psychology (5 quarter relevant theories and research methods familial, and psychological viewpoints are credits). Learners in this course explore the variety specifically geared to workplace psychology and considered in the analysis of community problems of roles and interventions that engage consultants consultation assessment methods. Topics include and their prevention. Other topics include child and industrial/organizational psychologists in the employee and organizational assessment, abuse, delinquency, crime, poverty, world of work. This course covers current theories psychometric testing, pre-employment testing, powerlessness, inadequate social support, and of consultation, ethics, models of consultation vocational and career assessment, workplace forms of discrimination. research, and the dynamics of the consultant-client performance assessment, and quantitative- PSY8650 - Innovative Health Care Practices relationship. Both consultants’ and psychologists’ qualitative principles and research methods (5 quarter credits). This course is an examination contributions to clinical, educational, industrial specifically designed for the consultant- of the emerging trends in health practices. Topics and organizational settings are reviewed. Learners practitioner and industrial/organizational include integrating spiritual resources into discuss critical incidents and cases as part of this psychologist. This course is geared to the I/O treatment, “alternative” therapies, current issues course and are encouraged to develop a proposal psychologist, professional consultant, human in mind/body relationships, and the impact of to identify and market to appropriate potential resources manager, and other professionals managed care in the delivery of psychological clients for consultation. involved in workplace testing and assessment, methods, and interventions. services. Interdisciplinary practice and PSY8740 - Psychology Practices in Personnel Prerequisite(s): PSY7610. collaborative relationships are emphasized. and Human Resources Management (5 quarter PSY8660 - Coping with Chronic Physical Illness credits). This course introduces psychology PSY8770 - Performance Enhancement and (5 quarter credits). This course examines the practices and current research relevant to Motivation (5 quarter credits). Learners in this psychological impact of a variety of medical personnel and human resource management course explore concepts and methods relevant to conditions and their bio-psycho-social etiologies issues in organizations. Topics include a broad the study of employee motivation, attitudes, and and treatments. Emphasis is placed on the role of overview of employee practices that human job satisfaction in corporate and educational the interdisciplinary team in treatment planning resources management specialists must address: settings. Specific methods and applications for and implementation. Medical conditions individual differences; selection of personnel; optimizing performance at the executive and addressed in the course include pain syndromes workplace testing and assessment theory; the managerial levels are also addressed. such as headaches, back pain, gastrointestinal performance appraisal process; equal PSY8780 - Psychology of Organizational disorders, auto-immune, and other chronic diseases. employment opportunity legislation, regulation, Ergonomics in the Workplace (5 quarter credits). PSY8670 - Cognitive/Affective Basis of Physical and compliance; workplace ethics; and litigation Learners in this course study the connection and Illness (5 quarter credits). This course emphasizes that may occur as a result of workplace incidents. interface of individuals interacting in their the assessment and treatment of psychosomatic The course emphasizes applying theory and workplace setting, office design, and physical conditions from a cognitive/affective perspective. research to corporate and educational settings. workplace environment. Topics include Learners explore the ways assessment and PSY8750 - Managing Psychological Services industrial/organizational workplace ergonomics as treatment interventions from this perspective are (5 quarter credits). This course addresses a response to environmental change in industry as applied to patients with acute and chronic challenges that are likely to face practitioners in a result of computerization, human-computer conditions housed both in medical care facilities consulting and industrial/organizational interaction, automation, and information display. and treated as out-patients. The use of self- psychology over the next decade. Learners Specific approaches to work design include instruction strategies, relaxation techniques, explore issues including managed care; diversified anthropometry, biomechanics, and physiological imagery, meditation, hypnosis, and other stress practices relevant to the professional practitioner; considerations in the work environment. management strategies are reviewed. multicultural client populations; ethical conflicts PSY8785 - Compensation and Benefits Planning PSY8711 - Principles of Industrial/Organizational in consultation; contemporary issues; risk Psychology (5 quarter credits). This course Psychology (5 quarter credits). In this course, management, expert witness testimony; emphasizes workplace compensation issues and learners review theories and research on psychological and consultation record-keeping; benefits planning, and addresses current trends in psychological issues relevant to industrial/ marketing consulting services; psychological compensation issues, the process of job organizational behavior. Topics include workplace services; and contemporary business practices in evaluation, establishing pay rates, and conducting motivation, job satisfaction, workplace testing and professional consultation and industrial/ salary surveys. The psychology of employee assessment, individual and group performance, organizational psychology. Learners develop a benefits planning, insurance programs and consultation, systems planning, group decision professional business and marketing plan for work services, retirement planning, Employee making, performance monitoring, and incentive in the fields of professional consultation and Assistance Programs, workplace options, and motivation. Ethical considerations related to industrial/organizational psychology. flexible workplace programs are also addressed. leadership behavior in modern organizations are PSY8760 - Vocational Psychology (5 quarter PSY8790 - Workplace Safety and Health also addressed. credits). This course is a comprehensive review of Psychology (5 quarter credits). This course PSY8720 - Psychology of Leadership (5 quarter major theories and research in vocational addresses contemporary issues relevant to credits). Current theories relevant to leadership, psychology and implications for the work of the employee safety and health environments in the scientific research, and organizational case studies counseling and consulting psychologist. In this workplace setting. Topics include Occupational provide a comprehensive review of the various course, learners study an individual’s occupational Safety and Health Administration awareness, models of leadership. Applications to clinical, behavior, occupational choice, and motivational management’s commitment to a safe work educational, and organizational settings are also development surrounding work choice patterns. environment, conducting safety surveys, critical reviewed. Special topics include team building, Industrial/organizational (I/O) practitioners, I/O incidents, preventing accidents, and health issues leading groups, trait and personality theory, styles psychologists, and career counselors are the and interventions found in workplace of leadership, and multicultural issues relevant to primary audiences for this course, which combines environments and occupational settings. leadership in organizational settings. Learners I/O psychology with vocational counseling. 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 151

PSY8810 - Geriatric Psychology (5 quarter cognitive and behavioral change strategies, met for the Master’s degree. Learners in the credits). Age-related cognitive and personality leadership, and counseling in exercise. academic tracks are expected to demonstrate changes in the elderly are examined, along with an PSY8844 - Psychology of Injury (5 quarter mastery of knowledge, scholarship, and research analyses of the causes and mechanisms of aging. credits). Learners in this course examine the proficiencies in the identified field of psychology. Content includes interpersonal relationships psychological effects experienced by the injured Prerequisite(s): Completion of all course work. between the aged individual and significant others athlete. Psychological factors of injury from Cannot be fulfilled by transfer. (especially family members) and the importance of athlete, coach, physician, and sport psychologist’s PSY9150 - Master’s Final Project (5 quarter these relationships for further development and points of view are also explored. Learners examine credits). Learners enrolled in the professional track aging. Learners also explore psychological behavioral risk factors, injury prevention, and over- register for this final capstone project after all COURSE DESCRIPTIONS GRADUATE interventions appropriate to the treatment of training as a means of prevention. Injury course requirements have been met for the disorders of the elderly, current research assessment and the management of injury Master’s degree. Learners in the professional supporting treatment of cognitive dysfunction in treatment including the biomedical issues of injury tracks are expected to demonstrate mastery of the aged, and the characteristics of successful aging. is a central focus. The course also covers the knowledge, scholarship, and research proficiencies PSY8820 - Research in the Aging Process interaction of the sport psychologist and the sport in the identified field of psychology. (5 quarter credits). This course is a comprehensive medicine team. Prerequisite(s): Completion of all course work. review of past and current research as well as PSY8845 - Current Issues in Sport Psychology Cannot be fulfilled by transfer. research methods and trends in the area of aging. (5 quarter credits). This course focuses on in- PSY9984 - Doctoral Comprehensive Topics include biological factors, cognitive and depth reading in and critical analysis of current Examination I (5 quarter credits). Learners personality changes, interpersonal and family issues in sport psychology. Learners in the course examine the key components of the comprehensive relationships, spiritual concerns, and relevant examine current research in-depth and theoretical examination. The course includes an overview of medical factors. Factors that facilitate successful directions in the field of sport psychology. the comprehensive examination process, the negotiation of age-related issues receive special PSY8990 - Independent Readings (5 quarter university’s expectations of academic honesty and attention. Learners examine aspects of human credits). This course allows learners to read about integrity, the four core themes of the examination, aging both in contemporary American society and and critically analyze specific topics in psychology and the evaluation criteria. Course requirements cross-cultural and ethnic perspectives. in greater depth under the guidance of the course include completion of the overview, a preliminary PSY8840 - Principles of Sport Psychology instructor. May only be taken once. conference call with the courseroom mentor, and (5 quarter credits). An overview of the field of development of a schedule for the timed PSY8991 - Selected Topics in Psychology sport psychology, this course covers a broad range examination. Grading for this course is S/NS. (1 quarter credit). This course is intended to of topics including personality, attention, anxiety Prerequisite(s): Completion of all required and supplement one four-credit elective from outside and arousal, arousal adjustment strategies, elective course work with a GPA of 3.0 or better. Capella’s Harold Abel School of Psychology. cognitive-behavioral intervention, causal Completion of practicum courses, if applicable, Learners select a topic from the four-credit course attribution, motivation, self-confidence, prior to starting comprehensive examination and develop it for further study. Learners explore psychology, and social issues of sport. Learners courses. Fulfillment of all residency professional literature and apply theory and who complete this course gain an eclectic requirements. Cannot be fulfilled by transfer. research to produce a project that supports the understanding of sport psychology. relevance and application of the selected topic to PSY9985 - Doctoral Comprehensive PSY8841 - Performance Enhancement in Sports their specialization. Examination II (5 quarter credits). Learners (5 quarter credits). Learners in this course examine develop one comprehensive examination question PSY8992 - Selected Topics in Psychology the mechanisms by which athletes can exceed their to address the learner-chosen core theme while (2 quarter credits). This two-credit course is perceived physical limitations. Topics include the courseroom mentor provides three questions intended to be taken concurrently with two, four- strategies such as visualization, meditation, addressing the remaining core themes. Learners credit elective courses from outside Capella’s hypnosis, autogenic training, biofeedback, and write answers to the comprehensive examination Harold Abel School of Psychology. Learners select progressive relaxation. questions that are evaluated by readers using a topic from each of the four-credit courses and analytical point-scale scoring rubrics. Upon PSY8842 - Applied Sport Psychology (5 quarter develop it for further study. Learners explore passing the written examination, learners credits). This course demonstrates the practical professional literature and apply theory and complete the comprehensive examination final applications of the theoretical concepts from research to produce projects that support the conference call and are eligible to enroll in the first PSY8840 in the field of sport psychology. The relevance and application of the selected topics to dissertation course. Grading for this course is course focuses on how the sport psychologist their specialization. S/NS. Prerequisite(s): PSY9984. Cannot be interacts with individuals within a sport context. PSY8993 - Selected Topics in Psychology fulfilled by transfer. Learners examine ways to provide effective (3 quarter credits). This three-credit course is professional guidance in the areas of learning, PSY9301 - Dissertation Research I (5 quarter intended to be taken concurrently with three, four- motivation, and social interaction as well as mental credits). Learners begin to demonstrate credit elective courses from outside Capella’s training for performance enhancement. Other proficiency in independent research in a selected Harold Abel School of Psychology. Learners select topics include referrals, drug abuse, burnout, area of psychology. Learners complete a series of a topic from each of the four-credit courses and injury, and termination from athletics. online modules that familiarize them with develop it for further study. Learners explore professional guidelines and federal rules PSY8843 - Exercise Psychology (5 quarter professional literature and apply theory and concerning human participants in research. credits). This course addresses psychological research to produce projects that support the Learners must successfully complete all of the aspects related to exercise. Learners in the course relevance and application of the selected topics to modules to pass the course. A preliminary draft of investigate the theoretical foundations behind the their specialization. the dissertation prospectus is approved by the reasons people exercise, exercise adherence, PSY9101 - Master’s Integrative Project committee chair by the end of this course. Grading personality factors in exercise, and the (5 quarter credits). Learners enrolled in the for this course is A-F. Prerequisite(s): PSY9985. psychological effects of exercise. Other topics academic track register for this final capstone Cannot be fulfilled by transfer. include applied issues such as motivation, project after all course requirements have been 152 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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PSY9302 - Dissertation Research II (5 quarter Area 4: Professional communication skills Harold Abel School of Psychology credits). Learners gain approval of the final draft of Area 5: Development of learning communities their prospectus, submit their human Area 6: Psychology-specific content and offerings Clinical Psychology Year-in-Residence participant/subject in research applications to their PSY-R6063 - Psychology PhD Colloquium Track III. specialization chairs, and pass the prospectus Through residential colloquia, Capella learners PSY-R6360 - Professional Issues in Clinical completion conference call. Grading for this gain a stronger sense of academic community by Psychology and Residency Preparation. In the course is A-F. Prerequisite(s): PSY9301. Cannot networking and discussing course work, projects, opening weekend of the clinical year-in-residence, be fulfilled by transfer. and research issues face-to-face with fellow learners are oriented to year-in-residence PSY9303 -Dissertation Research III (5 quarter learners and faculty. This experience provides a activities, requirements, and logistics. During the credits). Learners gain approval of their human learning environment that fosters the application weekend, learners are introduced to concepts and participant/subject in research applications, collect of critical thinking and integrates knowledge to activities that develop the learner's professional data, and gain dissertation committee approval of professional and research issues. Track III offers identity as a psychologist and as a scholar- the Results chapter of the dissertation while advanced workshops in the following six content practitioner and that initiate the process of cohort- enrolled in this course. Grading for this course is A- areas: formation and group cohesion. F. Prerequisite(s): PSY9302. Cannot be fulfilled Area 1: Developing the scholar-practitioner PSY-R6361 - Extended Seminar I: Relationships, by transfer. Area 2: Critical analysis skills Assessment, and Professional Issues. The PSY9304 - Dissertation Research IV (5 quarter Area 3: Research skills extended seminar plays an important role in credits). Learners prepare the final dissertation for Area 4: Professional communication skills socializing learners into careers in the profession of review and approval by the committee. Successful Area 5: Development of learning communities psychology as well as increasing and extending completion of the dissertation conference with the Area 6: Psychology-specific content and offerings learners’ knowledge and skill competencies. The mentor and committee is required. Once learners PSY-R6161 - Psychology MS Colloquium Track I. professional issues weekend and accompanying pass the dissertation conference, they prepare the Through the residential colloquia, Capella learners two weeks include presentations, lectures, dissertation for publication. Grading for this gain a stronger sense of academic community by discussion groups, and small group labs that offer course is A-F. Prerequisite(s): PSY9303. Cannot networking and discussing course work, projects, experiential training in counseling/psychotherapy be fulfilled by transfer. and research issues face-to-face with fellow and assessment skills. Learners have opportunities learners and faculty. This experience provides a for individual mentoring, advising, and attending learning environment that fosters the application meetings involving all clinical learners as well as of critical thinking and integrates knowledge to learners from other specializations in the school of Harold Abel School of Psychology professional and practice issues. Track I offers psychology. Learners and faculty hear guest Colloquia basic or introductory workshops in effective speakers, attend evening programs, and engage interviewing skills and skills in psychological in social activities that contribute to networking. PSY-R6061 - Psychology PhD Colloquium Track I. assessment (administration and scoring of Week I – Relationship: Interviewing and Through residential colloquia, Capella learners Wechsler series). Constructive Working Alliances. Learners gain a stronger sense of academic community by PSY-R6162 - Psychology MS Colloquium Track II. explore basic individual counseling and networking and discussing course work, projects, Through the residential colloquia, Capella learners psychotherapy skills and factors that and research issues face-to-face with fellow gain a stronger sense of academic community by contribute to empirically supported learners and faculty. This experience provides a networking and discussing course work, projects, relationships. Role plays and feedback learning environment that fosters the application and research issues face-to-face with fellow sessions train learners to develop a of critical thinking and integrates knowledge to learners and faculty. This experience provides a therapeutic alliance with clients as well as professional and research issues. Track I offers learning environment that fosters the application collegial interactions that support basic or introductory workshops in the following of critical thinking and integrates knowledge to professional relationships. six content areas: professional and research issues. Track II offers Area 1: Developing the scholar-practitioner Week II – Assessment: Test intermediate workshops in counseling and Area 2: Critical analysis skills Administration, Scoring, and psychotherapy interventions, psychological Area 3: Research skills Interpretation. In small groups, instructors testing skills (including tests of achievement and Area 4: Professional communication skills demonstrate test administration, scoring, adaptive functioning), and group counseling skills. Area 5: Development of learning communities and interpretation. In pairs, learners Area 6: Psychology-specific content and offerings PSY-R6163 - Psychology MS Colloquium Track III. practice intensively, acquiring beginning Through the residential colloquia, Capella learners assessment skills. Learners explore test PSY-R6062 - Psychology PhD Colloquium Track II. gain a stronger sense of academic community by selection, psychometric properties such as Through residential colloquia, Capella learners networking and discussing course work, projects, reliability and validity, and target gain a stronger sense of academic community by and research issues face-to-face with fellow populations within the context of ethical networking and discussing course work, projects, learners and faculty. This experience provides a and effective assessment procedures. and research issues face-to-face with fellow learning environment that fosters the application learners and faculty. This experience provides a PSY-R6362 - Ethics and Standards of of critical thinking and integrates knowledge of learning environment that fosters the application Professional Practice. Learners explore ethics and professional and research issues. Track III offers of critical thinking and integrates knowledge to standards of professional practice through advanced workshops in psychological assessment professional and research issues. Track II offers lectures, role play, and discussion. Learners study skills (including test selection and interpretation) intermediate workshops in the following six the APA Ethical Principles of Psychologists and and ethical applications and solutions. content areas: Codes of Conduct and the differences between Area 1: Developing the scholar-practitioner ethics and mental health law. Using case studies Area 2: Critical analysis skills and relevant experiential materials, learners Area 3: Research skills discuss possible ethical violations and practice 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 153

methods that are successful for preventing ethical responses and to calculate protocol scores. PSY-R6371 - Extended Seminar II: Consultation, violations. Learners develop problem-solving Learners gain report writing techniques that Supervision, Reports, and Professional Issues. strategies to resolve professional, legal, and ethical integrate results in support of a diagnostic This extended seminar continues the dilemmas. impression and implications for a treatment plan. development of the learner’s professional identity PSY-R6363 - Assessment: Diagnosis, Case PSY-R6367- Assessment: Personality Testing. as a clinical psychologist. In addition to plenary Formulation, and Treatment Planning. In this In this weekend-in-residence learners acquire presentations, workshops, and lectures, learners weekend-in-residence, lectures and small group hands-on experience in scoring, analyzing, make short professional presentations to their discussions focus on case formulation and interpreting, and integrating select psychological peers and continue their training in empirically development of a differential diagnosis as a test profiles/data. Learners integrate results from supported assessment and treatment approaches. COURSE DESCRIPTIONS GRADUATE working hypothesis that incorporates a complete battery to support a diagnostic Week I – Consultation, Supervision, and developmental, biological, and cognitive/affective impression and implement a treatment plan. Professional Issues. Learners demonstrate factors. The residency includes discussion of case Learners explore report writing techniques to the ability to compare and contrast the roles studies and the use of different theoretical produce a succinct, accurate report. involved in consultation and supervision. approaches to case formulation and treatment. PSY-R6368 - Assessment: Neuropsychological Learners practice consultation and supervision Using prior records, interviews, and test results Testing. Clinical neuropsychology is a highly skills in small groups and examine the contributes to the evaluation process with specialized area of practice within the profession responsibilities, cultural, ethical, and legal attention given to oral and written communication of clinical psychology. In this weekend-in- issues that arise. of diagnostic conclusions. Learners apply these residence learners gain a solid foundation for Week II – Professional Issues. Learners skills as they work with individuals, families, and recognizing diagnostic evidence that requires conclude the year-in-residence with couples and as they incorporate their use of the further neuropsychological assessment. Learners discussions of professional issues and practice current DSM-IV TR. Through role play, learners assimilate knowledge of neuroanatomy, writing integrative reports. Faculty teams demonstrate the ability to form a therapeutic neuropathology, and neuropsychological conduct the portfolio review. Learners alliance, communicate the conceptualization of the assessment processes as well as a working demonstrate competencies as specified by problem, the treatment plan, and the selection of knowledge of neurological assessment program goals and objectives, demonstrate interventions to clients and other professionals. instruments and administrative procedures and the formation of a professional identity, and PSY-R6364 - Intervention: Treatment their diagnostic value. respond to questions surrounding any of the Implementation. Learners explore ways to PSY-R6369 - Research and Evaluation. The issues of training. Successfully passing the implement empirically supported treatments that scholar-practitioner model emphasizes skills portfolio review is required for passing the are derived from case formulation and differential necessary to support the tradition of empirically year-in-residence. diagnosis. Activities include group discussions supported knowledge, theories, and systems in regarding theoretical approaches to treatment psychology and to conduct outcome evaluations implementation and derived outcome measures. of programs and interventions for their Through role play, learners demonstrate the ability effectiveness. In this weekend-in-residence, Harold Abel School of Psychology to maintain a therapeutic alliance and to learner lectures and small and large group Counseling Psychology communicate a treatment plan and amendment of discussions emphasize critical analysis of Year-in-Residence therapeutic goals to clients and to professionals. professional literature for appropriate research Learners develop clinical skills that help individuals, designs and statistical analysis. Learners PSY-R6460 - Professional Issues in Counseling families, and couples progress towards mutually demonstrate their ability to synthesize Psychology and Residency Preparation. This agreed-on therapy goals. Learners demonstrate professional literature in order to support opening weekend of the counseling psychology the ability to modify diagnostic hypotheses with conclusions and provide direction for future year-in-residence initiates the process of group each therapeutic intervention in order to research. Through small group collaboration, cohesion and cohort formation. It orients learners accommodate additional input. learners develop a research proposal. Learners to year-in-residence activities, requirements, and PSY-R6365 - Diversity: Individual Differences. demonstrate in discussion and practice the ability logistics while also introducing a variety of In this weekend-in-residence learners explore to create strategies to evaluate program concepts and activities to develop learners’ issues of diversity, culture, and individual effectiveness and deliver empirically supported professional identities as psychologists and as differences that must be incorporated into all interventions to meet the unique needs of scientist-practitioners. aspects of professional functioning in psychology. programs and relevant stakeholders. PSY-R6461 - Extended Seminar I: Interviewing, Lectures and small and large group discussions PSY-R6370 - Crisis Intervention and Risk Testing, and Professional Issues. This two-week emphasize personal reflection and self-monitoring Assessment. In this weekend-in-residence extended seminar immediately follows the year-in- regarding diversity issues and developing learners practice crisis intervention and risk residence’s opening weekend (see PSY-R6460). personally tailored strategies to acquire sensitivity assessment. In lectures and small and large group The seminar provides learning resources and to diversity issues about which learners or discussions learners examine therapeutic, legal, experiences to support residency requirements professionals may not be knowledgeable. and ethical issues including Duty to Warn, and training needs in counseling psychology. It PSY-R6366 - Assessment: Cognitive, Involuntary Detention, and thorough includes a variety of formal and informal activities Achievement, and Adaptive Testing. In this documentation of records. Role plays with that orient and socialize learners into the weekend-in-residence learners practice feedback provide practice in crisis intervention profession of counseling psychology, the Harold administering, scoring, and interpreting a battery skills including the need to consult with colleagues Abel School of Psychology, and Capella University. of psychological tests assessing intelligence, following a difficult session. Learners attend plenary presentations and achievement, and adaptive or developmental lectures and participate in small labs that offer abilities. Working in pairs, learners act as examiner training in basic interviewing skills, empirically and test taker to gain practical experience. Scoring supported intervention techniques, and exercises increase their ability to properly score psychological testing skills. Learners also 154 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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participate in mentoring and advising sessions, PSY-R6467 - Assessment in Counseling: Harold Abel School of Psychology specialization and school meetings, and social and Personality Testing. This weekend-in-residence networking activities. Learners have the provides hands-on experience scoring, analyzing, School Psychology opportunity to attend guest lectures and evening interpreting, and integrating personality tests. Year-in-Residence programs. This residency is taken by all doctoral Techniques for writing accurate and succinct PSY-R6560 - Professional Issues in School learners in the counseling psychology specialization. psychological reports are reviewed. Learners Psychology and Residency Preparation. This PSY-R6462 - Ethics and Standards of Counseling participate in small group discussions, case opening weekend begins the school psychology Psychology. This weekend-in-residence covers analysis activities, and individual competency year-in-residence. It orients learners to year-in- legal, ethical, and professional standards of assessments. residence activities, requirements, and logistics. conduct for counseling psychologists. Learners PSY-R6468 - Research and Empirically-based This weekend-in-residence introduces a variety of explore possible ethical violations and discuss best Practices. This weekend-in-residence covers the concepts and activities aimed at developing the practices for avoiding them. The weekend-in- roles of counseling psychologists as consumers of learner's professional identity as a psychologist residence also covers the relationship between research and as evaluators of counseling and as a scientist-practitioner. It also initiates the ethics and mental health law, with special emphasis interventions. Learners focus on analyzing and process of cohort-formation and group cohesion. on the development of the professional identity interpreting empirical research findings. The PSY-R6561 - Extended Seminar I: Assessment, and the importance of evidenced-based practice. course also covers integrating research findings Ethics, and Professional Issues. By engaging in PSY-R6463 - Individual Counseling Interventions. with current practice and investigating and mock testing sessions, observing testing sessions, This weekend-in-residence covers the counseling evaluating counseling techniques and scoring test results, reviewing reports, and taking interventions necessary for conducting successful interventions. notes from faculty presentations, learners gain individual interviews. Through small group sessions PSY-R6469 - Research Design and valuable skills for conducting academic and and one-on-one practice sessions, learners Implementation. This weekend-in-residence intellectual assessments and for scoring and demonstrate and improve their intervention skills. covers the role of counseling psychologists as interpreting test results. Learners analyze the PSY-R6464 - Diagnosis and Treatment Planning. researchers. The course focuses on the basics of knowledge of ethical principles as they relate to This weekend-in-residence focuses on conducting research design and methods, and it presents the practice of school psychology. Discussions diagnostic interviews and developing treatment techniques for writing the methods section of a include privacy, informed consent, confidentiality, plans in settings and situations commonly research proposal. record keeping, due process procedures, ethical experienced by counseling psychologists. PSY-R6470 - Career and Vocational and legal issues in psycho-educational Learners participate in small and large group Interventions. This weekend-in-residence focuses assessments; counseling, working with teachers exercises, observed interviews, and group on the skills needed by counseling psychologists and parents, and the education of students with debates. The residency is associated with two for career and vocational counseling. The disabilities. Learners review the National courses: PSY8210 Principles of Psychopathology residency consists of skills-based activities such as Association of School Psychologists’ Principles for and PSY8220 Advanced Psychopathology. interviewing, role playing, and analyzing case Professional Ethics, the American Psychological Learners are expected to have completed at least studies, as well as informational components that Association’s Ethical Principles of Psychologists one of those courses prior to this residency. introduce and summarize the skill-based activities. and Code of Conduct. Working together in small and large groups, learners explore ways to PSY-R6465 - Group Counseling Interventions. Weekend sessions cover administration and respond to cases and vignettes that illustrate This weekend-in-residence focuses on best interpretation of various career interest ethical principles. Prerequisite(s): PSY7011, practices and empirically supported techniques for inventories, career exploration activities, and PSY7610, PSY8231. This prerequisite applies group counseling. Topics include managing the delivering career and work related workshops. only to learners who matriculated into the developmental stages of a group, utilizing process Personal awareness learning assists learners in specialization in July 2005 or later. versus content interventions, managing affect in career exploration as learners near completion of the group, and achieving goals and solving their doctoral degree. PSY-R6562 - Academic/Behavioral Interventions. problems using the group rather than therapist PSY-R6471 - Extended Seminar II: Diversity, In this weekend-in-residence learners explore intervention. Learners spend the residency in Supervision, and Professional Issues. This lab specific skills that school psychologists need to observed practice sessions and brief orientation presents an integrative, affirmative model that coordinate and consolidate efforts at the school lectures. covers the need as well as ethical requirement to site that ultimately help children. Learners gain skills in developing and implementing academic PSY-R6466 - Assessment in Counseling: incorporate individual differences into all aspects and behavior interventions in an efficient and Cognitive Testing. This weekend-in-residence of clinical practice and training including effective manner, using a school instructional team provides hands-on experience scoring, analyzing, psychotherapy, consultation, assessment, approach. Learners also analyze ways to provide interpreting, and integrating psychological tests diagnosis, supervision, and teaching. The lab also support for teachers, parents, and students and that assess intelligence, achievement, and covers the complementary roles of receiving and ways to assist with behavior intervention strategies developmental abilities. Working in pairs, providing supervision and consultation. that help teachers generalize interventions and counseling learners act as examiners and test activities. Prerequisite(s): PSY-R6560, PSY-R6561. takers to gain practical experience with the issues that arise during test administrations. Scoring PSY-R6563 - School Interventions: Basic and exercises are provided to increase reliability of Advanced Interviewing. In this weekend-in- proper scoring of responses and the calculation of residence learners diagnose learning and protocol scores. The weekend-in-residence emotional problems. They also conduct fact- emphasizes the integration of results to support finding and rapport-building clinical assessment diagnostic impressions and to inform treatment interviews and elicit information needed to make plans. Techniques for writing accurate and succinct appropriate diagnoses and individual educational psychological reports are reviewed. plan (IEP) goals. Learners explore practices for 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 155

interviewing the child, parents, teachers, and other with attention-deficit hyperactivity disorder Colloquia and Residencies individuals familiar with the child. Learners analyze (ADHD), oppositional defiant disorder (ODD), interventions during crisis situations as well as the depression, anxiety, and conduct disorders. COL-R5921 - MS Colloquium Track I. The first ethical issues related to crisis intervention. Other Prerequisite(s): PSY-R6560, PSY-R6561, master’s residential colloquium is the initial track topics include acquiring skills for maintaining PSY-R6562, PSY-R6563, PSY-R6564, PSY-R6565. of the residency sequence and should be completed during the first two quarters of professional boundaries and helping relationships. PSY-R6569 - Functional Behavioral Assessment. enrollment. Learners conduct clinical assessment interview In this weekend-in-residence, through the use of practice sessions, individually with the instructor guided notes, example exercises, observations, COL-R5922 - MS Colloquium Track II. The second and in small groups. Prerequisite(s): PSY-R6560, converting and graphing data and role-playing colloquia is taken during the second year of COURSE DESCRIPTIONS GRADUATE PSY-R6561, PSY-R6562. interventions, learners gain valuable skills needed enrollment (master’s learners completing in fewer PSY-R6564 - School Psychology Counseling Skill to conduct functional behavioral assessments and than three years may take their colloquia more Development. In this weekend-in-residence write behavioral improvement plans. Learners closely together, the second colloquium near the learners develop and practice basic counseling analyze behavior and develop interventions to midpoint of their programs). skills within school systems. Learners advance their improve behavior, to understand the principles of COL-R5923 - MS Colloquium Track III. The third counseling skills through demonstration and role- reinforcement and punishment, to conduct colloquia is taken during the third year of play related to situations commonly occurring in structured observations in order to collect data enrollment (master’s learners completing in fewer schools at K-12 levels. Learners also develop skills that can be converted and graphed, and to than three years may take their colloquia more for structuring and guiding group and individual analyze the data to develop appropriate closely together). counseling sessions and practice some of the skills interventions that are included in a behavioral COL-R8921 - PhD Colloquium Track I. Track I is needed for counseling special needs students and improvement plan. Prerequisite(s): PSY-R6568. taken before completing 56 earned and for working within multicultural settings. Learners PSY-R6570 - Behavioral Interventions. This transferred credits. Learners are strongly review and explore the parameters of counseling weekend-in-residence helps learners become encouraged to complete this colloquium within conducted by school psychologists including effective school psychologist consultants, focusing their first quarter of enrollment. ethical standards and general legal requirements, primarily on developing learner skills in creating both state and federal as appropriate. COL-R8922 - PhD Colloquium Track II. Track II is and implementing behavioral interventions and taken as learners are completing 57-72 credits, Prerequisite(s): PSY-R6560, PSY-R6561, evaluating their effectiveness. The course PSY-R6562, PSY-R6563. while they are immersed in their required course addresses building rapport with teachers and work. PSY-R6565 - Assessment Demonstrations. In this parents, expanding their knowledge-base of weekend-in-residence, through role-plays and interventions, and building a library of COL-R8923 - PhD Colloquium Track III. Track III is feedback from an experienced professional professional resources. Learners discuss topics taken while learners are completing 73-96 credits psychologist and peers, learners develop skills in including interventions for externalizing and (for HASOP learners, 73-95 credits). Since the final administering standardized assessment internalizing disorders, social skills training, 24 (or 30) credits earned in the doctoral program instruments; following specific, recognized counseling groups, parent training, and resistance are tied to the completion of the comprehensive procedures; and assessing and interpreting test to intervention. The course includes extensive use examination and dissertation, Track III prepares results. Learners are introduced to and practice of role-playing. Prerequisite(s): PSY-R6568, learners for their comprehensive examination interpreting assessment results to parents, PSY-R6569. questions, for completing their dissertations, and for life after graduation. teachers, and other professionals. Through these PSY-R6571 - Extended Seminar II: Report experiences, learners gain the skills necessary Writing, Treatment Planning, Supervisory, and for practicing school psychologists. Professional Issues. Learners explore the skills Prerequisite(s): PSY-R6560, PSY-R6561, necessary for writing psychological/psycho- PSY-R6562, PSY-R6563, PSY-R6464. educational reports. Learners conduct an analysis PSY-R6568 - Personality and Behavioral of the characteristics of a good report. Each Assessment. In this weekend-in-residence learners section of a psychological/psycho-educational administer and score individual personality and report is introduced and discussed, along with behavior tests, focusing on the Behavior basic principles for writing good psychological/ Assessment System for Children (BASC), Conners’ psycho-education reports. Learners engage in Rating Scales-Revised (CRS-R), Kinetic Drawing report writing practice sessions, individually with System for Family and School (KDSFS), House- the instructor and in small groups. Learners Tree-Person (H-T-P), Roberts Apperception Test for develop basic skills for presenting assessment and Children (RATC), and Sentence Completion Test. evaluation data in a narrative format. Treatment Learners work individually and in small groups to plan formats and case examples are discussed. score measures of personality and behavior, Learners also discuss scenarios in groups and work interpret the results, and provide a written on cases individually. Learning supervision skills summary of their interpretation. Learners gain skills appropriate for a school setting are presented. in conducting clinical interviews and behavioral Prerequisite(s): PSY-R6568, PSY-R6569, PSY- observations; in synthesizing and interpreting data R6570. Completing PSY-R6571 is contingent from teacher, parent, and self-report behavior upon passing the formative portfolio review rating scales, as well as objective and projective during the residency. techniques; and in scoring, interpreting, and integrating the results in order to make recommendations and write psychological reports. In discussions learners analyze student case studies 156 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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 Dean institution. Along with an enthusiasm for guidance regarding Capella University’s policies Valerie Perkins, EdD working with adult learners, Capella’s and programs. Faculty Directors administrators bring many years of experience Patricia Cardenas-Adame, PhD Michael J. Miller, MBA to designing and delivering higher education James V. Gambone, PhD programs. Feranda Williamson, EdD William B. Harvey, EdD Sue Talley, EdD Chancellor Carol Hulce, MS Faculty Chairs Stephen G. Shank Helene Krivosha (emeritus), BS Brian F. Barton, MBA BA, University of Iowa Priscilla McNulty (board secretary), JD William Burkett, PhD MA, The Fletcher School Sharan B. Merriam, PhD Eileen Dittmar, MA JD, Harvard Law School Michael J. Offerman (ex officio), EdD Keith Morneau, EdD Paul Schroeder (ex officio), MBA University President Lee Owens, MEd Stephen G. Shank (emeritus), JD Michael J. Offerman Deborah Snyder, PhD Kimberly Spoor, PhD BA, University of Iowa Susan Stehlik, MS MS, University of Wisconsin – Milwaukee Joan C. Stoner, EdD Core Faculty EdD, Northern Illinois University Capella Education Company Paul Gold, MS Senior Vice President Tony J. Christianson, MBA J. Dennis Hart, MBA Paul A. Schroeder Gordon A. Holmes, MBA Joseph Johnson, MBA BA, Haverford College S. Joshua Lewis, DPhil Jerry Minshall, MS MBA, Northwestern University Jody G. Miller, JD Tina Stavredes, PhD Provost James A. Mitchell, BA School Administration Manager Karen J. Viechnicki Jon Q. Reynolds, Jr., MBA Janice Aanenson, MEd BA, Beaver College Stephen G. Shank, JD School Administration Staff MA, University of Akron David W. Smith, MBA PhD, Kent State University Juan-Carlos Bates, BA Kenneth J. Sobaski, MBA Justin Countryman, BS Vice President of Learner Support Jeffrey W. Taylor, BS Kevin D. Krier, MBA Linda Muehlbauer Sandra E. Taylor, JD Heather Landis, BS BS, University of Minnesota, Greg Thom (secretary), JD Christina Newell Carlson School of Management Darrell R. Tukua, BS Kathy Saulton, PhD Director of Academic Support Bachelor’s Academic Advisors Trenda Boyum-Breen Jenelle Davis, MS BA, Concordia College – Moorhead Josh Girardin, BS MS, Winona State University Kate Malczewski, BA EdD, University of Minnesota Julie McNamara, MS Director of Assessment and Kyle Munoz, MA Institutional Research Jessica Rattmann, BA Kimberly Pearce Jill Robole, BS BS, Appalachian State University JJ Rogalski, BS MS, University of North Carolina at Chapel Hill Stacy Swenson, MS Director of Financial Aid Tim Lehmann BA, Concordia College – Moorhead MBA, Capella University Registrar Nancy Penna BSBA, Midland Lutheran College MS, University of Nebraska, Omaha 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 157

School Directories, continued GOVERNANCE

School of Business and Technology School of Education School of Educationy, continued Dean Interim Dean School Administration Staff Kurt Linberg, PhD Harry McLenighan, EdD Michelle Beinner, MEd Faculty Director Faculty Directors Andrea Dow, MEd Barbara Butts Williams, PhD Phil Corkill, EdD Kris Gatto, BS Mandy Kaplan, BA Faculty Chairs Ed Gould, EdD Nate Otto, BA Sheila Fournier-Bonilla, PhD Miriam Guthrie, PhD Brenda Samson, BS Tsun Chow, PhD Interim Colloquia Lead/ BreAnne Schwinghammer, BA Jack Krichen, MS Faculty Development Specialist Kelly Sundsmo, BA Gary Robinson, PhD Michelle Beinner, MEd Lisa White, BA John Whitlock, PhD Faculty Chairs Michael Williams, PhD Doctoral Academic Advisors Jamie Barron, EdD Core Faculty Heather Christianson, MS William Brown, EdD Jonathan Gehrz, MS Cheryl Bann, MBA Kathryn Campbell, EdD Steven Brown, DBA Laurie Hinze, MS Beverly Enns, EdD Terri Rennick, MA Alan Chmura, PhD Christine Jax, PhD Richard Flor, PhD David Rothstein, PhD Alyce LeBlanc, PhD Stacy Sculthorp, MA Stephanie Fraser-Beekman, PhD Adell Newman-Lee, EdD Toni Greif, PhD Kim Smieja, MA Carolyn Rogers, PhD Carley Watts, MA Maudie Holm, PhD Kim Spoor, PhD Kris Jamsa, PhD Nan Thornton, PhD Master’s and Certificate Forest Jourden, PhD, JD Academic Advisors Joseph LeVesque, DBA Faculty Emeritus Andrea Baker, MS William Reed, PhD Mark H. Rossman, EdD Michael Johnson, MA Shelley Robbins, PhD Senior Faculty Leslie Mejia, MA Rebecca Snarski, MS Elizabeth Bruch, EdD Linda Terry, PhD Bruce Francis, PhD School Administration Manager Jerry Halverson, PhD Thomas Henderson, MS Core Faculty School Administration Staff Vern Czelusniak, PhD Amanda Bishop, MEd Cheryl Doran, PhD Lola Ducrepin, BA Suzanne Dunn, PhD Margaret Eastman, BA Pam Hanfelt, PhD Brian Imholte, BS Paul Hardt, EdD Sandy Leppanen, BA Sonja Irlbeck, EdD Sara Leiste, MS Keith Johansen, PhD Amy J. Petterson, BS Barbara Keener, PhD Margaret Pidde Dennis Mills, PhD Lora Roussanova, MBA Carmen Myers, PhD Sandra Running, MA Larry Reynolds, PhD Jennifer Wills, BS Leone Snyder, PhD Doctoral Academic Advisors William Tetu, EdD Amy Horton, MEd School Administration Manager Bryan Kujawski, MA, MS Michael Higgs, BA Mark Larson, PhD Emily McCreight, MEd Jeffrey Scanlon, MSSc Stacy Sculthorp, MA Scott Silver, MBC Master’s, MBA, and Certificate Academic Advisors Tony Ajsenberg, MA Lisa Clark, MA Joe Crosby, MA Tracy Griffin, MA Nicole Haakinson, MA Joe Mitzel, JD Sara Wendinger, MA 158 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Governance, continued

School Directories, continued

School of Human Services Harold Abel School of Psychology School of Psychology, continued Dean Dean School Administration Manager Christopher Cassirer, ScD, MPH Garvey House, PhD Kevin Price, MBA Faculty Director Faculty Director School Administration Staff Paula Stechschulte, PhD Gail Lorenz, PhD Mark Anderson, BA Colloquia Lead/Faculty Development Specialist Director of Training Kyle DeLaHunt, BA Charles M. Tiffin, PhD Jody Neuman-Aamlie, PhD, LP Kelly Dykstra, MHR Tracy Emanoff, MA Associate Director of Training Faculty Chairs Bridget Gaer, BA for Residency Programs Thomas (Bill) Clyburn, PhD Benjamin Imker, MA Laura Jarrett, PhD John Darland, PsyD Kristin Lang, BA Charles Lorbeer, PhD PhD Colloquia Lead/Faculty Jennifer Meyer, BA Development Specialist Interim Co-Chairs Doctoral Academic Advisors Randy Johnson, EdD Christopher Lucies, EdD Sue Browender, MA Charles Walker, PhD MS Colloquia Lead Ellen Carey, MA Core Faculty Reba Glidewell, PhD, LP Heidi Kopacek, MA Wendy Andberg, PhD Faculty Chairs Vera Kovacovic, PhD Curtis Brant, PhD Dean Ginther, PhD Mark Larson, PhD Janice J. Caron, EdD Randy Johnson, EdD Adam Soderlind, MA Amanda Costin, PhD Robert Schnedler, PhD, LP Master’s and Certificate Amy Donovan, PhD Fox Vernon, PhD Academic Advisors Alice Yick Flanagan, PhD William Wilson, PhD, LP Krystianna Nguyen, MA Amy Gangl, PhD Interim Faculty Chair Celeste Scott, MA Truc-Nhu Ho, PhD Laren Winter, EdD Joshua Taylor, MA Suzanne Holmes, DPA Jamie Woodburn, MA Mee-Gaik Lim, PhD Senior Faculty Michele Mannion, PhD Brian Austin, PhD Ann Meyers, PhD Core Faculty Ron Muchnick, PhD Angela Adams, PhD Sherri Muchnick, PhD Sharlene Adams, PsyD Benjamin Noah, PhD Rebecca D.B. Behrend, PhD, LP AnnaLynn Schooley, PhD David Chapman, PsyD Jana Whiddon, PhD Catherine Crews, PhD School Administration Manager Bruce Fischer, PhD, LP, LMFT Jennifer Morgan, MAT, PMP Thyra Fossum, PhD Victoria A. Gamber, PhD School Administration Staff Hilda Glazer, EdD Stacey Barenbaum, BA John Gonsiorek, PhD Leigh Johnson, BA Malcolm Gray, PhD Amy Landgren, BA Chris Heffner, PsyD Beth O’Hara Muller, BA Robert Jacobs, PsyD Eric Nelson, BA Sheldon Kleine, PhD, LP Siri Rustad, BS Gina Langan, PhD Shannon Stordahl, BA Jeffrey Leichter, PhD, LP Doctoral Academic Advisors Marilyn Marks-Frey, PhD, ABPP Susan Browender, MA William Percy, PhD, LP, LMFT Dana Forbes, MA Nancy Piotrowski, PhD Heather Hooper, MFA David Sarnoff, PhD, ABPP David Rothstein, PhD Wayland Secrest, PhD Johnna Williams, MS, NCC Christine Woolf, PhD Master’s and Certificate Academic Advisors Karen Yasgoor, PhD, SPHR Nancy Ackerman, MS Erin Brandel, MA Mark Cowen, MA Jeremy Daus, BS Abigail Good, MA Jennifer Koontz, MS Nakeela Wright, MEd 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 159

Faculty FACULTY

School of Undergraduate Studies C G Cadogan, Rochelle, BS, University of Wisconsin, Gardiner, Jennifer, BS, University of Kentucky; Core and Adjunct Faculty Stout; ME-PD, University of Wisconsin, La Crosse; MS, National University PhD, Capella University A Gold, Paul, BA, Metropolitan State University; MS, Casey, Rickey, BS, University of the Ozarks; MBA, St. Mary’s University of Minnesota Graduate School Adams-Kayes, Anna, BA, Catawba College; MA, University of Central Arkansas; DBA, Nova Goldwasser, Robert, BA, University of North The George Washington University Southeastern University Carolina at Chapel Hill; MBA, University of Phoenix Ambrose, Shawn, BA, Shippensburg University of Cattapan, Mary Catherine, BS, University of Illinois- Gotches, Gregory, BS, University of Illinois at Pennsylvania; MBA, University of Akron Chicago; MBA, DePaul University Chicago; MA, University of Illinois at Chicago; Andersen, Jill, BA, Augustana College; MS, Cardinal Chin, Darian, BA, University of Southern California; MS, Benedictine University Stritch University MA, California State University – Los Angeles; MBA, California State University – Los Angeles Ansoorian, Andrew, BS, James Madison University; H MS, California State University – San Bernardino Coito, Deborah, BA, Humboldt State; MFA, Hackett, Jill, BA, Vassar College; EdM, Harvard Arillo, Lawrence, BA, Montclair State University; California Institute of the Arts Graduate School of Education; PhD, Union Institute MBA, University of Phoenix; JD, Concord University Coronna, Mark, BA, University of Wisconsin – & University School of Law Madison; MS, University of Wisconsin – Madison Hadley, Mari, BS, Detroit College of Business Armer, Laura, BS, Sam Houston State University; Crelin, Sheryl, BS, Southern Connecticut State (Dearborn); MBA, Detroit College of Business BA, Sam Houston State University; MS, University of University; MA, University of Phoenix (Dearborn) Houston – Clear Lake Hagedorn, Rodney, BS, Minnesota State University – D Mankato; MBA, Drake University; MS, Iowa State B University Daniels, Dawn, BS, East Carolina University, Barker, Gwen, BS, University of Wisconsin – Greenville; MSIT, Colorado Technical University Hart, J. Dennis, BS, Ohio State University; MBA, River Falls; MBA, University of Minnesota – Central Michigan University Daniels, Glenn, BS, Washington University, St. Louis, Twin Cities Missouri; MS, University of Texas at Dallas; MBA, Hashmi, Ali, BS, University of Maryland; MS, George Barton, Brian F., BS, University of Michigan; MBA, University of Texas at Dallas Washington University; MBA, Carnegie Mellon University of Michigan University Dervis, Jocelyn, BS, University of Central Florida; Basl, Barbara, BS, Virginia Commonwealth MBA, Southeastern University Hawes, John, BA, University of California-Santa University; MBA, Virginia Commonwealth University Barbara; MIM, Thunderbird, The American Graduate Devillier, John, BS, Florida State University; MA, School of International Management Batali, Michael, BS, Central Washington University; California State University-Dominguez Hills; MA, MEd, Central Washington University George Washington University Healy, Richard, A.B., Tufts University; JD, Boston University School of Law Baugh, Clifford, BS, San Jose State University; Dittmar, Eileen, BS, Western Michigan University; MBA, University of Redlands; DBA, Nova MA, Western Michigan University Helwig, Steven, BS, University of Phoenix; MS, Southeastern University Capella University Domine, Lawrence, BA, University of Wisconsin – Benton, Bradley, BS, Morningside College; MBA, Milwaukee; MS, University of Wisconsin – Milwaukee Herrera, Jennifer, BA, Dallas Baptist University; University of Nebraska MBA, Dallas Baptist University Dominguez, Cesar, BE, Universidad Tecnologica del Blessinger, Patrick, BS, Auburn University; MS, Centro, Valencia, Venezuela; MA, Hamline University Hilliard, Pearl, BA, Manchester Polytechnic; BA, Georgia Institute of Technology University of the Witwatersrand; MS, California State Duff, Susan, BA, Illinois Institute of Arts; MA, University, Northridge; EdD, University of Southern Bolden-Ingram, Libbia, BS, University of Maryland; University of Phoenix MS, Central Michigan University California Boyd, Michael, BA, Jacksonville University; MBA, Hines, Ava, BS, Spelman College; MSPH, University University of North Florida E of North Carolina Edwards, Lekeesha, BS, South Carolina State Brian, Hank, BS, Florida Southern College; Hoekstra, Perry, BS Minnesota State University; University; MBA, DeVry University/Keller Graduate MA, University of Phoenix MS, University of St. Thomas School Brewer, Jackie, BA, Ottawa University; MA, Ottawa University J F Brown, Mary, CISSP; BS, Metro State University; Jerome, Lawrence, BS, Florida State University; MS, Capella University Flanders, Gordon, BA, Augsburg College; MBA, MS, Florida State University University of Minnesota – Carlson School of Buffkin, Sally, BSBA, University of Wisconsin – Johnson, Joseph, BS, University of Wisconsin – Management Eau Claire; MBA, University of Central Florida Stevens Point; MBA, University of Minnesota Fok, Matt, BS, California Polytechnic State Burkett, William, BS, Palm Beach Atlantic College; Johnson, Judith, BS, Central Michigan University; University; MBA, University of San Francisco MS, Nova Southeastern University; PhD, Nova MA, Central Michigan University Southeastern University Franklin, Paul, BS, Rockhurst University; MS, Johnson, Mary Ellen, BA, Guilford College; University of Missouri – Kansas City; MBA, Keller Buszta, Robert, BS, Central Michigan University; MBA, Kennesaw State University Graduate School of Management MS, University of Phoenix Froh, James, BS, University of Wisconsin – Oshkosh; MS, Milwaukee School of Engineering – Milwaukee; PhD, Capella University Fry, Sheila, BBA, Davenport University; MBA, Baker College of Flint 160 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Faculty, continued

School of Undergraduate Studies, continued K N T Kepp, Monique, BS, Northwestern State University; Nadeem, Mohammed, BS, Osmania University; MS, Taylor, Sharon, BA, University of Colorado – MS, Southern University and A&M College Osmania University; MS, National University; PhD, Boulder; MBA, Regis University Union Institute & University Kiefer, Ann, BS, University of Wisconsin – Stout; MS, Therrian, Michael, BA, Walsh College; MBA, Walsh University of Wisconsin – Stout Narjes, Shayne, BS, Mankato State University; MBA, College University of St. Thomas King, David, MS, Air Force Institute of Technology; Thomas, Jerry, BS, Mississippi College; MBA, MA, Indiana University; PhD, Indiana University Newell, Susan, BA, Glenville State College; MS, Mississippi College University of Maryland Kingston, Peter, BA University of Quebec; MA Tovbin, Paul, BA, Lvov University; MBA, Fordham University of Toronto; LLB Osgoode Hall Law School Newmaker, Meredith, BS, Furman University; MSCS, University; PhD, Institute of World Economy Colorado Technical University Kozak, Andrew, BS, United States Naval Academy; Tucker, Lewis, BS, Pennsylvania State University; MBA, Nichols College Noe, Nancy, BS, Portland State University; MA, MBA, Columbia University; PhD, Pennsylvania State Oregon State University University Kotsiovos, Jean, BS, University of Illinois; MA, Governors State University P V L Padula, Laura, BS, Barry University; MBA, Nova Van Rekom, Petti, BA, University of California – Southeastern University Los Angeles; MA, California State University, Lackey, Gregory, BS, University of Redlands; MBA, Los Angeles; EdD, University of Southern California University of California – Riverside Pal-Freeman, Bill, BA, Park College; MBA, University of North Dakota Lahoud, Hilmi, BS, Campbell University; MS, Capella University Priestman, Ian, BA, Lincoln University, UK; MBA, W Lincoln University, UK Landry, Melvin, BS, Southern University at Baton Watson, Robert, BS, Brigham Young University; Rouge; MS, University of Arkansas at Fayetteville; MBA, Indiana University MBA, University of New Orleans R Waynick, Randall, BA, Michigan State University; Lattas, Robert, BS, DePaul University; MBA, Indiana MS, Central Michigan University Robinson, Bill (Willie), BS, Cleveland State University; JD, Indiana University University; MBA, Baldwin-Wallace College Wentz, Jan, BA, Gettysburg College; MA, Northern LaVake, Jeff, BA, University of Wisconsin – Eau Illinois University Rochester, Donna, BS, Central Michigan University; Claire; MBA, University of Minnesota – Twin Cities MS, Central Michigan University Whale, Robert, BA, Brigham Young University; Lavelle, Michael, BS, North Dakota State University; MBA, Loyola Marymount University; MS, Brigham Rogers, Debra, BS, University of Phoenix; MS, MS, University of Mary; PhD, Capella University Young University University of Phoenix; PhD, University of Phoenix Leary, Margaret, BS, University of Phoenix; MBA, Wilkins, Nancy, BS, St. Cloud State University; Rogers, Gary, BA, University of Florida; MA, University of Phoenix MS, Mercy College Webster University; PhD, Walden University Leyba, Michael, BS, Southern Illinois University at Williams, Travis, BA, California Institute of the Arts; Carbondale; EdM, Boston University; EdD, MBA, University of Phoenix Pepperdine University S Wonah, Chika, BS, University of Alabama-Normal; Lindgren, Michelle, BS, North Dakota State Sahlin, Julie, BBA, Campbell University; MS, Central MBA, Duke University; JD, Duke University; DoM, University; MBA, North Dakota State University Michigan University University of Phoenix Saltsman, Terry, BS, Vanderbilt University; MS, University of Tennessee; PhD, The Union Institute M and University Majzner, Gerald, BS, Embry-Riddle Aeronautical Sankovich, Laura, BA, DePaul University; MBA, University; MS, Embry-Riddle Aeronautical University Webster University McCracken, Holly, BA, Illinois Wesleyan University – Simmons, Stephen, BS, Central Connecticut State Bloomington; MA, University of Illinois at Springfield University; MBA, Florida Metropolitan University McNamara, Michael, BA, The Johns Hopkins Smith, Mark, BA, Purdue University; MBA, Webster University; JD, Boston University Law School; MBA, University Boston University School of Management; LLM, Fordham University Law School Smith, W. James, BS, San Jose State University; MA, Brigham Young University Minshall, Jerry, BA, Coe College; MS, University of Pittsburgh Snyder, Deborah, BA, Wayne State University; MBA, Wayne State University; PhD, Wayne State University Moha, Carla, BA, Western State College of Colorado; MBA, Regis University Spjut, Ann, BA, Columbia College; MA, University of Phoenix; DM, University of Phoenix Moore, Leslie, BS, Northern Illinois University; MS, DePaul University Stavredes, Tina, BS, University of Minnesota; MEd, University of Minnesota; PhD, University of Morneau, Keith, BS, Florida Institute of Technology; Minnesota MS, George Mason University; EdD, Pepperdine University Stehlik, Susan, BS, University of Wisconsin – Madison; MS, New School University Musil, Liz, BS, Antioch University; MA, Antioch University; MIT, American Intercontinental University 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 161 FACULTY

School of Business and Technology Benson, Ronald, BS, University of Iowa; MA, Coxon, Valerie, BS, University of Washington; University of Iowa; PhD, University of Iowa MS, University of Washington; PhD, University of Washington Berry, Juliana, BS, Clarion University; MA, Saint Core and Adjunct Faculty Francis University; EdD, University of Hartford Cunat, Patricia, BA, University of Wisconsin – Eau Claire; MBA, University of St. Thomas A Bigelow, Robert, BA, University of New Mexico; JD, Achilles, Wendy, BS, East Carolina University – Georgetown University Greenville; MS, East Carolina University – Greenville; Blagg, Michael, BS, Eastern Illinois University; MBA, D PhD, Virginia Commonwealth University Eastern Illinois University Danet, Theon, BS, University of Maryland; MBA, Akhavan-Majid, Roya, BA, University of Minnesota – Bolland, Eric, BA, University of Wisconsin – Florida Institute of Technology; PhD, Nova Twin Cities; MA, University of Minnesota – Twin Madison; MA, University of Wisconsin – Madison; Southeastern University Cities; PhD, University of Minnesota – Twin Cities DBA, Nova Southeastern University Davidson, Karen, BS, University of Illinois – Urbana- Akins, William, BA, San Francisco State University; Bonilla, Claribel, BS, University of Texas – El Paso; Champaign; MBA, DePaul University MS, Kansas State University MBA, Arizona State University; PhD, Texas A&M Davis, Phillip, BS, Texas State University – Corpus University Almasude, Amar, BA, Evergreen State College; MA, Christi; MS, Texas State University – Corpus Christi; Ohio University, Athens; PhD, Ohio University Born, Apiwan, BS, Chulalongkorn University; MS, EdD Nova Southeastern University Mississippi State University; MBA, Mississippi State Andrews, Letitia, BA, BS Roosevelt University; MEd, DeCaro, Frank, BBA, St. Francis College; MBA, University; PhD, Southern Illinois University National-Louis University Long Island University; PhD, New York University Bostain, Nancy, BA, University of Cincinnati; MS, Anthony, Kimberly, BS, East Carolina University, DeNigris III, John, BS, Indiana University; MBA, New Mexico Highlands University; PhD, Walden Greenville; MA, Mary Baldwin College; PhD, Capella Florida Metropolitan University; PhD, Walden University University University Braye, Rubye, BA, Hollins University; MBA, Boston Augspurger, Richard, BS, Ohio State University; Dereshiwsky, Mary, BS, Southern Connecticut State University; PhD, Walden University PhD, Northwestern University University; MS, University of New Haven; PhD, Avella, Joseph, BS, Rensselaer Polytechnic Institute; Brown, Steven, BS, City College of New York; MBA, University of Massachusetts – Amherst Pace University; DBA, Nova Southeastern University MA, The Catholic University of America; MBA, Dew, Katherine, BA, Colby College; MBA, Babson Capella University; PhD, The Catholic University of Buchen, Irving, BA, New York University; MA, New College; PhD, Walden University America York University; PhD, Johns Hopkins University DiBella, Anthony, BA, Trinity College; MA, American Buck, Douglas, BS, Wright State University; MS, University; MBA, University of Rhode Island; PhD, B American University; MBA, University of Dayton; Massachusetts Institute of Technology DPA, Nova Southeastern University Babb, Danielle, BS, University of California, Driver, Thomas, BS, Park College; MPA, Golden Riverside; MBA, University of Redlands; PhD, Burkett, William, BS, Palm Beach Atlantic College; Gate University; MA, Liberty University; PhD, Walden Capella University MS, Nova Southeastern University; PhD, Nova University Southeastern University Bailey, Barbara, BBA, Georgia State University; Duff, Susan, BA, Illinois Institute of Arts; MS, Georgia State University; PhD, Georgia State Butler, Clifford, BS, California State Polytechnic MA, University of Phoenix University University; MBA, Golden Gate University; DBA, Nova Southeastern University Baker, Keith, BS, Purdue University; MBA, University E of Iowa; MS, Benedictine University; PhD, Butts Williams, Barbara, BA, Morgan State Benedictine University University; MA, Hamline University; MA, Fielding Ecker, George, BA, Cornell University; MA, Cornell Graduate Institute; PhD, Fielding Graduate Institute University; PhD, Stanford University Bandow, Diane, BS, Iowa State University; MS, National Louis University; MA, Fielding Graduate Eggersman, Denise, BS, Kennesaw State University; Institute; PhD, Fielding Graduate Institute C MS, University of Phoenix; PhD, Capella University Evans, Mary, BA, University of Connecticut; MBA, Banescu, B. Chris, BS, New York University; JD, Callender, Stephen, BA, Davidson College; MS, Syracuse University; PhD, Syracuse University Southwestern University School of Law Virginia Polytechnic Institute and State University; Bann, Cheryl, BA, University of Minnesota; EdD, Virginia Polytechnic Institute and State BS, University of Minnesota; MBA, University of University F St. Thomas Cammann, Cortlandt, BS, Yale University; M. Phil., Fandt, Patricia, BS, University of Georgia; MBA, Barker, Gwen, BA, University of Wisconsin – Yale University; PhD, Yale University University of West Florida; PhD, Texas A&M River Falls; MBA, University of Minnesota Caraballo, Ervin, BA, Inter American University of University Barrow, Lisa, BA, Capital University; MS, Buffalo Puerto Rico; MBA, Webster University; DBA, Nova Flor, Richard, BS, University of Wisconsin; PhD, State College; DM, University of Phoenix Southeastern University University of Minnesota Bechtold, Brigid, BA, College of Saint Benedict; MA, Chmura, Alan, BA, College of Wooster; MS, Case Forbes, Judith, BA, California State University – St. Cloud State University; MA, Fielding Graduate Western Reserve University; PhD, University of Fullerton; MS, California State University – Fullerton; Institute; PhD, Fielding Graduate Institute Southern California – Los Angeles MBA, California State University – Fullerton; PhD, Beekman, Carl, BS, Indiana University – Terre Haute; Chow, Tsun, BS, University of California – Los Claremont Graduate University MS, Indiana University – Terre Haute; PhD, Union Angeles; PhD, University of California – Berkeley Fournier-Bonilla, Sheila, BS, Rensselaer Polytechnic Institute & University Costello, Richard, BS, North Carolina State Institute; MS, Rensselaer Polytechnic Institute; PhD, Bellamy, Alphonso, BA, Case Western Reserve University – Raleigh; MA, North Carolina State Texas A&M University University; MS, Purdue University; PhD, Purdue University – Raleigh Framan, Ted, BS, University of Southern California; University MBA, University of Texas – Austin 162 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Faculty, continued

School of Business and Technology, continued Francis, J. Bruce, BA, University of Detroit; MA, Hinrichs, M. Virginia, BA, Miami University of Ohio; Kavli, Suzanne, BS, University of North Dakota; MS, University of Detroit; PhD, University of Michigan – BS, St. Ambrose University; MM, Northwestern North Dakota State University; MS, North Dakota Ann Arbor University; MOB, Benedictine University; PhD, State University; PhD, Capella University Benedictine University Fraser-Beekman, Stephanie, BS, Indiana University; Keup, Linda, BSE, Minot State University; MBA, MA, Fielding Graduate Institute; PhD, Fielding Hockin, Robert, BA, Moravian College; MA, University of North Dakota; PhD, University of Graduate Institute University of Minnesota; MBA, University of Manitoba, Faculty of Management Pennsylvania; PhD, University of Minnesota Klingaman, Steve, BA, Syracuse University; MS; G Hoekstra, Perry, BS Minnesota State University; Syracuse University; MS, State University of New MS, University of St. Thomas York at Albany Gagnon, Sharon, BS, University of Maryland; MS, Hollis, Martha, BA, The College of William and Klocinski, John, BBA, University of Toledo; MEd, University of Maryland; PhD, Capella University Mary; MS, The George Washington University; University of Toledo; EdS, University of Toledo; PhD, Garsombke, H. Perrin, BS, California State PhD, Arizona State University University of Toledo University – Los Angeles; MBA, University of Holm, Maudie, BA, Cleveland State University; Kolberg, Sandra, BA, Western Michigan University; California – Los Angeles; PhD, University of MEd, Cleveland Sate University; PhD, Cleveland MA, Western Michigan University; PhD, Walden California – Los Angeles State University University Goel, Shalab, BTech, G.B. Pant University of Huber, Dennis, BA, State University of New York at Kortens, Tony, BS, Massey University – New Agriculture and Technology – India; MS, Purdue Buffalo; BS, State University of New York at Buffalo; Zealand; MA, Fielding Graduate Institute; PhD, University; PhD, Purdue University JD, State University of New York at Buffalo; MBA, Fielding Graduate Institute Goldberg, Edward, BS, University of New Haven; State University of New York at Buffalo; MA, State Krichen, Jack, BS, University of Wisconsin – MBA, University of New Haven; DM, University of University of New York at Buffalo; MS, State Milwaukee; MS, University of St. Thomas Phoenix University of New York at Buffalo; EdM, State Krolik, James, BS, Eastern Michigan University – Gordon, Jean, BS, University of Miami; MS, Nova University of New York at Buffalo; DBA, University of Ypsilanti; MA, Eastern Michigan University – Southeastern University; DBA, Nova Southeastern Sarasota Ypsilanti; PhD, University of Michigan – Ann Arbor University Hurley, Tracy, BBA, University of Houston; MBA, Krout, Jill, BSB, University of Minnesota; MBA, Gorriaran, Adolfo, BA, California State University – University of Houston; PhD, University of Houston University of Minnesota Chico; MBA, Webster University; MPA, Troy State University; DBA, Nova Southeastern University I Granberry, Kenneth, BS, Florida State University; L Igein, Godwin, BBA, University of Texas – El Paso; MS, University of Miami; DIBA, Nova Southeastern MBA, City University – Bellevue; MA, Union Institute Laendner, Geoffrey, BS, New York University; MA, University and University; PhD, Union Institute and University New School – New York; PhD, New York University Grant, Keith, BS, Davenport University; MA, Central Lahoud, Hilmi, BS, Campbell University; MS, Michigan University; PhD, Union Institute & Capella University University J Laibe, Michael, BS, Indiana University; MA, Fielding Green, Kerry, BS, Central Washington University; Jamsa, Kris, BS, United States Air Force Academy; Graduate Institute; PhD, Fielding Graduate Institute MA, University of Phoenix MS, University of Nevada, Las Vegas; MBA, San Diego State University; PhD, Arizona State University Larson, Milan, BA, Concordia College – Moorhead; Greif, Toni, BA, Fairfield University; MBA, University MBA, University of Colorado – Denver; PhD, of Connecticut; MA, Fielding Graduate Institute; Jeddeloh, Steven, BS, Mankota State University; University of Nebraska PhD, Fielding Graduate Institute MEd, University of Minnesota – St. Paul; MA, Fielding Graduate Institute; PhD, Fielding Graduate Lasley, Martha, BS, Mansfield University; MBA, Gull, Gregory, BS, West Chester University; MA, Institute Syracuse University Pennsylvania State University; PhD, Union Institute & University Jin, Zhenu, BA, Shanghai Teachers’ University; MA, Latham, John, BS, Wayland Baptist University; MBA, University of Houston; MBA, University of Houston; Chapman University; PhD, Walden University PhD, University of Houston H Lathan, Calvin, BS, State University of New York – Johansen, Keith J., BS, University of Minnesota – Albany; MA, Webster University; EdD, University of Hackett, Jill, BS, Vassar College; MEd, Harvard Minneapolis; MS, Queens College – New York; MA, Southern California University; PhD, The Union Institute New School for Social Research – New York; PhD, Leahy, Martin, BA, University of New Orleans; MA, Haan, Perry, BS, Ohio State University; MBA, Xavier University of Minnesota – Minneapolis Fielding Graduate Institute; PhD, Fielding Graduate University; DBA, University of Sarasota Jourden, Forest, BA, San Jose State University; Institute Hannon, John, BIE, University of Dayton; MBA, PhD, Stanford University; JD, Stanford University Lees, Martin, BS, McMaster University; MS, Central University of Dayton; DBA, Nova Southeastern Judson, G. Thomas, BA, Lafayette College; Michigan University; MD, University of Ottawa; PhD, University MA, Lehigh University Walden University Harris, Marilyn, BA, University of Michigan; MA, Lennox, Susan, BA, Douglass College; JD, Harvard University of Michigan; PhD, University of Michigan Law School; MA, Fielding Graduate University; PhD, K Fielding Graduate University Henry, Kathleen, BS, University of Southern Illinois; Kalidonis, George, BS, Wayne State University; MA, Fielding Graduate Institute; PhD, Fielding Lepervanche, Jose, License, Venezuelan Naval MBA, Wayne State University; MA, University of Graduate Institute Academy; MS, Massachusetts Institute of Illinois at Chicago; PhD, University of Illinois at Technology; PhD, Capella University Herr, John, BS, Elizabethtown College; MS, Chicago American University; MA, Fielding Graduate LeVesque, Joseph, BA, Our Lady of the Lake Kariotis, Theodore, BA, University of Calgary – Institute; PhD, Fielding Graduate Institute University; MBA, University of Dallas; DBA, Canada; MA, American University; PhD, University of University of Sarasota Athens – Greece 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 163

School of Business and FACULTY Technology, continued Linberg, Kurt, BS, University of Wisconsin – Stout; Miresan, Mirela, BS and MS, Babes Bolyai Perone, Gerald, BS, University of Dayton; MBA, MS, University of St. Thomas; PhD, Walden University University – Cluj-Napoca, Romania; MA, Technical Marist College University – Cluj-Napoca, Romania; MS, Central Livingood, Richard, BS, Bob Jones University; MA, Petkovich, Michael, BS, University of Pittsburgh; European University – Budapest, Hungary; PhD, Liberty University; PhD, Capella University MA, Michigan State University; MS, University of Technical University – Cluj-Napoca, Romania Nevada; PhD, University of Minnesota Ludwig, Germain, BA, State University of Morgan, James, BBA, University of Wisconsin – New York – Buffalo; MS, American University; Petrick, Jane, BA, Barnard College; MA, Columbia Milwaukee; MBA, University of Wisconsin – MA, Columbia University; EdD, Columbia University University; MS, State University of New York; PhD, Madison; PhD, Capella University Saybrook Institute Morris, Johnny, BBA, University of Miami; MBA, Pizur, Tony, BA, Canisius College; MA, Brown M Nova Southeastern University; PhD, Capella University; PhD, International University of University Machnic, John, BA, Niagara University; MA, Ball Kyrgyzstan State University; PhD, Virginia Polytechnic Institute Mosely, Alisa, BS, Florida A&M University; MBA, Poindexter, James, BS, University of Southern and State University Florida A&M University; PhD, University of Nebraska California; MBA, Rochester Institute of Technology; Manderscheid, Steven, BS, St. Cloud State Muchnick, Marc, BA, University of Texas – Austin; JD, Texas Southern University; PhD, Walden University; MEd, University of Minnesota MA, California School of Professional Psychology; University PhD, California School of Professional Psychology Markos, Laura, BA, North Central College – Illinois; Polakoff, Michael, BA, State University of MBA, Northern Illinois University; MA, Fielding Murphy, Richard, BS, St. Peters College; MBA, New York – Binghamton; MBA, State University of Graduate Institute; PhD, Fielding Graduate Institute Fordham University; DBA, Nova Southeastern New York – Binghamton; PhD, State University of Maronick, Thomas, BA, Saint Thomas Seminary; MS, University New York – Binghamton University of Denver; DBA, University of Kentucky; Pratt, Keith, BSOE, Wayland Baptist University; JD, University of Baltimore School of Law N MS, Chapman University; MA, Fielding Graduate Matias, Haziel, BA, Stella Maris College; MBA, Institute; PhD, Fielding Graduate Institute Natale, Samuel, BA, LaSalle University; MA, University of St. Thomas Price, Tim, BS, Pennsylvania State University; MBA, University of Maryland; MDiv, Weston School of University of South Florida; PhD, University of McConnaughey, Cheryl, BA, Rollins College; MS, Theology; DPhil, University of Oxford, England University of Central Florida; EdD, University of South Florida Ness, Lawrence, BS, California State University – Central Florida Dominguez Hills; MBA, California State University – McCready, Douglas Jackson, BA, University of Dominguez Hills; DBA, Northcentral University R Windsor; MS, University of London; PhD, University Newman, Charles, BS, Case Western Reserve Raghavan, Gayathri, BE, University of Madras; of Alberta University; MS, University of Southern California; MS, Capella University McDaniel, Garry, BS, Texas State University; MEd, DPS, Pace University Randall, Phillip, BS, Youngstown State University; Texas State University; EdD, University of Texas – Nieves, Jose, BA, Cornell University; MEA, The MS, University of Michigan; PhD, University of Akron Austin George Washington University; PhD, George Mason Reed, William, BS, Thomas Edison State College; McGaughey, Nick, BS, University of Chattanooga; University MS, Thomas Edison State College; PhD, Union MS, University of Tennessee; MBA, Western Kentucky Nwugwo, Boniface, BS, State University of New Institute & University University; PhD, Walden University; DBA, Nova York; MPA, State University of New York; MS, Southeastern University Reinke, Gary, BS, University of Wisconsin – Rochester Institute of Technology; PhD, Capella La Crosse; MS, Central Michigan University McGivern, Michael, BS, Central Connecticut University University; MS, Ransselaer Polytechnic Institute; PhD, Richards, Thomas, BA, San Jose State University; Walden University MA, San Jose State University; PhD, University of Massachusetts McLaughlin, Gregory, BS, Florida State University; O MS, Florida State University; DBA, Nova O'Connor, R.D. "Buck," BS, University of Southern Ring, Monique, BS, Southern New Hampshire Southeastern University Mississippi; MS, University of Southern Mississippi; University; MBA, Southern New Hampshire PhD, University of Southern Mississippi University; DBA, Argosy University – Sarasota McNaughton, Robert “Drumm,” BS, U.S. Naval Academy; MA, Fielding Graduate Institute; PhD, Odumade, Olibunmi, BS, University of Minnesota; Rivera, Luis, BA, St John’s University; MA, New Fielding Graduate Institute MS, University of Wisconsin – Madison School University; PhD, New School University Menon, Shanker, BA, Delhi University – India; MA, Orem, Sara, BA, University of Minnesota; MA, Robbani, Mohammad G., BS, University of Dhaka – Delhi University – India; MBA, University of Mysore – United Theological Seminary of the Twin Cities; MA, Bangladesh; MS, University of Dhaka – Bangladesh; India; PhD, University of South Florida Fielding Graduate Institute; PhD, Fielding Graduate MBA, University of Massachusetts – Amherst; PhD, Institute Florida International University Mikell, Ted, BS, Mississippi State University; MBA, Amber University; MM, University of Dallas; PhD, Robbins, Shelley, BS, University of Illinois – Urbana- Nova Southeastern University P Champaign; MBA, University of Chicago; PhD, Northwestern University Miller, Barbara, BA, Vanderbilt University; MA, Padula, Laura, BS, Barry University; MBA, Nova University of Minnesota Robinson, Gary, BA, Southern Illinois University; Southeastern University PhD, Case Western Reserve University Minchella, K., BS, Mercy College of Detroit; MEd, Pal-Freeman, Bill, BA, Park College; MBA, Wayne State University; PhD, Wayne State University Robinson, Mary, BS, Duke University: MBA, North University of North Dakota Carolina State University; PhD, University of North Mirabella, James, BS, United States Air Force Pandya, Shardul, BE, Bangalore University – India; Carolina at Chapel Hill Academy; MBA, Auburn University; DBA, Nova MS, Colorado State University – Fort Collins; PhD, Southeastern University Rovira, Margarita, BS, Georgia Institute of Old Dominion University Technology; MS, Georgia Institute of Technology; Parscal, Tina, BA, Regis College; MSS, University of MS, Rensselaer Polytechnic Institute; PhD, Colorado – Denver Rensselaer Polytechnic Institute 164 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Faculty, continued

School of Business and Technology, continued Rowden, Robert, BS, Edison State College; MBA, Superville, Claude, BBA, Florida International Whitman, Mary, BA, University of Minnesota – Brenau University; PhD, Georgia State University University; MS, University of Alabama; PhD, Duluth; MS, University of Minnesota – Duluth; DBA, University of Alabama University of Sarasota Rusaw, A. Carol, BA, Lake Superior State University; MA, University of Missouri – Kansas City; MPA, Szostek, Lynn, BA, Missouri Valley College; MA, Williams, Michael, BM, New England Conservatory Golden Gate University; MA, Hartford Seminary; Antioch University; PhD, The Union Institute of Music; MM, New England Conservatory of Music; EdD, Virginia Polytechnic Institute and State MS, Fordham University; MBA, DeVry University; University PhD, Fordham University T Terry, Linda, BA, Goddard College; MA, Goddard S College; MA, Fielding Graduate Institute; PhD, Y Sadhwani, Arjan, BA, University of Bombay; B.COM Fielding Graduate Institute Yellen, Richard, BS, San Jose State University; and M.COM, University of Bombay; PhD, Michigan MBA, University of California – Los Angeles; Tidwell, Steve, BBA, Northwood University; MBA, State University PhD, University of Arizona – Tucson Amberton University; DBA, Argosy University – Salinas, Albert, BS, New Mexico State University; Sarasota Yorkovich, Scott, BS, North Dakota State University; MBA, Harvard University MA, Regent University Tischler, James, BA, Indiana University of Salmons, Janet, BS, Cornell University; MA, Empire Pennsylvania; MBA, University of Pittsburgh State College; PhD, Union Institute & University Tousignant, Steven, BS, University of St. Thomas; Schuldes Michael, BS, University of Wisconsin; MS, MS, University of St. Thomas MBA Coaches Naval Postgraduate School; MS Colorado Technical Tran, Vincent, BS, Florida Atlantic University; MS, University; DCS, Colorado Technical University Alexander-Stearns, Cheryl, BA, University of Florida Atlantic University Minnesota; Certification for Coaching, Center for Serey, Timothy, BBA, University of Cincinnati; MBA, Tvorik, Stephen, BS, Ohio University; BFA, Ohio Character Based Leadership Xavier University; PhD, University of Cincinnati University; MA, New Mexico State University; MBA, Augspuger, Richard, BS, Ohio State University; Sharghi, Einollah George, BS, National University of LaVerne University; PhD, Walden University PhD, Northwestern University; coaching certificates, Iran; MS, University of Dallas; DBA, United States DePaul University/Linkage, Inc. International University V Cerchio, Patrick, BS, Fairleigh Dickinson University; Singh, Raj, BS, University of Allahabad; MIE, Asian MBA, Fairleigh Dickinson University; Certified Coach Institute of Technology; MS, University of Southern van Langen, Cornelus, BA, Brigham Young Program – Coach Training Alliance California; PhD, University of Southern California University; MA, Brigham Young University Jeddeloh, Steven, BS, Mankato State University; Smith, Douglas E., BBA, Western Michigan Vucetic, Jelena, BS, University of Belgrade; MS, MEd, University of Minnesota – St. Paul; MEd, University; MBA, Nova Southeastern University; University of Belgrade; MBA, University of Phoenix; University of Minnesota – St. Paul; MA, Fielding DBA, Nova Southeastern University PhD, University of Belgrade Graduate Institute; PhD, Fielding Graduate Institute Snarski, Rebecca, BA, University of Alaska; MS, Kuentz, Mary, BS, Southern Illinois University – Capella University W Edwardsville; Certified Professional Co-Active Solberg-Tapper, Pamela, BS, University of Wainio, Lisa, BS, California State University; Coach, The Coaches Training Institute Wisconsin – Superior; MS, College of St. Francis MA, University of Phoenix; MA, Fielding Graduate Lasley, Martha, BS, Mansfield University; MBA, Sora, Sebastian, BS, Brooklyn College; MBA, Iona Institute; PhD, Fielding Graduate Institute Syracuse University; Leadership and Co-Active College; DPS, Pace University Walsh, Vicki, BS, Iowa State University; MA, Coaching, The Coaches Training Institute; Executive Coaching, Corporate Coach University Spangenburg, Janice, BA, Saint Leo College; MS, University of Minnesota; PhD, University of Troy State University; MA, Fielding Graduate Minnesota Lennox, Susan, BA, Douglass College; MA, Fielding Institute; PhD, Regent University Wall, April Boyington, BA, Queen's University – Graduate University; PhD, Fielding Graduate University; JD, Harvard Law School; Certified Spector, Kathleen, BS, Charter Oak State College; Kingston, Ontario; MSW, University of Toronto; Focusing Trainer, The Focusing Institute PhD, Union Institute & University PhD, The Union Institute Lindblad, Mark, BA, University of California-Santa Spencer, Joe, BA, Baylor University; MDiv, Temple Wallace, Craig, BS, University of Tennessee; Barbara; MIM, Thunderbird/American Graduate Baptist Seminary; MBA, Vanderbilt University; MS, MA, University of West Florida; PhD, Georgia School of International Management; Certified University of Colorado; DBA, Argosy University Institute of Technology Professional Co-Active Coach, The Coaches Training Spender, J.C., BA, Oxford University; MA, Oxford Waters, Rhonda, MEd, Cambridge College; Institute University; PhD, Manchester Business School – UK PhD, The Union Institute Miller, Barbara, BA, Vanderbilt University; MA, Stanford, Naomi, BA, University of Sheffield; MEd, Waugh, Wendy, BS, Wayne State College; University of Minnesota; Professional Certificate in University of New Castle; MSc, South Bank BA, Wayne State College; MSEd. University of Individual and Organizational Coaching, Hudson University; PhD, University of Warwick – UK Nebraska – Kearney; MBA, Chadron State College; Institute PhD, Capella University Stauber, Randy, MS, Capitol College Miner, Louise, BA, Bryn Mawr College; MEd, Whipple, Thomas, BS, Eastern Michigan University; Steiner, Thomas, BA, University of St. Thomas; MS, Antioch New England Graduate School; Advanced MEd, Bowling Green State University; PhD, Bowling University of Arizona; PhD, University of Arizona Coaching Training; Mobius, Inc.; The Coaches Green State University Training Institute Steinhagen, Thomas, BS, University of Cincinnati; Whitby, Anita, BA, University of Arkansas; MBA, Nova Southeastern University; DBA, Nova Nelson-Garrison, Marcy, BA, University of Iowa; JD, University of Arkansas Southeastern University MA, St. Mary’s University of Minnesota; Certified Whitlock, John, BA, St. Mary’s University – Professional Co-Active Coach, The Coaches Training Stottlemyer, Diane, BA, Indiana University; MS, San Antonio; MA, Ball State University; Institute California State University – Dominguez Hills PhD, Bowling Green State University 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 165 FACULTY

Orem, Sara, BA, University of Minnesota; MA, School of Education Benson, Tracy, BS, St. Lawrence University; MA, United Theological Seminary of the Twin Cities; MA, Northern Arizona University; EdD, University of Fielding Graduate Institute; PhD, Fielding Graduate Arizona Institute; Certification Intensive, James Flaherty, New Senior Faculty Berg-O’Toole, Carol, BS, North Dakota State Ventures West Bruch, Elizabeth, BA, Elmhurst College; MS, Indiana University; MA, University of Minnesota; PhD, Pointer, Todd, BBA, University of Wisconsin – University – Fort Wayne; PhD, University of University of Minnesota; JD, University of Minnesota Eau Claire; MA, Saint Mary’s University of Minnesota; Wisconsin – Madison Bourque, Thomas, BA, Salem State College; MA, Certified Professional Co-Active Coach, The Coach Francis, J. Bruce, BA, University of Detroit; Villanova University; MST, Regis College; MDiv, Training Institute MA, University of Detroit; PhD, University of University of Saint Michael's College; EdD, University Rudner, Mal, BS, United States Air Force Academy; Michigan – Ann Arbor of San Francisco MS, North Carolina State University; MBA, Harvard Halverson, Jerome, BA, Saint Mary’s University; Boyd, Sandy, BA, California State University at Business School; Certified Professional Co-Active MA, Saint Louis University; MEd, Saint Mary’s Sacramento; MA, Sonoma State University; EdD, Coach, The Coaches Training Institute University; PhD, Michigan State University University of San Francisco Schnichels, Barbara, BA, Concordia College – Rossman, Mark H., BA, New York University; MS, Brenner, Tom, BAS, University of Minnesota – Moorhead; MS, University of Wisconsin – Madison; University of Bridgeport; MHL, Ottawa University – Duluth; MEd, College of St. Scholastica Institute of Life Coach Training Ottawa; EdD, University of Massachusetts – Amherst Britten, Jody, BS, University of Nebraska; MEd, Solberg-Tapper, Pamela, BS, University of University of Kansas; PhD, University of Kansas Wisconsin – Superior; MS, University of Saint Francis; Coaches Training Institute: Certified Professional Core and Adjunct Faculty Bronner, Julia, BSN, College of St. Teresa; MS, CoActive Coach, International Coaches Federation: A Winona State University; PhD, Capella University Professional Certified Coach, Dale Carnegie Training: Brown, William R., BBA, Eastern Kentucky Adkins, Mac, BA, Heritage Christian University; Certified Trainer University; BA, University of Kentucky – Lexington; MA, Southern Christian University; MDiv, Southern Sumner, Jennifer, BA, Chatham College; MEd, MA, Eastern Kentucky University; EdD, Nova Christian University; EdD, Auburn University University of Pittsburgh; PhD, International College; Southeastern University Almasude, Amar, BA, Evergreen State College; coach training, Personnel Decisions Inc, Center For Bruch, Daniel, BA, Carthage College – Kenosha; MA, Ohio University, Athens; PhD, Ohio University, Creative Leadership, and Academy for Coach MA, Northern Illinois University – DeKalb; MDiv, Athens Training Concordia Theological Seminary – Fort Wayne; Woodbridge, Elizabeth, BS, University of Kentucky; Augustus, Mary, BS, McNeese State University; DMin, Concordia Theological Seminary – Fort Certified Professional Co-Active Coach, The Coaches MA, McNeese State University; PhD, Union Institute Wayne; PhD, University of Wisconsin – Madison Training Institute Auten, Anne, BA, Michigan State University; MEd, Bucchi, Claudia, BA, Trenton State College; MA, Young, Martha, BA, University of Michigan; MBA, University of Illinois at Urbana-Champaign; PhD, Trenton State College; EdD, Nova Southeastern University of Michigan; JD, University of Michigan; University of Minnesota – Twin Cities University Coach Training Certificate, Goldwin Coaching Bullock, Cheryl, BA, Sangamon State University; B MA, University of Illinois at Urbana-Champaign; PhD, University of Illinois at Urbana-Champaign Bail, David, BA, University of Cincinnati; MBA, University of Phoenix Balch, David, BS, California State University – Los C Angeles; MBA, Pepperdine University; PhD, United Calvin, Chris, BS, University of Louisiana at States International University Lafayette; MEd, Texas A&M University; PhD, Texas Barron, Jamie, BS, University of Pittsburgh; MEd, A&M University Indiana University of Pennsylvania; EdD, Indiana Campbell, Kathryn, BA, University of California – University of Pennsylvania Los Angeles; MS, Dominican University of California; Bartelme, Lois, BA, Mt. Holyoke College; MA, EdD, University of the Pacific University of Alabama; PhD, University of Iowa Chollman, Shannon, BS, Stephens College; MA, Bartleson, Eric, BS, Mankato State University; MS, University of Colorado, Boulder Mankato State University; PhD, University of Clayton, Phyllis, BS, Pittsburg State University; MS, Minnesota Pittsburg State University; EdS, Pittsburg State Bassett, Caroline, BA, Tufts University; MA, University; EdD, University of Arkansas University of Vermont; PhD, University of Iowa Conrad, Rita M., BS, Illinois State University; MEd, Batchelder, Ann, BS, University of Iowa; MEd, Arizona State University; PhD, Florida State Colorado State University; PhD, University of Arizona University Baworowsky, John, MA, University of Miami; MS, Cook, James H., BS/BA, Henderson State University; Loyola University – Chicago MBA, Henderson State University; EdD, University of Arkansas – Little Rock Beazley, Jackson, BS, University of Maryland; MA, Chapman University; EdD, Arizona State University Corkill, Phil, BA, Wesleyan University; MAEd, Northern Illinois University – DeKalb; EdD, Northern Bedford, Laurie, BA, University of South Dakota; Illinois University – DeKalb MS, University of South Dakota; PhD, University of Wyoming Covington, Marsha, BA, California State University – Sacramento; MEd, Montana State University – Benraouane, Sid, BA, University of Algiers; Bozeman; EdD, Montana State University – Bozeman MA, University of Minnesota – Twin Cities; PhD, University of Minnesota – Twin Cities Crawford, Linda, BA, Emmanuel College; PhD, University of Minnesota – Minneapolis 166 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Faculty, continued

School of Education, continued Cruz, Norberto, BS, Northwest Missouri State Flood, Dennis, BS, University of Nebraska – Omaha; Harris-John, Mary, BA, Washington and Jefferson University; MS, Northwest Missouri State University; MS, University of Nebraska – Omaha; PhD, College; MA, Washington and Jefferson College; EdD, Virginia Polytechnic Institute and State University of Nebraska – Lincoln EdD, University of Pittsburgh University Ford, Thomas, BS, Widener University; MBA, Hobbs, Stephen, BA, Lakehead University; MS, Czelusniak, Vernon, BA, St. Leo College; MS, Widener University; EdD, Widener University University of Calgary; EdD, Nova Southeastern Florida International University; PhD, Nova University Foster, Karin, BA, California State University – Southeastern University San Marcos; MS, California State University – Hokanson, Brad, BA, Carleton College; BArch, Fullerton University of Minnesota – Twin Cities; MArch, D Harvard University; PhD, University of Minnesota – Twin Cities Dereshiwsky, Mary, BS, Southern Connecticut State G Holzberg, Carol S., BA, McGill University; MA, University; MS, University of New Haven; PhD, Gable, Karla, BA, Arizona State University; MA, University of Iowa; PhD, Boston University University of Massachusetts – Amherst Arizona State University; MC, Arizona State Horgen, Jerold, BS, Minnesota State University – Deubel, Patricia, BS, Ohio University; MS, Ashland University Mankato; MS, Minnesota State University – Mankato; College; PhD, Nova Southeastern University Gao, Grace, BA, Beijing Commerce University, EdS, Minnesota State University – Mankato; EdD, DeWitt, Douglas, BA, University of Redlands; MA, China; MSA, Ohio University – Athens; MAIA, Ohio University of North Dakota University of Redlands; PhD, Claremont Graduate University; PhD, Ohio University – Athens Howell, Cynthia, BA, The College of William and University Gaskins, Amy, BS, Texas Tech University; MEd, East Mary; MA, Western Washington University; EdD, Dhawan, Amrita, BA, University of Dehli; MA, Central University; EdD, University of Nevada Las Northern Arizona University University of Dehli; PhD, Columbia University Vegas Hruskocy, Carole, BA, Purdue University; MA, Dickey, Corinne, BA, University of Minnesota; MA, Gibson, Adrienne, BA, Rutgers University; MNS, Purdue University; PhD, Purdue University University of Minnesota; PhD, University of Arizona State University; ScEdD, Curtin University – Hughes, Gail, BSc, University of Minnesota – Minnesota West Australia Twin Cities; MA, University of Minnesota – Doran, Cheryl, BA, California State University – Giraud, Gerald, BS, Regents College; MA, University Twin Cities; PhD, University of Minnesota – Sonoma-Rohnert Park; BBA, Boise State University; of Nebraska – Lincoln; PhD, University of Nebraska – Twin Cities MS, Capella University; PhD, Capella University Lincoln Humphreys, Richard, BA, Cleveland State Dunn, Suzanne, BA, TexasTech University; MS, Gould, Edward, BA, California State University; MS, University; JD, Cleveland State University University of North Texas; PhD, University of North San Diego State University; EdD, University of Texas Nevada – Reno Dusseau, Ray, BS, Martin Luther College; MEd, Graham, Gordon, BS, University of Calgary; MS, I University of Wisconsin – Milwaukee; PhD, University of Calgary; PhD, University of Calgary Ingman, Ann, BA, California State University – Marquette University Long Beach; MA, United States International Green, Katherine E., BS, Regents College; MS, University – Irvine; EdD, United States International Troy State University; PhD, University of Tennessee University – San Diego E Greene, Beverly, BA Depaul University; MEd, Irlbeck, Sonja, BS, Montana State University – DePaul University; EdD, DePaul University Elmore, Robert, BM, Eastern Illinois University – Bozeman; MA, University of Minnesota – Twin Cities; Charleston; MS, University of Illinois – Urbana; PhD, Grunwald, Cristie, BS, Texas Tech University; MA, EdD, University of Minnesota – Twin Cities University of Minnesota – Twin Cities University of Texas – San Antonio; PhD, University of Texas – Austin Emmons, Kate, BA, University of California – Santa Cruz; MA, University of California – Santa Barbara; Guerrazzi, Elaine R., BS, Illinois State University; J PhD, University of California – Santa Barbara MA, Ohio State University; PhD, Ohio State Jacobs, Howard R., BA, Fairleigh Dickinson University University; MA, Montclair State University; PhD, Englesberg, Paul, BA, University of California – Walden University Berkeley; MAT, University of New Hampshire; MA, Guthrie, Miriam, BA, Lawrence University; MAEd, Yale University; EdD, University of Massachusetts – Virginia Polytechnic Institute and State University; Javetz, Esther, BA, Tel Aviv University; MA, Ohio Amherst PhD, Virginia Polytechnic Institute and State State University; PhD, Ohio State University University Enns, Bev, BA, Bemidji State University; MS, Bemidji Jax, Christine, BA, University of Minnesota; MA, State University; EdS, University of St. Thomas; PhD, Hamline University; PhD, University of Minnesota University of St. Thomas H Johansen, Keith J., BS, University of Minnesota – Evans, Karen, BA, University of Maryland; MA, Minneapolis; MS, Queens College – New York; MA, Ham Garth, Phyllis, BA, Roosevelt University; MA, University of South Florida; PhD University of Virginia New School for Social Research – New York; PhD, Governor’s State University; MSW, University of University of Minnesota – Minneapolis Everette, Pauline, BA, Wayne State University; Chicago; EdD, Northern Illinois University MSW, Wayne State University; PhD, Capella Johnson, Diane, BA, Mercer University; MA, Nova Hanfelt, Pam, BA, Ottawa University – Phoenix; MA, University Southeastern University – Fort Lauderdale; MEd, Ottawa University – Phoenix; PhD, Capella University Nova Southeastern University Hanson, JoAnn, BA, University of Wisconsin – F Milwaukee; MA, University of Wisconsin – Milwaukee; PhD, University of Wisconsin – Madison Fischer, Joshua T., BA, Oral Roberts University; K MA, Oral Roberts University; PhD, Oklahoma State Hardt, Paul, BS, University of Minnesota – Twin Kays, Elena, BFA, Centenary College; MA, East University Cities; MEd, University of Minnesota – Twin Cities; Stroudsberg University; PhD, Capella University EdD, University of Minnesota – Twin Cities Fitzgerald, Shawn, BA Lebanon Valley College; Keener, Barbara, BA, The Colorado College; MEd, University of Toledo; PhD, University of Toledo Hargiss, Kathleen, BS, University of Illinois at MS, Miami University – Ohio; MA, University of Chicago; MBA, University of Miami; PhD, University Wyoming; MEd, University of Florida; PhD, of South Florida University of Florida 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 167

School of Education, continued FACULTY Kelley, Lisa, BS, Spalding University; MEd, University M N of Nevada – Las Vegas; EdS, University of Georgia Marin, Patricia, BS, University of Toronto; MA Newman-Lee, Adell, BA, Western Illinois University; Kijas, Jo, BA, University of Adelaide; MA, University University of British Columbia; EdD, University of MA, Western Illinois University; EdD, Northern of Melbourne; PhD, University of Technology – British Columbia Illinois University Sydney Marschhausen, John, BA, Wittenberg University; Kirby, William, BS, Towson State University; PhD, MS, University of Dayton University of Maryland O Mayberry, Ed, BS, Northern Illinois University – O’Brien, Stephen, MEd, Virginia Commonwealth Klein, Bernard, BA, Los Angeles State University; DeKalb; MS, Northern Illinois University – DeKalb; University; MEd, University of Virginia; EdD, Virginia BS, San Jose State University; MA, Los Angeles EdD, Northern Illinois University – DeKalb State University; PhD, Walden University Polytech Institute and State University McCoy, Douglas, BS, Illinois State University; MS, Olsen-Murray, Jo, BS, University of Wisconsin – Klimoski, Victor J., BA, Saint John’s University; Illinois State University; EdD, Northern Illinois Superior; MS, University of Wisconsin – Superior; MA, Saint John’s University; MS, St. Cloud State University University; PhD, University of Minnesota EdD, University of St. Thomas McCracken, Holly, BA, Illinois Wesleyan University – Onderdonk, James C., BA, The College of William Knauft, Miliska, BS, Maryville College; MBA, Bloomington; MA, University of Illinois – Springfield San Diego State University; EdD, University of and Mary; MS, Old Dominion University; PhD, Old Missouri – St. Louis McDaniel, Heather, BS, Florida Southern College; Dominion University MS Nova Southeastern University; EdD, Nova Orth, Judith, BS, Indiana University at Bloomington; Koelln, Rebecca, BA, Augsburg College; MA, Southeastern University Augsburg College; PhD, University of Minnesota MS, Indiana University at Bloomington; PhD, McGivern, Michael, BS, Central Connecticut University of Pittsburgh Korn, Leslie E., MA, Lesley University; MPH, Harvard University; MS, Ransselaer Polytechnic Institute; School of Public Health; PhD, Union Institute & PhD, Walden University University P McGlynn, Maureen, BA, Immaculate Heart College; Korth, Sharon, BS, Miami University – Oxford; MEd, MA, Pacific Oaks College; PhD, Capella University Palma de Schrynemakers, Gladys, BA, Saint John’s Miami University – Oxford; EdD, University of College; MS, City College of New York; MA, McIntyre, Melissa, BS, University of Central Texas; Cincinnati Columbia University; EdD, Columbia University MA, University of Phoenix; MA, University of Kozoll, Charles, BS, University of Michigan; MA, Phoenix; PhD, Capella University Pasanen, Carol, J., BS, Bemidji State University; Boston University; EdD, Columbia University MA, College of St. Thomas; EdD, University of McLenighan, Harry, BA, University of Minnesota – St. Thomas Krebs, Tyler, BA, University of St. Thomas; MA, Twin Cities; MA, University of St. Thomas; EdD, College of St. Scholastica; PhD, Capella University University of St. Thomas Perry, David, BEd, University of Saskatchewan; MA, Gonzaga University; MA, Gonzaga University; Kuo-Newhouse, Amy M., BA, National Kaohsung McNeil-Hueitt, Teronda, BA, Methodist College; PhD, Gonzaga University/Texas A&M University Normal University; ME-PD, University of Wisconsin – MS, Central Michigan University; MS, Capella River Falls; PhD, University of Minnesota – University; PhD, Capella University Persky, Barry, BA, Brooklyn College; MS, Brooklyn Twin Cities College; MS, Bank Street College; PhD, New York Medley, Michael R., BS, University of Phoenix; MBA, University University of Phoenix; EdD, Pepperdine University Phillips, Elaine, BS, Southern Illinois University; L Menzel, Lydia, BA, University of Connecticut; MA, MA, Indiana University; MA, University of University of Connecticut; EdD, Harvard University Lacey, Tracey, BS, University of Georgia; MS, St. Thomas; EdS, University of Minnesota Southern Polytechnic State University; PhD, Merrill, Herbert, BA, State University of New York Price, Bill, BA, Bethel College; MSW, Washington Capella University at Buffalo; MEd, State University of New York at University – St. Louis; EdS, University of Minnesota – Buffalo; MS, State University of New York at Buffalo; Lane, Carla, BS, Washington University; MA, Twin Cities; EdD, University of Minnesota – EdD, Columbia University Webster University; EdD, University of Missouri – Twin Cities St. Louis Mills, Dennis W., BA, Western Washington Lane, Molly M., BA, Purdue University; MS, Purdue University; MEd, Western Washington University; University; PhD, Purdue University PhD, University of Minnesota – Twin Cities R Lawrence, Dennis, BA, Rockhurst University; MA, Minchella, K., BS, Mercy College of Detroit; MEd, Rasmussen, Chris, BA, Gustavus Adolphus College; University of Kansas; EdD, University of Kansas Wayne State University; PhD, Wayne State University MS, Minnesota State University – Mankato; PhD, University of Michigan – Ann Arbor LeBlanc, Alyce, BMus, Oberlin College Misite, Phyllis, BS, Framingham State College; MA, Staatsexamen, Hochschule für Musik – Cologne, Boston College; PhD, Boston College Ratcliff, Terry, BS, University of Idaho – Moscow; MEd, Arizona State University – Tempe; EdD, Germany; MS, University of Southern California – Mondell, Kathleen, BSJ, Ohio University; MA, University of California – Berkley Los Angeles; PhD, Old Dominion University University of Toledo; PhD, University of Toledo Ray, Ted, BS, University of North Carolina – Lee, Tyjaun, BSS, Ohio University – Athens; MEd, Morales, Carlota, BEd, University of Miami; MEd, Pembroke; MA, University of North Carolina – Ohio University – Athens; PhD, Ohio University – University of Miami; EdD, University of Miami Athens Pembroke; EdD, Nova Southeastern University Mottaz, Carole, BA, University of Lancaster – Reason, Casey, BA, Bowling Green State University; Lessner, Janet E., BA, University of Michigan; MA, Lancaster, England; BS, University of Wisconsin – MA, Bowling Green State University; PhD, Bowling University of Iowa; PhD, University of Iowa River Falls; MST, University of Wisconsin – River Green State University Loring, Ruth, BA, Baylor University; MEd, University Falls; EdD, University of St. Thomas Reason, Lisa, BEd, University of Toledo; MEd, of North Texas; PhD, University of North Texas Musial, Diann, BA, Rosary College; MA, Roosevelt Bowling Green State University University; EdD, Northern Illinois University Redden, Charlotte, BA, Indiana State University – Myer, Russ, BS, University of Pittsburgh; MS, Terre Haute; MA, University of Denver; MA, University of Pittsburgh; PhD, Capella University University of Colorado – Denver; PhD, University of Myers, Carmen, BA, University of South Florida; Denver MEd, North Carolina State University; PhD, Florda State University – Tallahassee 168 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Faculty, continued

School of Education, continued Redfield, Kristin, BA, University of North Carolina – Spencer, Pamela, BS, Mercer University; MA, The Wencel, Janice, BA, Elmira College; MS, Florida Greensboro; MA, University of North Carolina – George Washington University State University; PhD, Florida State University Greensboro; EdD, Regent University Spoor, Kimberly, BA, College of St. Scholastica; White-Johnson, Adair, BA, Daemen College; MEd, Reed, John, BS, University of Idaho; MEd, EdM, Harvard Graduate School of Education; PhD, State University of New York at Buffalo; PhD, State Whitworth College Capella University University of New York at Buffalo Reinartz, Thomas, BA, St. John's College; BA, Steel, Tammy, BA, University of Phoenix; MA, Wilcox, Bonita, BS, Edinboro State College; University of Minnesota; PhD, University of National Universtiy MEd, Edinboro State College; PhD, University of Minnesota; MEd, University of Minnesota Pittsburgh Strickland, Cyd, BA, Antioch University; MA, Reynolds, Larry, BSEd, Washington University – Fielding Graduate Institute; PhD, Fielding Graduate Williams, Julia M., BS, University of Minnesota – St. Louis; MSEd, Washington University – St. Louis; Institute Twin Cities; MA, University of St. Thomas PhD, University of Oregon – Eugene Suter, Marcia, BA, University of Northern Colorado; Wold, William F., BA, Saint Mary’s College; MA, Riley Ordu, Sharon, BA, Georgia State University – MA, University of Nebraska – Lincoln; MS, University College of Saint Thomas; MA, Saint Mary’s Atlanta; MEd, West Georgia College; EdS, West of Nebraska – Lincoln; PhD, Capella University University; EdD, Saint Mary’s University Georgia College; EdD, South Carolina State Swenk, Jean, BA, Pitzer College; MA, University of Woods, Manuel, BA, University of Minnesota; MEd, University California at Davis; MA, Stanford University; PhD, University of Hartford; PhD, University of Minnesota Rogers, Carolyn B., BS, Morgan State University; Stanford University Wordell, Jennifer, BA, Bridgewater State College; MA, University of South Carolina – Columbia; PhD, MA, Bridgewater State College Capella University T Worthington, Janet, BA, University of Chicago; MA, Ronneberg, Jeffrey, BA, Augsburg College; MS, University of Iowa; PhD, Florida State University Minnesota State University – Mankato; EdD, Taylor, Felicia, BS, University of Florida; MS, University of Minnesota – Twin Cities University of Florida; MEd, University of Florida; Worthington, Michael T., BS, Campbell College; PhD, University of Florida MSE, University of Wisconsin – Superior; PhD, Rossman, Maxine, BS, New York University; MS, Capella University University of Bridgeport; EdD, University of Taylor, Susan S., BS, University of Minnesota; Massachusetts MS, Florida State University; PhD, Florida State University Tetu, William, Ruff, William, BS, Colorado State University; MA, Z Tetu, William, BS, United States Military Academy; Webster University; MA, University of Texas – Zuba, Marge Tye, BA, St. Mary-of-the-Woods MMA, School of Advanced Military Studies; MBA, San Antonio; EdD, University of Texas – San Antonio College; MSW, University of Illinois – Chicago; PhD, Boston University; MS, University of Kansas, Rusaw, A. Carol, BA, Lake Superior State University; Northern Illinois University – DeKalb Lawrence; PhD, Argosy University MA, University of Missouri – Kansas City; MPA, Golden Gate University; MA, Hartford Seminary; Thornton, Nan, BA, College of St. Catherine; EdD, Virginia Polytechnic Institute and State MS, Washington University; PhD, Arizona State University University Ryser, Rudolph, BA, Washington State University; Trapani, Michael, BA, Stetson University; MS, Nova PhD, Union Institute & University Southeastern University; EdD, Nova Southeastern University Turner, Terilyn, BS, Ohio State University; MA, Ohio S State University; PhD, University of North Carolina at Sabet, Behrooz, BSc, Tehran College of Economics, Chapel Hill Tehran; MEd, State University of New York – Buffalo; EdD, State University of New York – Buffalo V Schreiber, Nancy, BA, Oberlin College; MA, University of Detroit; PhD, University of Detroit Van Erp, Nancy, BA, University of Minnesota – Morris; MA, University of Saint Thomas; PhD, Shannon, Ed, BA, Lewis University; MS, Lewis Capella University University; EdD, Northern Illinois University Sheedy, Patrick, BA, College of St. Theresa; JD, St. Mary’s University; PhD, Marquette University W Shepherd, Glenn, BS, University of North Carolina – Wall, David, BS, Oklahoma State University; BS, Greensboro; BS, Appalachian State University; MEd, Oklahoma State University; MS, University of Tulsa; Elon College; EdD, North Carolina State University – PhD, University of Tulsa Raleigh Walling, Griffin, BS, Hobart College; MS, State Sims, Roderick, BA, Macquarie University; Diploma University of New York – Albany; EdD, State of Education, Sydney Teacher’s College; MA, University of New York – Albany Macquarie University; PhD, University of Wollongong Ward, Jason, BA, Florida State University; MA, Smith, Michele, BA, Creighton University; MEd, University of Phoenix; EdD, Nova Southeastern Ohio University; PhD, Ohio University University Snyder, Leonard, BA, Metropolitan State University; Wellington, Eric R., BA, Youngstown State MA, University of Minnesota – Twin Cities University; MA, West Chester University; PhD, Capella University Snyder, Leone, BS, University of Minnesota – Twin Cities; MEd, University of Minnesota – Welstead, Callie, BA, Fordham University; MEd, Twin Cities; PhD, Capella University Beaver College; PhD, Walden University 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 169 FACULTY

School of Human Services Coppola, Nicholas, BSc, Liverpool University, Gonzales, Dana, BS, University of Central Arkansas; England; BA, State University of New York, Potsdam; MS, University of Arkansas – Little Rock; PhD, MSA, Central Michigan University; MHA, Baylor University of Arkansas University; PhD, Virginia Commonwealth University Core and Adjunct Faculty Goulet, Wayne, BA, St. John’s College; MDIV, St. A Costin, Amanda, BA, University of Vermont; MEd, John’s College; MA, Northern Arizona University; University of Virginia; PhD, Kent State University PhD, Northern Arizona University Allen, Carolyn, BA, Pennsylvania State University; MSS, Bryn Mawr College; MA, Temple University; Cummins, Linda, BS, Thomas More College; MSW, PhD, Temple University Ohio State University; PhD, Ohio State University H Andberg, Wendy, BA, University of Minnesota; MA, Harding, Deborah, BS, Texas Tech University; MA, University of Minnesota; PhD, University of D West Texas A&M University; PhD, Texas Tech Minnesota University Darland, John, BA, Hamline University; MPP, Arnason, Phyllis, BS, Virginia Commonwealth Humphrey Institute of Public Affairs; PsyD, Harvan, Jill, BA, Keene State College; MEd, Central University; MS, University of North Carolina at Minnesota School of Professional Psychology Connecticut State University; MSW, Barry University; Chapel Hill; EdD, The George Washington University PhD, University of Georgia De Paris, Richard, BPA, National University; MPA, Auxier, C.R., BA, Graceland College; MS, Central National University; MBA, National University; DPA, Hilliman, Charlyn A., BS, John Jay College of Missouri State University; MA, Adams State College; University of LaVerne Criminal Justice – CUNY; MPA, John Jay College of PhD, Idaho State University Criminal Justice – CUNY; MPhil, The Graduate Dobbert, Duane, BA, Albion College; MA, Michigan School and University Center – CUNY; PhD, The State University; PhD, Capella University Graduate School and University Center – CUNY B Donovan, Amy, BA, St. Olaf College; MA, University Ho, Truc-Nhu, BA, University of Michigan – Bemker, Mary, BS, Indiana University; BSN, of Minnesota – Twin Cities; PhD, University of Ann Arbor; MA, California State University at University of Alabama – Birmingham; MS, Indiana Minnesota – Twin Cities Sacramento; PhD, Rutgers University University; MS, Spalding University; PsyS, University Duchac, Neil, BS, University of Dayton; MS, Holland, Mia, BA, University of Massachusetts – of Alabama – Birmingham; DSN, University of University of Dayton; PhD, University of Toledo Alabama – Birmingham Dartmouth; MEd, Bridgewater State College; Durante, Joan, BA, Florida Atlantic University; EdD Nova Southeastern University Bennett, Patricia, BS, San Francisco State University; MSW, Barry University; PhD, Barry University MA, Fielding Graduate Institute; PhD, Fielding Holmes, Suzanne, BA, University of California; MA, Graduate Institute Durham, Alexis, BA, New College; MA, University The George Washington University; DPA, University of Pennsylvania; PhD, University of Pennsylvania of LaVerne Bishop, Michael, BA, Lubbock Christian University; MS, Texas Woman’s University; PhD, Texas Woman's Hotaling, Marjorie, BA, Allegheny College; MEd, University E Kuntztown University; EdS, Ball State University; EdD, Ball State University Bivens, Nicola, BS, South Carolina State University; Ellyson, Mary Ellen, BA, Mount Mercy College; MA, MS, University of North Carolina – Charlotte; EdD, University of Northern Iowa; PhD, University of Iowa Howard, Ronald, MS, Florida A&M University; PhD, Nova Southeastern University Florida State University Embar-Seddon, Ayn, BS, University of Pittsburgh; Brant, Curtis, BA, Kent State University; MA, BA, University of Pittsburgh; MA, Edinboro Howson, Alexandra, MA, University of Edinburgh, Bowling Green State University; PhD, Bowling Green University of Pennsylvania; PhD, Indiana University Scotland; PhD, University of Edinburgh, Scotland State University of Pennsylvania Hurd, Debra, BA, University of Arkansas; MPA, Brehm, William, BA, State University of New York, Esmail, Ashraf, BA, Louisiana State University – University of Arkansas; PhD, University of Arkansas Albany; MS, Springfield College; PhD, Walden Baton Rouge; MA, Georgia State University; EdD, Hurd, F. Coy, BA, Arkansas State University; MPA, University Union Institute and University University of Arkansas; PhD, University of Arkansas Burke, Darrell, BS, Auburn University; MS, State University of New York, Stony Brook; PhD, Virginia Commonwealth University F J Burke, Sloane, BS, California State University – Fahr, Alicia, BA, Pennsylvania State University; Jeffrey, Christina, BA, University of Plano; MA, Northridge; MS, University of North Texas; PhD, MEd, Pennsylvania State University; PhD, Western University of Alabama – Huntsville; PhD, University Texas Woman's University Michigan University of Alabama – Huntsville Flanagan, Alice Yick, BA, Williams College; MSW, Johnson, Kit, BA, College of New Rochelle; MA, Columbia University; PhD, University of California, Manhattanville College; EdD, Florida Atlantic C Los Angeles University; PhD, Barry University Caron, Janice J., BS, University of New Hampshire; Forrest, Sandy, BS, Florida International University; Jones, Lynn, BA, Drew University; MSW, Yeshiva MEd, Salem State University; EdD, Sarasota MEd, Florida International University; MS, University University; PhD, Yeshiva University University of Texas – Austin; PhD, University of Texas Carter, Hellen, BA, Arizona State University; MS, Freville, Michael, BS, Western Kentucky University; Northern Arizona University; PhD, Walden University MS, U.S. Army War College; MA, Western Kentucky K Cassirer, Christopher, BA, Rutgers University; MPH, University; PhD, University of Kentucky Kavanaugh, Frank, BA, Lake Forest University; Yale University; ScD, John’s Hopkins University PhD, Union Institute & University Clyburn, Thomas W., BA, Eckerd College; MA, G Kennedy, Bernice, BS, University of South Carolina; Vermont College of Norwich University; PhD, MS, University of South Carolina; PhD, Walden Walden University Gangl, Amy, BS, University of Wisconsin – Madison; University PhD, University of Minnesota – Twin Cities Coker, Kelly, BA, University of North Carolina at Greensboro; MA, Appalachian State University; PhD, Gardner, Jolynn, BS, Iowa State University; MA, University of North Carolina at Greensboro Ohio State University; PhD, Ohio State University 170 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

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School of Human Services, continued Kladopoulos, Chris, BA, SUNY – Stony Brook; MA, Moore, Julia, BS, University of Houston; MS, R Queens College – CUNY; MPhil, The Graduate University of Houston; MS, University of Houston; School and University Center –CUNY; PhD, The PhD, Mississippi State University Ross, William, BA, Luther College; MA, Northern Graduate School and University Center – CUNY Arizona University; EdD, Texas Southern University Muchnick, Ron, BS, University of Missouri; MA, Kladopoulos, Toni, BA, Queens College – CUNY; Lindenwood College; MS, Nova Southeastern Rounds-Bryant, Jennifer, BS, Northern Illinois MA, The Graduate School and University Center – University; PhD, Nova Southeastern University University; MA, University of North Carolina; PhD, CUNY; MPhil, The Graduate School and University University of North Carolina Muchnick, Sherri, BA, University of Missouri; MS, Center – CUNY; PhD, The Graduate School and University of Missouri; PhD, St. Louis University Russ-Trent, Lana, BA, Florida Atlantic University; University Center – CUNY MS, Nova Southeastern University; PhD, Nova Muldrow, Edward, BA, Philander Smith College; Kochanowski, Yvonne, BA, Mundelein College; Southeastern University MHA, Governors State University; MSW, University MBA, Loyola University of Chicago; MPA, University of Houston; PhD, University of Houston of Southern California; DPA, University of Southern California S N Schafer, Joseph, BA, University of Northern Iowa; MS, Michigan State University; PhD, Michigan State L Nelson, H. Wayne, BA, Portland State University; University MA, Portland State University; MA, California State Lester, Cherri, BS, University of Wyoming; MS, University; MBA, City University; PhD, Oregon State Schooley, AnnaLynn, BA, Western Illinois University; University of Wyoming; PhD, University of Wyoming University MS, Nova Southeastern University; PhD, Nova Lim, Mee-Gaik, BS, University of Montevallo; MA, Southeastern University Nelson, Kimberly, BA, Minot State University; MS, Southwestern Baptist Seminary; PhD, Texas Woman’s Eastern Washington University; PhD, University of Sessoms, Isaiah, BA, Kentucky State University; MA, University Northern Colorado California Lutheran College; PhD, Cornell University Lorbeer, Charles, BA, Florida State University; MSW, Noah, Benjamin, BS, State University of New York; Stechschulte, Paula, BS, Eastern Michigan Florida State University; PhD, Walden University MS, Eastern Washington University; PhD, Walden University; MS, Central Michigan University; PhD, Lucies, Christopher, BS, Lesley College; MS, Lesley University Capella University College; EdD, University of Sarasota Stretch, LoriAnn, BA, Longwood University; MA, Longwood University; PhD, North Carolina State Lutterman, Maureen, BS, South Dakota State O University; MS, South Dakota State University; PhD, University University of Wyoming O’Boyle, Irene, BS, Central Michigan University; MA, Sullivan, John, BS, Lynn University; MS, National- Central Michigan University; PhD, Union Institute & Lewis University; PhD, Capella University University M Szymkowiak, Ken, BA, Temple University; MA, O’Malley, Angie, BS, Purdue University; MA, University of Hawaii; PhD, University of Hawaii Maione, Paul, BA, State University of New York; MA, Montclair State University; PhD, Oklahoma State Hofstra University; PhD, Nova Southeastern University University Oomen, Jody, BA, Brigham Young University; MS, T Manning, Suzanne, BS, University of Texas – Brigham Young University; PhD, Texas Woman’s Thauberger, Gerald, BA, University of California – Arlington; MA, Southern Methodist University; MS, University Berkeley; MS, California State University – Hayward; University of North Texas; PhD, University of North Owens, David, BA, West Virginia University; MS, PhD, University of Phoenix Texas West Virginia University; PhD, University of Tiffin, Charles M., BAS, Guilford College; MA, Duke Mannion, Michele, BA, Boston College; MEd, Pittsburgh University; PhD, Union Institute & University Harvard University; PhD, Pennsylvania State University P Marbury, Ja’Nitta, BA, Bowling Green State V University; BS, Bowling Green State University; MA, Palloff, Rena, BA, University of Wisconsin – Van Asselt, Kathryn, BS, University of New Mexico – Bowling Green State University; PhD, Kent State Madison; MSW, University of Wisconsin – Milwaukee; Albuquerque; MEd, Western Carolina University; University MA, Fielding Graduate Institute; PhD, Fielding PhD, University of Northern Colorado Graduate Institute McDougall, Betsy, BS, University of North Dakota – Grand Forks; MS, University of North Dakota – Pascarella, Joseph, BA, Rowan University; MA, John W Grand Forks; PhD, University of North Dakota – Jay College of Criminal Justice – CUNY; PhD, City Grand Forks University of New York Walker, Charles, BA, California State University – Northridge; MA, Phillips Graduate Institute; PhD, Meyers, Ann, BME, Wittenberg University; MA, Ball Piccolino, Adam, BA, University of Minnesota – Pacifica Graduate Institute State University; PhD, Walden University Twin Cities; MA, Minnesota School of Professional Psychology; PsyD, Minnesota School of Professional Waugh, Catherine, BS, Old Dominion University; Miller, Kathryn, BA, University of Texas – San Psychology MS, Georgia State University; PhD, University of Antonio; MS, St. Mary’s University; PhD, St. Mary’s Maryland University Pietrzak, Dale, BS, Minnesota Bible College; MA, University of South Dakota; EdD, University of Wederski, Lonnie, BA, Ottawa University; MBA, Minelli, Mark, BS, Central Michigan University; MA, South Dakota University of Phoenix; PhD, Walden University Central Michigan University; MPA, Western Michigan University; PhD, Union Institute & University Pilkington, Cyndra, BS, Armstrong Atlantic State Wehrman, Joseph, BS, Montana State University; University; MS, Georgia Southern University; MA, MS, St. Cloud State University; PhD, University of Monell, Jack, BA, Towson University; MSW, Howard Fielding Graduate Institute; PhD, Fielding Graduate South Dakota University; PhD, Walden University Institute Weiss, Margo, BS, Florida International University; Moore, Deborah, BA, York College; MS, Fordham Pomeroy, Nancy, BA, University of Minnesota – MS, Barry University; PhD, Nova Southeastern University; PhD, Capella University Twin Cities; MS, University of Houston; PhD, University University of Texas – Houston 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 171 FACULTY

Whiddon, Jana, BS, Florida Southern College; Harold Abel School of Psychology Brue, Alan, BA, State University of New York – MS, Troy State University – Florida Region; New Paltz; MA, University of Florida; EdS, University PhD, Barry University of Florida; PhD, University of Florida White, Debra, BA, University of California – Senior Faculty Los Angeles; MS, California State University; PhD, Austin, Brian, BA, Monmouth College; MSEd, C University of California – Santa Barbara Southern Illinois University; PhD, Southern Illinois Caffaro, John, BA, Long Island University; MA, Wilson, Jeannette, BS, Manchester College; MS, University; postdoctoral certificate in Clinical United States International University; PhD, Fielding Ohio State University; PhD, University of Tennessee Psychology, University of North Carolina – Greensboro Graduate Institute Woods, Manuel, BA, University of Minnesota; MEd, Cameron, William, BA, California State University – University of Hartford; PhD, University of Minnesota Sacramento; MA, California State University – Core and Adjunct Faculty Sacramento; PhD, Texas Christian University Y A Chapman, David, AB, University of Missouri; MA, Luther Theological Seminary; MA, University of Young, Rosalyn, BS, Ohio State University; MA, Acadia, Phyllis, BA, The City College of Liberal Arts St. Thomas; PsyD, University of St. Thomas University of Missouri – St. Louis; PhD, St. Louis and Science; MS, The City College; MA, Fielding University Graduate Institute; PhD, Fielding Graduate Institute Chappell, Kelley, BA, University of South Carolina; Ackerman, Rosalie, BS, Iowa State University; MS, MA, University of South Carolina; PhD, University of Iowa State University; PhD, Iowa State University South Carolina Z Adams, Angela, BS, University of Alabama – Contreras, Carlos, BA, University of Texas – Austin; Zimmermann, Sandra, BA, University of California, Birmingham; MS, University of Nevada – Las Vegas; MA, University of Texas – Austin; PhD, University of Santa Barbara; MSW, University of California, PhD, University of Missouri – Columbia Texas – Austin Los Angeles; PhD, Walden University Adams, Sharlene, BA, Manchester College; MS, Cooke, Phyliss, BA, Baldwin Wallace College; MA, Northeastern State University; PsyD, Forest Institute Cleveland State University; PhD, Kent State of Professional Psychology University Anderson, Justin, BA, University of Minnesota – Cooper, Mark, BS, Youngstown State University; Duluth; MS, Boston University; PhD, University of MA, Towson State University; PhD, Kent State St. Thomas University Astacio, Victor, BA, Central Bible College; MS, Craig, Jeanne Anne, BS, Ball State University; MEd, Miami Institute of Psychology; PsyD; Carlos Albizu University of Washington; PhD, Fielding Graduate University; PhD, Carlos Albizu University Institute Crawford, Theresa, BS, Ohio State University; MS, B Ohio State University; PsyD, University of Denver Cree, Lisa, BA, Southern Illinois University; MA, Baldwin, Leigh, BA, Western Kentucky University; Roosevelt University; PhD, California School of MS, Eastern Kentucky University; EdS, University of Professional Psychology Kentucky – Lexington; PhD, University of Kentucky – Lexington Crews, Catherine, BA, Newcomb College of Tulane University; MA, University of Kentucky; PhD, Bangert, Arthur, BA, Kent State University; MS, University of Kentucky Youngstown State University; EdD, University of South Dakota; EdS, University of Nebraska – Crocker, Ruth, BS, Saint Joseph’s College; MS, Kearney University of Wisconsin – Milwaukee; MS University of Wisconsin – Stout; PhD, Saybrook Graduate Baumberger, Julie, BS, Dakota State University; School MEd, South Dakota State University; EdD, University of South Dakota Bausch, Kenneth, BA, Duns Scotus College; MA, D State University of West Georgia; PhD, Saybrook Damiani, Joseph, BA, Ohio Northern University; Graduate School Research Center MSW, University of Michigan; PsyS, Center for Behrend, Rebecca, BA, Gustavus Adolphus College; Humanistic Studies; PhD, Union Institute & MDiv, Moravian Theological Seminary; MSE, University University of Wisconsin; PhD, Walden University DiMatteo, Donna, BA, University of San Diego; Benedict, Norma, BA, University of Arizona; MSW, MS California School of Professional Psychology – Arizona State University; PhD, Walden University San Diego; MS (2nd), California School of Professional Psychology – San Diego; PhD, Benton, Frances, BS, University of Texas at Dallas; California School of Professional Psychology – MA, University of Houston – Clear Lake; PhD, Texas San Diego A&M University Drogosz, Lisa, BA, Ohio University; MA, The Bertrand, Art, BS, Westfield State College; MA, University of Akron; PhD, The University of Akron American International College; PhD, University of Connecticut Duva, Chris, BA, California State University; MA, California State University; PhD, University of Brashears, Michael, BA, Azusa Pacific University; British Columbia MA, Azusa Pacific University; PsyD, Azusa Pacific University 172 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

Faculty, continued

School of Psychology, continued E Greene, David, BA, University of Utah – Salt Lake Jean, Rojeanne, BA, Florida International University; City; BS, University of Utah – Salt Lake City; MA, MS, Florida International University; PhD, Union Eckstein, Donna, BS, Presbyterian College; MS, California School of Professional Psychology – Institute & University Georgia State University; PhD, Alliant International San Diego; PhD, California School of Professional Johnson, Randy, BA, Valdosta State University; University – San Diego Psychology – San Diego MRC, University of Florida; EdD, Argosy University Enright, Mary, BA, University of Wisconsin – Greenstone, James, BA, University of Oklahoma; Madison; MA, University of Wisconsin – Madison; BS, Northwestern California University School of PhD, University of Wisconsin – Madison Law; MS, North Texas State University; EdD, K University of North Texas – Denton; JD, Kavar, Louis, BA, Dusquesne University; MA, F Northwestern California University School of Law Dusquesne University; PhD, University of Pittsburgh Grillo, Joseph, BA, The American University; PsyD, Fischer, Bruce, BA, University of Minnesota; Klein, Richard, BA, Ohio State University; MA, Kent The American School of Professional Psychology – MS, University of Minnesota; PhD, University of State University; PhD, Kent State University Argosy University Minnesota Kleine, Sheldon, BA, Temple University; MA, Fisher, Deborah, BA, Boise State University; MA, Trenton State College; PhD, Purdue University Idaho State University; PsyD, University of Northern H Kostere, Kim, BA, Mercy College; MA, Center for Colorado Handley, Kevin, BS, Virginia Tech; MA, Fairleigh Humanistic Studies; PsyS, Center for Humanistic Flynn, John, BS, State University of New York – Dickinson University; PhD, Fairleigh Dickinson Studies; PhD, Union Institute & University Cortland; MS, Indiana University; EdD, Indiana University Kostere, Sandra, BA, Madonna College; MA, Center University Harper, Elizabeth, BA, Chapman University; MA, for Humanistic Studies; PsyS, Center for Humanistic Fossum, Thyra, BS, Gustavus Adolphus College; Southern Methodist University; PhD, Southern Studies; PhD, Union Institute & University MS, Pennsylvania State University; PhD, Pennsylvania Methodist University Kramer, Thomas, BA, University of Massachusetts; State University Harris, Sandra, BA, California State University; MEd, MA, Long Island University C.W. Post Campus; PhD, Frieder, Susan, BS, University of California – Auburn University; MA, California State University; City University of New York Graduate Center Los Angeles; MA, Alliant International University – PhD, Auburn University Krebs, Krista, BA, University of Nebraska; MS, Iowa San Diego; PhD, Alliant International University – Harris-Britt, April, BA, University of North Carolina State University; PhD, Iowa State University San Diego at Chapel Hill; MA, University of North Carolina at Chapel Hill; PhD, University of North Carolina at L G Chapel Hill Heffner, Chris, BA, Malone College; MS, Nova La Civita, Lori, BA, Western Illinois University; MS, Gamber, Victoria, BA, University of Oklahoma; Southeastern University; PsyD, Nova Southeastern Capella University; PhD, Capella University PhD, University of Pittsburgh University Langan, Gina, BA, Oakland University; MA, Wayne Gibson, William, BA, Gannon University; MA, Henderson, Davis, BA, University of Georgia; MSW, State University; PhD, Wayne State University The New School for Social Research – New York; University of South Carolina – Columbia; PhD, The PhD, St. John’s University Leichter, Jeff, BS, University of California – Irvine; University of Memphis MA, California School of Professional Psychology; Gillies, Bruce, BS, State University of New York – House, Garvey, BS, Texas Christian University; MS, PhD, California School of Professional Psychology Albany; MA, United States International University – Texas A&M University; PhD, Texas A&M University San Diego; MS, United States International Leslie-Toogood, Adrienne, BA, University of University – San Diego; PsyD, Alliant International Huenefeld, Nancy, BA, University of Arizona; MS, Manitoba; MA, University of Manitoba; PhD, University – San Diego University of Kentucky – Lexington; PhD, University of Manitoba Pennsylvania State University Ginther, Dean, BA, DePauw University; MA Levinskas, Antanas, BA, Governors State University; University of Illinois – Urbana-Champaign; PhD, MA, Arizona State University; PhD, Arizona State University University of Illinois – Urbana-Champaign I Glazer, Hilda, BA, Beaver College; MS, University of Loehrer, Rebecca, BA, Baylor University; MS, Inserto, Fathiah, Diploma, University of Singapore; Radford University; PhD, Texas A&M University North Texas; EdM, Rutgers University; EdD, Rutgers MA, Fielding Graduate Institute; PhD, Fielding University Graduate Institute Longo, Nancy, BA, University of Southern California; Glidewell, Reba, BA, Arkansas Tech University; MS, MEd, University of Southern California; PhD, Isenhart, Carl, BA, DePauw University; MS, Indiana University of Southern California University of Southern Mississippi; PhD, University of State University; MBA, University of St. Thomas; Southern Mississippi PsyD, University of Denver Lorenz, Gail, BA, Carleton College; MA, University Golin, Daniel, BA, Vassar College; MS, Colorado of Minnesota; PhD, University of Minnesota State University; PhD Colorado State University J Gonsiorek, John, BA, State University of New York; M MA, University of Minnesota; PhD, University of Jacobs, Robert, BA, William Paterson College; MA, Makatura, Tim, BA, Youngstown State University; Minnesota University of Southern California; MA, United States International University; PsyD, United States MS, Youngstown State University; PhD, Illinois Gontarz, Michael, BA, University of Dallas; MSEd, International University Institute of Technology University of Wisconsin – La Crosse; EdD, Indiana Malpass, Diane, BA, California State University; MA, University; CAGS, University of Wisconsin – La Crosse James, Catherine, BA, Metropolitan State College; MA, University of Colorado; PhD, Walden University Pepperdine University; PhD, Pepperdine University Graham, Robert, BS, Buffalo State College; MS, Malpass, John, BS, United States Military Academy; Canisius College; EdD, University of Sarasota Jarvis, Sara, BA, University of Florida; MEd, University of Florida; EdS, University of Florida; PhD, MS, Indiana University; MA, Central Michigan Gray, Malcolm, BS, Oklahoma State University; Union Institute & University University; MS, West Coast University; MBA, MA, Oklahoma State University; PhD, University of Pepperdine University; PhD, University of Southern Colorado – Boulder California 1-888-CAPELLA • Volume 06-07, No. 2 CAPELLA UNIVERSITY 173

School of Psychology, continued FACULTY Marks-Frey, Marilyn, BA, Roosevelt University; Schneider, Steven, BA, Southern Illinois University; W MS, Illinois Institute of Technology; PhD, Illinois MS, Southern Illinois University; PhD, University of Institute of Technology Wisconsin – Madison Warren, Stephanie, BA, Duke University; MS, University of Pittsburgh; PhD, University of Mills, John, BA, University of Delaware; MEd, Secrest, Wayland, BA, University of California – Pittsburgh University of Delaware; MS, Indiana University of Santa Cruz; MA, University of Oregon; PhD, Pennsylvania; PhD, State University of New York at University of Oregon Washington, Craig, BS, Indiana State University; Buffalo MS, Indiana State University; EdD, University of Shen, Jeff, BS, Soochow University, Suzhou, China; Massachusetts Murphy, Annemarie, BA, State University of New MS, St. John’s University; PhD, St. John’s University York; MS, Rutgers University; PhD, Rutgers University Wilkinson, Lee, BA, Syracuse University; MS, State Small, Linwood, BA, Wesleyan University; MA, University of New York; EdS, Nova Southeastern Murrey, Gregory, BA, Brigham Young University; University of Florida; PhD, University of Florida University; EdD, University of Sarasota MHA, Brigham Young University; MS, Washington St. Germaine, Jacquelyn, BS, Old Dominion State University; PhD, Washington State University Williams, Lloyd C., BA, Earlham College; MS, University; MSEd, Old Dominion University; MA, Southern Connecticut State University; M.Div, Yale Pepperdine University; PhD, University of Arizona University; DMin, Christian Theological Seminary; N Stacks, James, BS, East Texas State University; MS, PhD, Union Institute & University Texas A&M University; PhD, Texas A&M University Nocita, Andrew, BA, Michigan State University; Williamson, Gordon, BA, University of Portland; MA, Miami University; PhD, Miami University Styles, Deborah, BFA, Emerson College; MFA, MS, Portland State University; PhD, University of University of San Diego; MA, California Institute of Maryland Integral Studies; PsyD, California School of Wilson, William, BS, United States Military Academy; O Professional Psychology MS, University of Miami; PhD, University of Ottomanelli, Gennaro, BS, Manhattan College; Styles, Douglas, BA, University of California – Rhode Island MS, Fordham University; PhD, New York University Santa Cruz; MA, California Institute of Integral Winter, Laren, BS, Kansas State University; MS, Studies; PsyD, California School of Professional Kansas State University; MDiv, The University of Psychology – Alameda P South Sewanee; EdD, University of Northern Sumpter, Roy, BA, Bob Jones University; MS, Colorado Peck, Deborah, BS, University of Nebraska – Lincoln; Florida State University; PhD, Florida State Wolskee, Patricia, BA, Catholic University of PhD, Capella University University America; MA, Catholic University of America; PhD, Percy, Bill, BA, St. John’s College; MA, Goddard Catholic University of America College; PhD, Union Institute & University T Woolf, Christine, BA, Oglethorpe University; MA, Pimpinelli, Angelo, BA, University of South Florida; University of South Florida; EdS, University of South Terlizzi, Charlene, BA, Mundelein College; MA, MS, Nova Southeastern University; PhD, Union Florida; PhD, University of South Florida Adler School of Professional Psychology; PsyD, Institute & University Adler School of Professional Psychology Piotrowski, Nancy A., BA, Rice University; MA, Trent, James, BS, Middle Tennessee State Y University of Houston – University Park; PhD, University; MA, University of Mississippi; PhD, University of Houston – University Park Yasgoor, Karen, BA, University of Cincinnati; MA, University of Mississippi Pepperdine University; PhD, Walden University Posner, Rita, BA, Fairleigh Dickinson University; Troiani, Joseph, BA, Northeastern Illinois University; MA, Fairleigh Dickinson University; PhD, Seton Hall MHSA, Governors State University; MA, Fielding University Graduate Institute; PhD, Fielding Graduate Premo, William, BA, Cardinal Stritch College; Institute; MSSI, Joint Military Intelligence College MA, Alfred Adler Institute; PhD, Walden University Trunk, Barry, BA, University of California – Los Angeles; MA, California State University – R Long Beach; PhD, Ohio State University Reddout, Jeffery, BS, Cornell University; MS, Syracuse University; PhD, Syracuse University V Reed, Linda, BS, Wright State University; MS, Wright Vail, Thomas, BS, Florida State University; MTh, State University; PhD, Walden University Harding Graduate School of Theology; PhD, Saybrook Institute S Van Haveren, Richard, BS, Carroll College; MSEd, University of Miami; PhD, Oklahoma State Santonastasi, Antonio, BS, University of Maryland; University MHR, University of Oklahoma; PhD, Walden University Vernon, Fox, BA, Stanford University; PhD, University of Southern California Sarnoff, David, BA, Harvard University; MS, University of Kentucky; PhD, University of Kentucky Vogele-Welch, Deborah, BA, Hawaii Pacific University; MA, Professional School of Psychological Schatzman, Bard, BA, Westminster College; MS, Studies; PhD, Union Institute & University Central Missouri State University; PhD, University of Missouri – Columbia Schnedler, Robert, BA, Florida State University; MS, Washington State University; PhD, Washington State University 174 CAPELLA UNIVERSITY 1-888-CAPELLA • Volume 06-07, No. 2

State Regulatory Information Illinois Board of Higher Education Washington Higher Education 431 East Adams St., Second Floor Coordinating Board Springfield, IL 62701-1418 P. O. Box 43430 Capella University is licensed, registered, authorized, (217) 782-8548 Olympia, WA 98504-3430 or certified in the following states: (360) 753-7800 Kentucky Council on Postsecondary Education Alabama Commission on Higher Education 1024 Capital Center Drive, Suite 320 Capella University is authorized by the Washington 100 North Union Street Frankfort, KY 40601-8204 Higher Education Coordinating Board and meets P. O. Box 302000 (502) 573-1555 the requirements and minimum educational Montgomery, AL 36130-2000 standards established for degree-granting The School of Education specializations for K-12 (334) 242-1998 institutions under the Degree Authorization Act. teachers may not be recognized by the Kentucky This authorization is valid until March 2007 and Alabama Department of Education Professional Standards Board. Postsecondary Education authorizes Capella University to advertise and recruit P. O. Box 302101 Minnesota Office of Higher Education for the following degree programs: Bachelor of Montgomery, AL 36130-2101 1450 Energy Park Drive, Suite 350 Science in Business; Master of Business (334) 242-2900 St. Paul, MN 55108-5227 Administration; Master of Science in Organization (651) 642-0533 and Management; Doctor of Philosophy in Arizona Department of Education Capella University is registered with the Minnesota Organization and Management; Master of Science in 1535 West Jefferson Office of Higher Education. Registration is not an Education, Doctor of Philosophy in Education; Phoenix, AZ 85007 endorsement of the institution. Registration does Master of Science in Human Services; Doctor of (602) 542-4391 not mean that credits earned at the institution can Philosophy in Human Services; Master of Science in The leadership in educational administration and be transferred to other institutions or that the Psychology; Doctor of Philosophy in Psychology; school psychology specializations are conditionally quality of the educational programs would meet the Doctor of Psychology; Bachelor of Science in approved by the Arizona Department of Education. standards of every student, educational institution, Information Technology; and Master of Science in Capella is currently pursuing full approval. or employer. Information Technology. Any person desiring information about the requirements of the Act or Arizona State Board for Private Nevada Commission on the applicability of those requirements to the Postsecondary Education Postsecondary Education institution may contact the board at P.O. Box 43430, 1400 W. Washington, Room 260 1820 East Sahara Avenue, Suite 111 Olympia, WA 98504-3430, (306) 753-7869. Phoenix, AZ 85007 Las Vegas, NV 89104 (602) 542-5709 (702) 486-7330 Prospective Washington state students are advised http://azppse.state.az.us to contact the Office of the Superintendent of Ohio Board of Regents Public Instruction at 360-725-6320 or Arkansas Higher Education Coordinating Board 30 E. Broad Street, 36th Floor [email protected] to determine whether 114 E. Capitol Columbus, OH 43215-3414 this education program is approved for teacher Little Rock, AR 72201-3918 (614) 466-6000 (501) 371-2065 certification or endorsements in Washington state. The following degree programs are authorized by Additionally, teachers are advised to contact their Arkansas Higher Education Coordinating Board the Ohio Board of Regents: Bachelor of Science in individual school district as to whether this program certification does not constitute an endorsement of Business, Bachelor of Science in Information may qualify for salary advancement. any institution or program. Such certification merely Technology, Master of Business Administration, indicates that certain minimum standards have been Master of Science in Information Technology, Master West Virginia Higher Education Policy Commission met under the rules and regulations implementing of Science in Organization and Management, and 1018 Kanawha Blvd. E., Suite 700 institutional certification as defined in Arkansas Code Master of Science in Human Services. Charleston, WV 25301 §6-61-301. The Doctor of Philosophy in Organization (304) 558-2101 Ohio State Board of Career Colleges and Management does not meet requirements for Wisconsin Educational Approval Board teacher or administrator licensure in Arkansas. and Schools 35 East Gay Street, Suite 403 30 W. Mifflin St., 9th Floor Colorado Commission on Higher Education Columbus, OH 43215-3138 Madison, WI 53707-8696 1380 Lawrence Street, Suite 1200 (614) 466-2752 (608) 266-1354 Denver, CO 80204 Capella University is registered with the Ohio State (303) 866-2723 Board of Career Colleges and Schools, and the Florida Commission for Independent Education graduate certificate programs have program 325 W. Gaines St. authorization under the provisions of Chapter 3332 Rights to Change Requirements Suite 1414 of the Ohio Revised Code and the standards, rules Tallahassee, FL 32301 and regulations of the Ohio State Board of Career Neither the Capella University catalog, nor any of (850) 245-3200 Colleges and Schools. Registration No. 04-03-1709T. the information and requirements contained herein, License #2809 State Council of Higher Education for Virginia constitute a contract or create any contractual Georgia Nonpublic Postsecondary James Monroe Bldg., 9th Floor commitments between Capella University and any Education Commission 101 N. 14th Street student, any prospective student, or any third party. 2082 E. Exchange Place Richmond, VA 23219 The information and program requirements Suite 220 (804) 225-2609 contained in this Capella University catalog are Tucker, GA 30084-4113 regularly updated and are subject to change without (770) 414-3235 notice. All updates to the catalog will be posted on Capella’s Web site. telephone 612.977.5100 • toll-free 1.888.CAPELLA • fax 612.977.5060 e-mail [email protected] • web www.capella.edu 225 SOUTH SIXTH STREET • NINTH FLOOR • MINNEAPOLIS, MINNESOTA 55402 CAPELLA UNIVERSITY ADDENDUM 1

2006-2007 University Catalog, Volume 06-07, No. 2 Catalog Addendum Effective April 9, 2007

Page 10 - Admission Policies The following highlighted policy information and admission requirements have been revised and replace the current catalog information.

Policy Statement Capella University was founded with a commitment to extend access to high-quality higher education and is dedicated to the success of its learners. As a part of the admission process, the university seeks to assess an applicant’s potential to succeed in its online environment. Applicants must meet the program-specific admission requirements outlined in the table below to be offered admission to Capella University. Although particular emphasis is placed on the applicant’s academic history, non-academic factors may also be considered when evaluating an application for admission. Therefore, additional information and/or application materials may be requested and considered on an individual basis. Exceptions to admission requirements for graduate programs may be granted by a designated assistant registrar upon recommendation of the school dean. There are no exceptions to admission requirements for undergraduate degree programs and the Doctor of Psychology program.

Admission Requirements Capella Minimum Level of Minimum cumulative grade point Additional Requirements Degree Education Completed average (on a 4.0 scale)

BS High school diploma None Applicants must be at least 24 years old. (This age or equivalent. requirement may be waived for active military applicants and applicants with 90 or more quarter credits of prior college/university course work.)

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

MS Bachelor’s degree from an institution 2.30 cumulative GPA from bachelor’s Applicants to the School of Education’s MS in leadership accredited by a U.S. Department of degree granting institution. * in educational administration specialization must have Education-recognized accrediting 3 years of licensed teaching experience. agency OR an internationally recognized institution.

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

Post-master’s Master’s degree from an institution 3.00 cumulative GPA from master’s Applicants to the School of Education’s leadership in Certificate accredited by a U.S. Department of degree granting institution. educational administration post-master’s certificate Education-recognized accrediting must have 3 years of licensed teaching experience. agency OR an internationally Applicants to the Harold Abel School of Psychology’s recognized institution. specialist certificate in school psychology must have a master’s degree with a specialization in school psychology from Capella University.

PhD Master’s degree from an institution 3.00 cumulative GPA from master’s Applicants to the School of Education’s PhD in accredited by a U.S. Department of degree granting institution. leadership in educational administration specialization Education-recognized agency OR an must have 3 years of licensed teaching experience. internationally recognized institution.

PsyD Master’s degree from an institution 3.00 cumulative GPA from master’s Applicants to the Harold Abel School of Psychology’s accredited by a U.S. Department of degree granting institution OR a PsyD specializations in clinical psychology and Education-recognized agency OR an combined score of 1000 on the counseling psychology must have a master’s degree in internationally recognized institution. GRE General Exam. psychology or a related field. Applicants will also be assessed on professionalism and academic fit to the program as determined by the school.

* Applicants to the School of Human Services MS specializations in mental health counseling and marital, couple, and family counseling/therapy are required to have a 2.7 minimum cumulative GPA from the bachelor's degree granting institution. Applicants to the Harold Abel School of Psychology’s school psychology specialization must have a 2.7 minimum cumulative GPA from the bachelor’s degree granting institution. CAPELLA UNIVERSITY ADDENDUM 2

Page 11 - Admission Decisions Page 70 - School of Business and Upon completion of all required course work: Technology The following has been added to the TS9984 * Doctoral Comprehensive Examination I Conditional Admission information: The following new program and specializations TS9985 * Doctoral Comprehensive Examination II have been added in the School of Business and TS9996 * Dissertation Research I Conditional admission is not available Technology. TS9997 * Dissertation Research II to applicants to the PsyD program in TS9998 * Dissertation Research III TS9999 * Dissertation Research IV the Harold Abel School of Psychology Thirteen Elective Courses 52 quarter credits (HASOP). Doctor of Philosophy (PhD) in Information Technology Choose any graduate course(s). Total 120 quarter credits

The following replaces the current Learners in the PhD in information technology International Applicants information: should carefully assess their ability to write and Review of this program is pending in the following think critically and from a scholarly perspective. states: AL, AZ, FL, GA, KY, VA, WA, and WI. Contact an enrollment counselor for additional International Applicants OM7006 - Research and Writing for Graduate information regarding this program. International applicants must have Learners and OM7007 - Focused Research and Writing for Graduate Learners are courses attended an internationally recognized specifically designed to help learners develop institution. All applicants are expected their writing and critical thinking skills. to read, speak, write and understand the Doctor of Philosophy (PhD) in English language fluently. Those whose The Doctor of Philosophy in information technology program provides learners with Information Technology native language is not English are advanced IT knowledge and skills, and assists Specialization required to take one of the following them in developing solid research and scholarly tests: the Test of English as a Foreign writing abilities. The program culminates in a Information Technology Education Language (TOEFL), Michigan English dissertation that adds to the existing body of The information technology education PhD IT knowledge. The PhD in information technology Language Assessment Battery (MELAB), specialization is intended for IT educators who prepares learners to pursue careers in consulting or International English Language have earned a master’s degree in computer and/or teaching. science or a related field. This specialization Testing System (IELTS). The only provides doctoral learners with advanced IT exception to this requirement is reserved General Area of Study knowledge and skills, and assists them in for learners who have earned a post- developing solid research, scholarly writing, and Learners in the PhD in information technology secondary degree from a U.S.-accredited advanced teaching abilities. This specialization general area of study may select courses from culminates in a dissertation that adds to the university. The minimum acceptable one or more PhD in IT specializations, provided existing body of IT knowledge and prepares TOEFL score established by the they meet all the requirements for the PhD in learners to pursue IT faculty positions in higher IT and any course prerequisites. Learners are university for admission into all education settings. expected to choose electives that provide a Residency Requirement(s): programs is 550 for the paper-based test, coherent foundation for research in one or more Three one-week residential colloquia sessions related areas of information technology. Completing the 213 for the computer-based test with a to time and program credit completion. PhD in IT general area of study prepares learners score of 4.0 or higher on the Test of Twenty-two to lead, consult, or teach in the field of Written English (TWE), or a score of 79 Required Courses 88 quarter credits information technology. for those completing the Internet-based Core courses: Residency Requirement(s): examination. The minimum acceptable TS8004 IT Research and Practice Three one-week residential colloquia sessions OM8301 Survey of Research Literature in MELAB score established by the related to time and program credit completion. Information Technology Management university for admission into all Seventeen Required Courses 68 quarter credits Infrastructure programs is 80, and the minimum TS8004 IT Research and Practice OM8302 Survey of Research Literature in OM8301 Survey of Research Literature in Information Technology Planning and acceptable score for the IELTS is 6.5. Information Technology Management Delivery Infrastructure OM8303 IT Technical Foundations OM8302 Survey of Research Literature in OM8304 Information Technology Delivery Information Technology Planning and OM8305 Information Technology Strategy and Delivery Management OM8303 IT Technical Foundations TS8306 Advances in Information Technology OM8304 Information Technology Delivery OM7080 Statistical Research Techniques OM8305 Information Technology Strategy OM8022 * Survey of Applied Research Methods and Management OM8025 * Advanced Qualitative Research OR TS8306 Advances in Information Technology OM8026 * Applied Multivariate Modeling OR OM7080 Statistical Research Techniques OM8027 * Survey Research Methodology OM8022 * Survey of Applied Research Methods TS8950 * Teaching Practice Seminar in OM8025 * Advanced Qualitative Research OR IT Education OM8026 * Applied Multivariate Modeling OR OM8027 * Survey Research Methodology TS8940 * IT Consulting Practice Seminar OR TS8950 * Teaching Practice Seminar in IT Continued Education

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. CAPELLA UNIVERSITY ADDENDUM 3

Specialization courses: Specialization courses: Page 89 - School of Education TS8951 Survey of Research Literature in OM8028 Survey of Research Literature in The following new certificate has been added in IT Education Management Education the School of Education. ED851 Principles of Instructional Design ED851 Principles of Instructional Design ED7700 Learning Theory and the Educational ED7700 Learning Theory and the Educational Process Process ED7712 Classroom Assessment in Education ED7712 Classroom Assessment in Education Certificates ED7711 Course Design and Development OR ED7711 Course Design and Development OR ED7211 Designing Online Instruction ED7211 Designing Online Instruction Post-master’s Certificate in Upon completion of all required course work: Upon completion of all required course work: Enrollment Management TS9984 * Doctoral Comprehensive Examination I OM9984 * Doctoral Comprehensive Examination I TS9985 * Doctoral Comprehensive Examination II OM9985 * Doctoral Comprehensive Examination II The enrollment management graduate certificate provides higher education professionals with the TS9996 * Dissertation Research I OM9996 * Dissertation Research I skills required to be effective in areas such as TS9997 * Dissertation Research II OM9997 * Dissertation Research II admissions, financial aid, academic advising, TS9998 * Dissertation Research III OM9998 * Dissertation Research III support services, technology, and learning TS9999 * Dissertation Research IV OM9999 * Dissertation Research IV centers. Learners develop the investigative Eight Elective Courses 32 quarter credits Eight Elective Courses 32 quarter credits knowledge, abilities, and attributes necessary in Choose any graduate course(s). Choose any graduate course(s). the field of enrollment management in higher Total 120 quarter credits Total 120 quarter credits education. This certificate provides learners with marketing, strategic planning, technology, and Note: Learners may not use more than two Note: Learners may not use more than two regulations skills that help them lead the education transfer courses to fulfill their education transfer courses to fulfill their development of recruitment and retention plans. specialization requirements. specialization requirements. Learners who complete this certificate are prepared for positions such as vice president of Review of this specialization is pending in the following states: AR, AZ, FL, GA, KY, WA, and WI. enrollment management, director of admissions, Doctor of Philosophy (PhD) in Contact an enrollment counselor for additional director of academic advising, or registrar. Organization and Management information regarding this specialization. The post-master’s certificate in enrollment Specialization management is offered in association with Noel- Levitz, a nationally recognized consulting firm specializing in higher education recruitment and Management Education retention. Graduates of this program receive a Capella University certificate and a professional The management education PhD specialization certificate in enrollment management issued by prepares doctoral learners to teach organization Noel-Levitz. and management courses at the post-secondary level. This specialization combines advanced Residency Requirement(s): organization and management knowledge and One 1-week colloquium session (Track I). skills with management education literature Six Required Courses 24 quarter credits analysis, teaching practice, learning and ED7601 Higher Education Enrollment instructional design, learning theory and Management educational processes, classroom assessment, ED7603 Essentials of Effective Retention in and course design and development. The Higher Education management education specialization offers a ED7605 Technology Applications to Enrollment terminal degree option for learners who want to Management excel in post-secondary management instruction, ED7607 Financial Assistance and Enrollment allowing them to develop solid research skills and ED7609 Enrollment Management Communications and Marketing culminating in a dissertation that advances the Strategies and Issues body of knowledge of management education. ED7611 * Strategic Enrollment Management Residency Requirement(s): Planning Three one-week residential colloquia sessions Total 24 quarter credits related to time and program credit completion. Twenty-two Required Courses 88 quarter credits Review of this certificate program is pending in the following states: AZ, FL, OH, and WA. Contact Core courses: an enrollment counselor for additional information OM8004 Managing and Organizing People regarding this program. OM7020 Marketing Strategy and Practice OM7040 Accounting and Financial Management Continued OM7050 Ethics and Social Responsibility OM7080 Statistical Research Techniques OM8010 Principles of Organization Theory and Practice OM8012 Strategy OM8021 * Management Theory Creation OM8022 * Survey of Applied Research Methods OM8025 * Advanced Qualitative Research OR OM8026 * Applied Multivariate Modeling OR OM8027 * Survey Research Methodology OM8910 * Teaching Practice Seminar * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. CAPELLA UNIVERSITY ADDENDUM 4

Page 89 - School of Human Services Public Safety Leadership Criminal Justice The following new programs and specializations The public safety leadership PhD specialization The PhD specialization in criminal justice prepares have been added in the School of Human Services. focuses on mid-level and executive leadership learners to understand and effectively address theory, organizational theory, and research the complex issues surrounding criminal behavior relevant to leading a public safety organization in prevention, intervention programming, and Public Safety Program a complex, post-9/11 environment. Doctoral-level development of public policy strategies at the The public safety program focuses on the courses based on Capella’s scholar-practitioner community, state, and national levels. Designed common theory, research, and practice of law philosophy address relevant leadership and for professionals with a master’s degree in human enforcement, criminal justice, corrections, organizational theories and research common services, psychology, or a related social sciences probation and parole, fire services, emergency across the fields of law enforcement, criminal field, the criminal justice specialization provides management, 9-1-1 emergency communications, justice, corrections, probation and parole, fire learners with opportunities for advanced study Emergency Medical Services (EMS), and other services, emergency management, 9-1-1 and research in the field that support career protective and corporate security professions. emergency communications, Emergency Medical advancement to academic, supervisory, or This program prepares learners to effectively Services (EMS), and other protective and administrative levels. Graduates are prepared assess and address the complex issues that corporate security professions. Specific courses for leadership, research, and consulting positions surround managing and leading public safety address principles of organizational theory, that have a positive impact on criminal justice and emergency services organizations in the theories of leadership, organizational needs systems. post-9/11 environment. The public safety assessment, and grantsmanship. Successful Residency Requirement(s): program focuses on leadership, emergency completion of this specialization prepares Three one-week residential colloquia sessions management and preparedness, homeland doctoral learners for leadership or managerial related to time and program credit completion. security and terrorism, and security management careers in law enforcement, criminal justice, Twenty-three Required Courses 92 quarter credits at the local, state, and national levels. Upon corrections, probation and parole, fire services, Core courses: successful completion of the program, learners emergency management, 9-1-1 emergency HS8002 Advanced Research in Adult Human are prepared for careers in law enforcement, communications, EMS, and other protective and Development and Behavior criminal justice, corrections, probation and corporate security professions. HS864 Contemporary Issues in Compulsive parole, fire services, emergency management, Residency Requirement(s): and Addictive Behavior Treatment 9-1-1 emergency communications, EMS, and Three one-week residential colloquia sessions HS8106 Epistemology of Practice Knowledge other protective and corporate security professions. related to time and program credit completion. HS8100 * Fundamentals of Social Science Research Twenty-four HS8111 * Quantitative Research Methods in the Required Courses 96 quarter credits Human Services Doctor of Philosophy (PhD) in Core courses: HS8112 * Advanced Qualitative Research Methods Public Safety HS8002 Advanced Research in Adult Human HS8113 * Advanced Study in Research Methods Development and Behavior HS8300 Diversity in the Workplace Specialization courses: The Doctor of Philosophy in public safety HS8106 Epistemology of Practice Knowledge HS8210 Issues in Police-Community Relations provides an in-depth examination of relevant HS8100 * Fundamentals of Social Science HS8370 The Criminal Mind theory and research common to the fields of law Research HS8371 Race/Culture in Criminal Justice enforcement, criminal justice, corrections, HS8111 * Quantitative Research Methods in the HS8372 Criminal Behavior: A Sociological probation and parole, fire services, emergency Human Services Primus management, 9-1-1 emergency communications, HS8112 * Advanced Qualitative Research HS8373 Understanding Criminology Emergency Medical Services (EMS), and other Methods HS8374 Current Research on Violent Behavior protective and corporate security professions. HS8113 * Advanced Study in Research Methods HS8375 Deviance: The Interactionist Perspective The PhD in public safety focuses on leadership, HS8376 Correlates of Crime Specialization courses: emergency management and preparedness, HS8377 The Penal System: Its Role in the homeland security and terrorism, and security HS8301 Ethics and Social Responsibility U.S. Society management at the local, state, and national HS8601 Contemporary Public Safety Leadership HS847 Applied/Clinical Sociology levels. Doctoral-level course work based on HS8602 Theories of Leadership HS9984 * Doctoral Comprehensive Examination I Capella’s scholar-practitioner philosophy prepares HS8605 Race and Culture in American Society HS9985 * Doctoral Comprehensive Examination II learners to understand and apply public safety HS8620 Principles of Organization Theory and HS9996 * Dissertation Research I Practice research and theory to pertinent issues in public HS9997 * Dissertation Research II safety settings. This program also prepares HS8621 Theories of Executive Human Resource Management HS9998 * Dissertation Research III professionals to effectively assess and address HS9999 * Dissertation Research IV the complex issues that surround managing and HS8622 Needs Assessment: Models and Procedures Seven Elective Courses 28 quarter credits leading public safety and emergency services HS8623 Legal Systems, Labor Relations, and Choose any graduate course(s). organizations in the post-9/11 environment. Regulatory Practices Total 120 quarter credits HS8624 Designing Training and Performance Review of this program is pending in the following Solutions states: AL, AZ, FL, GA, KY, VA, WA, and WI. HS8625 Grant Writing The criminal justice specialization previously in the PhD in human services program has been Contact an enrollment counselor for additional HS884 Stress Management in Organizations information regarding this program. transitioned to the PhD in public safety program. HS9984 * Doctoral Comprehensive Examination I Learners currently enrolled in the PhD in human HS9985 * Doctoral Comprehensive Examination II services criminal justice specialization have the HS9996 * Dissertation Research I option of moving to the public safety program or remaining in the human services program. HS9997 * Dissertation Research II HS9998 * Dissertation Research III Continued HS9999 * Dissertation Research IV Six Elective Courses 24 quarter credits Choose any graduate course(s). * Denotes courses that have required prerequisite(s). Total 120 quarter credits Refer to the course descriptions for further detail. CAPELLA UNIVERSITY ADDENDUM 5

Emergency Management Master of Science (MS) in Specialization courses: HS5600 Public Safety Organizational Leadership In the emergency management PhD specialization, Public Safety learners examine the dynamic nature of critical HS5601 Personal Leadership Development incidents and disaster management theory, HS5602 Leadership and Human Resource The Master of Science in public safety provides Management research, and scholarship. Doctoral-level courses focused explorations of topics and issues within HS5610 Accounting and Finance in Public Safety based on Capella’s scholar-practitioner the fields of public safety leadership, emergency Organizations philosophy emphasize the significance of management, or criminal justice in a range of HS5611 Managing Training and Performance effective critical incident management and public safety settings. The curriculum prepares Improvement prepare learners to become leaders in this learners to think critically when assessing and HS5991 * Integrative Project for Public Safety emerging discipline. Courses include case studies addressing the complex issues of managing and Learners of Chemical, Biological, Radiological/Nuclear and leading public safety and emergency services Three Elective Courses 12 quarter credits Explosive (CBRNE) incidents, the National organizations in the post-9/11 environment. The Choose any graduate course(s). Incident Management System (NIMS), and critical MS public safety program, based on Capella’s Total 48 quarter credits incident stress management. Upon successful practitioner-scholar philosophy, focuses on completion of this specialization, graduates leadership, emergency management and demonstrate the skills necessary to establish preparedness, homeland security and terrorism, leadership or managerial careers within a public and security management at the local, state, and Criminal Justice safety organization or the emergency national levels. Successful graduates of this The MS specialization in criminal justice prepares management field. program are prepared for careers in law learners to understand and effectively address Residency Requirement(s): enforcement, criminal justice, corrections, the complex issues surrounding criminal behavior. Three one-week residential colloquia sessions probation and parole, fire services, emergency This specialization supports learners who are related to time and program credit completion. management, 9-1-1 emergency communications, currently caseworkers, probation and parole Twenty-five Emergency Medical Services (EMS), and other officers, juvenile specialists, law enforcement Required Courses 100 quarter credits protective and corporate security professions. professionals, and federal government agents as Core courses: they advance their careers in corrections, criminal HS8002 Advanced Research in Adult Human justice, or the judicial system. The criminal justice Development and Behavior Review of this program is pending in the following curriculum emphasizes acquisition of knowledge, HS8300 Diversity in the Workplace states: AL, AZ, FL, GA, KY, VA, WA, and WI. Contact an enrollment counselor for additional leadership, and research that prepares learners to HS8106 Epistemology of Practice Knowledge information regarding this program. facilitate positive changes in criminal justice fields. HS8100 * Fundamentals of Social Science Nine Required Courses 36 quarter credits Research Core courses: HS8111 * Quantitative Research Methods in the HS5002 Survey of Research in Human Human Services Public Safety Leadership Development and Behavior HS8112 * Advanced Qualitative Research The public safety leadership MS specialization HS834 Ethnic and Cultural Awareness Methods focuses on leadership and theory relevant to the HS5006 Survey of Research Methodology HS8113 * Advanced Study in Research Methods fields of law enforcement, criminal justice, corrections, probation and parole, fire services, Specialization courses: Specialization courses: emergency management, 9-1-1 emergency HS8101 Social Change and Public Policy HS8301 Ethics and Social Responsibility communications, Emergency Medical Services HS8211 Practice of Probation, Parole, and HS8601 Contemporary Public Safety Leadership (EMS), and other protective and corporate Community Corrections HS8602 Theories of Leadership security professions. This specialization teaches HS8212 History of the Juvenile Criminal Justice HS8605 Race and Culture in American Society learners to think critically and broadly when System HS8620 Principles of Organization Theory and assessing and addressing the complex issues of HS827 Juvenile Delinquency Practice management and leadership. The public safety HS867 Intervention with Compulsive and HS8622 Needs Assessment: Models and program, based on Capella’s practitioner-scholar Addictive Behaviors Procedures philosophy, focuses on leadership, emergency HS5991 * Integrative Project for Public Safety HS8625 Grant Writing management and preparedness, homeland Learners HS8630 Critical Incident Stress security and terrorism, and security management Three Elective Courses 12 quarter credits HS8631 Case Studies in Critical Incident at the local, state, and national levels. Successful Choose any graduate course(s). Management completion of this specialization prepares Total 48 quarter credits HS8632 Philosophy and Practice of Disaster Preparedness master’s learners for careers in law enforcement, HS8633 Advanced National Incident criminal justice, corrections, probation and The criminal justice specialization has previously Management Systems parole, fire services, emergency management, 9-1-1 emergency communications, EMS, and been part of the Master of Science in human HS884 Stress Management in Organizations services degree program. Beginning in April 2007, HS9984 * Doctoral Comprehensive Examination I other protective and corporate security the criminal justice specialization will be part of HS9985 * Doctoral Comprehensive Examination II professions. the new Master of Science in public safety degree program. Learners currently enrolled in the MS in HS9996 * Dissertation Research I Nine Required Courses 36 quarter credits human services criminal justice specialization may Core courses: HS9997 * Dissertation Research II transfer into the public safety program or HS9998 * Dissertation Research III HS5002 Survey of Research in Human complete their original program specialization. Development and Behavior HS9999 * Dissertation Research IV HS5006 Survey of Research Methodology Five Elective Courses 20 quarter credits HS834 Ethnic and Cultural Awareness Choose any graduate course(s). Continued Total 120 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. CAPELLA UNIVERSITY ADDENDUM 6

Emergency Management Page 111 - Graduate Course Descriptions TS8004 - IT Research and Practice (4 quarter credits). Learners in this course focus on research The emergency management specialization The following revised and new course descriptions and practice that address the technical provides learners with a breadth of critical have been added. foundations of IT. Topics include a wide range of incident management knowledge. This technologies, processes, and methods with specialization is intended for professionals and School of Business and Technology Courses particular emphasis on emerging technologies others who wish to expand their knowledge in OM8022 - Survey of Applied Research Methods and concepts. Learners compare quantitative and the emerging discipline of disaster management. (4 quarter credits). This course is a general qualitative methodologies and identify the Specific courses focus on disaster preparedness, overview of different approaches to research research methodologies commonly used in response, recovery, and mitigation, critical methodology for doctoral-level research. Learners information technology research. This course infrastructure risk assessment, and management investigate quantitative, qualitative, and mixed prepares PhD learners for doctoral research of critical incidents via the National Incident methodology approaches to rigorous scholarly related to IT literature and theory. Cannot be Management System (NIMS). Successful inquiry in their field. The course emphasizes fulfilled by transfer. graduates of this specialization are prepared to reliability, validity, dependability and ethical manage and lead public safety organizations considerations for developing dissertation TS8306 - Advances in Information Technology within a critical incident setting or an emergency designs. Learners analyze the relevance and (4 quarter credits). This course introduces learners management organization. appropriateness of specific research to advances in areas of information technology, Nine Required Courses 36 quarter credits methodologies for use in their dissertation. including enterprise-wide systems, data Core courses: Prerequisite(s): OM7080 and OM8021. Available warehouses, and network-based applications. HS5002 Survey of Research in Human online only. Cannot be fulfilled by transfer. Learners may choose to focus on one of the Development and Behavior OM8021 prerequisite does not apply to PhD in following areas of concentration: decision support HS5006 Survey of Research Methodology IT learners. systems, human-computer interaction, information HS834 Ethnic and Cultural Awareness security, computer networking, and database OM8025 - Advanced Qualitative Research systems. Cannot be fulfilled by transfer. Specialization courses: (4 quarter credits). Learners in this course HS5600 Public Safety Organizational Leadership investigate qualitative inquiry and the methods TS8940 - IT Consulting Practice Seminar HS5620 Critical Incident Stress Management appropriate for organization research designs and (4 quarter credits). In this seminar, learners HS5621 Disaster Management data analysis. Topics include data collection and examine the project management and contracting skills necessary to become an effective IT HS5622 National Incident Management Systems bounding, data analysis and coding, and drawing consultant. Course topics include organizational HS5623 Critical Infrastructure Risk Assessment, and verifying conclusions from data. Evaluation, and Analysis Prerequisite(s): OM7080, OM8021, and assessment, planning, execution, and HS5991 * Integrative Project for Public Safety OM8022. Available online only. Cannot be measurement. Prerequisite(s): Completion of Learners fulfilled by transfer. OM8021 prerequisite does program core courses. Available online only. Three Elective Courses 12 quarter credits not apply to PhD in IT learners. Cannot be fulfilled by transfer. Choose any graduate course(s). OM8027 - Survey Research Methodology TS8950 - Teaching Practice Seminar in IT Total 48 quarter credits (4 quarter credits). Learners in this course Education (4 quarter credits). This seminar covers concentrate on the competencies, skills, and the practice fundamentals learners need to techniques required to conduct successful data prepare themselves for a career in information gathering and analysis. The course provides technology education. Learners examine syllabus learners with the opportunity to learn and apply and course development, online and classroom the skills required to construct survey questions instruction, and the fundamentals of human and items, structure questionnaires and interview development in the classroom. Prerequisite(s): schedules, understand and utilize scaling Completion of program core courses. Available techniques, develop and select the most effective online only. Cannot be fulfilled by transfer. administration techniques, develop the most TS8951 - Survey of Research Literature in IT appropriate sampling frames, and apply the most Education (4 quarter credits). Learners in this powerful statistical analysis. Upon completion of doctoral seminar review IT research literature that this course, learners are prepared to utilize this focuses on studies related to improving the methodology to conduct scholarly and effectiveness of information technology organizational research. Prerequisite(s): OM7080, instruction, developing information technology OM8021, and OM8022. Available online only. curricula and courses, and using information Cannot be fulfilled by transfer. OM8021 technology in the classroom. Course content prerequisite does not apply to PhD in IT learners. emphasizes information technology education and OM8028 - Survey of Research Literature in includes computer science, computer engineering, Management Education (4 quarter credits). and other related disciplines. Cannot be fulfilled Learners in this course review management by transfer. literature, focusing on research related to improving the effectiveness of management Continued instruction and developing management curricula and courses. The course focuses specifically on management education but also explores topics in leadership, business, and other related disciplines. Cannot be fulfilled by transfer.

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. CAPELLA UNIVERSITY ADDENDUM 7

TS8998 - Special Topics in Information TS9998 - Dissertation Research III (4 quarter effective enrollment management strategies. Technology (4 quarter credits). This course credits). Learners conduct a research project that Topics include analyzing current and future trends provides learners with the opportunity to engage is consistent with the terms and conditions of the in technology and the impact of databases and in an in-depth study of a specialized IT area. approved proposal. To complete this course, developing strategies for using technology Theory, research, and practice are constructed to learners must complete the collection and analysis effectively to manage enrollment. focus on specific subject matter using the special of data and be prepared to write the final drafts of ED7609 - Enrollment Management topics course format. Appropriate course topics their dissertation chapters. Grading for this course Communications and Marketing Strategies and address an area of study that complement is S/NS. Prerequisite(s): TS9997. Cannot be Issues (4 quarter credits). This course provides learners’ past experience and learning objectives. fulfilled by transfer. learners with an understanding of the purpose and The results of the study must exhibit a graduate- impact of targeted communications and marketing level mastery of the topic area. TS9999 - Dissertation Research IV (4 quarter credits). Learners prepare the final dissertation for strategies for enrollment management. Learners TS9984 - Doctoral Comprehensive Examination I review and approval by the committee. Successful analyze institutionally based communications and (4 quarter credits). Learners examine the key completion of the dissertation conference with the marketing documents and prepare a plan to components of the comprehensive examination. mentor and committee is required. Once learners improve marketing for higher education The course includes an overview of the pass the dissertation conference, they prepare the institutions. comprehensive examination process, the dissertation for publication. Grading for this ED7611 - Strategic Enrollment Management university’s expectations of academic honesty and course is S/NS. Prerequisite(s): TS9998. Cannot Planning (4 quarter credits). This course integrity, the four core themes of the examination, be fulfilled by transfer. introduces learners to essential concepts of and the evaluation criteria. Course requirements strategic planning for higher education, including include completion of the overview, a preliminary environmental scanning, data collection and conference call with the courseroom mentor, and analysis, quantifying annual and long-term goals, development of a schedule for the timed School of Education Courses developing enrollment management strategies, examination. Grading for this course is S/NS. and developing and implementing action plans. Prerequisite(s): Completion of all required and ED7601 - Higher Education Enrollment Learners create a strategic enrollment plan and elective course work with a GPA of 3.0 or better. Management (4 quarter credits). This course explore ways to incorporate it into the institution’s Completion of practicum courses, if applicable, provides a comprehensive overview of enrollment overall strategic plan. Course topics include prior to starting comprehensive examination management strategies, essential theories, and building institutional support for a strategic courses. Fulfillment of all residency best practices. The course focuses on fundamental enrollment management plan and mobilizing requirements. Cannot be fulfilled by transfer. concepts, techniques, and practices used in successful enrollment management programs. human and financial resources. This is the TS9985 - Doctoral Comprehensive Examination II Topics include analyzing higher education capstone course for the enrollment management (4 quarter credits). Learners develop one recruitment and choice processes from a specialization and includes the project required for comprehensive examination question to address marketing perspective, exploring current trends the master’s degree. Prerequisite(s): ED7601, the learner-chosen core theme while the and applying tools related to financial assistance ED7603, ED7605, ED7607, and ED7609. courseroom mentor provides three questions and scholarship to real-world recruitment addressing the remaining core themes. Learners situations, evaluating current recruitment practices write answers to the comprehensive examination in a recruitment marketing plan, and integrating questions that are evaluated by readers using leadership and management theories. School of Human Services Courses analytical point-scale scoring rubrics. Upon passing the written examination, learners ED7603 - Essentials of Effective Retention in HS5600 - Public Safety Organizational complete the comprehensive examination final Higher Education (4 quarter credits). This course Leadership (4 quarter credits). Learners in this conference call and are eligible to enroll in the first provides learners with a comprehensive overview course examine the strategic development and dissertation course. Grading for this course is of the fundamentals and best practices of effective direction of public safety leadership within S/NS. Prerequisite(s): TS9984. Cannot be student retention in higher education. Learners policing, law enforcement, fire suppression, fulfilled by transfer. analyze and interpret a significant body of research emergency management, and emergency medical on student retention and apply this knowledge to response in the United States, as well as TS9996 - Dissertation Research I (4 quarter the development and management of an contemporary challenges outside the scope of credits). Learners nominate and gain school institutionally based retention plan. public and private security and national defense. approval of their dissertation committee and The course focuses on components of public create and gain mentor approval of the preliminary ED7605 - Technology Applications to Enrollment safety such as risk assessment, preparedness, draft of the dissertation proposal. Learners also Management (4 quarter credits). In this course, prevention, and response in an all-hazards complete IRB training through online CITI learners explore basic concepts in higher environment. Topics include the role of the public modules. Grading for this course is S/NS. education enrollment management technology, safety leader, the need for the integration of Prerequisite(s): TS9985. Cannot be fulfilled by focusing on effective technologies for managing functions in the traditional public safety agencies, transfer. enrollment in colleges and universities. Learners and threats ranging from potential bio-terror develop an understanding of current technologies attacks to natural disasters. TS9997 - Dissertation Research II (4 quarter used in recruitment and retention, and synthesize credits). Learners prepare and submit the IRB and apply emerging technologies to the field of HS5601 - Personal Leadership Development application, conduct field tests as required and enrollment management. (4 quarter credits). This course examines the approved by the committee, and complete learners’ personal leadership attributes, development of the final proposal. To complete ED7607 - Financial Assistance and Enrollment characteristics, and behaviors. Personal leadership this course, learners must schedule and pass the (4 quarter credits). In this course, learners explore skills are examined in the context of the type and proposal completion conference with the mentor financial assistance and its role in student level of the organization. A variety of leadership and committee. Grading for this course is S/NS. recruitment and retention and act as practitioners, practices and their applications are evaluated. Prerequisite(s): TS9996. Cannot be fulfilled by synthesizing knowledge acquired from other Learners who take HS5601 may not also earn transfer. courses while using financial assistance principles credit for the equivalent course, OM5116. and policies. The course focuses on applying financial assistance principles and regulations to Continued CAPELLA UNIVERSITY ADDENDUM 8

HS5602 - Leadership and Human Resource HS5622 - National Incident Management changes in social attitudes, practices, policies, and Management (4 quarter credits). This course Systems (4 quarter credits). In this course, concepts such as transparency, diversity, and focuses on organizational planning, staff learners examine the fragmented structure of inclusion within public safety organizations. acquisition, and team development, which public safety agencies, emerging threats to public HS8620 - Principles of Organization Theory and includes assigning project roles, responsibilities, safety, and the formation and development of the Practice (4 quarter credits). This course examines and reporting relationships, staffing, motivation, National Incident Management System (NIMS) and developments in organization theory, exploring leadership, team development, and conflict Incident Command System (ICS). Course topics organizations as rational, natural and open resolution. Learners gain an understanding of the include chemical, biological, radiological/nuclear, systems. The course prepares PhD learners to processes required to make effective use of and explosive (CBRNE) incidents and threats, and synthesize and integrate organizational theory. people and resources on a project. The a variety of integrated best practices and Learners who take HS8620 may not also earn relationship between human resource standards for handling weapons of mass credit for the equivalent course, OM8010. management and project management are destruction (WMD) and protecting critical Cannot be fulfilled by transfer. explored along with how it relates to the project infrastructures. life cycle. Techniques are covered regarding HS8621 - Theories of Executive Human Resource HS5623 - Critical Infrastructure Risk Assessment, interfacing with project stakeholders, designing Management (4 quarter credits). This doctoral Evaluation, and Analysis (4 quarter credits). The effective organizational structures, dealing with seminar course explores current trends in human post-9/11 environment demands awareness and conflict on projects, communication, and resource research and the numerous theories of analysis of our critical resources and infrastructure. managing stress. Practical self-assessment human resource management. Research articles Learners in this course examine the Homeland exercises are used to determine learners’ compare and contrast theories for their impact on Security National Priorities and National communication, conflict resolution, and leadership the human asset management of the organization. Preparedness standards and how they can be used styles in addition to power orientation, personality Learners who take HS8621 may not also earn to conduct risk assessments, evaluations, and type, and motivation to manage. Learners who credit for the equivalent course, OM8201. analyses of critical national infrastructure. take HS5602 may not also earn credit for the Cannot be fulfilled by transfer. equivalent course, TS5526. HS5991 - Integrative Project for Public Safety HS8622 - Needs Assessment: Models and Learners (4 quarter credits). In this course, HS5610 - Accounting and Finance in Public Procedures (4 quarter credits). This course learners demonstrate proficiency in their area of Safety Organizations (4 quarter credits). This surveys a variety of needs assessment models and specialization by applying learning from required, course is a survey of the elements of financial procedures that practitioners may use to diagnose specialization, and elective courses to complete an accounting and ways the activities of organizations the causes of workplace performance problems. analysis of an organization or system, or the design are influenced by accounting measurement. The As key outcomes, learners are able to design and of a new application in their professional field. For emphasis of the course is on becoming good develop needs assessment instruments, collect, learners in public safety specializations only. consumers, rather than producers, of financial and then diagnose data in order to differentiate information. Course topics and assignments HS8301- Ethics and Social Responsibility between a workplace performance issue that reinforce and demonstrate the implications of (4 quarter credits). This course examines ethical requires training solutions as opposed to one that accounting choices, especially in public service or behavior in organizations and the role of business requires another, more appropriate, non-training government-funded organizations. in society. Learners who take HS8301 may not intervention. Learners who take HS8622 may not HS5611 - Managing Training and Performance also earn credit for the equivalent course, also earn credit for the equivalent course, Improvement (4 quarter credits). Internet-based OM7050. ED7641. learning and the emergence of performance HS8601 - Contemporary Public Safety HS8623 - Legal Systems, Labor Relations, and management in the field of human resource Leadership (4 quarter credits). Changing Regulatory Practices (4 quarter credits). This development have added importance, complexity, demographics, globalization, new technologies, doctoral seminar course examines key and increased accountability to the training and terrorism are some of the factors contributing components of domestic and international legal manager role. Participants in this course become to increased demands on public safety agencies systems, labor relations, and regulatory practices more prepared to meet these challenges by and the need for effective leadership at all levels as they relate to organizational structure, business learning to determine priorities, assess needs, within the public safety domain. Learners in this activities, and human capital management. Topics create a mission and goals, develop a budget and course explore emerging issues, challenges, and include law making, enforcement agencies, labor a marketing strategy, plan programs and theoretical assumptions of leadership in a public relations, legal processes, and litigation reduction performance interventions, conduct evaluations, safety field. Learners examine the impact of public and management. Learners who take HS8623 hire and manage personnel, and provide safety paradigms on the ability to lead in an era of may not also earn credit for the equivalent leadership. Learners who take HS5611 may not rapid and constant change. course, OM8204. Cannot be fulfilled by transfer. also earn credit for the equivalent course, ED7674. HS8602 - Theories of Leadership (4 quarter HS8624 - Designing Training and Performance HS5620 - Critical Incident Stress Management credits). This doctoral seminar course explores the Solutions (4 quarter credits). The design of (4 quarter credits). Critical incident stress can be numerous theories of leadership which inform training and performance solutions is both a debilitating to public safety first-responders. This research and practice. Research articles explore systematic and an artful process. Alternative course provides insight into critical incident stress, foundational tenants of leadership theory, creating solutions are often possible. In this context, design Critical Incident Stress Disorder (CISD), Post- a compare and contrast of the theories for their is informed by multiple factors: the needs of the traumatic Stress Disorder (PTSD), and Critical impact on organizations, leaders and followers. learner, the circumstances, the organization, and Incident Stress Management (CISM). The course Learners who take HS8602 may not also earn the experience and savvy of the designer. In this focuses on understanding the consequences of credit for the equivalent course, OM8101. course, learners are exposed to learning theories, unaddressed critical incident stress and examines Cannot be fulfilled by transfer. several instructional and performance design effective stress management strategies. models, and case studies. Learners design HS8605 - Race and Culture in American Society performance solutions by diagnosing the results HS5621 - Disaster Management (4 quarter (4 quarter credits). This course focuses on the credits). Learners in this course examine the of needs assessments, specifying objectives and impact of increased diversity in our communities applying the principles and procedures of learning anatomy of a disaster event, both natural and and the heightened need to understand and intentional. Preparedness, post-disaster response, solution design, selecting appropriate methods, address how racial, ethnic, and cultural pluralism and continuous evaluation. Learners who take recovery, and mitigation are topics central to the affect human behavior. Topics include ways in emerging field of emergency management. HS8624 may not also earn credit for the which public safety organizations must reflect equivalent course, ED7662. CAPELLA UNIVERSITY ADDENDUM 9

HS8625 - Grant Writing (4 quarter credits). Page 174 - State Regulatory Information This course provides a comprehensive overview of The following state regulatory information has grant writing. Learners research and evaluate the been revised and replaces the current catalog types and sources of grant funding, formulate information. strategies for working with grant funders and external stakeholders, and analyze and apply grant writing skills. Course topics include the Washington Higher Education relationship of grant writing to institutional mission Coordinating Board and plans. Learners who take HS8625 may not P. O. Box 43430 also earn credit for the equivalent course, Olympia, WA 98504-3430 ED7800. (360) 753-7800 HS8630 - Critical Incident Stress (4 quarter Capella University is authorized by the Washington credits). Critical incident stress can be debilitating Higher Education Coordinating Board and meets to first responders. Learners in this course analyze the requirements and minimum educational the dynamics of critical incident stress and standards established for degree-granting evaluate psychological and physiological disorders institutions under the Degree Authorization Act. such as Critical Incident Stress Disorder (CISD) and This authorization is valid until March 2009 and Post-traumatic Stress Disorder (PTSD). Learners authorizes Capella University to advertise and develop a hypothesis that supports a proposal for recruit for the following degree programs: a comprehensive approach to Critical Incident Bachelor of Science in Business; Master of Stress Management (CISM). Business Administration; Master of Science in Organization and Management; Doctor of HS8631- Case Studies in Critical Incident Philosophy in Organization and Management; Management (4 quarter credits). This course Master of Science in Education, Doctor of focuses on case studies in critical incident Philosophy in Education; Master of Science in management connected with chemical, biological, Human Services; Doctor of Philosophy in Human radiological/nuclear, and explosive (CBRNE) Services; Master of Science in Psychology; Doctor incidents in order to understand best practices in of Philosophy in Psychology; Doctor of emergency event management. Learners evaluate Psychology; Bachelor of Science in Information the National Incident Management System (NIMS) Technology; and Master of Science in Information for its effectiveness during CBRNE events and Technology. Any person desiring information explore topics such as how NIMS could best about the requirements of the Act or the coordinate interagency responses to weapons of applicability of those requirements to the mass destruction (WMD) events. institution may contact the board at P.O. Box 43430, Olympia, WA 98504-3430, (306) 753-7869. HS8632 - Philosophy and Practice of Disaster Preparedness (4 quarter credits). This course focuses on examining natural and intentional disasters and integrating the philosophical paradigms of disaster management with best practice. Topics include analysis of the philosophy, Correction: On pages 81, 85, 86, 89, 105, 107, history, and practices of disaster management and and 174, note that the e-mail address for the preparedness, post-disaster response, recovery, Washington Office of the Superintendent of and mitigation. Public Instruction is incorrect. It should be www.profed.edu. HS8633 - Advanced National Incident Management Systems (4 quarter credits). In this course, learners study the development and effectiveness of the National Incident Management System (NIMS) from its inception to its current state. Topics include examining integrated best practices, standards, and techniques critical to successfully managing national emergencies and leading the successful implementation of a national standard of practice for emergency response.