2006 - 2007

UNIVERSITY CATALOG

Volume 06-07, No. 1 • July 2006 2006 University Catalog

Volume 06-07, No. 1 July 2006

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

© 2006 Capella University. All rights reserved. 2 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Welcome to Capella University ...... 5 Petition for Credit ...... 21 Table of Contents About Capella University ...... 6 Petition for Credit for Undergraduate Learners Mission Statement ...... 6 Petition for Credit for Graduate Learners Educational Philosophy ...... 6 Description of Credit Awarded ...... 22 University History ...... 6 Disability Accommodation ...... 22 Affirmative Action ...... 6 Discrimination, Harassment, and Assault . .22 Ownership of University ...... 6 Dissertation Publishing ...... 22 Institutional Accreditations ...... 6 Doctoral Learners—Continuous Enrollment During Comprehensive Examination and General Overview ...... 7 Dissertaion Courses ...... 23 Academic Program Options ...... 7 Drug and Alcohol Policy ...... 23 Course Formats ...... 7 Dismissal from the University Policy . . . . . 23 Academic Residencies ...... 7 Grading Policies ...... 24 Capella's Commitment to Grading Learner Success ...... 7 Imcomplete Grades Learner Services ...... 7 Repeating Courses Computer Requirements ...... 9 Appealing a Grade Grade Value Summary Admissions Policies ...... 10 Graduation Requirements and Admissions Requirements ...... 10 Commencement ...... 27 Admissions Components ...... 11 Undergraduate Academic Honors Admissions Decisions ...... 11 Application to Graduate Offer of Admission Application to Receive Certificate Full Admission Commencement Conditional Admission Intellectual Property ...... 27 Denial of Admission Interlibrary Loan ...... 28 International Applicants Overdue Books Readiness Assessment ...... 12 Book Recalls Equal Opportunity and Nondiscrimination .12 Learner Code of Conduct ...... 29 Credit for Prior Learning ...... 12 Learner Grievance ...... 29 Transfer of Credit ...... 13 For Arizona Learners Credit Earned at Other Institutions For Arkansas Learners Maximum Transfer Credit For Florida Learners Undergraduate Credit For Georgia Learners Graduate Credit For Ohio Learners Appeal of Transfer Credit Evaluation For Wisconsin Learners Transfer Credit Exceptions Leave of Absence ...... 30 Application of Capella Credits ...... 14 Medical Leave of Absence Truth in Information ...... 14 Military Leave of Absence Academic and Other National Emergency Leave of Absence University Policies ...... 15 Limitations of Registrations with Academic Calendar ...... 15 a Single Faculty Member ...... 31 Academic Freedom ...... 16 Multiple Degree Program Enrollments . . . .31 Academic Honesty ...... 16 Professional Licensure and Certification . . .31 Academic or Education Records Research at Capella University ...... 31 (Privacy and Record Retention) ...... 16 Residencies ...... 32 Definition of an Education Record School of Education and School of Right to Inspect and Review Business and Technology Colloquia Right to Request Amendment School of Human Services Colloquia Disclosure of Personally Identifiable Harold Abel School of Psychology Information Academic Residencies External Requests Attendance Requirements and Retention of Education Records Cancellation Fees ...... 33 Complaints Regarding FERPA Retention of Learner Work Products Official Transcripts and Grading Records ...... 34 Access to Learning Resources ...... 18 Satisfactory Academic Progress ...... 34 Courseroom Access Undergraduate Programs Library and iGuide Access Graduate Programs Change of Program ...... 18 Five Stages of Academic Probation Change of Degree Program Doctoral Learners Change of Specialization Registration in Continuation Courses, Change of Certificate Program Federal Financial Aid, and Consensual Relationships ...... 19 Satisfactory Academic Progress Contact Information for Learners ...... 19 Maximum Time to Completion Course Drop ...... 19 Transcripts ...... 35 Course Withdrawl ...... 19 Transferability of Capella Credits ...... 35 Course Registration ...... 20 Financial Aid ...... 36 Course Formats ...... 20 Satisfactory Academic Progress Online Courses Policy for Financial Aid ...... 36 Directed Study Courses Scholarships ...... 36 Course Load ...... 21 Veterans’ Educational Benefits ...... 36 Credit for Prior Learning ...... 21 Nationally Recognized Examination Programs ACE Recommended Credits 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 3

Tuition and Fees ...... 37 School of Business and Technology Table of Contents, Tuition and Fees ...... 38 Degree Programs ...... 70 continued BS, MBA, MS, and Certificate Tuition Doctor of Philosophy (PhD) in Organization PhD Tuition and Management Specializations ...... 70 HASOP PhD and PsyD Tuition Human Resource Management Tuition for Continuation Courses Information Technology Management Reduced Tuition for Advanced Leadership Doctoral Learners General

Employer Reimbursement Master of Science (MS) in Organization OF CONTENTS TABLE Special Business Office Hold and Management Specializations ...... 71 Tuition Refunds ...... 39 Human Resource Management Refund Procedure for Financial Aid Information Technology Management Recipients ...... 39 Leadership Tuition Refund Schedules ...... 39 General Florida Residents Refund Policy Master of Science (MS) in Information Georgia Residents Refund Policy Technology Specializations ...... 73 Wisconsin Residents Refund Policy General Information Technology Residency Tuition and Fees ...... 40 Information Security Residency Cancellation Fee Network Architecture and Design Other Fees ...... 40 Project Management and Leadership Application Fees System Design and Programming Petition for Credit Fee Master of Business Administration Graduation Fee ...... 40 (MBA) Specializations ...... 75 General Accounting Capella University School of Finance Undergraduate Studies ...... 43 Health Care Management About the School of Information Technology Management Undergraduate Studies ...... 44 Marketing Mission Statement ...... 44 Project Management Undergraduate Degree Programs ...... 44 Graduate Certificates ...... 77 Bachelor of Science (BS) in Business Human Resource Management Bachelor of Science (BS) in Information Technology Management Information Technology Leadership General Education Requirements ...... 44 Professional Project Management Information Security Professional School of Undergraduate Studies School of Education ...... 79 Degree Programs ...... 46 Bachelor of Science (BS) About the School of Education ...... 80 in Business Specializations ...... 46 Mission Statement ...... 80 Accounting Degree Programs ...... 80 Business Administration Doctor of Philosophy (PhD) Finance Master of Science (MS) Human Resource Management Certificates Management and Leadership Professional Licensure and Marketing Certification ...... 80 Bachelor of Science (BS) in Information School of Education Technology Specializations ...... 50 Degree Programs ...... 81 General Doctor of Philosophy (PhD) Graphics and Multimedia Specializations ...... 81 Information Assurance and Security Leadership in Educational Administration Network Technology Leadership for Higher Education Project Management Curriculum and Instruction Web Application Development Postsecondary and Adult Education Undergraduate Course Descriptions ...... 55 Instructional Design for Online Learning Training and Performance Improvement Capella University Graduate Schools . . . . .65 K-12 Studies in Education Professional Studies in Education School of Business and Technology ...... 67 Master of Science (MS) About the School of Business Specializations ...... 85 and Technology ...... 68 K-12 Studies in Education Mission Statement ...... 68 (formerly Advanced Classroom Instruction) Degree Programs ...... 68 Curriculum and Instruction Doctor of Philosophy (PhD) Reading and Literacy Master of Science (MS) in Leadership in Educational Administration Organization and Management Leadership for Higher Education Master of Science (MS) in Enrollment Management InformationTechnology Postsecondary and Adult Education Master of Business Administration (MBA) Instructional Design for Online Learning Certificates Training and Performance Improvement Professional Studies in Education Certificates ...... 89 Leadership in Educational Administration Post-master’s Certificate Post-master’s Certificate in College Teaching 4 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Human Services ...... 91 Academic Residencies ...... 108 Table of Contents, About the School of Human Services . . . . .92 MS and PhD Residential Colloquia continued Mission Statement ...... 92 Clinical and Counseling Year-in-Residence School Psychology Year-in-Residence Degree Programs ...... 92 Schedules for 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 Field Training Requirements Degree Programs ...... 93 Graduate Course Descriptions ...... 111 Doctor of Philosophy (PhD) School of Education Specializations ...... 93 Courses ...... 111 General Human Services Writing Courses ...... 116 Criminal Justice School of Human Services Counseling Studies Courses ...... 113 Health Care Administration Management of Nonprofit Agencies Graduate Writing Courses ...... 124 Social and Community Services Residency Courses ...... 129 Master of Science (MS) Specializations . . .95 School of Business and Technology General Human Services MBA Courses ...... 129 Criminal Justice Master’s Organization and Counseling Studies Management Courses ...... 133 Health Care Administration Graduate Writing Courses ...... 134 Management of Nonprofit Agencies Doctoral Organization and Social and Community Services Management Courses ...... 134 Marital, Couple, and Family Colloquia and Residencies ...... 138 Counseling/Therapy Harold Abel School of Psychology Mental Health Counseling Graduate Writing Courses ...... 138 Clinical Experience Certificates ...... 97 Courses ...... 138 Addictions Counseling Colloquia ...... 147 Criminal Justice Clinical Psychology Diversity Studies Year-in-Residence ...... 148 Health Care Administration Counseling Psychology Management of Nonprofit Agencies Year-in-Residence ...... 149 Marriage and Family Services School Psychology Professional Counseling Year-in-Residence ...... 150 Social and Community Services School of Business and Technology Harold Abel School of Psychology ...... 99 MS Information Technology Courses .151 About the Harold Abel School Colloquia and Residencies ...... 155 of Psychology ...... 100 Governance ...... 156 Mission Statement ...... 100 Administration ...... 156 Harold Abel School of Psychology Board of Directors ...... 156 Degree Programs ...... 100 School Directories ...... 157 Doctor of Psychology (PsyD) School of Undergraduate Studies Doctor of Philosophy (PhD) School of Business and Technology Master of Science (MS) School of Education Certificate School of Human Services Professional Licensure and Certification . .100 Harold Abel School of Psychology Harold Abel School of Psychology Faculty ...... 159 Degree Programs ...... 102 School of Undergraduate Studies ...... 159 Doctor of Psychology (PsyD) School of Business and Technology . . . . .161 Specializations ...... 102 MBA Coaches ...... 164 Clinical Psychology School of Education ...... 165 Counseling Psychology School of Human Resources ...... 169 Doctor of Philosophy (PhD) Harold Abel School of Psychology ...... 171 Specializations ...... 103 Learner Support ...... 173 General Psychology Industrial/Organizational Psychology State Regulatory Information ...... 174 Educational Psychology Rights to Change Requirements ...... 174 Master of Science (MS) Specializations . .104 Clinical Psychology Counseling Psychology School Psychology Specialist Certificate in School Psychology General Psychology Industrial/Organizational Psychology Educational Psychology Sport Psychology Certificate ...... 107 Specialist Certificate in School Psychology 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 5

A Message from the President Welcome to Capella University

Initially, many of our learners choose Capella University because it is an accredited, online university in which a 24/7 class “schedule” allows adults 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 Capella University Library services in collaboration with Johns Hopkins University.

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 • www.capella.edu

About Capella University

Mission Statement distance-learning institution. Mr. Shank A major milestone achieved during his The mission of Capella University is to observed that adults were underserved presidency occurred in 2003, when 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 four- maximize their personal and working adults due to employment and 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 challenging, and relevant learning of Business and Technology in addition from 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 Capella University is an affirmative scholar-practitioners through learning as founding president and academic action employer. that incorporates both theoretical leader 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 academic accreditation. In 1997, during by Capella Education Company, a their level — as reflective-practitioners at the presidency of Dr. Bruce Francis, Minnesota corporation. the baccalaureate level, as practitioner- Capella achieved accreditation by scholars at the master’s level, and as The Higher Learning Commission Institutional Accreditations scholar-practitioners at the doctoral and became a member of the North Capella University is accredited by level. Capella University faculty are Central Association of Colleges and The Higher Learning Commission and themselves scholar-practitioners or as Schools. a member of the North Central appropriate, practitioner-scholars. They Association of Colleges and Schools Capella University, initially named guide and facilitate learner growth and (NCA), 30 N. LaSalle Street, Suite 2400, The Graduate School of America development through dissemination Chicago, IL 60602-5204, (312) 263-0456, (TGSA), offered master’s and doctoral of knowledge and the formation of www.ncahigherlearningcommission.org. learning communities. They promote degree programs in management, active learning and they model what it education, and human services. Two means to be scholar-practitioners and years after accreditation, TGSA became life-long learners. Capella’s philosophy Capella University and went on to also emphasizes collaboration: learners establish the Schools of Business, with their peers and learners with Education, Human Services, Psychology, faculty. Learners and faculty reflect and Technology. Today, Capella together on their experiences, build University offers certificates and and apply knowledge, participate in bachelor’s, master’s, and doctoral communities of learning, and make degrees across five schools. theoretical and practical contributions In 2001, Dr. Michael Offerman, formerly in their fields. a leader within the University of Wisconsin system, became president of Capella University History University. During Dr. Offerman’s In 1992, Stephen Shank, former CEO tenure, Capella has made learner of Tonka Corporation, provided the success the strategic initiative for the vision, leadership, and a portion of the university by emphasizing academic initial funding for the incorporation of a program quality as well as academic advising and learner support services. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 7

General Overview

Academic Program Options Capella’s Commitment to dedicated to assisting learners in that Capella University offers graduate Learner Success program’s specializations. Advisors certificates, the Bachelor of Science (BS), Capella University is committed to communicate with learners on an GENERAL OVERVIEW Master of Science (MS), Master of helping learners succeed. To that end, ongoing basis, providing academic and Business Administration (MBA), Doctor the university has developed a unique personal strategies and support, of Philosophy (PhD), and Doctor of combination of course work and support clarifying university procedures, Psychology (PsyD). services intended to facilitate a strong tracking and discussing academic start for learners. New learners can progress, and providing information Course Formats expect the following support: about any changes that may affect Courses are offered online and in • Online Orientation. learners. A list of advisors by school and degree program can be found on directed study formats. Designated • An outstanding FirstCourse that sets iGuide under Advising & Academic directed study courses are available only the stage for the rest of the learner’s Support – Meet the Advisors. to doctoral learners in the Schools of program. Business and Technology, Education, • For questions or concerns regarding • Learner Success Lab. In this lab, and Human Services. Directed study registration, courses, access, financial learners receive the information and courses, in which learners work one-to- aid, billing, or technical problems that guidance they need to be successful one with a faculty tutor, are offered are not answered on iGuide, learner and connect to the Capella community. quarterly. Additional details and support associates are available to Learners are introduced to key requirements related to these course assist learners at 1-888-CAPELLA university policies and resources that formats can be found in the Academic (227-3552), option 2, or by e-mailing will help them successfully navigate and Other University Policies section of Learner Support at their degree program. Learner Success this catalog or on iGuide. [email protected]. Labs are facilitated by learner success • Peer Support – The goal of the peer Academic Residencies coordinators who are experienced in providing new learners with the support area is to increase learner All doctoral programs, clinically-focused information and guidance they need connections and networking through master’s programs, and some post- to get off to a great start. online peer-to-peer community master’s certificate programs require building initiatives. Peer Support staff learners to attend academic residencies, Learner Services are responsible for monitoring and either colloquia or the year-in-residence, For day-to-day needs, Capella’s learner developing online learner discussion offered in various locations. Academic support services are available online boards, researching online community residencies provide opportunities for through iGuide, via e-mail, and through building initiatives, coordinating the learners to become familiar with Capella toll-free calls within the United States. development of online communities, University’s resources, to learn research and collaborating with other university • iGuide – iGuide allows learners to methodologies, and to prepare for departments to create and improve access Capella’s services in one navigating the comprehensive online networking tools. examination and dissertation processes. convenient place. Learners can register for classes, apply for financial • Academic Records – Academic It is through these face-to-face encounters assistance, view an unofficial Records maintains the records of that learners further participate in transcript, and access a variety of other learners as they progress through Capella’s learning community by convenient services including the their courses and degree programs networking and discussing course work, university Learner Handbook. iGuide at Capella University. Its mission is to projects, and research issues with other can be found at www.capella.edu. provide confidential, accurate learners and faculty. Capella believes that academic records. Learners may • Advisors – Advisors help learners the sense of community developed request official transcripts and view make a successful transition into their during residential colloquia will endure and print their unofficial transcripts program at Capella and to serve as an throughout the program and become an any time through the Records and ongoing source of support throughout essential part of a successful learner Transcripts section on iGuide. their education at Capella. Advisors experience. Additional details regarding include academic advisors and learner • Alumni Center – Alumni benefit from residency content and requirements can support associates. Advisors are networking opportunities, professional be found on iGuide. assigned by degree program and are employment information and career 8 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

General Overview, continued

services, an alumni newsletter, alumni and alumni in their field. For more learner accounts for tuition, employer grants, discounted courses, selected use information about resources and reimbursement, and financial aid of library resources, and the opportunity services, visit the Career Center on disbursements. For questions about for free attendance at education iGuide and use the “Ask a Career statements or billing, call Learner industry trade shows where Capella is Counselor” e-mail feature to connect Support at 1-888-CAPELLA (227-3552), exhibiting. Further information on the with a counselor. option 2, or e-mail learnersupport@ Alumni Center can be found on iGuide. • Disability Services – Capella University capella.edu. • Bookstore – Textbooks and software recognizes and fulfills its obligations • Library – Capella University has may be purchased through the under the Americans with Disabilities collaborated with the Sheridan Library bookstore, accessible through iGuide. Act (ADA) of 1990, the Rehabilitation System at Johns Hopkins University to • Armed Forces Support Services – Act of 1973, and similar state laws. provide a full range of academic library Capella University has a large Capella University is committed to resources and services in an online population of learners who are providing reasonable accommodations environment. The Capella University affiliated with the armed forces. to qualified disabled learners in Library Web site provides access to Capella recognizes that these learners university programs and activities. thousands of full-text articles, citations, often face unique challenges as they Learners can get more information abstracts, technical reports, and pursue higher education. Capella by e-mailing disabilityservices@ electronic books (e-books). Learners University provides support services to capella.edu. may also request books, copies of help armed forces learners overcome • Enrollment Services – Capella articles, and other resources held the challenges of deployments, TDY University’s enrollment services team by university libraries nation wide. missions, and frequent moves. Capella assists prospective learners from the In addition, Capella reference also provides a military leave of point of initial inquiry through the librarians are available to assist learners absence for those learners who application, admissions, and and faculty with research questions, to experience an interruption in their enrollment phases. Call 1-888-CAPELLA help learners use library databases program due to their military (227-3552), option 3 for assistance. effectively, and to teach learners to successfully navigate the library Web commitments. To learn more about • Faculty Mentor – Doctoral learners site. The library is accessible through these support services, e-mail the work with a faculty mentor who assists iGuide’s Advising and Resources armed forces liaison at them in the development and section. Learners may contact a [email protected]. completion of the comprehensive reference librarian by sending an • Career Center – Career Center services examination and dissertation. The e-mail to [email protected] are designed to help learners successfully faculty mentor also advises learners or by calling 1-888-375-8221. Please navigate the career planning and on course selection, success strategies, see Capella’s Interlibrary Loan policy development process as they pursue and professional issues. Mentor in the Academic and Other University and complete their degrees. While the biographies can be found on iGuide, Policies section of this catalog or on Career Center does not guarantee Advising and Resources. iGuide. employment upon degree completion • Financial Aid – Financial aid • Writing Program – To help learners or provide placement services, it does counselors help learners explore all improve their written communication provide career counseling, job search options for financing their education. skills, Capella offers a variety of writing advising, and career management The Capella online financial aid center resources. These include writing courses, support to all learners. The Career is the best source of information for online tutoring, and an array of Center staff interacts with learners via federal loans, veteran’s benefits, special guidelines and references in the Writing e-mail and telephone to assist with aid programs, and employer tuition Program section of the Academic career-related activities such as resume, reimbursement. See the Finances Success Center on iGuide. The writing CV, and cover letter development, section on iGuide for more information, program also offers face-to-face writing interview preparation, effective job call Learner Support at 1-888-CAPELLA instruction at colloquia in writing- search implementation, and career (227-3552), option 2, or e-mail focused sessions and one-on-one advancement efforts. iGuide Career [email protected]. Center resources are helpful to consultations with writing faculty in • Learner Accounts – The learner learners in gathering occupational the Mobile Writing Center. accounts team is responsible for information and trends, accessing job ensuring accurate, timely billing of postings, and networking with learners 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 9

Computer Requirements

Please 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 AntiVirusTM software, Microsoft® Office, Visio®, and Project for the nominal 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 7 Flash Player 7 Java 1.4.2 Java 1.4.2 Peripherals Video card and monitor display capable of Video card and monitor display capable of 800x600 pixel resolution 1024x768 pixel resolution Speakers Sound card * Specific courses or programs may have additional requirements. * Pop-up blockers will impede the ability to use Capella’s online resources. ** Capella University provides Computer Check-up, a learner tool for verifying and correcting browser settings, including plug-ins.

PC+ Minimum Recommended Processor 1GHz 2 GHz Operating System Windows® 2000 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 (10.3) OS X (10.4) RAM 256 MB 512 MB Browser ++ Firefox 1.0 or better Firefox 1.0 or better (only 1 needed) Netscape 7.0 Netscape 7.0 and higher 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 is 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 • www.capella.edu

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. The most current policy information is available on iGuide.

Minimum cumulative Capella grade point average degree (on a 4.0 scale) Minimum level of education completed Admissions requirements BS High school diploma None Applicants must be at least 24 years of age. This age or equivalent 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 Admission to the accounting specialization requires a College/University by a U.S. Department of Education-recognized accrediting fundamental understanding of accounting principles. agency, OR an internationally recognized institution. Applicants must meet one or more of the following requirements: 1. Have completed at least eight quarter hour credits of upper-level undergraduate accounting course work with a grade of “B” or better; 2. Have earned an undergraduate degree in accounting from a regionally accredited or internationally recognized institution. 3. Have completed at least four quarter hour credits of graduate accounting course work with a grade of “B” or better. 4. Have passed the CPA or CMA examination.

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 specialist certificate in leadership in educational accrediting agency, OR an internationally recognized administration must have three years of licensed institution. teaching experience. 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 • www.capella.edu CAPELLA UNIVERSITY 11

Admissions Components Applicants to Capella University use the online application tool, eAdmissions. Through eAdmissions, applicants pay the application fee(s) and provide demographic information, professional history, academic history, and a goal statement. ADMISSIONS POLICIES Additional materials are required as outlined below.

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

Undergraduate ✓✓ ✓ ✓ Studies Business and ✓✓ ✓ MBA with an ✓ Technology accounting specialization 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 matriculate into their program. evidence of English proficiency. Offer of Admission Learners admitted in this category have To demonstrate English proficiency, Once all materials have been received, 60 days from their program start date to applicants are required to submit a a final application decision is made and submit all required documentation and Test of English as a Foreign Language applicants are offered full admission, are allowed to register for their second (TOEFL) score. A TOEFL score of 550 conditional admission, or are denied quarter only upon completion of their or higher on the written exam, a score admission. Applicants receive application. Failure to complete the of 213 on the computerized exam, with notification via e-mail for all conditional application will result in the learner a score of 4.0 or higher on the Test of admission decisions and via mail for full being disenrolled from the university. Written English (TWE), or a score of 79 or higher for those completing the and denied admission decisions. Denial of Admission Internet-based testing is required for The Admissions Committee has the Full Admission admission. The applicant is offered admission to authority to recommend to a school’s the school. All admission requirements dean that an applicant be denied International applicants residing have been met at time of decision. This admission to the school. In the event of outside the United States, Canada, offer of admission is valid for 90 days. denial of admission, the applicant has Guam, Puerto Rico, or the Virgin Failure to start the program within that the right to appeal this decision to the Islands are not eligible for acceptance period may result in rescinding the dean or school designee. into programs requiring supervised offer of admission. clinical internships or practica within International Applicants the Schools of Human Services and Conditional Admission International applicants must have Psychology. Applicants who have not submitted all attended an internationally recognized required admission materials may be institution. Applicants for whom English granted conditional admission and is not a first language must provide 12 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Admissions Policies, continued

Readiness Assessment, college/university GPA of 2.0 or higher activities and programs. The university Undergraduate Learners (on a 4.0 scale) will not be allowed to supports federal and state legislation Undergraduate learners entering the register for courses after the first that prohibits discrimination against any university with 23 or more quarter quarter until they successfully person based on race, color, creed, credits of successfully completed prior demonstrate both basic writing and religion, sex, national origin, age, college/university course work and a basic mathematical competency through marital status, disability, sexual cumulative college/university GPA of 2.0 one of the means outlined above. orientation, or status with regard to or higher (on a 4.0 scale) are assumed public assistance. Harassment is a type As a secondary means of ensuring that to possess the writing and mathematical of discrimination and is, therefore, undergraduate learners are prepared to competency necessary to succeed in a prohibited. undertake their field of study, Capella Capella bachelor’s degree program. requires that all undergraduate learners Further, it is the university’s policy to Undergraduate learners not meeting initiate their study in FirstCourse. assure equal opportunity to all persons the above criteria are required to Capella’s goal within FirstCourse is to with disabilities, disabled veterans, and demonstrate basic writing and identify areas of support that learners veterans of the Vietnam era. The mathematical competency through may require to best ensure their success university complies with Title IX of the one of the following: in its programs, and to ensure that Education Amendments of 1972, Titles Writing competency learners are prepared to continue their VI and VII of the Civil Rights Act of 1.Submit official college or university studies. Learners who do not successfully 1964 and regulations, Section 504 of transcripts prior to matriculation complete FirstCourse (earning a grade the Rehabilitation Act of 1973, and the documenting the successful of “F”) are not allowed to continue in Americans with Disabilities Act of 1990. completion of an approved college- their academic program and will be level writing course with an earned disenrolled from the university. Such Credit for Prior Learning grade of “C” or better. learners are ineligible to re-enroll in Capella University recognizes the fact 2.Submit a CLEP® test score report prior any program at the university for one that significant and meaningful learning to matriculation, documenting a calendar year. occurs throughout a learner’s life and passing score of 50 on the CLEP in a variety of contexts. The university English composition examination. Graduate Learners awards credit for learning that has 3.Successfully complete a non-credit Capella requires that all graduate been achieved outside of the university writing lab at Capella during the first learners initiate their study in classroom through the following quarter of enrollment. FirstCourse. Capella’s goal within the processes: nationally recognized graduate FirstCourse is to identify areas examination programs; American Mathematics competency of support that learners may require to Council on Education (ACE) 1.Submit official college or university best ensure their success in its programs recommended credits for military transcripts prior to matriculation and to ensure that learners are prepared training, corporate training, and documenting the successful to continue their studies. Learners who business related certifications; and completion of an approved college do not successfully complete FirstCourse petition for credit. level mathematics course with an (earning a grade of “F”) are not allowed The total number of credits awarded earned grade of “C” or better. to continue in their academic program toward a Capella master’s degree 2.Submit a CLEP test score report prior and will be disenrolled from the through transfer and petition cannot to matriculation, documenting a university. Such learners are ineligible exceed 20 credits. The total number of passing score of 50 on the CLEP to re-enroll in any program at the credits awarded toward a Capella MBA mathematics examination. university for one calendar year. degree through transfer and petition 3.Successfully complete a non-credit Equal Opportunity and cannot exceed 15 credits. mathematics lab at Capella during Nondiscrimination the first quarter of enrollment. The total number of credits awarded Capella University prohibits and will not toward a Capella bachelor’s degree Learners entering the university without tolerate discriminatory practices and through the transfer process, national 23 or more quarter credits of successfully pledges to seek out and minimize all examinations, ACE recommended completed prior college/university forms of discrimination in all of its credits, and petition for credit cannot course work and a cumulative exceed 75% of the total degree credit 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 13

requirements. At least 25% of the total Maximum Transfer Credit Harold Abel School of Psychology degree credit requirements must be The following information provides Applicants to the Harold Abel School earned through the completion of guidance on the maximum number of of Psychology with previous graduate upper-division Capella courses. For credits that can be transferred into a course work from institutions meeting ADMISSIONS POLICIES more details, please see Credit for degree program at Capella University. Capella’s qualifications for transfer Prior Learning under the Academic and credit as defined above may transfer a Undergraduate Credit Other University Policies section. maximum of 15 quarter credits toward a Applicants with previous undergraduate master’s or PsyD, and up to a maximum course work from institutions meeting Transfer of Credit of 50 quarter credits toward a PhD. Only Capella’s qualifications for transfer Credit Earned at Other Institutions course work completed with a grade of credit as defined above may only be All transcripts received from regionally “B” (or equivalent) or better will be awarded transfer credit for course accredited or internationally recognized evaluated for transfer credit. work completed with a grade of “C” institutions will be reviewed as part of (or equivalent) or better. Transfer credit articulation or alliance the admissions process. Capella will agreements approved by the university review and may accept the transfer of Learners must complete a minimum of president may provide exceptions to credit from some non-regionally 50% of their upper-division courses at these maximum transfer credit accredited institutions or programs Capella University. guidelines. with alternate national, professional, or Only three quarter credit hours of specialized accreditation recognized by Appeal of Transfer Credit Evaluation physical education will be accepted the U.S. Secretary of Education, the Applicants and learners have the right for transfer credit. Council for Higher Education to appeal their transfer credit evaluation Accreditation (CHEA), or by the Graduate Credit to the manager of the Office of Council on Postsecondary Accreditation Schools of Business and Technology, Admissions. If not resolved, the incident (COPA)/Commission on Recognition of Education, and Human Services will be forwarded to the Office of the Postsecondary Accreditation (CORPA). Applicants with previous graduate Registrar for consideration. All decisions course work from institutions meeting rendered by the registrar are final. Transfer credit from a non-regionally Capella’s qualifications for transfer accredited institution or program will Transfer Credit Exceptions credit as defined above may transfer up be reviewed on an individual basis. Developmental, vocational, or remedial to a maximum of 12 quarter credits course work will not be accepted for To be considered for transfer credit, toward a master’s degree or MBA and transfer credit. course work must be from an institution up to a maximum of 48 quarter credits or program that received accreditation toward a PhD. Only course work Credits from prior learning assessment prior to the student’s separation from completed with a grade of “B” (or issued by other universities such as the institution. Transfer credit will be equivalent) or better will be evaluated petition for credit courses, portfolio considered if an institution or program for transfer credit. assessments, or credit by exam will not had provisional accreditation at the time be accepted for transfer credit. School of Education applicants to the that the learner separated from the leadership in educational administration Courses taken at other institutions will institution. post-master’s certificate program with not be accepted for transfer credit to Capella reserves the right to limit the previous post-master’s course work Capella certificate programs, except for number of courses transferred toward from institutions meeting Capella’s the School of Education’s leadership in specific degree requirements. qualifications for transfer credit as educational administration post-master’s defined above may transfer up to 12 certificate program. International transfer credits will be quarter credits toward the post-master’s reviewed by a third party evaluator for In order to maintain currency and certificate. Only course work completed a review of their equivalency to U.S. quality in Capella’s academic programs, with a grade of “B” (or equivalent) or courses or degrees. Both an official courses that were completed prior to better will be evaluated for transfer credit. transcript (or equivalent) and a 10 years from the date of application will diploma, if a degree has been awarded, not be accepted for transfer credit to the must be submitted for the evaluation Harold Abel School of Psychology. to be conducted. 14 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Admissions Policies, continued

Application of Capella Credits any of the course credits earned toward Learners may apply previously earned that degree toward a second master’s Capella course credits toward a new degree, even if they meet requirements Capella certificate, specialization, or for the second master’s degree. Course degree. During the admission process, credits earned toward a Capella master’s course credits previously earned at degree may be applied to a subsequent Capella will be evaluated for applicability doctoral degree provided that the to a new certificate, specialization, courses fulfill specific requirements for or degree. the doctoral degree. Applying credits earned at Capella as a Applying credits earned at Capella as a non-degree learner: Learners may apply doctoral learner: Doctoral degree course credits from no more than three learners changing their specialization Capella courses taken as a non-degree or degree may apply previously earned learner to a certificate or degree. Capella graduate course credits to their new specialization or degree, provided Applying credits earned at Capella as a that the courses fulfill specific certificate learner: Course credits earned requirements for the new specialization toward a Capella certificate may be or degree. However, learners who have applied to a subsequent degree, completed a Capella doctoral degree provided that the courses fulfill may not apply any of the course credits requirements for the degree. However, earned toward that degree to a second learners who have completed a doctoral degree or specialization, even if certificate may not apply course credits they meet requirements for the second earned toward that certificate to a doctoral degree or specialization. second certificate, even if they meet requirements for the second certificate. Truth in Information Applying credits earned at Capella as a If unexplained discrepancies appear bachelor’s learner: Bachelor’s degree between statements or documents learners changing their specialization provided to Capella University as a part may apply previously earned Capella of admissions materials and information undergraduate course credits to their otherwise obtained, applicants may be new undergraduate specialization rejected for admission, admission may be provided that the courses fulfill specific revoked, or learners may be disenrolled. requirements for the new specialization. However, learners who have completed a Capella bachelor’s degree may not apply any of the course credits earned toward that degree to a second bachelor’s degree, even if they meet requirements for the second bachelor’s degree. Applying credits earned at Capella as a master’s learner: Master’s degree learners changing their specialization may apply previously earned Capella graduate course credits to their new specialization provided that the courses fulfill specific requirements for the new specialization. However, learners who have completed a Capella master’s degree may not apply 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 15

Academic and Other University Policies

ACADEMIC CALENDAR (EXCLUDING MBA PROGRAM)

SUMMER QUARTER 2006 FALL QUARTER 2006 ACADEMIC DEADLINES July August September October November December Course Registration Starts 4/17/06 4/17/06 4/17/06 7/13/06 7/13/06 7/13/06 Quarterly and Monthly Start Courses Begin 7/10/06 8/7/06 9/5/06 10/2/06 11/6/06 12/4/06 Last Day to Register Without a Late Registration Fee 9/22/06 10/27/06 11/24/06 Quarterly and Monthly Start Registration Ends 7/12/06 8/9/06 9/7/06 10/4/06 11/8/06 12/6/06 Last Day to Drop Course Without “W” 7/21/06 8/18/06 9/16/06 10/13/06 11/17/06 12/15/06 ACADEMIC AND OTHER UNIVERSITY POLICIES Midquarter Courses Begin 8/14/06 Midquarter Course Registration Ends 8/16/06 Last Day to Drop Midquarter 8/25/06 Course Without “W” Last Date to Withdraw 50th calendar day for 10-week courses From a Course 25th calendar day for 5-week courses End of Quarter 9/15/06 10/13/06 11/10/06 12/8/06 1/12/07 2/9/07

FINANCIAL DEADLINES Last Day to Drop Quarter and Monthly Start Courses with 100% Refund 7/14/06 8/11/06 9/9/06 10/6/06 11/10/06 12/8/06 Last Day to Drop Quarter and Monthly Start Courses with 75% Refund 7/21/06 8/18/06 9/16/06 10/13/06 11/17/06 12/15/06 Last Day to Drop Midquarter Course with 100% Refund 8/18/06 Last Day to Withdraw From Midquarter Course with 75% Refund 8/25/06

MBA ACADEMIC CALENDAR SUMMER QUARTER 2006 FALL QUARTER 2006 ACADEMIC DEADLINES July August September October November Course Registration Starts 4/17/06 4/17/06 4/17/06 7/13/06 7/13/06 Quarterly and Monthly Start Courses Begin 7/10/06 8/21/06 9/5/06 10/2/06 11/13/06 Last Day to Register Without a Late Registration Fee 9/22/06 11/3/06 Quarterly and Monthly Start Registration Ends 7/12/06 8/23/06 9/7/06 10/4/06 11/15/06 Last Day to Drop Course Without “W” 7/21/06 9/1/06 9/16/06 10/13/06 11/24/06 Last Date to Withdraw 8/8/06 9/19/06 10/4/06 10/31/06 12/12/06 From a Course End of Quarter 8/18/06 9/29/06 10/13/06 11/10/06 12/22/06

FINANCIAL DEADLINES Last Day to Drop Quarter and Monthly Start Courses with 100% Refund 7/14/06 8/25/06 9/9/06 10/6/06 11/17/06 Last Day to Drop Quarter and Monthly Start Courses with 75% Refund 7/21/06 9/1/06 9/16/06 10/13/06 11/14/06

2006 Holiday Schedule Capella will observe the following holiday schedule in 2006. On these dates the office switchboard will be closed: • New Year’s Day — Observed Monday, January 2, 2006 • Thanksgiving Day — Thursday, November 23, 2006 • Martin Luther King Day — Monday, January 16, 2006 • Day after Thanksgiving — Friday, November 24, 2006 • Memorial Day — Monday, May 29, 2006 • Christmas Eve — Observed Friday, December 22, 2006 • Independence Day — Tuesday, July 4, 2006 • Christmas Day — Monday, December 25, 2006 • Labor Day — Monday, September 4, 2006 16 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

Academic Freedom purchased from a term paper company university advising records, or Capella University is committed to or downloaded from the Internet. financial aid education services provided to the learner. freedom of expression and inquiry, and The Publication Manual of the strives to promote an atmosphere in American Psychological Association c)Official correspondence to or from a which rigorous academic dialogue is (APA) is helpful in assessing what must learner pertaining to his or her maintained, while respect for collegiality, be referenced and how work must be academic progress, advising, financial civility, and diversity is embraced. cited. In order to avoid any instances status, learning disability records, that may be construed as plagiarism, physical disability records, academic Academic Honesty learners should consult this guide to dishonesty records, and disciplinary Learners are expected to be the sole identify the proper citation format. and learner conduct records. authors of their work. Use of another’s Procedures and additional information Education records do not include the ideas must be accompanied by specific regarding academic honesty can be following: citation and reference. In addition, found on iGuide. a)Records relating to a learner that are learners may not submit the same work (1) created or maintained by a for credit in more than one course. The Capella University reserves the right to physician, psychiatrist, psychologist, disciplinary consequences of plagiarism engage a third party agent to investigate or paraprofessional acting in his or and other forms of academic dishonesty and evaluate all materials submitted in her professional capacity or assisting include one or more of the following: fulfillment of course requirements. in a paraprofessional capacity; non-acceptance of work submitted, a (2) used solely in connection with failing grade in the course, written Academic or Education Records (Privacy and Record Retention) providing treatment to learners; and reprimands or other disciplinary action, (3) not disclosed to anyone other and possible dismissal. Similarly, due to Capella University grants learners full than individuals providing such the ease of accessing information via the rights as provided by the Family treatment, so long as the records can Internet and the integration of learning Educational Rights and Privacy Act of be personally reviewed by a physician concepts with practical application, 1974 (FERPA). FERPA protects learners’ or other appropriate professional of Capella University extends the concept privacy and provides learners with the the learner’s choice. “Treatment” in of academic integrity to include issues of right to inspect and review their this context does not include copyright and trademark violation as education records. Disclosure of rights remedial educational activities or well as misuse or misappropriation of provided by FERPA at Capella University activities that are part of the program company-owned and protected materials. can be found on iGuide. Questions regarding FERPA should be addressed of instruction at the institution. A computer program, marketing plan, to the registrar. b) Institutional records that contain PowerPoint® presentation, course only information related to a learner postings, or other similar forms of work Definition of an Education Record An education record is defined as a after he or she is no longer a learner products written to satisfy a course at the institution, (e.g., information requirement are, like a paper, expected record, electronic or hard copy, that is directly related to a learner and is gathered on the accomplishments of to be the original work of the learner alumni). submitting it. Copying documentation maintained by Capella University or a c)Records relating to individuals who from another learner or from any other party acting for the university. are employed by the institution that source without proper citation is a form At Capella University, education records are made and maintained in the of academic dishonesty, as is deriving a include the following: normal course of business, that are final work product substantially from the a)Documents collected or created related exclusively to individuals in work of another. Learners must assume during the application process their capacity as employees, and that that collaboration in the completion of including but not limited to the are not used for any other purpose. written assignments is prohibited unless university application, professional d) Records and notes of instructional, explicitly permitted by the instructor. history, and transcripts. Learners must acknowledge any supervisory, administrative, and b) Documents collected or created collaboration and its extent in all certain educational personnel that during the course of an academic submitted course work. Learners are are the sole possession of the maker program including but not limited to subject to disciplinary action if they and are not accessible or revealed to transcripts, test scores, grades, submit as their own work a paper any other individual except a 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 17

substitute who performs the duties of forth the reason for disagreeing with • Major field of study (specialization or the individual who makes the records the decision. Additional information concentration). and/or notes on a temporary basis. regarding the hearing procedures • Degree program (BS, MS, MBA, will be provided to learners when Certificate, PhD, PsyD). Right to Inspect and Review notification is provided of the decision • Certificates or degrees received, and Learners have the right to inspect and to deny the request for an amendment dates conferred. review their education records within of the learner’s education records. • Dates of attendance. 45 days of the day the university receives • School affiliation. a request for review. Learners should Disclosure of Personally Identifiable • Class level (freshman, sophomore, submit written requests that identify the Information junior, senior, graduate, or year in record(s) they wish to inspect. The The university shall obtain the learner’s program). ACADEMIC AND OTHER UNIVERSITY POLICIES registrar will make arrangements for written consent before disclosing • Enrollment status (full-time or part-time). access and notify the learners how the personally identifiable information from records may be inspected. If learners a learner’s education records except for: FERPA provides learners the right to have an overdue financial obligation a)Disclosure to school officials with withhold disclosure of their directory to the university or are subject to legitimate educational interests; information. Learners are encouraged disciplinary action, they may inspect and to consider carefully the ramifications b) Directory information. review their education records, but not of withholding directory information. receive a copy of any records or direct School officials are persons employed Without subsequent written consent that a copy of their transcript be sent to by the university in administrative, from the learner, withholding the another person. supervisory, academic or research, or disclosure of directory information will support staff positions, academic prohibit the university from publishing The university is not required to permit advisors, mentors, tutors, persons or the learner’s name in commencement inspection and review of the following companies with whom the university programs, completing employer records: has contracted, persons serving on the verifications, and complying with a)Those portions of a record that contain board of directors, learners serving on other common requests for directory information regarding other learners; an official committee (such as a information. b) Financial information submitted disciplinary or grievance committee), Learners wishing to restrict the by a learner’s parents; or persons assisting other school officials disclosure of their directory information in performing their tasks. School c)Confidential letters and must complete and submit the Directory officials have a legitimate educational recommendations for which learners Information Disclosure form on Learner interest when they need to review have waived their right of access. iGuide. Capella University annually education records in order to fulfill advises learners of this option, and its Right to Request Amendment their professional responsibility. Upon repercussions, as part of its annual Learners have the right to request the request, the university discloses FERPA notification. amendment of their education records education records without consent to where they believe information is officials of other schools in which External Requests inaccurate or misleading. Learners learners seek or intend to enroll. The university maintains a record of seeking amendment of an education external requests for learners’ education Information contained in a learner’s record should write the registrar, clearly records, except for directory information, education record that generally would identifying the part of the record they and of the disposition of the requests. not be considered harmful or an want amended, and specifying why it is The university may disclose education invasion of privacy if disclosed to outside inaccurate or misleading. If the records to authorized agencies and organizations is considered directory university decides not to amend the appropriate institutions as specified in information. Directory information may record as requested by learners, the the FERPA policy found on iGuide. university will notify the learners of the be released without learner consent decision and advise the learners of their upon request by any individual or Retention of Education Records right to a hearing regarding the request agency. Capella University defines Education records may not be destroyed for amendment. Learners whose request directory information as the following: or otherwise disposed of without for amendment is denied following a • Learner name. authorization from the university’s hearing have the right to place in their • State or country of residence. approved records retention schedule education record a statement setting • E-mail address. under the supervision of the registrar. 18 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

The retention schedule provides resources to persons other than Capella at the start of the next academic authorized retention periods for the learners, alumni, faculty, and staff, as quarter. Learners will remain enrolled records they describe and grants described below. in any current courses unless they authorization to dispose of education initiate a course drop or withdrawal Courseroom Access records upon the expiration of the process. That process is governed by the For regulatory, accreditation, and other applicable retention period. Registration and Course Enrollment business purposes, the courseroom may policy. For the purposes of records retention, be accessed and observed by persons information about prospective learners, other than Capella learners, faculty, and For all degree program changes, learners matriculated learners, withdrawn staff. Access to the courseroom will be must apply for admission to the new learners, withdrawn prospective learners, authorized by the vice president of school or program. The application fee and denied applicants will be considered curriculum, assessment, and records is waived for degree program change education records and will be handled only after the review of such a request applications. Learners who are approved accordingly. and the determination that access is for admission to a new school and/or necessary and appropriate, does not program must meet the program Complaints Regarding FERPA infringe on the activities of learners and requirements in effect at the time they Learners have the right to file a faculty, and does not threaten the are admitted to the new program complaint with the U.S. Department of academic integrity of the courseroom. and/or school. Education concerning alleged failures by Although the courseroom is not open to Capella University to comply with the Change of Specialization public access upon demand, it is not a requirements of the Family Educational Learners may apply to change their field private nor confidential domain; neither Rights and Privacy Act (FERPA) of 1974. of study at Capella at any point in their learners nor faculty should assume program studies. A field of study change The name and address of the office that privacy within the courseroom. relates to any change in specialization administers the Family Educational Library and iGuide Access within a program. Learners may not Rights and Privacy Act is: For regulatory, accreditation, and other pursue more than one specialization Family Policy Compliance Office business purposes, access to the Capella concurrently. The change, if accepted, U.S. Department of Education University Library, Learner iGuide, becomes effective at the start of the next 600 Independence Avenue, S.W. Faculty iGuide, and other Capella academic quarter. Learners will remain Washington, DC 20202-4605 learning resources may be granted to enrolled in any current courses unless Official Transcripts and Academic Records persons other than Capella learners, they initiate a course drop or withdrawal Learners may request official transcripts alumni, faculty, and staff. Access to these process. That process is governed by the on iGuide or by calling Learner Support resources will be authorized by the vice Registration and Course Enrollment at 1-888-CAPELLA (227-3552), option 2. president of curriculum, assessment, policy. and records only after the review of such Learners who are approved for a change Learners must submit a written request a request and the determination that in specialization must meet the program for release of their academic record to a access is necessary and appropriate and requirements in effect at the time they third party. Unless otherwise specified, does not threaten the integrity of the are admitted to the new specialization. academic record information released university. to a third-party requestor includes only A change in specialization will warrant a the official transcript, applications for Change of Program new course and credit evaluation (CCE) admission, admission decisions, and the Change of Degree Program and may necessitate a reassignment of final disposition of any disciplinary Learners may apply to change their mentor and/or advisor. Learners will actions, and changes to enrollment status. degree program at Capella University at need to update their degree completion any point in their program studies. A plan (DCP) based on degree completion Access to Learning Resources degree program change relates to any requirements for the new specialization. Capella University recognizes the need change in degree or school (internal Exceptions to this policy may be granted to provide limited access to the online transfer within Capella). Learners may in extenuating circumstances upon the courseroom, the Capella University not pursue more than one Capella recommendation of a school dean. Library, Learner iGuide, Faculty iGuide, degree program concurrently. The and other Capella University learning change, if accepted, becomes effective 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 19

Change of Certificate Program with learners whenever an individual has Course Withdrawal Learners may apply to change their a professional “position of authority” or A learner may withdraw from a course certificate program at any point in their “power differential” with respect to on or after the 13th calendar day of the program studies. A learner may change learners in such matters as teaching a course through the last day to withdraw to a certificate program within the course, facilitating a residential from a course. current school or in a different school. colloquium, or in otherwise evaluating, • The last day to withdraw from a This change, if approved, becomes supervising, mentoring, or advising three-week course is the 15th calendar effective for the learner at the start of learners as part of academic activities. day of the course. the next academic quarter. Learners will A violation of this policy will result in remain enrolled in any current courses • The last day to withdraw from a disciplinary action. Should a consensual unless they initiate a course drop or five-week course is the 25th calendar ACADEMIC AND OTHER UNIVERSITY POLICIES relationship develop, or appear likely to withdrawal process. That process is day of the course. develop, while the faculty member, staff governed by academic policy 04.315 • The last day to withdraw from a person, or administrator is in a position Registration and Course Enrollment. six-week course is the 30th calendar of authority, the individual shall terminate day of the course. For all certificate program changes, the position of authority and disclose learners must apply for admission to the the matter to his or her supervisor. • The last day to withdraw from a new program. The application fee is 10-week course is the 50th calendar Learners who feel that they are being waived for certificate program change day of the course. invited or expected to participate in a applications. Learners who are approved • The last day to withdraw from a relationship in violation of this policy for admission to a certificate program 12-week course is the 60th calendar should immediately report that matter must meet the program requirements in day of the course. to the dean of their school. All reports effect at the time they are admitted to will be promptly investigated and The following consequences will apply to the new certificate program. appropriate action will be taken. No a learner who withdraws from the 13th Learners applying to the School of learners making a good faith report calendar day of the course through the Education leadership in educational will be subject to retaliation. Additional last day to withdraw: administration post-master’s certificate information regarding the policy on • The learner will receive a grade of program will receive new course and consensual relationships can be found “W” for the course. credit evaluations (CCE). All other on iGuide. • The grade of “W” will appear on the certificate program change applicants learner’s transcript. will not receive a new CCE. Contact Information for Learners Learners are responsible for keeping • The grade of “W” does not affect All learners changing their certificate their contact information accurate and grade point average, but course credits program will receive new advisor current. Learner information may be will be included in attempted credits assignments and will need to document updated at any time on iGuide or via when monitoring satisfactory academic new degree completion plans (DCP). Learner Support. The primary form of progress (see Capella’s Satisfactory Academic Progress policy). Consensual Relationships official communication from Capella University is through e-mail. Learners Capella University seeks to maintain a Learners may not withdraw from a are required to maintain active e-mail professional educational environment. course addresses. To ensure receipt of important Actions of faculty members, staff, and • after 11:59 pm Central Time on the communications, learners should make academic administrators that are 60th calendar day of a 12-week course, sure that spam filters are set to receive unprofessional or appear to be • after 11:59 pm Central Time on the e-mail from Capella University. unprofessional are inconsistent with the 50th calendar day of a 10-week course, university’s educational mission. It is Course Drop • after 11:59 pm Central Time on the essential that those in a position of A learner may drop a course during the 30th calendar day of a six-week course, authority or power not abuse, or appear first 12 calendar days of the course • after 11:59 pm Central Time on the to abuse, the authority or power with without academic penalty. A course drop 25th calendar day of a five-week which they are entrusted. during this time does not appear on the course, or Faculty, staff, and administrators shall learner’s transcript and does not affect • after 11:59 pm Central Time on the not engage in consensual relationships grade point average. 15th day of a three-week course. 20 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

Late Course Withdrawal academic policy 04.45 Tuition and Undergraduate Learners If unforeseen extenuating circumstances Fees. Learner who wish to cancel their Undergraduate learners enrolled in require learners to withdraw from their course registration must do so by the twelve or more credits of Capella courses course(s) following the official last day to deadlines outlined in the academic each quarter are considered to be withdraw, learners may petition for a late calendar. Learners canceling, dropping enrolled on a full-time basis. course withdrawal to receive a “W” or withdrawing from their course(s) Undergraduate learners who enroll in (Withdrawal) grade on their academic are encouraged to first refer to six or more but fewer than twelve record for the course(s) provided they academic policy 04.46 Tuition Refunds credits of Capella courses each quarter can document the circumstance that to determine the financial implications are considered to be enrolled on a arose after the stated course withdrawal of their action. half-time basis. deadline. Such requests must be Late Course Registration submitted prior to the end of the term. Course Formats Learners must request permission to No grades can be changed to a “W” for Online Courses register for a course between the end any previous terms. Capella University is committed to of open registration and census day. offering high quality academic Extenuating circumstances may include, Learners may file a late course registration programs. Essential to high quality is but are not limited to, the death of a request with their advisor. If late the necessity of fostering an interactive family member, job-required relocation, registration is approved by the registrar teaching and learning environment. or severe physical injury or illness. or designee and the school, learners will High quality online courses are Documentation of the circumstance be notified of the decision by e-mail and constructed around an interactive must be provided by parties other than enrolled in their course(s). model of communication in which the learner; for example, a death Concurrent Course Registration for faculty and learners actively contribute certificate, a letter from the learner’s Comprehensive Examination and to one another’s learning through supervisor, or a letter from the learner’s Dissertation Learners critical dialogue, integrative learning, physician must accompany the request. Doctoral learners enrolled in collaborative learning, and regular Military learners called to active duty comprehensive examination and faculty feedback regarding learners’ should refer to academic policy 04.325 dissertation courses may only enroll in knowledge acquisition, skill building, Leave of Absence. the courses in the comprehensive and attainment of the intended course In order to be considered for a late examination and dissertation course outcomes. Successful participation in course withdrawal accommodation, sequence. Learners completing an an online course requires active, not learners must have shown ongoing internship or practicum may request passive, participation by learners. participation in the course(s) in an exception from their school to Directed Study Courses question up to the point when they complete their internship or practicum Learners in the doctoral degree need to withdraw. while enrolled in the comprehensive programs in the Schools of Business examination and dissertation course The late course withdrawal process is for and Technology, Education, and sequence. academic purposes only and is limited to Human Services may take a limited modifications to a learner’s transcript. Enrollment Status Based on number of courses in the directed study Academic policy 04.46 Tuition Refunds Course Registration format. Directed study courses allow remains in effect and does not provide Graduate Learners learners to complete courses any financial accommodation for late Graduate learners enrolled in six or independently with support and course withdrawals. more credits of Capella courses each direction from a faculty member. quarter are considered to be enrolled Each school’s academic curriculum lists Course Registration on a full-time basis. Graduate learners program and course requirements, Learners register for courses using who enroll in three or more but fewer including courses that have been online course registration via Learner than six credits of Capella courses each designated as appropriate for directed iGuide. Refer to the current academic quarter are considered to be enrolled study. A list of approved courses and calendar for registration dates and on a half-time basis. Doctoral learners other school-specific information can deadlines. Upon registration, learners enrolled in comprehensive examination be found on each school’s directed agree to pay tuition and fees and dissertation courses will be certified study page on iGuide. to Capella University according to as half-time. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 21

Learners matriculating after July 1, 2003 The total number of credits awarded recommendations. When applicable, are allowed to take up to 25% of their toward a Capella bachelor’s degree these credits will be counted toward Capella course work in the directed through the transfer process, national the completion of general education study format. examinations, ACE recommended requirements. A maximum of 45 credits, and petition for credit cannot examination credits may be applied Directed study is only offered within the exceed 75% of the total degree credit toward a Capella bachelor’s degree. established academic calendar schedule. requirements. At least 25% of the total Learners may only start a directed study ACE Recommended Credits degree credit requirements must be course on the first day of the academic Capella grants credit for learning earned through the completion of quarter. Course learning plans should obtained through military training, upper-division Capella courses. be negotiated before the start of each college-level course work, corporate ACADEMIC AND OTHER UNIVERSITY POLICIES academic quarter to assure the learner Nationally Recognized training programs, and business related maximum calendar time to complete Examination Programs certifications that have been reviewed the course. Course learning plans must 1. Advanced Placement (AP) Exams: and recommended for credit by ACE. be designed so that the learner Scores of 3 or above on AP exams The maximum credit recommended completes the course work no later than are awarded six quarter credits. by ACE will be awarded for all ACE the last day of the academic quarter. When applicable, these credits will reviewed training and course work. be counted toward the completion of Directed study learners must follow general education requirements and Petition for Credit established university policy for enrolling lower-division electives. As a competency-based institution, in, dropping, or withdrawing from their Capella also allows learners to petition directed study course. 2. International Baccalaureate (IB) Exams: Learners who have earned an for credit. Through a detailed petition Course Load IB diploma with composite scores of process, learners must demonstrate that they have mastered the competencies of Learners may not register for more than 30 or higher will be awarded 12 one or more specific Capella courses. three concurrent courses. quarter credits for each higher level exam, and three quarter credit hours If mastery of the competencies is Credit for Prior Learning for each standard level exam. Learners successfully demonstrated, learners are granted credit for the Capella course(s). Capella University recognizes the fact who participated in an IB program but that significant and meaningful learning did not receive an IB diploma, or Petition for Credit for occurs throughout a learner’s life and in received a composite score lower than Undergraduate Learners a variety of contexts. When that learning 30 will be awarded 12 quarter credits Bachelor’s learners may fulfill no more is relevant to the knowledge, skills, and for each higher level exam on which than 30 lower-division credits and 48 competencies to be developed in a they scored 5 or higher. When upper-division credits through the degree program, learners have the applicable, these credits will be petition process. Petitioned credits may opportunity to document their learning counted toward the completion of not be used to fulfill the 60 credits of and be awarded appropriate credit general education requirements. general education requirements. toward the completion of their degree 3. College-Level Examination Program Capella provides bachelor’s learners an program. (CLEP) Exams: Credit will be awarded opportunity to petition for credit based for the successful completion of on evidence of previous learning using Capella University awards credit for CLEP exams as outlined by ACE the following guidelines: learning that has been achieved outside recommendations. When applicable, of the university classroom through the 1. The combination of transferred these credits will be counted toward following three processes: nationally credits and petitioned credits cannot the completion of general education recognized examination programs; exceed 30 lower-division credits and requirements. American Council on Education (ACE) 48 upper-division credits in total. recommended credits for military 4. Defense Activity for Non-Traditional 2. Learners must prepare a separate training, corporate training, and Education Support (DANTES) Exams: petition document for each course business related certifications; and Credit will be awarded for the they are petitioning for credit. successful completion of DANTES petition for credit. 3. The petition for credit processing fee exams as outlined by ACE of $325 per course is non-refundable. 22 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

Petition for Credit for accommodations under the Americans other characteristic protected under Graduate Learners with Disabilities Act (ADA) of 1990, applicable federal, state, or local law. At the graduate level, Capella currently the Rehabilitation Act of 1973, and Discriminatory practices include any grants credit for prior learning for a similar state laws. instances of differential treatment or limited number of courses within the behavior that interferes with learners’ Documentation of the disability is School of Business and Technology. MS full participation in this university required from an appropriate and MBA learners may petition for community. professional, and learners must make a credit as evidence of previous learning written request for accommodations. Harassment – Harassment encompasses using the following guidelines: The university’s ADA coordinator will any behavior that is unwanted resulting 1. The combination of transferred review this information, will seek additional in a hostile environment including credits and petitioned credits cannot information through interactive conduct that has the purpose or effect exceed 20 credits in total for the MS discussion with the learner, and if of interfering with the individual’s programs and 15 credits for the MBA necessary, will evaluate available and academic performance, or of causing program. reasonable accommodations and notify learners to feel intimidated about 2. Learners must prepare a separate faculty of necessary accommodations. expressing their perspectives. petition document for each course Learners who have a disability and would Sexual Harassment – Sexual harassment they are petitioning for credit. like to request reasonable academic is a form of unlawful discrimination and accommodations for the courseroom or 3. The petition for credit processing fee is defined as unwelcome sexual advances, an academic residency should go to of $325 per course is non-refundable. requests for sexual favors, and other iGuide’s Disability Services section for verbal or physical conduct of a sexual Description of Credit Awarded more information. nature that unreasonably interferes with Capella University operates on the Discrimination, Harassment, learners’ academic performance. quarter system so all courses, including and Assault transfer courses, are awarded credit Assault – Assault is the commission of an based on quarter equivalency. Learners Capella University prohibits and will not act with the intent to cause fear in are awarded credit for successful tolerate discriminatory practices or the another of immediate bodily harm or completion of courses at Capella and harassment or assault of any members of death, or the intentional infliction or by transferring course work from some the university community and prohibits attempt to inflict bodily harm upon accredited institutions and programs. all forms of discrimination in its another. Sexual assault is forced sexual Transfer credit is assessed from an activities and programs. Capella activity without the expressed consent official transcript from the transfer University supports federal and state laws of both parties. institution; if the transfer institution which prohibit discrimination against Dissertation Publishing operates on a semester system, the any person because of race, color, credits will be converted by the university religion, national origin, age, sex, Capella University requires all doctoral to quarter credits. There are a maximum disability, sexual orientation, marital learners to publish a dissertation written number of credits that will be accepted status, or status with regard to public in partial fulfillment of their doctorate in transfer by the university; this number assistance. Harassment is a type of degree. The objectives of this policy are to varies by school and degree. Transfer discrimination. Sexual harassment of • Empower the university to disseminate courses assessed to fill requirements learners is prohibited under Title IX of new knowledge and increase the must meet the criteria established by the the Education Amendments of 1972 and availability of learners’ research provost. See Transfer of Credit policy for the Minnesota Human Rights Act. to scholars; Procedures for addressing discrimination, more information. • Provide learners with the opportunity harassment, and assault can be found to publish and understand issues on iGuide. Disability Accommodation associated with publishing, and Capella University is committed to Discrimination – Discrimination is the • Preserve learners’ dissertations extending access to adult learners and segregation or separation of individuals electronically in a secure venue. acknowledges that some adult learners based on race, gender, age, ethnicity, have special accommodation needs. religion, national origin, disability, Capella University recognizes and fulfills sexual orientation, marital status, status its obligation to provide reasonable with regard to public assistance, or any 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 23

Capella shall have perpetual, on their dissertations and to register begun this phase of their program will royalty-free rights: their dissertations with the United be administratively disenrolled from the • To make copies and distribute the States Copyright Office. university. Administratively disenrolled dissertations as part of Capella learners who wish to return to the Doctoral Learners—Continuous University’s normal dissertation university must reapply to their program, Enrollment During Comprehensive must meet the admissions criteria in review process; Examination and Dissertation Courses effect at the time they reapply, and must • To place a copy of the dissertations All doctoral learners are expected to fulfill the program requirements in on Capella University’s Web site or remain continuously enrolled effect at time of their readmission. archived Proquest/UMI; throughout their comprehensive Learners should contact their advisor • To make the dissertations available, examination and dissertation course ACADEMIC AND OTHER UNIVERSITY POLICIES including providing copies to work. However, learners are allowed to with questions about registering for accreditors, regulators, and other register for a single quarter of inactivity their comprehensive examination external groups who ask to review once during this final phase of their courses or dissertation courses, the dissertations; program. registering for a quarter of inactivity during these courses, or initiating the • To do anything else with respect to the Learners who need time off should exception request process. See iGuide dissertations that is required by law, contact their Learner Support advisor. for complete Continuous Enrollment regulation, or accreditors, and Advisors will assist with administrative policy and procedures. • To publish the dissertations subject to details and ensure a successful return learners’ advance approval, which into the process. Doctoral learners Drug and Alcohol Policy shall not be unreasonably withheld who do not register for either a Capella University is committed to or delayed. comprehensive examination course, providing a learning environment free a dissertation course, or a quarter of Capella University strongly encourages of alcohol abuse, illegal use of alcohol inactivity each quarter once they have learners to include a copyright notice

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 atthe 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 Harassmentt 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 24 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

and other illegal drugs, and abuse of and dissertation courses are graded S/NS. directed by the instructor. A grade of prescribed drugs/substances that is The S/NS grading option is not “I” is not awarded quality points and associated with impaired performance. available for learners taking OM8000- is not included in a learner’s GPA. The unlawful possession, use, or level courses. No courses in the School Incompletes are included as attempted distribution of illicit drugs and alcohol of Undergraduate Studies may be taken credits but not as earned credits. by individuals on property owned, with a Satisfactory/Not Satisfactory grade. When a learner completes the final leased, or rented by Capella University, paper or project prior to the stated The university offers online and directed or as part of any of the activities of the deadline, the grade will be changed to study courses. Online courses follow university, is strictly prohibited. The use the appropriate letter grade (“A”, “B”, syllabi while directed study courses of alcohol by learners of drinking age on etc.) and will earn the corresponding follow course learning plans. The property owned, leased, or rented by quality points. If the final paper or university’s grading policy applies to Capella University, or as part of any of project is not completed prior to the both online and directed study courses. the activities of the university, is stated deadline, a learner will be Grades are evaluated against the prohibited, unless part of a university- awarded a final grade of “F.” Refer to instructor’s expectations and defined sponsored event or otherwise approved academic policy 02.715 Incomplete course requirements, which include both in writing by the provost. Conduct in Grades. course participation and assignments. violation of this policy will subject • A grade of “F” is earned for course violators to one or more of the • A grade of “A” is earned for course work that does not meet the instructor’s following sanctions: work that exceeds the instructor’s expectations as described in the • Issuance of a formal warning. expectations as defined in the course course syllabus or course learning syllabus or course learning plan. A • Placement on probationary status. plan. It is also used for learners who grade of “A” earns four quality points had been assigned an “I” but did not • Suspension. toward the learner’s GPA. meet all of the course requirements • Expulsion from the university. • A grade of “B” is earned for course by the end of the following quarter. Capella will report all offenses to the work that meets the instructor’s A grade of “F” earns zero quality appropriate law enforcement authorities. expectations as defined in the course points and affects the learner’s GPA. syllabus or course learning plan. A It counts toward attempted credits but Additional drug and alcohol policy grade of “B” earns three quality points not earned credits. information can be found on iGuide. toward the learner’s GPA. • A grade of “S” (Satisfactory) is earned Grading Policies • A grade of “C” is earned for course for course work that meets the work that minimally meets the instructor’s expectations as defined in Grading instructor’s expectations as defined the course syllabus or course learning Grades are awarded for all courses taken in the course syllabus or course plan for those courses in which the at Capella University. Letter grades are learning plan. A grade of “C” learner has received approval to be the default grading option for most earns two quality points toward the graded on the S/NS scale. The “S” courses. Learners registered for some learner’s GPA. grade is equivalent to a letter grade of courses offered by the Schools of “B” or better. It does not earn quality Business and Technology, Education, • A grade of “D” is earned for points and is not included in the and Human Services may request the undergraduate course work that learner’s GPA. It counts toward Satisfactory/Not Satisfactory grading marginally meets the instructor’s attempted and earned credits. option within 12 calendar days from the expectations as defined in the course course start as an alternative to the letter syllabus or course learning plan. A • A grade of “IS” (Incomplete – S/NS grading scale. Grading scales for each grade of “D” earns one quality point scale) may be assigned by the course are predetermined by the toward the learner’s GPA. The grade instructor if the learner has received school’s administration. Psychology and of “D” is for undergraduate courses approval to be graded on the S/NS information technology degree only and may not be awarded for scale. Final work must be completed programs do not use Satisfactory/Not graduate course work. by the end of the following quarter or Satisfactory grades except in Learner • A grade of “I” (Incomplete) may be earlier, if so directed by the instructor. Success Labs and for the School of assigned by the instructor. Final work A grade of “IS” does not earn quality Psychology, in practicum and internship must be completed by the end of the points and is not included in the courses. All comprehensive examination following quarter or earlier, if so learner’s GPA. It counts toward 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 25

attempted credits but not earned • A grade of “W” (Withdrawal) is • A grade of “VR” (Verified Residency) credits. If the learner completes the assigned when a learner withdraws is assigned for residency courses for final paper or project prior to the from a course after the 12th calendar which learners have met attendance stated deadline the grade will be day of the course and before the last and all other residency requirements. changed to an “S.” If the final paper or day to withdraw without academic A grade of “VR” does not earn project is not completed prior to the penalty as defined in the Course Drop quality points and is not included in stated deadline, the learner will receive policy. the learner’s GPA. A grade of “VR” a final grade of “NS.” • A grade of “HM” (Military Hold) is does not count toward attempted or • A grade of “NS” (Not Satisfactory) is assigned when a learner is called to earned credits. earned for course work that does not active military duty and serves as a Note: The grades of “NC” (No Credit) and meet the instructor’s expectations as placeholder for the learner until he or “NP” (Non-participation) were assigned to ACADEMIC AND OTHER UNIVERSITY POLICIES defined in the syllabus or course she returns to the course. A grade of courses taken prior to April 1, 2003. Grades learning plan for those courses in “HM” is not awarded quality points of “NC” and “NP” do not earn quality which the learner has received and is not included in the learner’s points and are not included in a learner’s approval to be graded on the S/NS GPA. It does not count toward GPA. They count toward attempted credits scale. It is also used for learners who attempted or earned credits. but not earned credits. had been assigned an “IS” but did not • A grade of “HD” (Hold Due to Grades are submitted by the faculty meet all the course requirements by National Emergency) is assigned when within seven calendar days after the the end of the following quarter. A a learner “resides in or is employed in final day of the course. Notification of grade of “NS” does not earn quality an area that is declared a disaster area grades is sent to learners from Learner points and is not included in the by any Federal, State, or local official Support via e-mail within seven learner’s GPA. It counts toward in connection with a national calendar days after they are submitted attempted credits but not earned credits. emergency or suffers direct economic to the university by the instructor. • A grade of “IP” (In Progress) is hardship as a result of …national assigned for doctoral comprehensive emergency.”* A grade of “HD” is not In order to be graded on the S/NS examination, dissertation, and select awarded quality points and is not scale in a course in which such internship and practicum courses included in the learner’s GPA. grading is permitted, learners must when learners require additional It does not count toward attempted notify Capella within the first 12 quarters in which to complete all or earned credits. calendar days of the course. Approval for the alternate grading option is components of the course. A grade of * HEROS Act “IP” does not earn quality points and granted by school administrators. • A grade of “PC” (Petition for Credit) is not included in the learner’s GPA. is assigned when a learner is awarded Incomplete Grades “IP” grades do not count toward credit for learning and competencies A grade of “I” (Incomplete) must be attempted credits or earned credits. gained from previous work or requested by a learner and may be When learners complete all course educational experiences. A grade of granted at the course instructor’s components, the grade will be “PC” does not earn quality points and discretion if he or she agrees that changed to either “S” or “NS” or is not included in the learner’s GPA. unavoidable and unforeseen the appropriate letter grade. It does not count toward attempted circumstances beyond the learner’s • A grade of “NG” (No Grade) is or earned credits and only affects the control prevented timely completion assigned to doctoral comprehensive total credits on the transcript. of the course requirements. The examination, dissertation, and select instructor may choose to grant an • A grade of “T” (Transfer) is assigned internship and practicum courses for Incomplete only if the learner can for courses that are taken at another all continuing course (dash C) complete the remaining assignments institution and are accepted for credit registrations (subsequent to the initial independently outside of the at Capella University. A grade of “T” registration). A grade of “NG” does courseroom. Final work must be does not earn quality points and is not not earn quality points and is not completed by a date determined by included in the learner’s GPA. It does included in the learner’s GPA. It does the instructor, which is no later than not count toward attempted or earned not count toward attempted or earned the end of the following academic credits and only affects the total credits and does not affect the total quarter. A grade of “I” is not awarded credits on the transcript. credits on the transcript. quality points and is not included in a 26 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

learner’s GPA. Incompletes are included repeat a course more than once. For a course to be considered a repeat as attempted credits but not as earned Learners must obtain written approval of of a previous course, the learner must credits. When a learner completes the the exception from the dean of the complete the identical course, as defined final paper/project prior to the stated school or designee prior to registration. by the title and course number. If a deadline, the grade will be changed to While federal financial aid may be used new course has been designated by the the appropriate letter grade (“A,” “B,” to cover the cost of the initial repeat of a school as the original course’s etc., or “S”) and will earn the course, learners approved to repeat a equivalent, it will be considered an corresponding quality points. If the course more than once may not use identical course for purposes of this course work is not completed by the federal financial aid to cover the cost of policy. If a course is discontinued, it will stated deadline, a learner will be the additional course repeats. no longer be possible to repeat the awarded a final grade of “F” or “NS.” course. The school may approve course When a course is repeated, the grade substitutions in lieu of repeating a Learners must request an “I” considered for the credit and GPA course to fulfill graduation requirements (Incomplete) grade no later than the calculations will be the higher of the two for the content area, but the credit and last day of the course. If the instructor grades earned. Each attempt at the GPA computations for both courses will chooses to grant the learner an course will appear on the transcript, and be included in the cumulative statistics. Incomplete, the instructor must submit all attempts will be used to evaluate the an Incomplete Grade Contract. The learner’s completion percentage for Appealing a Grade Incomplete grade contract, located on evaluation of satisfactory academic The assessment of a learner’s academic Faculty iGuide, must be signed by both progress. Only one course attempt will performance is one of the major the learner and instructor and submitted be excluded from the GPA calculation. professional responsibilities of faculty to Academic Records in the Office of the For example, if a learner repeats a members and is solely and properly their Registrar no later than the last day of the course twice, enrolling in the course a responsibility. It is essential for the grading period for the course. total of three times, the two highest standards of the academic programs at course grades of the three will be Capella University and the integrity of The Incomplete Grade Contract should incorporated into the GPA calculation. the degrees conferred by this university contain a list of work products to be that the professional judgments of submitted by the learner by a deadline determined by the instructor. The deadline is not to exceed the end of the GRADE VALUE SUMMARY following academic quarter. When the Counts as Counts as remaining work is completed by the Grading Quality attempted earned Included in Included deadline, the instructor will submit the scale points credits credits total credits in GPA Defaults to final grade via the online grading tool. A 4 YES YES YES YES If the remaining work is not completed B 3 YES YES YES YES by the stated deadline, the Incomplete C 2 YES YES YES YES (“I”) grade will automatically convert to D 1 YES YES YES YES a Failing (“F”) or Non-satisfactory (“NS”) F 0 YES NO NO YES grade, depending upon the learner’s I YES NO NO NO F grading option. S YES YES YES NO Repeating Courses IS YES NO NO NO NS Learners are allowed one opportunity NS YES NO NO NO to repeat a course that they have IP NO NO NO NO completed and for which they have NG NO NO NO NO been assigned a grade. Courses from W YES NO NO NO which learners withdraw and receive a HM NO NO NO NO “W” on their transcript are not HD NO NO NO NO considered completed courses so this PC NO NO YES NO restriction does not apply. In exceptional circumstances, learners may request an T NO NO YES NO exception to this policy in order to VR NO NO NO NO 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 27

faculty members not be subject to In addition to completing all academic on the last day of the month in which pressures or other interference from requirements, learners must also submit the application to graduate was received. any source. the application for graduation, available Learners graduate at the time their on iGuide. degree is conferred, and this conferral Learners may appeal a grade no later date appears on their official transcripts. than 60 days after receipt of the grade Undergraduate Academic Honors that the learner believes is in error as a Capella University seeks to recognize Application to Receive Certificate result of instructor capriciousness. the superior accomplishments of its Certificate learners are eligible to apply learners. Learners at the bachelor’s for their certificates once they are Capricious grading is limited to one level are eligible to graduate with enrolled in the final course(s) required or more of the following criteria: honors based on attaining the following for their program. The application for ACADEMIC AND OTHER UNIVERSITY POLICIES 1. The assignment of a grade to a grade point averages: receipt of the certificate is completed particular learner on some basis online via iGuide. Certificate recipients Graduation with Honor: other than performance in the course. are not eligible to participate in the Cum Laude: 3.500-3.749 2. The assignment of a grade to a commencement ceremony. particular learner by more exacting Graduation with High Honor: Commencement or demanding standards than those Magna Cum Laude: 3.750-3.849 Commencement is the ceremony that applied to other learners in that course. Graduation with Highest Honor: celebrates the awarding of the degree. 3. The assignment of a grade that is a Summa Cum Laude: 3.850 or better Participation in the commencement substantial departure from the faculty ceremony is optional for those who are This distinction will be noted on the member’s established criteria. eligible to participate. Learners who learner’s official transcript at the time plan to participate must complete the Learners who feel that a grade has been the degree is conferred and will also application for graduation, complete assigned capriciously should first confer be on the diploma. Honors will be the application for commencement, with the faculty member. If the problem determined at the time of graduation and order academic regalia to wear cannot be resolved, learners may and will be based solely on academic during the ceremony. For more petition the school. The complete work done at Capella. In order to information on commencement, procedure for appealing a grade and qualify for these honors, the following see the graduation page on iGuide. the Grade Appeal form can be found requirements must be met: on iGuide. • No class taken under “S/NS” option. Intellectual Property Graduation Requirements and • No incompletes. Capella University respects intellectual Commencement • No grade lower than a “C.” property rights, and expects and • No course may be repeated. Graduation requirements are specified requires that Capella University learners in the catalog in effect at the time Application to Graduate do so also. To ensure that faculty, learners matriculate to their degree Undergraduate or master’s learners learners, and Capella University live up programs. The degree completion plan enrolled in their final term’s courses or to this standard, Capella University has (DCP) is completed by learners in doctoral learners approved to register adopted the following policy regarding FirstCourse and outlines the specific for Dissertation Research IV are eligible intellectual property and the use of courses learners plan to take to complete to apply for graduation. The application confidential information in course work: their degree requirements as well as the for graduation is completed online via • Learners will generally continue to quarter in which they plan to take each iGuide. A graduation audit is completed own all of their intellectual property course. Upon completion of all at the time learners apply to graduate. from their course work. This includes, academic requirements, learners are for example, copyrights of written If a learner has completed all academic eligible for graduation. Academic work and patents for inventions. requirements for graduation, the degree requirements include successful There may, however, be exceptions to will be conferred on the last day of the completion of all courses and residency this general principle, which will be month in which all academic requirements stated in the catalog with a addressed on a case-by-case basis requirements have been met. If the cumulative Capella GPA of 3.0 for (e.g., when learners are working on application to graduate is submitted graduate learners and 2.0 for faculty-sponsored research where after the academic requirements have undergraduate learners. participation is contingent upon the been met, the degree will be conferred 28 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

learners assigning certain of their information being disclosed is not the Overdue Books intellectual property rights and/or confidential information of a third All interlibrary loan users will be subject maintaining certain information as a party. Learners should apply for to the following penalties for overdue and trade secret of Capella University or patent protection for any patentable lost interlibrary loan materials: of the faculty member). Further, as set inventions and advise the faculty Calendar Days Penalties and forth in the Dissertation Publishing member to whom information is Overdue Impact section, learners must grant disclosed of the patent application 7 - Fine of $1.00/day begins Capella University limited rights to and the scope thereof. on the seventh calendar day. dissertations. 60 - The material is considered lost. Interlibrary Loans - In addition to the accumulated • In accordance with Capella Capella University Library (CUL) fine, a $60 processing fee will University’s Academic Honesty be assessed on the 60th borrows printed materials from other policy, learners may not violate calendar day. libraries for current Capella University other parties’ rights in connection - Replacement charges as learners, faculty, and staff. with their course work. determined by the lending library will also be assessed. The following items are not available For example, plagiarism or other - Charges will be applied to the forms of copyright infringement through interlibrary loan: learner’s account. are forbidden, as is the disclosure • Required textbooks - Future interlibrary loan of another party’s confidential • Dissertations requests will not be processed. information or trade secrets. • Reference books - Graduation hold applied until • Entire issues or several articles from charges are paid. • To ensure that Capella University the same journal continues to respect learners’ rights, as If a book is returned at any time between • Non-academic related items (such as a matter of policy, Capella University 7 and 60 days after the due date, books on a best seller list or books and faculty members may not and will accumulated charges will be applied to on hobbies) not accept information from learners the learner’s account. All charges are • Media: videos, films, CDs under an obligation of confidentiality. irreversible. Learners are limited to borrowing 25 Types of information that could be Book Recalls interlibrary loan items per quarter. subject to confidentiality requirements On occasion, a lending library will recall include information obtained from an Fulfillment of interlibrary loan requests a book from a Capella learner in order employer, unpatented inventions, submitted by learners outside of the to sufficiently meet demand for materials. and information obtained pursuant to continental United States will be If a book is recalled, the book must be a nondisclosure agreement. handled on a case-by-case basis. Capella returned immediately even if the original Information that is subject to an University Library may provide a table loan period has not yet expired. obligation of confidentiality may not of contents of the book for review and The following penalties will be applied be used in any part of the Capella selection of specific chapters in lieu of for recalled items that are not returned University learning process, including sending the book. but not limited to Web postings, promptly: materials prepared for a course, The loan period is determined by the Calendar Days dissertation work, and comprehensive lending library. Capella University does Following Recall Penalties and Notice Impact examinations. not control the loan period. Books must be returned promptly according to 7 - Fine of $1.00/day begins on • To the degree that applicable laws or the seventh calendar day. specified due dates. The Capella regulations provide for confidentiality, 30 - In addition to the accumulated University Library reserves the right to such as in connection with certain fine, a $60 processing fee will be limit or refuse interlibrary loan service to assessed on the 30th calendar day. learner records and financial aid, learners who repeatedly lose or return - Charges will be applied to the Capella University will abide by such items late. learner’s account. laws or regulations. - Future interlibrary loan requests • Faculty members do not have authority Overdue notices are courtesy notices will not be processed. to modify this policy. Capella University only. Failure to receive overdue notices - Graduation hold applied until charges are paid. therefore recommends that prior to will not be accepted as grounds to cancel 60 - The book is considered lost. disclosing any information to faculty fines. Books that are not returned or renewed by the date due will be assessed - Replacement charges as members, learners ensure that the determined by the lending a fine at the rates listed. library will also be assessed. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 29

If a book is returned at any time perceived as inappropriate, offensive, Capella University does not discriminate between seven and 60 days after the and unfair and must treat all other in its educational or employment recall notice, appropriate charges will university learners, faculty, staff, and programs, policies, practices, or be applied to the learner’s account. administrators with respect at all times. procedures on the basis of race, gender, All charges are irreversible. sexual orientation, color, creed, age, Interfering with University Activities ethnic or national origin, disability, or Additional information on interlibrary Actions that interfere with, obstruct, or veteran status. In addition, harassment loans can be found on iGuide. disrupt university courses, functions, related to any of these areas is prohibited. and activities are prohibited. Learner claims of harassment and/or Learner Code of Conduct Inappropriate, offensive, or irrelevant discrimination are appropriate grounds Capella University is committed to course postings are prohibited. for initiating a grievance. ACADEMIC AND OTHER UNIVERSITY POLICIES providing to its learners a high quality Dishonesty educational experience. Capella faculty Capella University will not subject Learners may not intentionally provide and staff play a primary role in assuring learners to unfair or retaliatory action false information, forge, alter, or falsify a high quality educational experience; as a result of initiating a grievance. university documents. Learners may not learners play a role as well. They are misrepresent their academic record. See iGuide for learner grievance policy responsible for conducting themselves in Learners may not represent the and procedures. a manner guided by respect, collegiality, academic work of others as their own. and honesty. Learner conduct that For Arizona Learners Learners engaging in prohibited infringes on the quality of the educational If a complaint cannot be resolved after conduct will be subject to disciplinary experience is not acceptable; this policy exhausting the institution’s learner action, including, but not limited to describes the types of conduct that are grievance procedure, the learner may course failure, probation, suspension, or unacceptable. file a complaint with the Arizona State expulsion. Such sanctions may lead to Board for Private Postsecondary Prohibited learner conduct includes, additional academic and financial Education, 1400 W. Washington, Room but is not limited to the following: consequences. Learners who are 260, Phoenix, AZ 85007, (602) 542- unable to complete a course as a result Illegal Activities 5709; http://azppse.state.az.us. Learners of disciplinary sanctions, suspension, Learners may not post, transmit, must contact the state board for further or expulsion are not eligible for promote, or distribute content that details. they know is illegal or could reasonably tuition refunds. For Arkansas Learners—School of be expected to know is illegal. Conduct The university reserves the right to Business and Technology, School of that violates federal, state, or local laws immediately suspend a learner accused Undergraduate Studies is prohibited. of violating this policy. This summary If a complaint cannot be resolved after suspension may remain in effect until a Theft exhausting the institution’s learner full investigation and all disciplinary Learners may not post, transmit, grievance procedure, the learner may action involving the allegations has promote, or distribute content that file a complaint with the Arkansas been completed. Notification of such violates copyright or other protected Higher Education Coordinating Board, suspension will be provided to the intellectual property rights. Unauthorized 114 E. Capitol, Little Rock, AR, 72201- learner at the time the sanction is use of university property is prohibited. 3918, (501) 371-2065. Theft or abuse of computer resources is issued. See iGuide for Learner Code prohibited. of Conduct policy procedures and for For Florida Learners more information on summary If a complaint cannot be resolved after Disrespect suspension. exhausting the institution’s learner Learners may not harass, threaten, or grievance procedure, the learner may embarrass others. Learners may not Learner Grievance file a complaint with the Florida post, transmit, promote, or distribute Capella University supports the right of Commission for Independent Education, content that is racially, religiously, or faculty, staff, and learners to a review of 325 W. Gaines St., Suite 1414, ethnically offensive, or that is harmful, decisions made or actions taken that Tallahassee, FL 32301, (850) 245-3200. abusive, vulgar, sexually explicit, or they consider unfair or an impediment Learners must contact the Commission otherwise potentially offensive. Learners to working and/or learning at the for further details. must refrain from behavior that may be university. 30 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

For Georgia Learners Under extreme circumstances, a leave leave of absence for more than 180 If a complaint cannot be resolved after may be granted for reasons other than calendar days in any twelve month period. exhausting the institution’s learner medical conditions, active military duty, Learners are required to provide grievance procedure, the learner may file or a national emergency. documentation from a medical provider a complaint with the Georgia Nonpublic Learners with loan obligations are to certify the learner’s medical leave of Postsecondary Education Commission, advised to contact their lender(s) to absence request. When deemed 2082 E. Exchange Place, Suite 220, discuss their circumstances and loan appropriate by course instructor(s), Tucker, GA 30084-4113, (770) 414-3235. repayment status during their leave Capella will accommodate incomplete Learners must contact the Commission of absence. course(s) for learners granted a medical for further details. leave of absence. General Terms for All Categories of For Ohio Learners—School of Leave of Absence Military Leave of Absence Undergraduate Studies, Master’s During a leave of absence, learners have The Higher Education Relief Programs in the Schools of Education, access to learner support services Opportunities for Students Act of 2003 Human Services, Psychology, and Business (including advising). However, access to provided by the Secretary of Education and Technology (including MBA) academic services (such as academic grants specific waiver authority in If a complaint cannot be resolved after support, the Capella University Library, response to a war, military operation, or exhausting the institution’s learner or mentoring support) are not granted. national emergency. In accordance with grievance procedure, the learner may the act, Capella offers the following file a complaint with the Ohio Board Learners on academic probation per accommodations to learners who of Regents, 30 E. Broad St., 36th Floor, academic policy 02.60 Satisfactory experience a disruption in their program Columbus, OH 43215-3414, Academic Progress at the time of their due to active military service: (614) 466-6000. leave of absence will remain at the same status upon restarting course(s) at the • Learners who experience an For Ohio Certificate Learners conclusion of the leave. interruption in their program due to a If a complaint cannot be resolved after active military service will be offered exhausting the institution’s learner Learners granted a leave of absence who the option of withdrawing (resulting in grievance procedure, the learner may file restart course(s) at the conclusion of a grade of "W") from their course(s) a complaint with the Ohio State Board of the leave will remain under the same or requesting an Incomplete (“I” or Career Colleges and Schools, 35 East Gay catalog that applied at the time the “IS”) grade for course(s) in which they Street, Suite 403, Columbus, OH 43215- leave of absence was granted. were enrolled when called to active 3138, (614) 466-2752. Registration No. 04- If learners do not re-enroll in course(s) duty. Learners who withdraw from 03-1709T. Learners must contact the at the conclusion of their leave, the last their course(s) as a result of active State Board for further details. day of the quarter in which the learner military duty will be offered the option For Wisconsin Learners was enrolled in course(s) is designated of a tuition credit or appropriate If a complaint cannot be resolved after as the last date of attendance. refund for the course(s) they were exhausting the institution’s learner unable to complete. Learners who Medical Leave of Absence grievance procedure, the learner may file request an Incomplete (“I” or “IS”) Learners may request a medical leave a complaint with the Wisconsin grade must get approval from of absence for circumstances protected Educational Approval Board, 30 W. instructor(s) of their course(s) and under the Family Medical Leave Act Mifflin St., 9th Floor, Madison, WI, be able to complete the required (FMLA). Learners must be enrolled in 53707-8896, (608) 266-1354. assignments independently, outside course(s) when requesting a leave of of the courseroom. Learners who Leave of Absence absence. A leave of absence status is not request an Incomplete (“I” or “IS”) granted retroactively. Requests must be Capella learners may request a leave of grade are not issued a tuition credit. made by the close of registration for the absence from their academic program This will appear on the transcript as quarter in which the learner requests when medical conditions, active military an “HM” grade. the leave of absence. The start and end duty, or national emergencies prevent • Learners on leave due to active dates of the leave of absence must their active enrollment and engagement military duty are not required to meet coincide with the start and end of the in their course(s). financial obligations to Capella while quarter. Learners may not request a on approved leave. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 31

• Time spent on leave due to active • Learners on leave due to a national professional practice requires any type military duty does not count towards emergency are not required to meet of licensure or certification, are solely the maximum time for completion financial obligations to Capella while responsible for determining and of the program. on approved leave. complying with state, local, or • Faculty will be flexible and offer • Time spent on leave due to a national professional licensure and certification accommodations to academic emergency does not count toward requirements. These learners are also deadlines for learners on a military the maximum time for completion responsible for taking the steps leave of absence. of the program. necessary to satisfy those requirements. Capella University requires all learners • Capella will provide flexibility and • Faculty will be flexible and offer in these programs to sign the accommodations to administrative accommodations to academic Understanding of the Curriculum form ACADEMIC AND OTHER UNIVERSITY POLICIES deadlines for learners on a military deadlines for learners affected by as part of the admission process in leave of absence. national emergencies. which the learners agree it is their Learners are encouraged to coordinate • Capella will provide flexibility and responsibility to understand and to this process through the Learner accommodations to administrative comply with licensing and certification Support armed forces liaison. deadlines for learners impacted by laws and regulations. Additional national emergencies. information on professional licensure National Emergency Leave of Absence and certification can be found on iGuide. The Department of Education directs Limitations of Registrations with a schools to provide educational and Single Faculty Member State regulations vary regarding course financial accommodations to learners To maximize doctoral learners’ exposure requirements for professional licensure. affected by national emergencies both at to faculty diversity in theory, practice, For assistance with state-mandated the time of the event and upon re- ideas, and values, doctoral learners must course requirements for licensure, enrollment. Capella University provides select at least five different course contact the appropriate school the following accommodations to instructors and may utilize one course representative. learners impacted by a national instructor for no more than five courses. emergency during the academic term: Research at Capella University Multiple Degree Program Enrollments • Learners who experience an Capella University recognizes its interruption in their program due to a Learners may not pursue more than one institutional responsibility to respect and national emergency will be offered the Capella degree program concurrently. protect the rights of individuals involved option of withdrawing (resulting in a Within a degree program, learners may as human participants/subjects in grade of "W") from their course(s) or not pursue more than one specialization research. All learners, faculty, and staff requesting an Incomplete (“I” or “IS”) concurrently. Certificates may be who undertake research studies that grade for course(s) in which they were completed at the same time that learners grow out of their affiliation with the enrolled when effected by the national are enrolled in a degree program. university are required to obtain emergency. Learners who withdraw institutional approval prior to Professional Licensure and undertaking the research. Persons who from their course(s) as a result of a Certification national emergency will be offered the propose research designed to develop or Capella University offers academic option of a tuition credit or contribute to generalizable knowledge programs leading to advanced degrees appropriate refund for the course(s) are expected to submit applications to in a number of fields for which they were unable to complete. their respective schools. professional practice requires licensure Learners who request an Incomplete or certification by state, local, or The university’s Institutional Review (“I” or “IS”) grade must get approval professional boards. Because the Board (IRB) is charged with ensuring from instructor(s) of their course(s) licensing or certification standards that all proposed research involving and be able to complete the required vary, Capella University makes no human participants/subjects or records assignments independently, outside of representation, warranty, or guarantees about them will not expose human the course room. Learners who that successful completion of the course participants/subjects to the risk of request an Incomplete (“I” or “IS”) of study will permit the learner to obtain psychological, social, or physical harm. grade are not issued a tuition credit. licensure or certification. Learners who The IRB process is intended to This will appear on the transcript as an enroll in a Capella University degree safeguard the welfare of the participants/ “HD” grade. program, in a field for which subjects without causing undue 32 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

obstruction to the research. In addition, Track III is completed by doctoral MS Specializations the university’s IRB reviews all requests learners prior to completing 96 credits Master’s learners in the School of to use Capella’s learners, faculty, or staff and before enrolling in comprehensive Human Services mental health as participants in proposed research examination courses. counseling and marital, couple, and studies. To that end, the IRB delegates to family counseling/therapy specializations School of Education each school the authority and complete two six-day residencies, Post-master’s Certificates responsibility to conduct the first review typically offered simultaneously with the School of Education learners in the to determine whether the research colloquia and residencies for doctoral leadership in educational administration application involves the risk of harm. learners in summer and winter only. and college teaching post-master’s Additional information on the IRB can certificates are required to attend one, Harold Abel School of Psychology be found on iGuide. one-week colloquium, Track I. (HASOP) Academic Residencies HASOP Colloquia—All PhD Specializations Residencies School of Human Services Colloquia • Track I—HASOP PhD learners Academic residencies—onsite learning PhD Specializations complete the first colloquium during experiences varying in length and Doctoral learners complete colloquia their first two quarters of enrollment. number according to the specialization— Tracks I, II, and III. are required for all doctoral specializations, some clinically focused master’s specializations, and a post- RESIDENCY REQUIREMENTS master’s certificate program. Academic Residency requirements by program—number of residential experiences required. residencies must be completed at specific points during a learner’s program based YEAR-IN-RESIDENCE on the length of the program or the 6-day 6-day 2-week extended 3-day weekend-in- PROGRAM AND SCHOOL colloquium residency seminar residence number of credits completed. PhD programs, all schools 3 All doctoral learners who matriculate PsyD and PhD learners enrolled July 1, 2005 or later must complete all before January 2004,* Harold Abel School of Psychology 2 10 residency requirements prior to enrolling (Clinical and Counseling in the comprehensive examination courses. specializations only) MS,** Harold Abel School of Depending on their program, learners Psychology (School Psychology 15 enroll in one of two types of residencies: specialization only) colloquia or the year-in-residence. Graduate Certificate,*** Harold Abel School of Psychology (School Psychology 13 School of Education and School of specialization only) Business and Technology Colloquia Graduate Certificates, 1 PhD Specializations School of Education PhD learners in the Schools of Education MS, Harold Abel School of Psychology (Clinical and 3 and Business and Technology are required Counseling specializations only) to attend colloquia Tracks I, II, and III. MS, School of Human Services (Mental Health Counseling, and Track I is taken by doctoral learners Marital, Couple, and Family 2 prior to transferring in and/or Counseling/Therapy specializations only) completing 56 credits. However, all learners are strongly encouraged to * PsyD and PhD clinical and counseling learners enrolled before January 2004 are required to complete complete Track I within the first quarter 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 of enrollment, because this track focuses extended seminar and weekend-in-residence in order to successfully complete the year-in-residence. on critical success skills and provides an ** Harold Abel School of Psychology master's learners in the school psychology specialization are introduction to Capella-specific required to complete Part I of the year-in-residence. This includes the first two-week extended seminar resources, policies, and procedures. and the first five weekends-in-residence. *** Harold Abel School of Psychology post-master's certificate learners in the school psychology Track II is taken when learners have specialization are required to complete Part II of the year-in-residence. This includes the last three completed 57-72 doctoral credits. 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. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 33

• Track II—HASOP PhD learners Attendance Requirements and Attendance Requirements complete the second colloquia Cancellation Fees Learners are required to attend the between 36 and 60 quarter credits of Attendance at Residencies entire residency to have successfully course work. Capella University requires academic completed the residency. Exceptions to • Track III—HASOP PhD learners take residential experiences for learners in all the attendance requirement may be the final colloquium prior to completing of its doctoral programs and for learners granted in cases of emergency, subject to 61 quarter credits of course work. in some master’s programs. These approval by the school’s dean or academic residential experiences allow designee. If an exception is approved, MS Specializations in Clinical and faculty and learners to have face-to-face the learner will be required to complete Counseling Psychology contact, they foster community building, additional assignments to successfully

HASOP master’s learners in the clinical and they provide knowledge and skill complete the residency. ACADEMIC AND OTHER UNIVERSITY POLICIES and counseling specializations complete development that will support continued Residency Registration Cancellation Fees three one-week master’s colloquia. learner success. Learners canceling their residency • Track I—HASOP master’s learners Completion of Residency Requirements registration may be charged a in the clinical and counseling for Master’s Learners cancellation fee or the full tuition of specializations complete this Master’s learners entering July 1, 2005 the residency, depending on when the colloquium during the first two or later are required to complete all of cancellation is made. quarters of enrollment. their residency requirements prior to Timing of Cancellation Tuition • Track II—HASOP master’s learners registering for the final integrative cancellation fee charge in the clinical and counseling project course in their master’s program. 30 + days none none specializations complete this Learners will not be allowed to register in advance colloquium between 30 and 60 quarter for the integrative project course until 8 – 29 days in advance $50 none credits of course work. all residency requirements are fulfilled. 3 – 7 days • Track III—HASOP master’s learners In unusual circumstances an exception in advance $150 none in the clinical and counseling may be granted by the provost, upon 0 – 2 days specializations take this colloquium the recommendation of the dean of in advance none full tuition after completing 61 quarter credits the school. Educational Accommodations for and prior to supervised field training Completion of Residency Requirements Learners with Disabilities (practicum) or the final integrative for Doctoral Learners Capella University is dedicated to project. Doctoral learners entering July 1, 2005 providing accommodations and services or later are required to complete all of to qualified learners with disabilities HASOP Year-in-Residence their residency requirements prior to so that they may achieve their full PsyD Specializations in Clinical and entering the comprehensive examination educational potential. The type of Counseling Psychology and dissertation phases of their doctoral accommodation provided is dependent PsyD learners in the clinical and counseling program. Learners will not be allowed on a learner’s disability and limitations. specializations complete specific year-in- to register for the comprehensive Learners with disabilities who require residence sessions as described in the examination courses until all residency academic accommodations should program requirements and in the requirements are fulfilled. In unusual contact the disabilities coordinator at Residencies section of this catalog. circumstances an exception may be [email protected]. MS and Specialist Certificate granted by the provost, upon the Learners are not charged additional fees Learners in School Psychology recommendation of the dean of the school. for disability accommodations. However, HASOP MS and specialist certificate Tuition the university reserves the right to utilize learners in school psychology complete Tuition is charged separately for each external service agencies to provide the specific year-in-residence sessions as colloquium, extended seminar, and necessary accommodations. Examples described in the program requirements weekend-in-residence (see iGuide for the include, but are not limited to, the and in the Residencies section of this current fee schedule). In addition, following: sign language interpreters, catalog. learners are responsible for the cost of mobility services, and real-time captionists. their travel, accommodations, food, and other expenses associated with residencies. 34 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

Disability Accommodation eligible for federal financial aid for any FirstCourse. Learners who fail to do so Cancellation Fee courses that exceed 150% of the will be considered as failing to achieve A learner who is unable to attend an undergraduate program requirements as satisfactory academic progress, will be event for which accommodations have described in their catalog. placed on academic probation, and may been contracted must cancel these be disenrolled. In the first quarter of attendance, accommodations at least seven calendar undergraduate learners must complete Academic progress is measured four days prior to start of the event. Learners and achieve a grade of C or better in times each academic year. Learners canceling less than seven calendar prior FirstCourse. Learners who fail to do so must meet minimum requirements of to the event will be required to pay all will be considered as failing to achieve both cumulative GPA and total cancellation fees incurred by the satisfactory academic progress, will be attempted credits in order to maintain university in arranging for the service. placed on academic probation, and may satisfactory academic progress. If a Retention of Learner Work Products be disenrolled learner has failed to achieve the standards specified above for the first and Grading Records Graduate Programs quarter of attendance, they will be Learners are strongly advised to retain Graduate learners are required to evaluated to determine whether they all of their course-related work, as well as maintain a cumulative grade point may continue in their academic all faculty correspondence pertaining to average of 3.0 or better and complete a program. If a learner has achieved the final course grades. Should a learner minimum of one (1) out of every two standards for the first quarter of appeal an assigned final course grade it (2) total attempted credits (50% of attendance, academic progress is re- is his or her responsibility to provide cumulative attempted credits). evaluated each subsequent quarter. comprehensive documentation Additionally, graduate learners will not Grades such as “W,” “I,” “NS,” and “NC” supporting his or her claim of be eligible for federal financial aid for are included in the course completion capriciousness, including copies of all any courses that exceed 200% of the rate but do not impact the learner’s relevant course work products and graduate program requirements as GPA. Repeated courses are counted as relevant correspondence. Archived described in their catalog. attempted credits; only the higher grade courseroom materials will be available to In the first quarter of attendance, will factor into the GPA. learners for one quarter after the end of graduate learners must complete and the course. See the Retention of Learner With the exception of learners who achieve a grade of “B” or better in Work Products policy on iGuide for are disenrolled for failing to meet the faculty responsibilities.

Satisfactory Academic Progress FIVE STAGES OF ACADEMIC PROBATION Capella University requires all learners Probation Stage Code Impact to make satisfactory progress in their Stage 1 AP1 - Eligible for financial aid, subject to possible financial aid academic programs. Satisfactory restrictions. academic progress is determined - Must meet satisfactory academic progress requirements or through two measures—grade point be moved to stage 2. average (GPA) and course completion Stage 2 AP2 - Eligible for financial aid, subject to possible financial aid restrictions which include pending financial aid disbursements rate. In order to maintain satisfactory on hold until AP review is completed. academic progress, learners must - Must meet satisfactory academic progress requirements or meet minimum requirements for be moved to stage 3. both measures. Stage 3 AP3 - Not eligible for financial aid. - May appeal for reinstatement of financial aid, if applicable. Undergraduate Programs - Must meet satisfactory academic progress requirements or be Undergraduate learners are required to moved to stage 4. Stage 4 AP4 - Not eligible for financial aid. maintain a cumulative grade point - May appeal for reinstatement of financial aid, if applicable. average of 2.0 or better and complete a - Must meet satisfactory academic progress requirements or be minimum of two (2) out of every three moved to stage 5. (3) attempted credits (67% of cumulative Stage 5 AP5 - Not eligible for financial aid. attempted credits). Additionally, - Disenrolled from the university. - May appeal disenrollment and reinstatement of financial aid, undergraduate learners will not be if applicable. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 35

standards for the first quarter of examination and dissertation courses complete all program requirements attendance, learners who do not meet learners are allowed to register for a within specific time limits in order to be satisfactory academic progress continuation (dash C) course in the eligible to graduate. Exceptions due to requirements in any subsequent quarter following quarter. extenuating circumstances may be will be placed on academic probation. approved by the registrar. Please see iGuide for the full SAP policy There are five (5) stages of probation, statement and procedures. Maximum time to each accumulating additional completion from date restrictions. (See chart.) Registration in Continuation Courses, Awards of matriculation Federal Financial Aid, and Satisfactory BS Degree 8 years A learner’s academic probation status Academic Progress (32 quarters) may change (whether academic MS Degree* 4 years Eligible doctoral learners in ACADEMIC AND OTHER UNIVERSITY POLICIES probation status is cleared or progresses (16 quarters) comprehensive examination and to the next stage) only in quarters MBA 4 years dissertation courses and learners in during which the learner is registered 16 quarters) some practicum and internship courses for one or more courses. Thus, a Graduate Certificate** 3 years may receive federal financial aid for no (12 quarters) learner’s academic probation status will more than two identical continuation Doctoral Degree 7 years not change during a quarter of (dash C) courses. The number of 28 quarters) academic inactivity. The learner’s comprehensive examination and * Learners enrolled in the Master of Science in current probation status remains on Human Services with a specialization in marital, dissertation courses in which learners record until there is academic activity couple, and family counseling/therapy or with a may enroll is outlined in the Satisfactory specialization in mental health counseling have a for evaluation. When evaluation shows Academic Progress policy. If doctoral maximum of 6 years (24 quarters) to complete that a learner on academic probation their degree. learners want to enroll in more than meets the satisfactory academic progress ** Learners enrolled in the specialist certificate two continuation courses, they must requirements all restrictions are program in the Harold Abel School of Psychology get the approval of their school’s dean have a maximum of 4 years (16 quarters) to removed and financial aid will be or designee. While learners in some complete their certificate. reinstated if applicable. comprehensive examination and Note: These time limits may not align with financial aid eligibility requirements. Learners will not be Capella reserves the right to withhold dissertation courses may register for eligible for federal financial aid for any credits that financial aid and/or dismiss from the more than two continuation courses, exceed 150% of their undergraduate program university learners who register for doing so means that the learner is no requirements and 200% of their graduate program requirements. courses and make no progress for three longer considered to be making (3) consecutive complete terms. satisfactory academic progress (SAP). Transcripts The loss of federal financial aid due to Learners on academic probation who Learners may request transcripts on registering for a third identical leave Capella by withdrawal or iGuide or by calling Learner Support continuation course may be appealed disenrollment are eligible to reapply for at 1-888-Capella (227-3552), option 2. by submitting a Continuation Course admission following one full year away. Capella University reserves the right to Appeal form to the director of financial Upon admission and following initial withhold the official transcripts of aid. No learners will be granted federal evaluation, the learner will be reinstated learners who are not in good financial financial aid for a fourth continuation at the fourth stage of probation. standing with the institution. course. Doctoral Learners See iGuide for more information on Transferability of Capella Credits Capella University recognizes that satisfactory academic progress and Capella University is accredited by learners in the comprehensive financial aid. The Higher Learning Commission examination and dissertation phases of and a member of the North Central a doctoral program progress at different Maximum Time to Completion Association of Colleges and Schools rates. Although the comprehensive Capella University is committed to (NCA), 30 N. LaSalle Street, Suite 2400, examination and dissertation courses are learner success and to providing Chicago, IL 60602-5204, (312) 263-0456, designed to help learners move through assistance that will help learners make www.ncahigherlearningcommission.org. these phases in an appropriate amount reasonable and timely progress in their of time, learners may need more than programs. To ensure that learners’ The transferability of credits to another one quarter to complete a course within degree course work is current, institution is solely at the discretion of the sequence. For comprehensive Capella University requires learners to that institution. 36 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Financial Aid

Capella University offers assistance to To receive full-time veterans’ educational Additional information for veterans can learners who would like to secure benefits, learners must meet the be found on the Capella University Web educational funding to help finance following criteria based upon their site visitor section under the U.S. Armed their academic program. Learners can program of study. Forces tab. find out more about financial aid by Bachelor’s learners must complete a Capella reserves the right to change calling 1-888-CAPELLA (227-3552), minimum of 12 quarter credits in that these requirements if there are changes option 2, or on iGuide under Finances. quarter. The date of course completion in the structure of a particular program. Satisfactory Academic Progress Policy is determined by the last day of the for Financial Aid quarter. Those who do not complete at least 12 credits per quarter will not be Federal and state laws require learners entitled to receive full-time benefits for to make satisfactory academic progress that quarter. during their period of enrollment to remain eligible for financial aid. In Master’s learners must complete a compliance with federal and state minimum of eight quarter credits in that regulations, Capella University has quarter. Learners enrolled in the MS in established policies for all learners Education program must complete a regarding satisfactory academic progress, minimum of six quarter credits in that academic probation, academic progress quarter for full time benefits. review, and the appeals process. These MBA learners must complete a minimum policies are described in detail in the of six quarter credits in that quarter. University Policies section on iGuide. Those who do not complete the Scholarships required credits per quarter will not be entitled to receive full-time benefits for Capella has three scholarship options that quarter. available. First, Capella offers two internal scholarships to learners; the Certificate learners must complete a Robert C. Ford Human Services minimum of eight quarter credits in Scholarship and the Helene Krivosha that quarter to qualify for full-time Scholarship. Second, learners are benefits. The date of course encouraged to apply for external completion is determined by the scholarships that are offered specifically last day of the quarter. to Capella learners, e.g., the Go the In order to receive veterans’ education Distance Scholarship. Third, free benefits, all post-high school transcripts scholarship search engines are must be submitted to the Admissions available on iGuide. Office prior to enrollment. Learners Veterans’ Educational Benefits who fail to satisfy the requirements for veterans’ educational benefits are Capella University is approved by the personally responsible for tuition Minnesota State Approving Agency for payments. veterans’ educational benefits. Eligible learners may apply for benefits by Payment is based upon pursuit as defined calling the Veterans Administration (VA) by the VA. This means that Capella Office for assistance at 1-800-827-1000. University will certify the day the course The original application should be begins and the day the course ends as mailed to Capella University’s Office the period during which learners are of Financial Aid. pursuing education. The eligibility of benefits is based upon the number of days between the start and end of the course(s). 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 37

Tuition and Fees

TUITION AND FEES

The following charges apply as of this catalog’s effective date, July 10, 2006, and are subject to change. For current pricing visit the TUITION AND FEES Capella University Web site at www.capella.edu. See applicable schools’ degree programs.

INFORMATION ALL PROGRAMS BUSINESS TECHNOLOGY EDUCATION HUMAN SERVICES PSYCHOLOGY Application Fee (non-refundable) $75 $75 $75 $75 $75 International Application Fee – includes international transcript evaluation $175 $175 $175 $175 $175 (non-refundable)

BACHELOR OF SCIENCE (BS) PROGRAM Petition for Credit Per Course (non-refundable) $325 $325 Tuition Per 6-Credit Course $1,740 $1,740 Tuition Per 3-Credit Course $870 $870 BS Graduation Fee $250 $250

MASTER OF BUSINESS ADMINISTRATION (MBA) PROGRAM Petition for Credit Per Course (non-refundable) $325 Tuition Per 3-Credit Course $1,755 MBA Graduation Fee $350

MASTER OF SCIENCE (MS) PROGRAM Petition for Credit Per Course (non-refundable) $325 $325 Tuition Per 6-Credit Course $2,190 Tuition Per 5-Credit Course $1,705 Tuition Per 4-Credit Course $1,995 $1,995 $1,460 $1,520 Tuition Per 3-Credit Course $1,095 Tuition Per 2-Credit Course $998 $730 $760 Residential Colloquium Per Week* $1,350 $1,350 School of Psychology Year-in-Residence — Weekends-in-Residence (4)* $756 School of Psychology Year-in-Residence — Extended Seminar (1)* $2,700 MS Graduation Fee $350 $350 $350 $350 $350

DOCTOR OF PHILOSOPHY (PhD) PROGRAM Quarterly Tuition $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 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 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 $1,995 $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 • www.capella.edu

Tuition and Fees, continued

Tuition and Fees Visa, wire transfer, and paper check learners who take longer to complete Bachelor’s, MBA, Master’s, and payments are accepted. For information their comprehensive examination and Certificate Tuition related to financial aid, please refer to dissertation. the Financial Aid section. Learners in a bachelor’s, MBA, master’s, Doctoral learners in the schools of or certificate program pay tuition on a Harold Abel School of Psychology PhD Business and Technology, Education, and course-by-course basis except post- and PsyD Tuition Human Services who have completed at master’s certificate learners, who are Psychology PhD and PsyD learners pay least four full years (16 complete charged a flat rate per quarter. Learners tuition on a per-course basis. Learners quarters) of active enrollment in their pay tuition based on the school and enrolled in two or more five-credit doctoral program and have completed program in which they are enrolled, psychology courses through the course’s all residency requirements and degree even if they take a course from a fifth calendar day pay a discounted course work (except the comprehensive different school. Learners who take a tuition rate per course. Payment is due examinations and the dissertation) are course from another school must pay prior to the start of the course. charged a reduced tuition rate (for a their own school and program’s tuition American Express, Discover, maximum of 12 additional quarters of for that course. MasterCard, Visa, wire transfer, and enrollment) in lieu of regular tuition Learners enrolled in specializations outside paper check payments are accepted. (see current tuition schedule for the MBA program may not take MBA courses. For information related to financial aid, reduced tuition rates). please refer to the Financial Aid section. MBA learners may not take courses associated Learners meeting these criteria qualify with any other program within the School of Tuition for Continuation Courses for this reduced tuition rate only during Business and Technology or any other school Learners who require additional terms in which they enroll in the at Capella University while they are enrolled quarter(s) to complete all required comprehensive examination or in the MBA program. components of comprehensive dissertation courses. examination and dissertation courses, Quarters in which a current doctoral Payment is due prior to the start of the practicum courses, and internship learner was enrolled in Capella as a course. American Express, Discover, courses should enroll in continuation certificate or master’s learner, and time MasterCard, Visa, wire transfer, and courses (dash C courses). Learners in off taken for administrative, medical, paper check payments are accepted. continuation courses do not earn military, or family leave shall not For information related to financial aid, additional credit. please refer to the Financial Aid section. count toward the minimum active To maintain active learner status, and enrollment period. PhD Tuition access to university activities, academic Employer Reimbursement For doctoral learners in the Schools of personnel, and services (including Learners who want Capella to bill their Business and Technology, Human advisors, mentors, courses, and library), employer directly must complete Services, and Education, tuition is learners must register and pay for arrangements prior to the start of the charged quarterly as a flat rate, not on a continuation courses based on their course. Direct employer billing is only per-course basis. New doctoral learners school’s regular registration, tuition, an option when no specific grade is who enter the program after the and payment schedules. beginning of a quarter pay 100% tuition required by the employer as a condition for that quarter. Upon registration for Reduced Tuition for Advanced of reimbursement. Any portion of tuition the following quarter, the learner will be Doctoral Learners charges not payable by the learner’s charged a prorated tuition amount for Capella University acknowledges that employer is due prior to the start of the that period. Doctoral learners may graduate education represents a major course. Learners receiving tuition choose a yearly prepayment option for a investment of time, energy, and money assistance directly from their employer discount rate. Learners who want more on the part of our learners. In a must arrange for payment of their information on yearly prepayment doctoral program it is difficult to tuition to Capella prior to the start of should contact Learner Support at determine the overall cost because the their course(s). This policy does not 1-888-CAPELLA (227-3552), option 2. “time-to-degree completion” is not currently affect learners receiving Payment is due prior to the start of the fixed. While it is likely that doctoral veterans’ assistance, active armed forces quarter or course for mid-quarter starts. learners will complete their program in learners, or learners who receive American Express, Discover, MasterCard, approximately four years, some financial vocational rehabilitation assistance. accommodation will be made for 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 39

Special Business Office Hold requesting a refund. They may be A Florida learner who withdraws or is All learners with an outstanding balance required to pay back all or part of the disenrolled after the start date of a may be placed on Special Business financial aid award prior to receiving course, but before 40% of the course TUITION AND FEES Office Hold (SBOH). While on SBOH, any refund from Capella University. term has passed, is entitled to a pro rata learners will not be granted access to refund as follows. (All percentages are Financial aid recipients who completely university activities, academic personnel, based on the total number of calendar withdraw from their program or drop all or services including advisors, mentors, days in the course.) of their courses prior to the 60% point courses, or library. Access will be of a term are subject to the Federal % of Total Tuition restored and billing will resume when Calendar Days Refund Return of Title IV Funds policy the account balance is current. 4th day – 5% 95% regulations for any federal aid not 6% – 10% 90% earned. Details of actual refund Tuition Refunds 11% – 25% 75% calculations are available upon request Learners who completely withdraw from 26% – 40% 50% from the Office of Financial Aid. Capella University or drop one or more 41% + No refund Financial aid funds will be returned to of their courses will have their tuition the appropriate agency in the As part of this policy, Capella University refunded according to the refund following order: may retain an administrative fee of no schedule in this section. • Unsubsidized Federal Stafford Loans more than $150. This administrative cost For doctoral and post-master’s certificate • Subsidized Federal Stafford Loans may be in addition to the percentage of learners in the Schools of Business and tuition, which may be retained by the The amount of the refund is in direct Technology, Human Services, and institution as provided above. correlation to the learner’s approved Education, tuition is charged quarterly withdrawal date as determined by Florida learners should notify Capella if on a flat rate, not on a per-course basis. Academic Records. If learners withdraw they wish to withdraw from a program or Refunds are calculated only if all courses from Capella and have received financial drop a course. Refunds are calculated by are dropped for a quarter and are based aid, specific requirements will be using the date notification is received on the date the last course was dropped. followed. These can be found on iGuide from the learner, unless the learner There are no refunds for books, at Tuition Refund policy. immediately contacts Capella requesting supplies, or application fees. an earlier withdrawal date and provides Tuition Refund Schedules acceptable verification that no Learners must notify Capella University The following schedule applies to academically significant interaction by phone 1-888-CAPELLA (227-3552), learners residing in locations other than occurred after the requested date. option 2, or in writing of their intention Florida, Georgia, or Wisconsin: Capella University issues the appropriate to withdraw from courses. The effective refund in full to the learner within a date of the withdrawals will be the date Withdrawal or Drop Date Tuition From the Class Start Date Refund maximum of 30 days of notification. notifications are received by the Through fifth calendar day 100% All or a portion of the refund will be institution. All or a portion of refunds 6-12 calendar days 75% used to pay grants, loans, scholarships, will be used to pay grants, loans, Remainder of the term No refund or other financial aid in conformity scholarships, or other financial aid in with federal and state laws. conformity with federal and state law. Florida Residents Refund Policy Withdrawn learners whose mailing The refund policy applicable to Florida Georgia Residents Refund Policy address, e-mail address, and/or phone students is the Capella University The refund policy applicable to Georgia number changes are required to provide institutional refund policy or the students is the Capella University Capella with updated contact following minimum refund policy as institutional refund policy or the information in order to receive billing stipulated by Florida law, whichever is following minimum refund policy as and balance information until any more favorable to the learner. stipulated by Georgia law, whichever is balance is resolved. more favorable to the learner. Prior to beginning classes, the Florida Refund Procedure for applicant receives a full refund of all Prior to beginning classes, the Georgia Financial Aid Recipients monies if he or she requests it within applicant receives a full refund of all Learners receiving financial aid should three business days after making a monies if he or she requests it within contact the Office of Financial Aid payment to Capella University. three business days after making a before canceling enrollment and payment to Capella University. 40 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Tuition and Fees, continued

A Georgia learner who withdraws or is The policy is as follows: Timing of Cancellation Tuition Cancellation Fee Refund disenrolled after the start date of a Learners residing in Wisconsin will course, but before 50% of the course 30+ days in receive a full refund of all tuition money advance of term has passed, is entitled to a pro rata paid if they withdraw from a course the residency $0 100% refund as follows. (All percentages are within a three-business-day cancellation 8 – 29 days in based on the total number of calendar advance of period from the course start date. the residency $50 100% days in the course.) Learners who withdraw or are 3 – 7 days in % of Total Tuition advance of the Calendar Days Refund disenrolled after the start date of a residency $150 100% 4th day – 5% 95% course, but before 60% of the course 0 – 2 days in advance of the 6% – 10% 90% term has passed, are entitled to a pro residency $0 No refund 11% – 25% 75% rata refund as follows. (All percentages 26% – 50% 50% are based on the total number of Other Fees calendar days in the course.) 51% + No refund Application Fees % of Total Tuition Applicants must complete the online As part of this policy, Capella University Calendar Days Refund may retain an administrative fee of no payment section of the application. 4th day - 9% 90% Credit card or U.S. bank account more than $150. This administrative cost 10% – 19% 80% (e-check) payment is required with may be in addition to the percentage of 20% – 29% 70% the online application. tuition, which may be retained by the 30% – 39% 60% institution as provided above. 40% – 49% 50% The amount of the application fee will Georgia learners should notify Capella if 50% – 59% 40% be automatically determined based on they wish to withdraw from a program or 60% + No refund information provided. All application fees are non-refundable. drop a course. Refunds are calculated by As part of the percentage breakdown, using the date notification is received Capella may retain a one-time Petition for Credit Fee from the learner, unless the learner administrative fee of no more than The petition process requires learners immediately contacts Capella requesting $100. Learners will receive the tuition seeking credit for prior learning to pay an earlier withdrawal date and provides credit within 40 days of withdrawal date. an evaluation fee for each petition. acceptable verification that no See the Credit for Prior Learning academically significant interaction Residency Tuition and Fees policy in this catalog for details and occurred after the requested date. Learners pay tuition for each residency restrictions. Petition for credit fees Capella University issues the appropriate they attend. Learners are responsible for are non-refundable. refund in full to the learner within a their food, travel, and lodging expenses Late Registration Fee maximum of 30 days of notification. for all residencies. Federal financial aid Beginning fall quarter 2006, learners All or a portion of the refund will be may not cover these costs, so it is the who register after 11:59 pm Central used to pay grants, loans, scholarships learner’s responsibility to budget for Time on the last day to register without or other financial aid in conformity with these expenses. Payment is due prior to a late registration fee will be charged $75. federal and state laws. the start of each residency. Graduation Fee Wisconsin Residents Refund Policy: Residency Cancellation Fee A fee will be assessed when a learner Regulations in the State of Wisconsin Learners canceling their residency applies for graduation. The learner’s require Capella University to apply a registration may be charged a graduation fee and any outstanding separate refund policy to Wisconsin cancellation fee or may be ineligible balance must be paid in full prior to learners. Refund credits will be for a tuition refund, depending on receiving a diploma or official processed in two steps. Each may be when the cancellation is made. Visit the transcripts. See the Tuition and Fees reflected on separate days and/or residency registration pages in iGuide chart in this catalog and on iGuide. separate monthly statements. Capella’s for the exact dates and times of refund will be recorded first, and cancellation deadlines. Wisconsin’s refund (if applicable) will be recorded as a second line item. All refunds will be applied within 40 days of the withdrawal date. School of Undergraduate Studies

1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 43

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 security, enterprise systems integration, application development, network architecture and design, systems design and programming, and graphics multimedia specializations.

Online learning at Capella is led by experienced faculty who share their knowledge and passion for their subject areas; who link theory, research, and practice; who are active in business and information technology fields, and who support learners as they work to achieve personal goals and transform their lives and careers. The faculty and staff of the School of Undergraduate Studies are dedicated to offering a rewarding learning experience that provides professional and personal value; they join me in welcoming you.

Valerie Perkins, EdD Dean 44 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

About the School of Undergraduate Studies

Mission Statement The courses in information technology learn to use analytical and relational The mission of the School of help learners build a deep knowledge skills to improve their professional Undergraduate Studies is to create of current IT tools and practices while practices through action, reflection, competency-based, online degree preparing them to earn new and adaptation. certifications they may need. During the programs that serve a collaborative At Capella University, the general program, learners gain hands-on access community of learners. Capella education program is structured around to the applications they are learning and University provides an invigorating and the development of knowledge and have the opportunity to demonstrate challenging educational experience for skills within seven core areas. adult working professionals and is their new skills. When they are finished, dedicated to the development of learners have a bachelor’s degree that 1. Communication: Capella learners learners’ knowledge, values, and skills. validates their professional status and develop the communication skills The programs in the School of a portfolio of course work that necessary to effectively use the Undergraduate Studies have an demonstrates their mastery of the English language to communicate immediate and long-term impact on latest software, Web tools, and other both verbally and in written form. learners’ lives and careers as they applications. In addition, they learn to read, write, demonstrate increased leadership, speak, and listen critically. scholarship, and service. General Education Requirements 2. Critical Thinking: Capella learners for the BS Degree develop the thinking skills necessary Undergraduate Degree Programs General education courses develop the to critically evaluate information, Bachelor of Science (BS) in Business knowledge, skills, and abilities integrate differing points of view, The School of Undergraduate Studies foundational to a baccalaureate and establish a reasoned course of bachelor’s degree program integrates program and to more advanced study. action for effectively solving problems. the mastery of business fundamentals Capella University’s general education These critical thinking skills are with practical application in a rich, curriculum works in concert with the reinforced throughout the program. 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 bachelor’s level. Reflective-practitioners 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 Business Administration BS management, finance, and marketing. Finance BS The curriculum also provides an Human Resource Management BS integrated approach to enterprise, Management and Leadership BS preparing learners to work in Marketing BS collaboration with diverse work groups and functional areas. Information Technology Program Degree Bachelor of Science (BS) in General Information Technology BS Information Technology Graphics and Multimedia BS This School of Undergraduate Studies Information Assurance and Security ** BS bachelor’s degree program allows Network Technology BS learners to efficiently complete their Project Management BS studies for a degree and focus on courses Web Application Development BS that teach the skills that prepare them for careers in technology. * Approval for this specialization is pending in Arkansas. Applicants should contact an enrollment counselor for current approval status in this state.

** Approval for this specialization is pending in Arkansas and Ohio. Applicants should contact an enrollment counselor for current approval status in these states. 3. EthicalandSocialResponsibility: 4. Fine Arts andHumanities: 4. FineArts 5. MathematicalandLogicalReasoning: 6. NaturalScience: 7. SocialScience: 1-888-CAPELLA that citizenship. the abilitytoappropriatelyexercise citizen intoday’s worldanddevelop it meanstobeasociallyresponsible well asthoseofothers,theylearnwhat on theirownvaluesandpositions,as professional lives.Throughreflection dimensions oftheirpersonaland understanding oftheethical Capella learnersdevelopan aesthetic judgments. develop theabilitytoformtheirown of art,literature,andphilosophy, they through thecriticalanalysisofworks expression ofhumanculture,and of theartsandhumanitiesasan learners developanunderstanding professional lives. problems intheirpersonaland use mathematicsandlogictoaddress logical reasoningandtheabilityto understanding ofmathematicaland Capella learnersdevelopan theories resultingfromthisstudy. knowledge ofthepredominant human behaviorandinteraction scientific methodsusedtostudy develop anunderstandingofthe the criticalissuesfacingtoday’s world. playsinaddressing scientific inquiry and anappreciationoftherole phenomena inthenaturalsciences scientific methodsusedtostudy develop anunderstandingofthe • Capella learners www.capella.edu Capella learners Capella CAPELLA UNIVERSITY 45

SCHOOL OF UNDERGRADUATE STUDIES 46 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Undergraduate Studies Degree Programs

Bachelor of Science (BS) in Social Science (12 quarter credits required) Business Administration ECO1050 Microeconomics Business Specializations Learners in the business administration specialization ECO1051 Macroeconomics develop the business, interpersonal, and professional HIS1000 Immigrants in the American City thinking skills to impact organizational Accounting (3 quarter credits) effectiveness across all functional levels of PSY1000 Introduction to Psychology Accounting professionals design, examine, organizations in manufacturing, service, professional, and manage accurate financial recording and POL1000 The Politics of American Government and government arenas. Learners select elective reporting procedures for financial and business SOC1000 Introduction to Human Society courses based on their individual professional needs. transactions. Learners in the accounting Additional Program Requirements General Education Requirements specialization acquire and apply various methods Core Courses + Lab - 42 quarter credits Choose 60 quarter credits as indicated from the of ethically maintaining accurate and up-to-date BUS3004 Developing a Business Perspective following categories: records. The specialization provides learners with BUS3005 Undergraduate Learner Success Lab Communication (12 quarter credits required) an understanding of a wide array of accounting (non-credit) ENG1000 English Composition related services, including budget analysis, BUS3010 Fundamentals of Management and ENG2000 Research Writing financial and investment planning, and financial Leadership SPC2000 Intercultural Communication statement and internal control auditing. These BUS3020 Fundamentals of E-Business SPC2050 Visual Design in Communications skills prepare graduates for a profession in BUS3030 Fundamentals of Marketing and Sales (3 quarter credits) financial, managerial, or government accounting. BUS3040 Fundamentals of Human Resource Ethical and Social Responsibility In addition to accounting expertise, learners in Management (6 quarter credits required) the specialization will demonstrate the BUS3050 Fundamentals of Organizational PHI2000 Ethics interpersonal and communication skills required Communication PHI2050 Human Nature and Ethics to present information to both internal and BUS3060 Fundamentals of Finance and (3 quarter credits) external clients, influencing organizational Accounting effectiveness at all levels of their organization. Fine Arts and Humanities Specialization Courses - 48 quarter credits This specialization is not designed to prepare (12 quarter credits required) BUS4060 Financial Accounting Principles learners for a CPA exam. ART2000 Art History Survey (BUS3060) HUM1000 Introduction to the Humanities General Education Requirements BUS4061 Managerial Accounting Principles Choose 60 quarter credits as indicated from the (BUS4060) HUM1050 World Religions (3 quarter credits) following categories: BUS4062 Intermediate Financial Accounting LIT2000 Sports and Literature (3 quarter credits) Communication (12 quarter credits required) Topics & Trends (BUS4060) PHI1000 Introduction to Philosophy ENG1000 English Composition BUS4063 Advanced Financial Accounting Mathematical and Logical Reasoning ENG2000 Research Writing Topics & Trends (BUS4062) (6 quarter credits required) SPC2000 Intercultural Communication BUS4064 Cost Accounting for Planning and MAT1050 College Algebra SPC2050 Visual Design in Communications Control (BUS4061) MAT1051 Pre-Calculus (3 quarter credits) BUS4065 Income Tax Concepts & Strategies (BUS4062) MAT2001 Statistical Reasoning Ethical and Social Responsibility BUS4066 Contemporary Auditing: An Ethical MAT2050 Statistical Literacy (3 quarter credits) (6 quarter credits required) Perspective (BUS4063) MAT2051 Discrete Mathematics (MAT1050) PHI2000 Ethics BUS4070 Foundations in Finance (BUS3060) PHI2050 Human Nature and Ethics Natural Science (12 quarter credits required) (3 quarter credits) Elective Courses - 30 quarter credits BIO1000 Human Biology Choose 30 quarter credits of additional BIO1050 Biology and Society (3 quarter credits) Fine Arts and Humanities undergraduate courses. (12 quarter credits required) CHM1000 Chemistry for Changing Times ART2000 Art History Survey Capstone Course - 6 quarter credits PHY1000 Introduction to Astronomy HUM1000 Introduction to the Humanities To be taken during the learner’s final quarter. Social Science (12 quarter credits required) HUM1050 World Religions (3 quarter credits) BUS4993 Business Capstone Project ECO1050 Microeconomics LIT2000 Sports and Literature (3 quarter credits) Total 186 quarter credits ECO1051 Macroeconomics PHI1000 Introduction to Philosophy HIS1000 Immigrants in the American City (3 quarter credits) Mathematical and Logical Reasoning Capella University will seek approval of this new (6 quarter credits required) PSY1000 Introduction to Psychology specialization from the state of Arkansas. POL1000 The Politics of American Government MAT1050 College Algebra Learners should contact an enrollment counselor MAT1051 Pre-Calculus for current approval status in this state. SOC1000 Introduction to Human Society MAT2001 * Statistical Reasoning Additional Program Requirements MAT2050 Statistical Literacy (3 quarter credits) Core Courses + Lab - 42 quarter credits MAT2051 Discrete Mathematics (MAT1050) BUS3004 Developing a Business Perspective * Required for specialization BUS3005 Undergraduate Learner Success Lab (non-credit) Natural Science (12 quarter credits required) BUS3010 Fundamentals of Management and BIO1000 Human Biology Leadership BIO1050 Biology and Society (3 quarter credits) BUS3020 Fundamentals of E-Business CHM1000 Chemistry for Changing Times PHY1000 Introduction to Astronomy All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. U47 AnalysisforFinancialManagement BUS4072 FinancialMarketsandInstitutions BUS4071 FoundationsinFinance BUS4070 ContemporaryAuditing:AnEthical BUS4066 IncomeTax Concepts &Strategies BUS4065 Cost AccountingforPlanningand BUS4064 Advanced FinancialAccounting BUS4063 Intermediate FinancialAccounting BUS4062 ManagerialAccountingPrinciples BUS4061 FinancialAccountingPrinciples BUS4060 International HumanResources BUS4048 EmployeeTraining andDevelopment BUS4047 EmployeeandLaborRelations BUS4046 Recruitment,Retention,and BUS4045 LegalIssuesinHumanResource BUS4044 CompensationandBenefits BUS4043 BUS4035 Marketing Across BUS4034 Marketing Borders Strategy BrandIdentityandMarketing BUS4033 CustomerPsychologyandMarketing BUS4032 Marketing,Sales,andChannel BUS4031 BUS4023 E-Business Project E-BusinessSourcing, Marketing,and Implementation BUS4022 BUS4021 E-Business GlobalBusinessRelationships Technology BUS4016 Infrastructure StrategicPlanningandImplementation BUS4015 OperationsManagementfor BUS4014 Organizational Structure, Learning, BUS4013 LeadershipinOrganizations BUS4012 courses: Virtual Team Collaboration following the from BUS4011 credits quarter 42 Choose EthicsandEnterprise BUS4801 credits quarter 48 - Courses Specialization FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource BUS3040 FundamentalsofMarketingandSales BUS3030 continued Specializations, Business in Bachelor’s Required course: Required 1-888-CAPELLA (BUS4070) (BUS4070) (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 BUS4062) (BUS3020) (BUS4061) • (BUS3030) www.capella.edu (BUS4063) (BUS3040) (BUS3040) (BUS3030) (BUS3040) (BUS3030) (BUS4062) (BUS4060) (BUS3010) (BUS3030) (BUS3040) (BUS3060) (BUS3010) (BUS3030) (BUS3010) (BUS3010) (BUS3010) (BUS3040) (6 quarter credits required) credits quarter (6 required) credits quarter (6 categories: following * Required for specialization for Required * Capstone Course - 6 quarter credits quarter 6 - Course Capstone Communication (12 quarter credits required) credits quarter (12 Communication courses. undergraduate A25 Discrete Mathematics MAT2051 StatisticalLiteracy(3 quarter credits) MAT2050 StatisticalReasoning * MAT2001 Pre-Calculus MAT1051 MAT1050 College Algebra Reasoning Logical and Mathematical Introduction toPhilosophy SportsandLiterature (3quartercredits) PHI1000 LIT2000 World Religions(3quartercredits) HUM1050 Introduction totheHumanities HUM1000 required) ArtHistorySurvey credits quarter (12 ART2000 Humanities and Arts Fine HumanNature andEthics PHI2050 PHI2000 Ethics Responsibility Social and Ethical Visual DesigninCommunications SPC2050 SPC2000 Intercultural Communication ENG2000 Research Writing ENG1000 English Composition the from indicated as credits quarter 60 Choose General EducationRequirements individual professional needs. Learners selectelectivecoursesbasedontheir effectiveness across alllevelsoftheirorganization. thinking skillstoimpactorganizational management, interpersonal,andprofessional expertise infinance,learnersalsodemonstratethe within apublicorprivateorganization. Beyond services industryorasafinanceprofessional 186quartercredits and skillsneededtoadvanceinthefinancial finance specializationbuildtheknowledge and manageexistingassets.Learnersinthe investments andacquisitions,planforthefuture, manage theresources neededtogrow, make Finance professionals helporganizations findand Finance Total BusinessCapstoneProject BUS4993 credits quarter 30 - Courses Elective BUS4802 Change RealEstateFinance Management BUS4079 FinancialInstitutionManagement BUS4078 RiskManagementStrategies BUS4077 IssuesinInternationalFinance BUS4076 PublicandNonprofit Finance BUS4075 BUS4074 Entrepreneurial Finance InvestmentsandPortfolioManagement BUS4073 To be taken during the learner’s final quarter. final learner’s the during taken be To Choose 30 quarter credits of additional of credits quarter 30 Choose (BUS4070) (BUS4070) (3 quartercredits) (3 quartercredits) (BUS4070) (MAT1050) (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 Capstone Course - 6 quarter credits quarter 6 - Course Capstone U36 FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource BUS3040 FundamentalsofMarketingandSales BUS3030 FundamentalsofE-Business BUS3020 FundamentalsofManagementand BUS3010 Undergraduate LearnerSuccessLab BUS3005 DevelopingaBusinessPerspective credits quarter BUS3004 42 - Lab + Courses Core Additional Program Requirements Introduction toHumanSociety SOC1000 ThePoliticsofAmericanGovernment IntroductionPOL1000 toPsychology PSY1000 ImmigrantsintheAmericanCity HIS1000 Macroeconomics ECO1051 required) credits ECO1050 Microeconomics quarter (12 Science Social Introduction toAstronomy PHY1000 ChemistryforChangingTimes BiologyandSociety(3quartercredits) CHM1000 BIO1050 BIO1000 Human Biology oa 186quartercredits Total Business CapstoneProject BUS4993 BUS4079 Real Estate Financial InstitutionManagement Finance BUS4078 BUS4077 Risk Issues inInternationalFinance Management BUS4076 PublicandNonprofit Finance Strategies 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 undergraduate courses. undergraduate Elective Courses - 30 quarter credits quarter 30 - Courses Elective To be taken during the learner’s final quarter. final learner’s the during taken be To Choose 30 quarter credits of additional of credits quarter 30 Choose Natural Science (12 quarter credits required) credits quarter (12 Science Natural CAPELLA UNIVERSITY (BUS4070) (BUS4070) (BUS4070) (BUS4070) Accounting Communication Management Leadership (non-credit) (3 quartercredits) (BUS4070) (BUS3060) (BUS4070) (BUS4070) (BUS4070) (BUS4070) 47

SCHOOL OF UNDERGRADUATE STUDIES 48 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Undergraduate Studies Programs, continued

Bachelor’s in Business Specializations, continued Human Resource Management Additional Program Requirements Management and Leadership Core Courses + Lab - 42 quarter credits The human resource professional wears many Management involves the coordination, BUS3004 Developing a Business Perspective hats, and the specific duties depend upon the implementation, promotion, supervision, nature and size of the organization. Typical BUS3005 Undergraduate Learner Success Lab and directing of the activities of individuals, (non-credit) responsibilities may include staffing the organizations, and businesses. The focus of the BUS3010 Fundamentals of Management and organization, training and developing employees Leadership management and leadership specialization is to at all levels, maintaining a fair and equitable develop individuals who have the skills and BUS3020 Fundamentals of E-Business compensation system, developing personnel competencies to successfully lead people and BUS3030 Fundamentals of Marketing and Sales polices and procedures, and developing manage organizations in a dynamic, global BUS3040 Fundamentals of Human Resource strategies to meet the human resource needs for Management environment. Learners in this specialization the organization’s future. Learners in the human demonstrate the management, interpersonal, BUS3050 Fundamentals of Organizational resource management specialization develop the Communication and professional thinking skills to impact human resource management, interpersonal, BUS3060 Fundamentals of Finance and organizational effectiveness as leaders and and professional thinking skills to manage talent, Accounting managers at all levels of their organizations. develop intellectual capital, work in networked General Education Requirements Specialization Courses - 48 quarter credits relationships, deal with continuous change, Choose 60 quarter credits as indicated from the BUS4043 Compensation and Benefits and impact organizational effectiveness as following categories: Management (BUS3040) human resource leaders and managers at all Communication (12 quarter credits required) levels of their organizations. BUS4044 Legal Issues in Human Resource Management (BUS3040) ENG1000 English Composition General Education Requirements BUS4045 Recruitment, Retention, and ENG2000 Research Writing Choose 60 quarter credits as indicated from the Development (BUS3040) SPC2000 Intercultural Communication following categories: BUS4046 Employee and Labor Relations (BUS3040) SPC2050 Visual Design in Communications Communication (12 quarter credits required) BUS4047 Employee Training and Development (3 quarter credits) ENG1000 English Composition (BUS3040) Ethical and Social Responsibility ENG2000 Research Writing BUS4048 International Human Resource (6 quarter credits required) Management Issues (BUS3040) SPC2000 Intercultural Communication PHI2000 Ethics BUS4801 Ethics and Enterprise SPC2050 Visual Design in Communications PHI2050 Human Nature and Ethics (3 quarter credits) BUS4802 Change Management (3 quarter credits)

Ethical and Social Responsibility Elective Courses - 30 quarter credits Fine Arts and Humanities (12 quarter credits required) (6 quarter credits required) Choose 30 quarter credits of additional ART2000 Art History Survey PHI2000 Ethics undergraduate courses. HUM1000 Introduction to the Humanities PHI2050 Human Nature and Ethics (3 quarter credits) Capstone Course - 6 quarter credits HUM1050 World Religions (3 quarter credits) To be taken during the learner’s final quarter. LIT2000 Sports and Literature (3 quarter credits) Fine Arts and Humanities (12 quarter credits required) BUS4993 Business Capstone Project PHI1000 Introduction to Philosophy ART2000 Art History Survey HUM1000 Introduction to the Humanities Total 186 quarter credits Mathematical and Logical Reasoning (6 quarter credits required) HUM1050 World Religions (3 quarter credits) MAT1050 College Algebra LIT2000 Sports and Literature (3 quarter credits) MAT1051 Pre-Calculus PHI1000 Introduction to Philosophy MAT2001 Statistical Reasoning Mathematical and Logical Reasoning MAT2050 Statistical Literacy (3 quarter credits) (6 quarter credits required) MAT2051 Discrete Mathematics (MAT1050) MAT1050 College Algebra MAT1051 Pre-Calculus Natural Science (12 quarter credits required) MAT2001 Statistical Reasoning BIO1000 Human Biology MAT2050 Statistical Literacy (3 quarter credits) BIO1050 Biology and Society (3 quarter credits) MAT2051 Discrete Mathematics (MAT1050) CHM1000 Chemistry for Changing Times PHY1000 Introduction to Astronomy Natural Science (12 quarter credits required) BIO1000 Human Biology Social Science (12 quarter credits required) BIO1050 Biology and Society (3 quarter credits) ECO1050 Microeconomics CHM1000 Chemistry for Changing Times ECO1051 Macroeconomics PHY1000 Introduction to Astronomy HIS1000 Immigrants in the American City (3 quarter credits) Social Science (12 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 (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. Capstone Course - 6 quarter credits quarter 6 - Course Capstone undergraduate courses. undergraduate oa 186quartercredits Total BusinessCapstoneProject BUS4993 credits quarter 30 - Courses Elective BUS4802 Change EthicsandEnterprise Management BUS4801 GlobalBusinessRelationships 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 BUS3040 FundamentalsofMarketingandSales BUS3030 FundamentalsofE-Business BUS3020 FundamentalsofManagementand BUS3010 Undergraduate LearnerSuccessLab BUS3005 DevelopingaBusinessPerspective credits quarter BUS3004 42 - Lab + Courses Core Additional Program Requirements To be taken during the learner’s final quarter. final learner’s the during taken be To Choose 30 quarter credits of additional of credits quarter 30 Choose Specializations, continued Specializations, Business in Bachelor’s 1-888-CAPELLA (BUS3010) Competitive Advantage and Performance Accounting Communication Management Leadership (non-credit) • www.capella.edu (BUS3010) (BUS3010) (BUS3010) (BUS3010) (BUS3010) Natural Science (12 quarter credits required) credits quarter (12 Science Natural (6 quarter credits required) credits quarter (6 required) credits quarter (6 categories: following * Required for specialization for Required * Communication (12 quarter credits required) credits quarter (12 Communication H10 Introduction toAstronomy PHY1000 ChemistryforChangingTimes BiologyandSociety(3quartercredits) CHM1000 BIO1050 BIO1000 Human Biology Discrete Mathematics MAT2051 StatisticalLiteracy(3quartercredits) MAT2050 StatisticalReasoning * MAT2001 Pre-Calculus MAT1051 MAT1050 College Algebra Reasoning Logical and Mathematical Introduction toPhilosophy SportsandLiterature (3quartercredits) PHI1000 LIT2000 World Religions(3quartercredits) HUM1050 Introduction totheHumanities HUM1000 required) ArtHistorySurvey credits quarter (12 ART2000 Humanities and Arts Fine HumanNature andEthics PHI2050 PHI2000 Ethics Responsibility Social and Ethical Visual Designin Communications SPC2050 SPC2000 Intercultural Communication ENG2000 Research Writing ENG1000 English Composition the from indicated as credits quarter 60 Choose General EducationRequirements at alllevelsoftheirorganizations. needed toimpactorganizational effectiveness interpersonal, andprofessional thinkingskills learners demonstratethemanagement, customers. Inadditiontomarketingexpertise, of enterprise,from rawmaterialstosatisfied of howorganizations relate tothewholechain 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 setofchallengesfrom understandingthe Marketing professionals mustbeprepared fora Marketing (3 quartercredits) (3 quartercredits) (MAT1050) Capstone Course - 6 quarter credits quarter 6 - Course Capstone undergraduate courses. undergraduate Elective Courses - 30 quarter credits quarter 30 - Courses Elective To be taken during the learner’s final quarter. final learner’s the during taken be To U36 FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource BUS3040 FundamentalsofMarketingandSales BUS3030 FundamentalsofE-Business BUS3020 FundamentalsofManagementand BUS3010 Undergraduate LearnerSuccessLab BUS3005 DevelopingaBusinessPerspective credits quarter BUS3004 42 - Lab + Courses Core Additional Program Requirements Introduction toHumanSociety SOC1000 ThePoliticsofAmericanGovernment IntroductionPOL1000 toPsychology PSY1000 ImmigrantsintheAmericanCity HIS1000 Macroeconomics ECO1051 required) credits ECO1050 Microeconomics quarter (12 Science Social oa 186quartercredits Total Business CapstoneProject BUS4993 MarketingAcross Borders BUS4035 BUS4034 Marketing Strategy BUS4023 E-Business Project courses: following the Implementation from BUS4021 E-Business credits quarter 12 Technology Choose Infrastructure BUS4802 Change EthicsandEnterprise Management BUS4801 BrandIdentityandMarketing BUS4033 CustomerPsychologyandMarketing BUS4032 Marketing,Sales,andChannel BUS4031 credits quarter BUS4022 E-Business 48 - Courses Sourcing, Specialization Marketing, Choose 30 quarter credits of additional of credits quarter 30 Choose All courses are 6 quarter credits except as noted. as except credits quarter 6 are courses All Courses listed in parentheses denote prerequisites. denote parentheses in listed Courses CAPELLA UNIVERSITY (BUS3020) (BUS3020) Accounting Communication Management Leadership (non-credit) (3 quartercredits) Communication Research Management and Sales (BUS3030) (BUS3020) (BUS3030) (BUS3030) (BUS3030) (BUS3030) 49

SCHOOL OF UNDERGRADUATE STUDIES 50 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Undergraduate Studies Programs, continued

Bachelor of Science (BS) in Additional Program Requirements TS4817 Security Management Practices (TS3150) Information Technology Core Courses + Lab - 48 quarter credits TS4819 Application Layer: Server Side Specializations TS3004 Communicating in New Media Programming (TS3130, TS4805, TS4010) TS3005 Undergraduate Learner Success Lab TS4820 Server Side Programming ASP.NET (non-credit) (TS4819) General TS3100 Fundamentals of Web Application TS4899 Special Topics in Information Technology (school permission) In this general information technology (IT) Development specialization, learners explore a range of IT TS3110 Fundamentals of E-Business Elective Courses - 30 quarter credits topics. This program of study consists of a set TS3120 Fundamentals of Project Management Choose 30 quarter credits of additional of core courses that cover the fundamental IT TS3130 Fundamentals of Database Systems undergraduate courses. The School of domains of networking, database, Web TS3140 Fundamentals of Software Development Undergraduate Studies recommends that 18 TS3150 Fundamentals of Network Systems of these quarter credits be earned through development, systems analysis and design, undergraduate information technology courses. and project management. Learners have an TS3160 Ethical and Human Side of opportunity to select a variety of more advanced Information Technology Capstone Course - 6 quarter credits IT courses that allow them to develop deeper and Specialization Courses - 42 quarter credits To be taken during the learner’s final quarter: broader knowledge and skills in diverse IT topic Choose 42 quarter credits from the following courses: TS4990 Integrated Action Learning Project areas. These areas include Web development, TS4010 Presentation Layer: Client Side Total 186 quarter credits networking, project management, and graphics Programming (TS3100, TS4805) and multimedia. TS4012 Advanced Server Side Programming General Education Requirements (TS4811, TS4819, TS4820) Choose 60 quarter credits as indicated from the TS4030 Project Estimation and Budgeting following categories: (TS3120) Communication (12 quarter credits required) TS4031 Risk Management in Information ENG1000 English Composition System Development (TS3120) ENG2000 Research Writing TS4032 Motivating IT Professionals (TS3120) SPC2000 Intercultural Communication TS4040 Network Administration (TS3150) SPC2050 Visual Design in Communications TS4041 Advanced Network Administration (3 quarter credits) (TS4040) TS4042 Network Design (TS3150) Ethical and Social Responsibility TS4043 Network Administration with Linux (6 quarter credits required) (TS3150, TS4813) PHI2000 Ethics TS4050 Vector Graphics Animation (TS3100) PHI2050 Human Nature and Ethics TS4051 Web Graphics Production (TS3100) (3 quarter credits) TS4052 Image Processing (TS3100) Fine Arts and Humanities (12 quarter credits required) TS4060 Managing the Project I (TS3120) ART2000 Art History Survey TS4061 Managing the Project II (TS4060) HUM1000 Introduction to the Humanities TS4070 CyberDefense & Countermeasures HUM1050 World Religions (3 quarter credits) TS4071 CyberAttacks & Ethical Hacking LIT2000 Sports and Literature (3 quarter credits) (TS3150, TS4803) PHI1000 Introduction to Philosophy TS4072 Operating Systems Security (TS3150, TS4803) Mathematical and Logical Reasoning TS4073 Organizational Security (TS3150, TS4803) (6 quarter credits required) TS4074 Applications Security (TS3150, TS4803) MAT1050 College Algebra TS4075 Computer Forensics (TS3150, TS4803) MAT1051 Pre-Calculus TS4076 Security Management Practices MAT2001 Statistical Reasoning (TS3150, TS4803) MAT2050 Statistical Literacy (3 quarter credits) TS4801 Information Systems Analysis and Design The following course is strongly recommended: TS4802 System Assurance Quality and Testing MAT2051 Discrete Mathematics (MAT1050) TS4803 System Assurance Security Natural Science (12 quarter credits required) TS4805 Programming Concepts and Practices BIO1000 Human Biology TS4806 Future of Information Technology BIO1050 Biology and Society (3 quarter credits) TS4807 Legal Issues in Information Technology CHM1000 Chemistry for Changing Times TS4808 Object-oriented Analysis, Design and Programming (TS3140) PHY1000 Introduction to Astronomy TS4809 Data Warehousing and Data Mining Social Science (12 quarter credits required) TS4810 Web Design (TS3100) ECO1050 Microeconomics TS4811 Object-oriented Programming in Java ECO1051 Macroeconomics (TS4805) HIS1000 Immigrants in the American City TS4812 Advanced Java Programming (TS4811) (3 quarter credits) TS4813 Operating Systems PSY1000 Introduction to Psychology TS4815 Introduction to Telecommunications 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. Natural Science (12 quarter credits required) credits quarter (12 Science Natural (6 quarter credits required) credits quarter (6 required) credits quarter (12 required) credits quarter (6 categories: following Communication (12 quarter credits required) credits quarter (12 Communication H10 Introduction toAstronomy PHY1000 ChemistryforChangingTimes BiologyandSociety(3quartercredits) CHM1000 BIO1050 BIO1000 Human Biology recommended: MAT2051strongly Discrete is course Mathematics following The Statistical Literacy(3quartercredits) MAT2050 MAT2001 Statistical Pre-Calculus Reasoning MAT1051 MAT1050 College Algebra Reasoning Logical and Mathematical Introduction toPhilosophy SportsandLiterature (3quartercredits) PHI1000 LIT2000 World Religions(3quartercredits) HUM1050 Introduction totheHumanities HUM1000 ArtHistorySurvey ART2000 Humanities and Arts Fine HumanNature andEthics PHI2050 PHI2000 Ethics Responsibility Social and Ethical Visual Designin Communications SPC2050 SPC2000 Intercultural Communication ENG2000 Research Writing ENG1000 English Composition the from indicated as credits quarter 60 Choose General EducationRequirements vector graphicsanimation,andimageprocessing. latest professional toolsusedforvectorgraphics, leaves learnerswithasoundknowledgeofthe and instructorperspectives.Thespecialization feedback ontheirworkfrom avarietyoflearner online communitythatprovides real-time based design.Learnersengageinacollaborative, led bytrainedgraphicartistsandexpertsinWeb- While pursuingthisspecialization,learnersare navigability ofWeb sites. content thatenhancestheappealand the skillsnecessarytodevelopgraphic-intensive graphics andmultimediahelpslearnersbuild multimedia content.Thespecializationin quality, aestheticallypleasinggraphicand proficient professionals whocandesignhigh common, significantdemandexistsfortechnically As Web-enabled applicationsbecomemore Graphics andMultimedia Bachelor’s in Information Technology continued Technology Specializations, Information in Bachelor’s 1-888-CAPELLA (3 quartercredits) (3 quartercredits) • www.capella.edu (MAT1050) 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 of these quarter credits be earned through earned be credits quarter these of Undergraduate Studies recommends that 18 18 that recommends Studies Undergraduate undergraduate courses. The School of School The courses. undergraduate Elective Courses - 30 quarter credits quarter 30 - Courses Elective 4000-level course(s). 4000-level oa 186quartercredits IntegratedActionLearningProject Total TS4990 SystemAssuranceQualityandTesting TS4810 Web TS4802 InformationSystemsAnalysis 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 Undergraduate LearnerSuccessLab CommunicatinginNewMedia TS3005 credits quarter TS3004 48 - Lab + Courses Core Additional Program Requirements Introduction toHumanSociety SOC1000 ThePoliticsofAmericanGovernment IntroductionPOL1000 toPsychology PSY1000 ImmigrantsintheAmericanCity HIS1000 Macroeconomics ECO1051 required) credits ECO1050 Microeconomics quarter (12 Science Social Choose 30 quarter credits of additional of credits quarter 30 Choose 6 quarter credits composed of any any of composed credits quarter 6 and Design Technology Development (non-credit) (3 quartercredits) (TS3100) (TS3100) (TS3100) (TS3100) (TS3100) (6 quarter credits required) credits quarter (6 required) credits quarter (12 required) credits quarter (6 categories: following Communication (12 quarter credits required) credits quarter (12 Communication and overallorganizational effectiveness. required toinfluenceinternaldecisionmaking business, interpersonal,andcommunicationskills learners inthisspecializationwilldemonstratethe information assuranceandsecurityexpertise, infrastructure securitytechniques.Inadditionto malware, spam,encryption,andother management, incidentresponse, viruses, recovery andbusinesscontinuity, risk authentication, perimetersecurity, disaster policies, socialengineering,accesscontrol, enterprise including,butnotlimitedto,security technologies, andmethodsofsecuringan acquire andapplyvariousprocesses, tools, and securityspecializationwillallowstudentsto organization issecure. Theinformationassurance tools andtechnologiestoensure thatthe infrastructure. Theseprofessionals applymany processes, network,hardware, andsoftware troubleshoot anorganization’s securitypolicies, design, install,configure, manage,and Information assuranceandsecurityprofessionals AssuranceandSecurity Information The following course is strongly recommended: MAT2051strongly Discrete is course Mathematics following The StatisticalLiteracy(3quartercredits) MAT2050 MAT2001 Statistical Pre-Calculus Reasoning MAT1051 MAT1050 College Algebra Reasoning Logical and Mathematical Introduction toPhilosophy SportsandLiterature (3quartercredits) PHI1000 LIT2000 World Religions(3quartercredits) HUM1050 Introduction totheHumanities HUM1000 ArtHistorySurvey ART2000 Humanities and Arts Fine HumanNature andEthics PHI2050 PHI2000 Ethics Responsibility Social and Ethical Visual Designin Communications SPC2050 SPC2000 Intercultural Communication ENG2000 Research Writing ENG1000 English Composition the from indicated as credits quarter 60 Choose General EducationRequirements 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 (3 quartercredits) (3 quartercredits) (MAT1050) 51

SCHOOL OF UNDERGRADUATE STUDIES 52 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Undergraduate Studies Programs, continued

Bachelor’s in Information Technology Specializations, continued Natural Science (12 quarter credits required) Network Technology Social Science (12 quarter credits required) BIO1000 Human Biology ECO1050 Microeconomics The specialization in network technology BIO1050 Biology and Society (3 quarter credits) provides learners with the skills they need to ECO1051 Macroeconomics CHM1000 Chemistry for Changing Times take certification tests in the areas of network HIS1000 Immigrants in the American City (3 quarter credits) PHY1000 Introduction to Astronomy administration, network design, and network PSY1000 Introduction to Psychology Social Science (12 quarter credits required) security from Microsoft, Cisco, CompTIA, and POL1000 The Politics of American Government ECO1050 Microeconomics other leading technology organizations. Some SOC1000 Introduction to Human Society ECO1051 Macroeconomics key technologies are introduced, including local HIS1000 Immigrants in the American City and wide area networking, directory services, Additional Program Requirements (3 quarter credits) network security, authentication schemes, and Core Courses + Lab - 48 quarter credits PSY1000 Introduction to Psychology various operating systems. Innovative software TS3004 Communicating in New Media POL1000 The Politics of American Government tools and Capella’s advanced IT infrastructure TS3005 Undergraduate Learner Success Lab SOC1000 Introduction to Human Society enable simulated hands-on learning in a flexible, (non-credit) online environment. TS3100 Fundamentals of Web Application Additional Program Requirements Equally important, as learners work toward Development Core Courses + Lab - 48 quarter credits various in-demand certifications, they continue TS3110 Fundamentals of E-Business TS3004 Communicating in New Media acquiring the broader critical thinking, strategic, TS3120 Fundamentals of Project Management TS3005 Undergraduate Learner Success Lab and managerial skills that last a lifetime and TS3130 Fundamentals of Database Systems (non-credit) make the IT professional a valuable asset to TS3140 Fundamentals of Software Development TS3100 Fundamentals of Web Application every department within an organization. TS3150 Fundamentals of Network Systems Development TS3160 Ethical and Human Side of TS3110 Fundamentals of E-Business General Education Requirements Information Technology TS3120 Fundamentals of Project Management Choose 60 quarter credits as indicated from the following categories: TS3130 Fundamentals of Database Systems Specialization Courses - 42 quarter credits Communication (12 quarter credits required) TS3140 Fundamentals of Software Development TS4040 Network Administration (TS3150) ENG1000 English Composition TS3150 Fundamentals of Network Systems TS4041 Advanced Network Administration ENG2000 Research Writing (TS4040) TS3160 Ethical and Human Side of Information Technology SPC2000 Intercultural Communication TS4042 Network Design (TS3150) SPC2050 Visual Design in Communications TS4803 System Assurance Security Specialization Courses - 48 quarter credits (3 quarter credits) TS4813 Operating Systems TS4803 System Assurance Security Ethical and Social Responsibility TS4815 Introduction to Telecommunications TS4070 CyberDefense & Countermeasures (6 quarter credits required) 6 quarter credits composed of any TS4071 CyberAttacks & Ethical Hacking PHI2000 Ethics 4000-level course(s). (TS3150, TS4803) PHI2050 Human Nature and Ethics Elective Courses - 30 quarter credits TS4072 Operating Systems Security (3 quarter credits) (TS3150, TS4803) Choose 30 quarter credits of additional TS4073 Organizational Security (TS3150, TS4803) Fine Arts and Humanities undergraduate courses. The School of Undergraduate Studies recommends that 18 of these quarter credits TS4074 Applications Security (TS3150, TS4803) (12 quarter credits required) ART2000 Art History Survey be earned through undergraduate information TS4075 Computer Forensics (TS3150, TS4803) technology courses. TS4076 Security Management Practices HUM1000 Introduction to the Humanities (TS3150, TS4803) HUM1050 World Religions (3 quarter credits) Capstone Course - 6 quarter credits LIT2000 Sports and Literature (3 quarter credits) To be taken during the learner’s final quarter: Elective Courses - 24 quarter credits PHI1000 Introduction to Philosophy TS4990 Integrated Action Learning Project Choose 24 quarter credits of additional undergraduate courses. The School of Mathematical and Logical Reasoning Total 186 quarter credits Undergraduate Studies recommends that 18 (6 quarter credits required) of these quarter credits be earned through MAT1050 College Algebra undergraduate information technology courses. MAT1051 Pre-Calculus Capstone Course - 6 quarter credits MAT2001 Statistical Reasoning To be taken during the learner’s final quarter: MAT2050 Statistical Literacy (3 quarter credits) TS4990 Integrated Action Learning Project The following course is strongly recommended: MAT2051 Discrete Mathematics (MAT1050) Total 186 quarter credits Natural Science (12 quarter credits required) BIO1000 Human Biology Capella University is seeking approval of this specialization from the state of Arkansas. Contact BIO1050 Biology and Society (3 quarter credits) an enrollment counselor for current approval status CHM1000 Chemistry for Changing Times in this state. PHY1000 Introduction to Astronomy

All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 53

Bachelor’s in Information Technology Specializations, continued Project Management Social Science (12 quarter credits required) Web Application Development ECO1050 Microeconomics The project management specialization focuses The Web application development specialization on developing skills that are required to ECO1051 Macroeconomics is appropriate for those whose goal is to create effectively lead and manage a complex IT HIS1000 Immigrants in the American City professional, high quality Web-based (3 quarter credits) project. This specialization also allows learners applications. This specialization focuses on the PSY1000 Introduction to Psychology to integrate information technologies, business, enabling technologies, but also integrates an and human interaction skills. POL1000 The Politics of American Government awareness of business and human realities. The SOC1000 Introduction to Human Society Learners are introduced to a variety of topics key concepts of Web application development including assessing product requirements; Additional Program Requirements are emphasized to prepare learners for the Core Courses + Lab - 48 quarter credits variety of development environments. Some key

establishing configuration management; STUDIES SCHOOL OF UNDERGRADUATE understanding the impact of evolving legal and TS3004 Communicating in New Media technologies will be introduced using the Virtual regulatory issues on a project; understanding TS3005 Undergraduate Learner Success Lab Lab Environment (VLE) including Enterprise team dynamics; and using tools for project (non-credit) Java-Beans, Common Object Request Broker planning, estimation, budgeting, and risk TS3100 Fundamentals of Web Application Architecture (CORBA), Extensible Markup management. Learners will ultimately integrate Development Language (XML), and Open Database IT fundamentals, professional practice, and TS3110 Fundamentals of E-Business Connectivity (ODBC)/Java Database Connectivity project management specialization course work TS3120 Fundamentals of Project Management (JDBC), and Application Programming Interfaces in an integrated action learning project. TS3130 Fundamentals of Database Systems (APIs). Learners will ultimately integrate IT fundamentals, professional practice, and Web General Education Requirements TS3140 Fundamentals of Software Development application development specialization course Choose 60 quarter credits as indicated from the TS3150 Fundamentals of Network Systems work in an integrated action learning project. following categories: TS3160 Ethical and Human Side of Information Communication (12 quarter credits required) Technology General Education Requirements ENG1000 English Composition Choose 60 quarter credits as indicated from the Specialization Courses - 42 quarter credits following categories: ENG2000 Research Writing TS4030 Project Estimating and Budgeting Communication (12 quarter credits required) SPC2000 Intercultural Communication TS4031 Risk Management in Information System ENG1000 English Composition SPC2050 Visual Design in Communications Development (TS3120) ENG2000 Research Writing (3 quarter credits) TS4032 Motivating IT Professionals (TS3120) SPC2000 Intercultural Communication TS4060 Managing the Project I (TS3120) Ethical and Social Responsibility SPC2050 Visual Design in Communications (6 quarter credits required) TS4061 Managing the Project II (TS4060) (3 quarter credits) PHI2000 Ethics TS4802 Systems Assurance Quality and Testing PHI2050 Human Nature and Ethics TS4807 Legal Issues in IT Ethical and Social Responsibility (3 quarter credits) (6 quarter credits required) Elective Courses - 30 quarter credits PHI2000 Ethics Fine Arts and Humanities Choose 30 quarter credits of additional PHI2050 Human Nature and Ethics (12 quarter credits required) undergraduate courses. The School of (3 quarter credits) ART2000 Art History Survey Undergraduate Studies recommends that 18 HUM1000 Introduction to the Humanities of these quarter credits be earned through Fine Arts and Humanities undergraduate information technology courses. (12 quarter credits required) HUM1050 World Religions (3 quarter credits) ART2000 Art History Survey LIT2000 Sports and Literature (3 quarter credits) Capstone Course - 6 quarter credits HUM1000 Introduction to the Humanities PHI1000 Introduction to Philosophy To be taken during the learner’s final quarter: HUM1050 World Religions (3 quarter credits) TS4990 Integrated Action Learning Project Mathematical and Logical Reasoning LIT2000 Sports and Literature (3 quarter credits) (6 quarter credits required) Total 186 quarter credits PHI1000 Introduction to Philosophy MAT1050 College Algebra MAT1051 Pre-Calculus Mathematical and Logical Reasoning (6 quarter credits required) MAT2001 Statistical Reasoning MAT1050 College Algebra MAT2050 Statistical Literacy (3 quarter credits) MAT1051 Pre-Calculus The following course is strongly recommended: MAT2001 Statistical Reasoning MAT2051 Discrete Mathematics (MAT1050) MAT2050 Statistical Literacy (3 quarter credits) Natural Science (12 quarter credits required) The following course is strongly recommended: BIO1000 Human Biology MAT2051 Discrete Mathematics (MAT1050) BIO1050 Biology and Society (3 quarter credits) Natural Science (12 quarter credits required) CHM1000 Chemistry for Changing Times BIO1000 Human Biology PHY1000 Introduction to Astronomy BIO1050 Biology and Society (3 quarter credits) CHM1000 Chemistry for Changing Times PHY1000 Introduction to Astronomy 54 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Undergraduate Studies Programs, continued

Bachelor’s in Information Technology Specializations, continued

Social Science (12 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

Additional Program Requirements Core Courses + Lab - 48 quarter credits TS3004 Communicating in New Media TS3005 Undergraduate Learner Success Lab (non-credit) TS3100 Fundamentals of Web Application Development TS3110 Fundamentals of E-Business TS3120 Fundamentals of Project Management TS3130 Fundamentals of Database Systems TS3140 Fundamentals of Software Development TS3150 Fundamentals of Network Systems TS3160 Ethical and Human Side of Information Technology

Specialization Courses - 42 quarter credits TS4010 Presentation Layer: Client Side Programming (TS3100, TS4805) TS4012 Advanced Server Side Programming (TS4010, TS4819, TS4820) TS4802 System Assurance Quality and Testing TS4805 Programming Concepts and Practices TS4811 Object-oriented Programming in Java (TS4805) TS4819 Application Layer: Server Side Programming (TS3130, TS4010, TS4805) TS4820 Server Side Programming ASP.NET (TS4819) Elective Courses - 30 quarter credits Choose 30 quarter credits of additional undergraduate courses. The School of Undergraduate Studies recommends that 18 of these quarter credits be earned through undergraduate information technology courses. Capstone Course - 6 quarter credits To be taken during the learner’s final quarter: TS4990 Integrated Action Learning Project

Total 186 quarter credits 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 55

Undergraduate Course Descriptions in Numerical Order by Program Prefix

The following course list is correct as of design and the principles of visual design through PHI1000 - Introduction to Philosophy (6 quarter the date this catalog was prepared. These the use of online exercises, discussions, critiques, credits). Learners analyze the main problems of descriptions indicate the general content and and texts. Learners also explore methods of philosophical inquiry beginning with an topics typically covered in the course. analyzing visual images and their influence on introduction to the nature of philosophy and a Capella University retains the right to communication. logic module that includes basic logic concepts, withdraw, modify, or add courses to the syllogistic reasoning, Venn diagrams, deductive existing list without prior notice. reasoning, inductive reasoning, and informal ETHICAL AND SOCIAL RESPONSIBILITY Three-credit general education courses are fallacies. Learners also explore topics in PHI2000 - Ethics (6 quarter credits). In this course offered during both the first and second philosophy such as religion, knowledge and learners explore major philosophical approaches half of each quarter. perspectives on truth, rationality and cognitive

to evaluating moral actions and apply them to relativism, philosophy of mind issues including STUDIES SCHOOL OF UNDERGRADUATE contemporary issues. Learners reflect on their own monism/dualism, personal identity and Undergraduate Readiness Labs moral beliefs and the ways in which these beliefs immortality, freedom of the will and determinism, influence and inform their moral judgments and theoretic and applied ethics, and the meaning of UG0085 and UG0086 Mathematics Readiness behavior. human existence. Labs (Non credit). This lab is a diagnostic tool that PHI2050 - Human Nature and Ethics (3 quarter assesses a learner’s mathematics ability and skills, credits). This course introduces learners to some MATHEMATICAL AND LOGICAL REASONING identifies gaps in readiness, and offers instruction. of the principal Western conceptions of human Learners completing the lab are evaluated to nature and how these conceptions give rise to and MAT1050 - College Algebra (6 quarter credits). determine whether they have the demonstrated affect ethical issues. Specific course topics include This course introduces learners to the study of mathematics skills required to be successful in the human aspiration to improve human nature, mathematical functions including linear, Capella’s undergraduate program. the scientific view and approach to human nature, exponential, logarithmic, and other functions that UG0095 and UG0096 Writing Readiness Labs the relation between bodies and minds (souls), include algebraic, graphic, and numeric (Non Credit). This lab is a diagnostic tool that how we change over the course of our lives and properties. The course emphasizes applying these assesses a learner’s writing ability and skills, yet still remain "ourselves," and the character and concepts to applications in the social and natural identifies gaps in readiness, and offers instruction. dignity of human beings. Interdisciplinary readings sciences, business, and everyday life. Learners completing the lab are evaluated to range from the ancient Greeks to the twenty-first MAT1051 - Pre-calculus (6 quarter credits). determine whether they have the demonstrated century. Pre-calculus extends the formal study of writing skills required to be successful in Capella’s elementary functions introduced in algebra. undergraduate program. In this course, learners use technology, modeling, FINE ARTS AND HUMANITIES and problem solving skills to study and apply ART2000 - Art History Survey (6 quarter credits). General Education Courses trigonometric and circular functions, identities, This course provides a survey of art of the Western and inverses, polar coordinates, complex COMMUNICATION world from prehistoric to modern times. Activities numbers, and vectors in two and three include exploring museums or galleries, analyzing ENG1000 - English Composition (6 quarter dimensions. The course focuses on problem art and buildings, and examining art in everyday credits). This course is an introduction to solving by applying multiple tools: algebraic, life. expository writing and includes learning research graphic, and numeric. Quadratic relations are techniques and writing in a variety of forms. HUM1000 - Introduction to the Humanities represented in polar, rectangular, and parametric Particular attention is given to increasing learners’ (6 quarter credits). This course provides learners forms. Each of these topics provides a bridge to effectiveness in organizing and developing topics, with a broad-based introduction to the humanities further study in calculus and other fields including thinking critically, and revising for clarity of including topics within the various arts, philosophy, economics, business, physics, chemistry, biology, purpose, readability, and style. and religion. The course emphasizes developing computer science, and natural and social sciences. an understanding of the uniqueness as well as the Prior college algebra course work or completion ENG2000 - Research Writing (6 quarter credits). interrelatedness of these fields, how they of MAT1050 is strongly recommended prior to This course helps learners become more familiar significantly shape the cultures in which they are enrollment in this course. and comfortable with writing that depends on found, and how they reflect their culture’s values source material. Since most writing in professional MAT2001 - Statistical Reasoning (6 quarter and vision of the human condition. or academic contexts calls for evaluating or credits). This course covers the basic concepts interpreting information provided by others, this HUM1050 - World Religions (3 quarter credits). of elementary statistics including descriptive course’s main goal is to give learners portable and This course introduces learners to the religious statistics, methods of counting, probability adaptable skills that help them critically assess wisdom and traditions of both East and West distributions, approximations, estimation, and sources and incorporate them appropriately into including Hinduism, Buddhism, Confucianism, hypothesis testing. While the computation of professional or academic writing. Taoism, Judaism, Christianity, and Islam. statistics (with software) is important, more emphasis is placed on the application and LIT2000 - Sports and Literature (3 quarter SPC2000 - Intercultural Communication interpretation of statistical results. (6 quarter credits). Learners in this course explore credits). Learners in this course explore the cultural differences and their implications for intersection of sports and society as depicted in MAT2050 - Statistical Literacy (3 quarter communication including differences in values, novels, short stories, poetry, and journalism. credits). Learners in this course concentrate on norms, social interaction, and code systems. Learners consider what sport means and how it applying critical thinking skills to arguments functions as symbol, myth, and metaphor. To involving statistics. The course emphasizes the SPC2050 - Visual Design in Communications achieve this understanding, learners analyze texts learner as a consumer of statistics rather than a (3 quarter credits). This course introduces learners and timely issues pertinent to sports and society in producer of statistical calculations. Course to the use of visual design in communication. a variety of ways including literary analysis and activities focus on interpreting, evaluating, Learners apply fundamental concepts of graphic journaling. and communicating real-world situations and news stories. 56 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Undergraduate Course Descriptions, continued

MAT2051 - Discrete Mathematics (6 quarter events are used to provide examples of principles BUS3005 - Undergraduate Learner Success Lab credits). Topics for this course include number of elementary economic theory. (non-credit). This lab is designed to provide new logic and set theory, functions and sequences, HIS1000 - Immigrants in the American City undergraduate learners with the knowledge and relations equivalence, partial order, digraphs, (3 quarter credits). This course covers the skills they need to be successful in their academic recurrence relations, counting techniques, logic historical experiences of immigrants moving to programs. The lab familiarizes learners with the and techniques of proof, graphs, and algorithms. and living in American cities and how these factors Capella online environment, academic standards Other topics include networks (graphs), affect immigrants living in American cities today. and best practices, and support resources fundamentals of counting and discrete probability, Topics include immigration history, responses of provided to ensure success. Learners build skills in and matrices. This course prepares learners for immigrants to conditions they faced, and urban the selection and use of methods, techniques, and further study in business, especially marketing policies and their effects on immigrants. library resources. BUS3005 is taken in the first and information technology. quarter, in conjunction with BUS3004. Cannot Prerequisite(s): MAT1050. PSY1000 - Introduction to Psychology (6 quarter be fulfilled by transfer. credits). This course provides an introduction to the basic principles of psychology and the BUS3010 - Fundamentals of Management and NATURAL SCIENCE scientific methods that psychologists employ. A Leadership (6 quarter credits). This course is an variety of topics, including the brain, learning and introduction to the primary forces that drive BIO1000 - Human Biology (6 quarter credits). contemporary business. Learners explore the This course provides an introduction to basic memory, personality, social influence, child and lifespan development, and psychopathology are implications for organizational management and biological principles with a human perspective. collaborative leadership within a changing Areas addressed include the molecular and cellular addressed. Applying psychology concepts to everyday situations is emphasized. business climate. The course focuses on key basis of life, genetics, organ systems, and human elements of the business world including the impact on the environment. POL1000 - The Politics of American Government manager, the enterprise, and the environment BIO1050 - Biology and Society (3 quarter (6 quarter credits). This course covers the within which both the manager and the enterprise credits). This course builds an awareness of fundamental workings of the American political operate. environmental issues that shape our world. system, particularly how the constitutional structure shapes American politics and how BUS3020 - Fundamentals of E-Business Learners explore human roles in the environment, (6 quarter credits). This course presents consider the causes for environmental stresses institutions and processes connect individuals to the larger political system. fundamentals of e-business, acquisition of hands- and degradation, and study initiatives currently on experience with e-business technology, underway to deal with these issues. SOC1000 - Introduction to Human Society evaluation of primary management considerations CHM1000 - Chemistry for Changing Times (6 quarter credits). This course explores in the development process of commercial e- (6 quarter credits). This course provides a broad questions such as "What is society?" and "How business systems, and assessment of the introduction to basic chemistry and basic risk does it make us who we are?" The course helps implications of an e-business initiative. Learners analysis. These concepts are applied to ecological, learners discuss the ways sociology offers insights also study the development of an e-business environmental, health, nuclear, and medical into discovering the world and one’s place in it. technological and management plan for an concerns with an emphasis on understanding the The course also emphasizes developing an enterprise. impact of chemistry in society. There is no lab understanding of culture, social structure, institutions, and our interactions with each other. BUS3030 - Fundamentals of Marketing and associated with the course. Sales (6 quarter credits). In this course, learners PHY1000 - Introduction to Astronomy (6 quarter examine the fundamentals of marketing and sales: credits). This course provides an overview of our Business Courses market research and planning, product solar system, stars, and galaxies. The development differentiation and positioning, marketing BUS3004 - Developing a Business Perspective of scientific thought is traced from early civilization communications, differences between consumer (6 quarter credits). This course prepares learners to the present day. and business markets, and relational marketing to broaden their business perspective, participate and sales strategy. Learners prepare a marketing in building a learning community, and tap into the and sales plan, and a corresponding marketing SOCIAL SCIENCE talents and resources of the class. Learners gain a and sales strategy for a simple product offering. ECO1050 - Microeconomics (6 quarter credits). business perspective on ways that higher BUS3040 - Fundamentals of Human Resource This economics course focuses on the optimizing education can prepare them for careers in a Management (6 quarter credits). This course behavior of individual consumers and firms and the constantly changing workplace. Learners practice helps learners develop an understanding of the coordination of these individual decisions through thinking habits, investigate the new business fundamentals of human resource management, markets. It includes the evaluation of market realities that business professionals must deal with explore the human capital perspective of outcomes in terms of efficiency and fairness. Topics in the twenty-first century, and develop research employees as the principal economic asset of the include the theory of the consumer, the theory of and writing skills needed for success in the enterprise, examine human capital development, the firm, market structures and market failure, and undergraduate program. Throughout the course, and study how the human resource management the role of government. Application to real-world learners analyze, synthesize, and evaluate function is evolving in different types of events provides examples of microeconomics business concepts and current topics in light of organizations. The implications for human principles. their personal and professional experiences. Topics include written communication, research resource professionals are underscored in each ECO1051 - Macroeconomics (6 quarter credits). skills, teamwork skills, critical thinking and of these functions. Learners are assigned a case This course provides an introduction to the major problem solving skills, project creation, and study in which they work to identify and topics of macroeconomics: national income business fundamental principles. BUS3004 must understand the evolving talents, motivations, analysis, unemployment and price stability, the be taken by bachelor’s learners in their first and needs of employees of different generations, business cycle, monetary and fiscal policy, and quarter. BUS3004 cannot be fulfilled by transfer backgrounds, and personalities. international trade. Applications to real-world or petition. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 57

BUS3050 - Fundamentals of Organizational BUS4014 - Operations Management for BUS4023 - E-Business Project Implementation Communication (6 quarter credits). This course Competitive Advantage (6 quarter credits). (6 quarter credits). This course helps learners helps learners develop an understanding of the This course is a survey of the operations identify the key factors for successful fundamentals of organizational communication; management field in both service and implementation of e-business projects. Learners explore the interrelationship of organizational manufacturing environments. The course covers participate in a case study project, illustrating the communication, symbols, culture, and topics ranging from the strategic issues of nature of the e-business technology development performance; learn effective communication designing products and services and making major process, risk management issues, and the practices in relationships internal and external to capacity and location decisions to operating uncertainty and potential for the unexpected in the enterprise; and realize how they contribute to processes and control systems. Case studies help this rapidly evolving field. Special attention is successful organizational performance. Through demonstrate important concepts and decision- given to nurturing effective working relationships participation in a case study, learners examine the making tools. Prerequisite(s): BUS3010. with diverse stakeholders in e-business initiatives. STUDIES SCHOOL OF UNDERGRADUATE ways organizational communication factors are BUS4015 - Strategic Planning and Prerequisite(s): BUS3020. interrelated and function in an enterprise. Implementation (6 quarter credits). Learners BUS4031 - Marketing, Sales, and Channel BUS3060 - Fundamentals of Finance and develop an understanding of strategic planning Management (6 quarter credits). In this course Accounting (6 quarter credits). This course and implementation by participating in case learners develop an understanding of marketing, enables learners to gain knowledge of the studies and simulations of various business sales, and channel management as an integrated fundamentals of finance and accounting, to planning processes and by examining the and interrelated process. A case study that understand and create the standard financial unpredictable dimension of strategic business illustrates the mutual interdependencies of statements of a simple enterprise, and to evaluate planning. Successfully integrating unplanned marketing, sales, and channel management the financial condition of this simple enterprise developments into an existing strategy and required for success in a new product launch helps from the different perspectives of various financial implementing them are addressed as an learners explore both the strategic and institutions using typical financial ratios and important part of real-world strategy. operational aspects of marketing, sales, and metrics. Learners practice reading and Prerequisite(s): BUS3010. channel functions. Learners prepare and present understanding annual reports of more complex BUS4016 - Global Business Relationships a plan for marketing, sales, and channel publicly traded enterprises to interpret (6 quarter credits). In this course learners develop management. Prerequisite(s): BUS3030. explanatory footnotes and to relate financial a broad understanding of international business by BUS4032 - Customer Psychology and Marketing statements to the business performance of the participating in selected case studies that are Research (6 quarter credits). In this course enterprise. complemented by theory and an international learners explore market research on customer BUS4011 - Virtual Team Collaboration (6 quarter business research framework. Multiple dimensions psychology including topics such as why credits). Learners examine practical of international business are addressed including customers buy; surface reasons for buying; deep communication and collaboration skills for cultural; business structure; finance and trade; needs customers attempt to satisfy when they buy, effective participation in and leadership of teams technology and communications; and political, and the significance of customer trust and in a virtual networked context. Learners also economic, and legal dimensions. membership-in-community with the enterprise. examine various forms of collaborative leadership Prerequisite(s): BUS3010. Learners examine the methodology and and participate in collaborative leadership BUS4021 - E-Business Technology Infrastructure assumptions underlying market research on experiences within a virtual networked (6 quarter credits). Learners explore key customer psychology. Prerequisite(s): BUS3030. organizational setting. Prerequisite(s): BUS3010. characteristics of the Internet and related BUS4033 - Brand Identity and Marketing BUS4012 - Leadership in Organizations technologies for their implications to developing Communications (6 quarter credits). Learners (6 quarter credits). In this course learners examine successful e-business enterprise models. The explore multiple forms of marketing the art and science of leadership in the networked history of e-business technology’s ability to communications media and messages in this enterprise at different organizational levels and provide a context for management in an evolving course including the hidden power of word-of- from different perspectives. Learners study field and its future possibilities are also examined. mouth marketing and the expanding media of the personal characteristics of effective leaders Learners develop an e-business technology plan Internet. The communication-saturated nature of including coaching skills, personal integrity, for an enterprise including scenarios of the the marketplace is explored for its practical trustworthiness, courage and generosity, and an plausible future of e-business driven by significance in focusing brand identity and ability to encourage others to participate in technological change. Prerequisite(s): BUS3020. selecting marketing communications. leadership. Prerequisite(s): BUS3010. BUS4022 - E-Business Sourcing, Marketing, and Prerequisite(s): BUS3030. BUS4013 - Organizational Structure, Learning, Sales (6 quarter credits). Through participation in BUS4034 - Marketing Strategy (6 quarter and Performance (6 quarter credits). Learners a case study, learners examine the integrated and credits). This course introduces and illustrates study types of organizational structures and their interrelated factors involved in e-business major concepts and strategies that help learners influence on organizational intelligence, learning sourcing, marketing, and sales for a new e- connect concepts to real-world marketing strategy ability, and the practical performance of an business initiative and create a new e-business situations and problems. Learners analyze the enterprise. Special attention is given to the enterprise model. Other topics include supply kinds of marketing information available, learn adaptive and responsive organization and its chain and logistics enabled by e-business, about the tools and procedures used to gather relationship to enterprise stakeholders and marketing operations and strategy, and sales cycle and evaluate this information, and develop an environment. The course includes a collaborative and management. Learners prepare an e-business understanding of the growing role of the Internet case study that illustrates the interrelatedness of sourcing, marketing, and sales plan for an in market opportunities. Other topics include organizational structure, learning, and enterprise. Prerequisite(s): BUS3020. advances in information technology and the role performance. Prerequisite(s): BUS3010. these advances play in affecting environmental, competitive, and customer information. Prerequisite(s): BUS3030. 58 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Undergraduate Course Descriptions, continued

BUS4035 - Marketing Across Borders (6 quarter expectations within union and non-union differential analysis, product pricing, and financial credits). This course presents an accurate picture organizations. Understanding the dynamics of statement analysis. Prerequisite(s): BUS4060. of events in the global marketplace without creating a balance between employer goals and BUS4062 - Intermediate Financial Accounting overemphasizing current issues and includes employee rights is the overarching theme of this Topics and Trends (6 quarter credits). This course discussion of the negative side of global business course. Prerequisite(s): BUS3040. is an in-depth study of financial accounting theory especially relevant to recent world events. Course BUS4047 - Employee Training and Development and practice with a focus on Generally Accepted topics progress from marketing an existing (6 quarter credits). This course covers the most Accounting Principles (GAAP) and Financial product outside the domestic market and up-to-date developments in training and research Accounting Standards Board (FASB) developing a new product for specific local including the strategic role of training and the use pronouncements, which are guides for recording markets to broader issues in marketing and of new technologies. Course material realistically economic resources and obligations. Topics managing topics from a global managerial balances research with company practices and include principal financial statements, the time perspective. Legal, regulatory, political, and provides learners with a solid background in the value of money, investments, pension and post- cultural issues are discussed as appropriate fundamentals of training and development: needs retirement benefits, and revenue recognition. throughout the course. Prerequisite(s): BUS3030. assessment, transfer of training, designing a Learners develop an understanding of accounting BUS4043 - Compensation and Benefits learning environment, methods, and evaluation. concepts and the ability to apply this knowledge Management (6 quarter credits). This course Current topics such as strategic training and to solve problems. Prerequisite(s): BUS4060. addresses the trends and evolution of development processes, e-learning, blended BUS4063 - Advanced Financial Accounting compensation and benefits in both strategic and learning, learning management systems, Topics and Trends (6 quarter credits). This course operational dimensions and allows learners to knowledge management, older workers, issues in offers intensive study of financial accounting; explore cost evaluation associated with various work-life balance and work-life balance programs, covering topics such as business combinations approaches to compensation and benefits. and protean careers are also discussed. and consolidation; interim and segment reporting; Learners participate in a case study project Prerequisite(s): BUS3040. and accounting for leases, liquidations, and involving selected compensation and benefit BUS4048 - International HR Management Issues reorganizations. Topics also include analyzing the issues and apply their learning by preparing and (6 quarter credits). In the globalization of influence the Securities Exchange Commission has presenting a compensation and benefits plan for business, human resource management (HRM) on Generally Accepted Accounting Principles. an enterprise. Prerequisite(s): BUS3040. is one of the major partners at the strategy table. Prerequisite(s): BUS4062. BUS4044 - Legal Issues in Human Resource Whether a company is considering its international BUS4064 - Cost Accounting for Planning and Management (6 quarter credits). The primary presence, transitioning to a global entity, or Control (6 quarter credits). This course goal of this course is to enable learners to acquiring new business lines, HRM issues factor emphasizes the role of cost and managerial recognize the spirit and purpose of the legal into the multitude of “must-make” decisions. accounting for planning, control, and performance framework of enterprise so they can embrace Learners in this course examine the critical role evaluation in business, government, and not-for- compatible strategies and avoid cutting corners, that HRM plays in this new competitive and profit organizations within a global context. Topics which ultimately results in major, long-term collaborative world of business. Topics include include costing, pricing, analyses, budgeting, difficulties. Learners explore case studies that managing expatriates, re-tooling policies for performance evaluation, centers of responsibility, illustrate how a minor legal issue can be managed global practice, creating inclusive management modern control methods, allocation, and transfer well or can become unmanageable from legal, structures, and avoiding the pitfalls of pricing. Along with a focus on managerial decision financial, and public relations standpoints. international joint ventures. Equipping HRM making in organizations with an emphasis on the Prerequisite(s): BUS3040. professionals to act as effective support for effective use of financial data and critical thinking BUS4045 - Recruiting, Retention, and change and serve as internal consultants to the processes, the course focuses on the theory and Development (6 quarter credits). The primary growing multinational organization is the ultimate practice of management control with particular focus of this course is on the characteristics and goal of the course. Prerequisite(s): BUS3040. attention to strategic aspects within the decision motivations of applicants and employees from BUS4060 - Financial Accounting Principles cycles. Prerequisite(s): BUS4061. varying backgrounds and the match between their (6 quarter credits). Learners are introduced to BUS4065 - Income Tax Concepts and Strategies needs and aspirations and relevant characteristics Generally Accepted Accounting Principles, which (6 quarter credits). This course is an introduction of the employing enterprise. Learners examine the provide guidance for an organization’s financial to basic concepts of individual income taxation practical operations of recruiting, retention, and accounting systems and reports generated by and tax-related transactions that pertain to gains, development of employees. Special attention is these systems such as income statements and losses, income, expenses, tax free exchanges, paid to effective performance review processes balance sheets. Learners are introduced to ways depreciation, deductions, and credits. Course and their relationship to coaching and mentoring. that external stakeholders and internal managers material is presented on a conceptual level with Prerequisite(s): BUS3040. and leaders use accounting information to assess additional projects that teach and reinforce tax BUS 4046 - Employee and Labor Relations the performance and financial strength of an compliance rules and provide a basic foundation (6 quarter credits). In this course learners examine organization. Prerequisite(s): BUS3060. for tax research. The course highlights topics from the types of relationships and contracts an BUS4061 - Managerial Accounting Principles an individual taxation standpoint with an emphasis employer may offer and the regulatory framework (6 quarter credits). This course provides insight on business application. Prerequisite(s): BUS4062. that governs how they may be interpreted within into the roles of accounting and finance as they BUS4066 - Contemporary Auditing: An Ethical various organizational structures. The history of relate to direct management of a firm and Perspective (6 quarter credits). This course Labor in the U.S. and how it has evolved is central emphasizes internal business reporting and emphasizes the philosophy and current to this course. Union organizing, bargaining, fundamental analysis. Various costing systems and environment of the auditing profession. It focuses dispute resolution, and employment-at-will are the comprehensive budget process are a on the nature and economic purpose of auditing, also core topics that are studied along with the particular focus. Other topics include cash flow auditing standards, professional conduct, and the policies inherent in communicating performance planning, inventory control, capital investments, legal liability of auditors. Other topics include the 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 59

auditor’s consideration of internal control, audit BUS4075 - Public and Nonprofit Finance BUS4801 - Ethics and Enterprise (6 quarter sampling, and the nature of audit evidence. The (6 quarter credits). This course provides an credits). In this course learners develop the ability course also covers the American Institute Certified overview of non-corporate finance practices, to recognize and exercise leadership in significant Public Accountants (AICPA) code of professional techniques, and concepts. Learners examine enterprise-wide ethical and human matters. Case ethics, auditing techniques, the auditor’s reporting public finance principles at all governmental and examples and projects highlight the ethical and responsibilities, and other attestation and municipal levels including government revenues human dimensions of enterprise. Special attention accounting services. Prerequisite(s): BUS4063. and expenditures, intergovernment fiscal is given to the ways commitment to social and BUS4070 - Foundations in Finance (6 quarter relations, public debt, and fiscal policy. Financial environmental ethical responsibility can be credits). This course emphasizes an intuitive and issues of nonprofit organizations such as health compatible with and complement the economic conceptual understanding of the financial care financing and nonprofit financial statements success of an enterprise and satisfy enterprise decision-making process rather than just are also presented. Prerequisite(s): BUS4070. stakeholders. STUDIES SCHOOL OF UNDERGRADUATE introducing formulas and calculations. Course BUS4076 - Issues in International Finance BUS4802 - Change Management (6 quarter content includes the “big picture” as well as actual (6 quarter credits). This course focuses on the credits). In this course learners gain an practice, that is, financial decision-making rooted fundamental environment of international financial understanding of the knowledge and skills in current financial theory and in the current state management. Learners explore the financial required to lead, facilitate, and support change of world economic conditions. environment in which the multinational firm management. Case studies help learners Prerequisite(s): BUS3060. and its managers must function, foreign exchange understand the dynamics of planned and BUS4071 - Financial Markets and Institutions management, and financial management in unplanned change within organizations. Many-to- (6 quarter credits). This course introduces multinational firms. The course emphasizes many network communications and language financial markets and institutions by providing a business strategy more than accessibility so that changes are identified as primary resources for conceptual framework for the reasons markets learners assume the role of the financial manager effective change management. Topics that receive exist and their role in the financial environment. making real-world decisions. Learners are special attention are trust building, fear- Each type of financial market is described with a provided with thorough information and follow-up containment, and broad participation in the focus on its utilization by financial institutions, its on the effects of the European and Asian currency change process. internationalization, and recent events that have crises as well as other topics in international BUS4993 - Business Capstone Project (6 quarter affected it. Topics include regulatory aspects, finance. Prerequisite(s): BUS4070. credits). The capstone project is the culminating management, use of financial markets, and BUS4077 - Risk Management Strategies experience of the bachelor’s program. It allows performance of financial institutions. (6 quarter credits). This course provides a each learner to demonstrate the technical and Prerequisite(s): BUS4070. thorough introduction to risk management. applied business knowledge gained in their field BUS4072 - Analysis for Financial Management Learners identify, analyze, and manage risk as well as the critical thinking, diverse (6 quarter credits). Learners in this course through insurance and alternative tools and perspectives, and communication skills that will examine financial statements as the basis for a techniques such as loss control, risk retention, and increase their success. The capstone project wide range of business analysis, and the ways risk transfer. Risk management concepts are demonstrates the learner’s ability to identify ideas managers, securities analysts, bankers, and presented as they apply to business, personal, and for a new product or service, create a vision, and consultants use these statements to make business international situations. Prerequisite(s): BUS4070. develop a strategic plan that describes how the decisions. The course provides learners with a BUS4078 - Financial Institution Management concept would be implemented. This course must framework for using financial statement data in a (6 quarter credits). In this course learners focus on be taken during the learner’s final quarter. variety of business analysis and valuation contexts. managing return and risk in modern financial Cannot be fulfilled by transfer. Prerequisite(s): BUS4070. institutions. The central themes are the risks faced BUS4073 - Investments and Portfolio by financial institution managers and the methods Information Technology Courses Management (6 quarter credits). This course and markets through which these risks are provides learners with a survey of important managed, methods that are becoming increasingly TS3004 - Communicating in New Media components of investment: valuation, the similar whether an institution is chartered as a (6 quarter credits). This course provides learners marketplace, fixed income instruments and commercial bank, a savings bank, an investment with the enhanced skills needed to be successful markets, equity instruments and markets, and bank, or an insurance company. in their program and in the workplace. Learners derivative instruments. Special topics include Prerequisite(s): BUS4070. focus on their individualized career goals while international markets and mutual funds. The BUS4079 - Real Estate Finance (6 quarter exploring a variety of communication media and course establishes an appropriate theoretical base credits). Learners in this course develop an collaboration techniques. Through interactive for investing while applying theory to real-world understanding of real estate partnerships, activities, learners develop and refine their examples. Prerequisite(s): BUS4070. secondary mortgage markets, fixed and knowledge of information technology (IT) specializations and prepare professional caliber BUS4074 - Entrepreneurial Finance (6 quarter adjustable rate mortgages, and real estate construction and land development. Corporate documents. This course prepares learners to credits). In this course learners examine personal broaden their IT industry perspective, participate finance concepts, small business finance issues, real estate topics include lease-versus-own analysis, sale and leaseback decisions, and the in building a learning community, and tap into the and real estate financing and investments. talents and resources of the class. Topics include Other topics include personal financial planning role of real estate in corporate restructuring. The course also covers the importance of written communication, research skills, teamwork principles such as investment planning, tax skills, critical thinking and problem solving skills, planning, estate planning, retirement planning, understanding underlying economic factors that affect property values. Prerequisite(s): BUS4070. project creation, and fundamental IT principles. education planning, and risk management. TS3004 must be taken by bachelor’s and Learners examine and analyze small business certificate learners in their first quarter. TS3004 finance concepts such as sources of capital, cannot be fulfilled by transfer or petition. payroll, taxation, and forecasting. Prerequisite(s): BUS4070. 60 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Undergraduate Course Descriptions, continued

TS3005 - Undergraduate Learner Success Lab TS3140 - Fundamentals of Software such as CORBA and Enterprise Java Beans (EJBs). (non-credit). This lab is designed to provide new Development (6 quarter credits). This course Other topics include Perl/CGI, ODBC/JDBC, EDI, undergraduate learners the knowledge and skills covers the software engineering fundamentals SOAP, and J2EE versus .NET. Learners are they need to be successful in their academic necessary for good programming practice. It required to take TS4811 prior to taking this course programs. The lab familiarizes learners with the introduces learners to current techniques used in or have comparable job experience with Java. Capella online environment, academic standards large-scale information system software Learners are also required to take TS4011 prior and best practices, and support resources development including requirements analysis, to taking this course or have comparable job provided to ensure success. Learners build skills in functional specification, system design, experience with basic Web server programming the selection and use of methods, techniques, and implementation, testing, and maintenance. using SQL select statements. library resources. TS3005 is taken in the first Learners use a problem-based approach using Prerequisite(s): TS4010, TS4819, TS4820 or quarter, in conjunction with TS3004. Cannot be practical examples. Learners are also introduced equivalent experience upon school approval. fulfilled by transfer or petition. to software engineering practices within the TS4030 - Project Estimation and Budgeting TS3100 - Fundamentals of Web Application Software Engineering Institute’s Capability (6 quarter credits). This course focuses on the Development (6 quarter credits). This course Maturity Model. critical aspects of planning an IT project including emphasizes Web application development TS3150 - Fundamentals of Network Systems estimating the schedule, effort, cost, and required fundamentals and provides learners with the (6 quarter credits). This course is an introduction quality level of the resulting IT product. Learners intellectual and software tools necessary for to computer networks, protocols, TCP/IP and the develop skills to systematically estimate the developing professional Web applications. Internet. The course also introduces network projects in which they are involved using readings, Learners gain experience with the professional performance analysis, security issues, firewalls, online discussions, practical exercises, and process of planning and developing prototype SSL, digital certificates, encryption techniques, computer-based tools. Prerequisite(s): TS3120 or Web applications. In addition, learners develop a and types of authentication (strong and weak). equivalent experience upon school approval. personal Web site that serves as an e-portfolio and Learners apply their knowledge in a project that is TS4031 - Risk Management in Information resume of learning performance at Capella University. designed to give them first-hand experience in System Development (6 quarter credits). This TS3110 - Fundamentals of E-Business (6 quarter building a networked application and/or analyzing course provides an overview of proven risk credits). This course emphasizes foundational and evaluating the performance of protocols and management techniques that IT project managers business concepts, helping learners analyze key applications. and project leaders use to better meet their business units such as marketing, finance, and TS3160 - Ethical and Human Side of Information project estimates. Learners develop skills to operations and key business competencies such as Technology (6 quarter credits). This course uses systematically manage project risks using team work and communications. Learners practice specific case examples and projects to explore the readings, online discussions, practical exercises, exercises in which fundamental business ethical and human dimensions of IT within and computer-based tools. techniques help them understand how information organizations and in relationships with customers, Prerequisite(s): TS3120 or equivalent technology is integrated with the enterprise as a partners, and society. Learners develop the ability experience upon school approval. whole. Course topics focus on learner development to recognize, to take seriously, and to exercise TS4032 - Motivating Information Technology as IT professionals within a business environment. leadership in significant ethical and human Professionals (6 quarter credits). This course TS3120 - Fundamentals of Project Management matters related to IT. Cannot be fulfilled by introduces strategies for improving job (6 quarter credits). This course emphasizes the transfer or petition. satisfaction, teamwork, and creativity within the critical activities associated with managing and TS4010 - Presentation Layer: Client-Side team. Through readings, case study analysis, and leading information technology projects. It Programming (6 quarter credits). This course online discussions, learners understand how to includes vendor management, configuration focuses on advanced client-side programming effectively motivate IT professionals. management, project estimation, risk management, with an introduction to server-side programming. Prerequisite(s): TS3120 or equivalent and managing cross-functional and multi-national It is an extension of the course TS3100 - experience upon school approval. teams. Learners explore case studies of information Fundamentals of Web Application Development. TS4040 - Network Administration (6 quarter technology project successes and failures and are The course also includes an introduction to CGI credits). In this course, learners explore the latest introduced to software management practices programming, Server Side Includes (SSI), and network operating system’s (NOS) concepts and within the Software Engineering Institute’s multimedia and plug-in functionalities. Topics tools to administer a local area network (LAN). Capability Maturity Model. In addition, learners include dynamic HTML, JavaScript, Java Applets, Topics include planning, installing, configuring, build and apply a project plan during this course. cascading style sheets, design templates, and optimizing, securing, printing, and TS3130 - Fundamentals of Database Systems principles of user-centered design. Learners apply troubleshooting networks. Upon completion, (6 quarter credits). In this course learners are their knowledge of client side programming as learners have a solid understanding of network introduced to database analysis, database design, they enhance their personal e-portfolio Web site, administration practices in a productive and N-tiered client-server database systems. and construct a rudimentary e-business site. environment. In addition, learners are prepared Topics include database structures, data Prerequisite(s): TS3100 and TS4805 or to take one of the industry certification exams dictionaries, data analysis, and common database equivalent knowledge upon school approval. after successfully completing this course. applications. Course material includes developing TS4012 - Advanced Server Side Programming Prerequisite(s): TS3150 or equivalent an application in a popular database system. (6 quarter credits). This course introduces experience upon school approval. Advanced discussion topics include database learners to non-Microsoft Web server TS4041 - Advanced Network Administration scripting (SQL), API interfaces, database technologies. It focuses in particular on JSP and (6 quarter credits). This course is a continuation connectivity technologies (ODBC/JDBC), and data XML/XSL as these are used in the term project. of TS4040, focusing on enterprise and wide area warehousing multidimensional databases, and the The course investigates how Extensible Markup networks (WAN). Topics include advanced WAN data mining methods that extract information from Language (XML) is utilized by Internet agents to concepts such as directory services, the data warehousing. A problem- based approach share information between diverse business units. authentications, advanced connectivity issues, using SQL is used in this course. It also introduces distributed object technology traffic, advanced security issues, remote access, 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 61

remote management, advanced multi-protocol TS4052 - Image Processing (6 quarter credits). TS4071 - Cyber Attacks and Ethical Hacking concepts, and monitoring network performance. This course is for Web designers who wish to (6 quarter credits). This course covers ways that Upon completion, learners have a solid create and have optimum control over the images computers and networks are attacked by hackers understanding of administering wide area used in a Web site. Learners use Photoshop, the using techniques and common utilities. Learners networks. In addition, learners are prepared to industry-standard program for image editing for explore security threats and ways that system take one of the industry certification exams after Web site design, digital photography, collage, vulnerabilities are exploited to attack systems. successfully completing this course. prepress production, and fine art. Learners Topics include Intrusion Detection Systems (IDS), Prerequisite(s): TS4040 or equivalent experience develop their skill in using traditional bitmap ethical hacking techniques, sniffers, protocols, upon school approval. image editing features combined with a new social engineering, vulnerability analysis, and TS4042 - Network Design (6 quarter credits). vector feature, which provides control when penetration testing to ensure infrastructure This course focuses on the design and integration compositing photographic pixel-based images security. Prerequisite(s): TS3150, TS4803. STUDIES SCHOOL OF UNDERGRADUATE of multi-protocol networks, both local and wide and crisp, resolution-independent type. While the TS4072 - Operating Systems Security (6 quarter area, forming an enterprise network. Designing focus of this course is image processing for the credits). This course focuses on securing and intranets, virtual local area networks, firewalls Web, learners are able to use the same image for hardening both Windows and Linux operating using different Internet-working devices and high DPI print media, such as brochures and systems, as well as techniques for maintaining the media are carefully studied based on different catalogs. It is recommended that learners have confidentiality and integrity of systems. Topics situations taking into consideration cost, access to a scanner or digital camera. include patch management, authentication, compatibility, expandability, security, and future Prerequisite(s): TS3100 or equivalent experience auditing and monitoring, and access control. requirements. In addition, learners are prepared upon school approval. Prerequisite(s): TS3150, TS4803. to take one of the industry certification exams TS4060 - Managing the Project I (6 quarter TS4073 - Organizational Security (6 quarter after successfully completing this course. credits). This course focuses on the critical aspects credits). This course covers the people and Prerequisite(s): TS3150 or equivalent experience of initiating, planning, and executing a project. process aspect of information assurance and upon school approval. These typically relate to the first three phases security, which is the most widely ignored part of TS4043 - Network Administration with Linux associated with project development and the IT industry. Topics include security life cycle, (6 quarter credits). This course focuses on the execution. This course prepares learners to gather, certification and accreditation, configuration latest Network Operating Systems (NOS) concepts assess, and integrate budget resources, schedules, management, employment practices, and security and tools using the Linux operating system to and other related resources in the project planning awareness. The course covers best practices of administer a Local Area Network (LAN). Topics process. Upon completion, learners are able to policy development along with industry specific include logical and physical design, LDAP identify and negotiate with stakeholders, assist the standards. Industr-specific laws and regulations planning, installing, configuring, optimizing, team in defining appropriate performance such as Health Insurance Portability and securing, printing, and troubleshooting networks. measures, identify key cultural opportunities and Accountability Act (HIPAA), Sarbanes-Oxley Learners who successfully complete this course constraints, and prepare a cost and resource (SARBOX), and National Institute of Standards have a solid understanding of Linux network estimate of the project. Process and knowledge and Technology (NIST), are explored. Privacy administration practices in a productive areas covered include work breakdown structure. issues in computing, personnel, and physical environment and are prepared to take one Prerequisite(s): TS3120. security are discussed along with biometrics. of the industry certification exams. TS4061 - Managing the Project II (6 quarter Prerequisite(s): TS3150, TS4803. Prerequisite(s): TS3150, TS4813. credits). This course focuses on the critical aspects TS4074 - Applications Security (6 quarter credits). TS4050 - Vector Graphics Animation (6 quarter of controlling and closing a project. These typically This course addresses securing applications, credits). This course covers the basic functionality relate to the last two phases associated with security vulnerabilities, services, and learning of Web animation and interactivity. Learners operational activities and project closure. secure coding techniques. The course covers all become familiar with illustrating with Flash using Additionally, this course covers the important classes of applications including mobile, e-mail, animation techniques and special effects. This responsibilities associated with managing a databases, and Web applications. course familiarizes learners with embedding project such as diversity, ethics, continuous Prerequisite(s): TS3150, TS4803. exported Flash movies into HTML documents for improvements, interpersonal skills, philosophical reflection, and training opportunities. In this TS4075 - Computer Forensics (6 quarter credits). play in a browser. Prerequisite(s): TS3100 or Computer forensics is a discipline that supports equivalent experience upon school approval. course, learners become familiar with data collection techniques, apply risk management law enforcement and lawyers in investigating TS4051 - Web Graphics Production (6 quarter tools and techniques, describe the process of white collar crime. Learners in this course explore credits). This course covers creating, editing, and inspection, record project results, prepare computer forensic tools and techniques, animating Web graphics using bitmap and vector closing documents, and set up procedures for investigations, incident response and handling, tools. Learners use export controls to optimize implementation after project completion. and legal issues. Prerequisite(s): TS3150, TS4803. images with advanced interactivity and export Prerequisite(s): TS4060. TS4076 - Security Management & Policies them into Macromedia Dreamweaver and other (6 quarter credits). This course covers hands-on HTML editors. Learners gain knowledge of TS4070 - Cyber Defense and Countermeasures (6 quarter credits). This course provides an in- security management practices through the launching and editing Fireworks graphics from study of security policies and procedures, risk inside Dreamweaver or Macromedia Flash. In depth coverage of the design, implementation, and troubleshooting of security infrastructure. management, and business continuity planning. addition, learners use tools to help them efficiently Topics include: security and business need trade- manage graphic layers, behaviors, and colors and Learners explore and apply the principles of cyber defense in-depth techniques utilizing cryptography, offs, risk assessments, designing security policies improve Web page loading. and procedures and a business continuity plan, Prerequisite(s): TS3100 or equivalent experience encryption, Public Key Infrastructure (PKI), digital signatures, and perimeter security techniques. and enforcement of security policies and upon school approval. procedures. Prerequisite(s): TS3150, TS4803. 62 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Undergraduate Course Descriptions, continued

TS4801 - Information Systems Analysis and perspective for understanding legacy systems, for TS4812 - Advanced Java Programming Design (6 quarter credits). This course covers the assessment of current trends, and for anticipating (6 quarter credits). This course extends the topics process of developing an information system from future possibilities. This course helps develop the covered in TS4811 by covering several advanced conception to implementation. Although the learner’s ability to anticipate and participate in the features of Java programming. It is intended for course focuses on the traditional system next wave of information technology. learners who understand the fundamental Java development methods, alternative methods are TS4807 - Legal Issues in Information Technology programming concepts and who want to explore also described. These alternative methods include (6 quarter credits). This course provides an some of the advanced Java programming topics. object-oriented, rapid application development, analysis of the rapidly evolving legal issues The primary focus of this course is on the and joint applications development. A variety of associated with IT and e-business. Topics include advanced features and libraries of the Java2 systems analysis and design tools are used as part intellectual property, privacy rules, encryption platform. Prerequisite(s): TS4811 or equivalent of the process. regulations, and current legislative activities. programming knowledge/ experience of either TS4802 - System Assurance Quality and Testing Since new laws may impact the design of Web C or C++, Visual Basic, Smalltalk, or COBOL, (6 quarter credits). This course covers proven applications, e-business strategies, and many etc., upon school approval. strategies for improving the quality of an other IT activities, this course emphasizes the TS4813 - Operating Systems (6 quarter credits). information system through quality assurance technical aspects associated with legal issues to This course is an introduction to the fundamental and testing methods. Learners review system prepare learners for upcoming changes in their concepts in operating systems. Topics include requirements for testability, participate in profession. main memory management, virtual memory, I/O simulated design and code inspections, explore TS4808 - Object Oriented Analysis, Design, and and device drivers, secondary storage testing strategies, and prepare test plans. Programming (6 quarter credits). This course management, and file systems. The course Learners are introduced to a common list of introduces object-oriented analysis and design includes practical examples using the Unix quality characteristics and methods to obtain concepts using the universal modeling language operating system including the study of process, them. Process improvement strategies and (UML) and Java programming language. The file structures, and inter-process communication. models are also discussed. course emphasizes sound practices for designing, Learners explore how key concepts are TS4803 - System Assurance Security (6 quarter constructing, testing, and debugging object- implemented in Unix compared to other leading credits). This course is an introduction to oriented software applications. This course also operating systems including Windows and Linux. information assurance and security. It is an introduces designing and programming patterns. TS4815 - Introduction to Telecommunications overview for network administrators who must A problem-based approach to object-oriented (6 quarter credits). This course is an introduction implement security strategies to protect their analysis and design concepts is used in this course. to basic concepts and structural components of organization from exposure to the Internet and Prerequisite(s): TS3140 or programming the telephony and voice telecommunications helps network designers incorporate security- knowledge. industry. Learners explore a telecommunications conscious designs. The course presents strategies TS4809 - Data Warehousing and Data Mining platform that includes switching, wiring, and to guard against hackers and forms of viruses, (6 quarter credits). This course introduces data networking as well as facilities that provide and describes firewalls and gateways, and helps warehousing and data mining concepts. Learners support telecommunications. Voice-over IP, learners explore authentication and encryption develop an understanding of the principles and switching, and wireless are examined. This techniques. The course also covers a list of the techniques associated with storing large amounts course focuses on the hardware aspect of the most often used methods for attacking a network of organizational data and using automatic data convergence of networking and telecommunications system and how to defend against them. Upon retrieval methods. This course also emphasizes along with the software that is required to make it successful completion of this course learners are the statistical techniques involved in data work. In addition, the course surveys the prepared to take the exam for the Security+ extraction. convergence of communications technologies. certification. Prerequisite(s): TS3150. TS4810 - Web Design (6 quarter credits). TS4817 - Security Management Practices TS4805 - Programming Concepts and Practices This course is for learners who already know the (6 quarter credits). This course covers hands-on (6 quarter credits). This course is designed to basic techniques of creating a Web page and want security management practices through the study introduce the fundamental concepts and practices to improve the aesthetics, design, and usability of of access controls; administration, audit, and of computer programming to those with minimum a Web site. This course covers general design monitoring; risk, response, and recovery; previous programming experience. Learners use elements of page layout and typography as it cryptography; data communications; and Microsoft’s Visual Basic as the tool to explore these relates to Web pages. Learners are expected to be malicious code. The focus of the course is built programming concepts. Topics include the familiar with optimum file size for graphics, safe around the SSCP seven domains. After programming development cycle, objects, events, colors, screen size resolution as it relates to page successfully completing this course, learners are numbers, strings, constants, variables, loops, size, system platform differences, and browser prepared to take the System Security Certified input/output, functions, methods, procedures, and differences. Prerequisite(s): TS3100 or Practitioner (SSCP) certification exam. data types. Learners are also exposed to SQL equivalent experience upon school approval. Prerequisite(s): TS3150 or equivalent query language as they work to connect an experience upon school approval. TS4811 - Object-Oriented Programming in Java application to a database. In addition, learners use TS4819 - Application Layer: Server Side Visual Basic to produce a course project that (6 quarter credits). This is an intermediate level, object-oriented programming course using Java. Programming (6 quarter credits). This course demonstrates their competencies in fundamental provides learners with the skills to build a Web programming concepts and practices. The focus of this course is on developing applications using the Java Software application that interfaces to an existing database. TS4806 - Future of Information Technology Development Kit (SDK) with numerous example Course content builds upon the knowledge (6 quarter credits). This course acquaints learners programs and a course project. Learners also gained from TS3100, TS3130, TS4805, and with both the positive and negative potential that explore how Java relates to various features of C, TS4010. In this course learners install a basic Web IT has to affect our lives in the future. Learners C++ and C#. Prerequisite(s): TS4805 or server on a PC and create simple Web pages that study the historical development of IT to obtain a equivalent knowledge upon school approval. display data from a small database residing on their PCs. Learners also become familiar with 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 63

uploading those pages to a remote Web server and running them using a remote SQL server database. Throughout the course learners reinforce their SQL skills and become proficient with connecting a Web page to a database and using SQL SELECT statements to create dynamic Web pages. In addition, learners use a tool on the PC to manage a remote SQL database. The final course project expands the business Web site created in TS4010 by interfacing it to a SQL server database. The project results in a Web store that STUDIES SCHOOL OF UNDERGRADUATE can display data from existing customer, product, and order tables. This course is intended for learners who have little or no previous experience with Web server programming or who have weak database skills. The course uses ASP.NET, VB.NET and ADO.NET. Prerequisite(s): TS3130, TS4805, and TS4010, or equivalent experience upon school approval. TS4820 - Server Side Programming ASP.NET (6 quarter credits). This course provides learners with the advanced skills to build a professional Web application using .NET technology. It builds upon the knowledge and skills gained from TS4819. Learners develop administrative Web pages that can add/delete/update records in a remote database table. Learners refresh their knowledge of SQL JOINs and use them to create more complicated Web pages. In this course learners extend their Web store to allow customers to register and create their own accounts and to accept customer orders and implement a full check-out sequence. Learners study more advanced ASP.NET techniques including session state and two different kinds of authentication. Learners must have taken TS4819, or have equivalent job experience with ASP.NET, VB.NET, and ADO.NET and SQL. Prerequisite(s): TS4819 or equivalent experience upon school approval. TS4899 - Special Topics in Information Technology (special interest alternate) (6 quarter credits). This course enables learners to propose and conduct a study of special topics of interest related to IT. Course topics address an area of study that complements the learner’s past experience and learning objectives. The course typically involves learners working on individual learning plans in the context of a learning community. Special permission is required for registration. TS4990 - Integrated Action Learning Project (6 quarter credits). This course allows learners to apply knowledge and skills from other courses as they develop a project that benefits an organization, community, or industry. Learners prepare a proposal that includes a project description, deliverables, completion dates, and associated learning. Upon approval from the instructor, learners execute the proposal, record their progress weekly using a project tracking Web site, and produce a final project report.

Graduate Schools

1-888-CAPELLA • www.capella.edu 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 technology. In the past decade, the business and technology disciplines have coalesced; today, information technology is an integral function of business — essential to workplace productivity, customer relationship management, commerce, and the development of new business models.

In the School of Business and Technology, our high-caliber degree programs are SCHOOL OF BUSINESS AND TECHNOLOGY designed to reflect the competitive and rapidly changing business environment. Programs provide opportunities to build knowledge and upgrade skills and support career success through relevant curriculum. Professionals who have benefited from our approach to business and technology education include systems analysts, Kurt R. Linberg, PhD human resource professionals, project managers, health care professionals, corporate Dean, School of Business and Technology 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 and 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 information technology management, leadership, and human resource management) provides deep subject matter knowledge and professional preparation for the workplace. The Master of Science in information technology (with specializations in project management and leadership, information security, system design and programming, and network architecture and design) helps learners develop core information technology leadership and business skills as well as deep subject matter expertise. The Master of Business Administration (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 • www.capella.edu

About the School of Business and Technology

Mission Statement Master of Science (MS) in Organization careers and make significant Our mission is to educate adult learners and Management contributions in their organizations. For using highly relevant curriculum and The Master of Science in organization the IT professional who wants to lead in exceptional instruction to deliver and management program is intended the design and deployment of secure competency-based learning. Our learners’ for working adults who wish to develop enterprise applications and network educational experiences provide deep subject matter knowledge in technologies, Capella University offers immediate impact to their job as well specific areas of organizational practice. specializations in system design and as lay the foundation for addressing Learners may pursue a specialization in programming, network architecture challenges throughout their professional human resource management, and design, or information security. careers. Our learners participate in information technology management, In addition, the information technology powerful, faculty-guided learning or leadership. This highly relevant and MS with a specialization in project communities that support the sharing contemporary graduate program management and leadership offers of experience and knowledge across challenges and prepares learners to learners a broad understanding of industries, professions, and geographies. become effective professionals at middle technology used in enterprise-wide The School of Business and Technology and upper levels of organizational systems projects and the methods and is committed to continual integration of management in a variety of industries. mastery of skills necessary for disciplined relevant theory with effective practice. In The goal of the program is to develop project management professionals. The our own work and in the education of graduates who can utilize appropriate program helps learners acquire higher- our learners, we provide and develop the theory to make responsible and effective level managerial skills while familiarizing necessary framework to drive meaningful business decisions and foster inclusive them with the newest applications being solutions to complex problems. Through work environments. used by leading corporations. Learners also apply their course work to work- the development of business, research, Master of Science (MS) in related systems challenges in the virtual and information technology knowledge, Information Technology lab, immediately increasing their our learners are uniquely equipped to The Master of Science in information credibility and effectiveness in their jobs. be exceptional problem-solvers who make technology is specifically designed to a positive impact in their organizations help working adults acquire the skills and society. and knowledge needed to advance their Degree Programs Doctor of Philosophy (PhD) in SPECIALIZATIONS OFFERED IN THE Organization and Management SCHOOL OF BUSINESS AND TECHNOLOGY The PhD in organization and management program prepares scholar- Specializations Degrees and Certificates practitioners for professional teaching or Accounting MBA organizational roles in the fast-paced, Finance MBA competitive, global enterprise system. Health Care Management MBA* Doctoral-level course work prepares men Human Resource Management PhD, MSOM, Certificate and women to utilize research and theory Information Security MSIT to make informed organizational Information Security Professional Certificate decisions. PhD learners may pursue the Information Technology Management PhD, MBA*, MSOM, Certificate general program of study or specialize Leadership PhD, MSOM, Certificate in human resource management, Marketing MBA information technology management, Network Architecture and Design MSIT or leadership. Mid-level and executive Project Management and Leadership MSIT managers and leaders study existing Project Management MBA* practices, investigate new management Professional Project Management Certificate and leadership techniques, and translate System Design and Programming MSIT theory into practice. General PhD, MSOM, MSIT, MBA * Approval for this specialization is pending in Ohio. Applicants should contact an enrollment counselor for current approval status in this state. 1-888-CAPELLA • www.capella.edu 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 to turn experienced managers into effective leaders. The MBA degree focus is on practical content, relevant skills, and job-related behaviors that are 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, information technology management, leadership, and project management. 70 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Business and Technology Degree Programs

Doctor of Philosophy (PhD) in Specialization courses: OM8010 Principles of Organization Theory Organization and Management Choose five from the following courses: and Practice OM8201 Theories of Executive Human OM8012 Strategy Specializations Resource Management OM8021 * Management Theory Creation OM8202 The HR Executive as Strategic Partner OM8022 * Survey of Applied Research Methods Learners in the PhD in organization and OM8203 Perspectives and Practices in OM8025 * Advanced Qualitative Research OR management should carefully assess their ability Global HRM OM8026 * Applied Multivariate Modeling OR to write and think critically and from a scholarly OM8204 Legal Systems, Labor Relations, and OM8027 * Survey Research Methodology perspective. Learners with any potential deficits Regulatory Practices OM8910 * Teaching Practice Seminar OR in these areas are encouraged to take OM7006 - OM8205 Knowledge Management, Human OM8920 * Leadership Practice Seminar OR Research and Writing for Graduate Learners and Resource Information Systems, and OM8930 * Consulting Practice Seminar OM7007 - Focused Research and Writing for Internet Technologies Graduate Learners. Specialization courses: OM8206 Human Capital Management, OM8301 Survey of Research Literature in Acquisition, Development, and Retention Information Technology Infrastructure Upon completion of all required course work: Human Resource Management OM8302 Survey of Research Literature in The human resource management (HRM) OM9984 * Doctoral Comprehensive Examination I Information Technology Planning specialization provides mid-level and executive OM9985 * Doctoral Comprehensive Examination II and Delivery leadership with leading theories and practices for OM9986 * Dissertation Research I OM8303 IT Technical Foundations human resource management in a complex and OM9987 * Dissertation Research II OM8304 IT Delivery global business environment. Learners receive OM9988 * Dissertation Research III OM8305 IT Strategy and Management training as scholar-practitioners conducting and OM9989 * Dissertation Research IV Upon completion of all required course work: applying research across a wide spectrum of Eight Elective Courses 32 quarter credits OM9984 * Doctoral Comprehensive Examination I HRM topics. The HRM specialization within the Choose any graduate course(s). OM9985 * Doctoral Comprehensive Examination II organization and management PhD program Total 120 quarter credits OM9986 * Dissertation Research I prepares learners to lead, consult, or teach in the OM9987 * Dissertation Research II field of human resource management from an OM9988 * Dissertation Research III informed, strategic viewpoint, creating practical OM9989 * Dissertation Research IV solutions to real-world problems. This Information Technology Management Eight Elective Courses 32 quarter credits specialization prepares HRM executives for the The information technology (IT) management Choose any graduate course(s). role of strategic partner in leading and managing specialization investigates the contemporary Total 120 quarter credits the human assets of the organization as a full theories and practices that today’s organizations business partner. are using to gain a strategic advantage through Residency Requirement(s): the deployment of information technology. Three one-week residential colloquia sessions Learners develop the process skills and subject related to time and program credit completion. matter knowledge needed to excel as scholar- See Residential Colloquia in Academic and Other practitioners and leaders in this growing field. University Policies. This specialization equips learners with the tools Twenty-two Required needed to pioneer innovative solutions to Courses + Lab 88 quarter credits complex problems in the planning, development, Core courses: and management of information technology in OM8004 Managing and Organizing People the fast-moving environment of modern OM8005 Doctoral Learner Success Lab organizations. Completing the PhD in this (non-credit) specialization prepares learners to lead, consult, OM7020 Marketing Strategy and Practice or teach in the field of IT management from an OM7040 Accounting and Financial Management informed, strategic viewpoint, creating practical OM7050 Ethics and Social Responsibility solutions to emerging real-world problems as OM7080 Statistical Research Techniques organizations compete in the global marketplace. OM8010 Principles of Organization Theory Residency Requirement(s): and Practice Three one-week residential colloquia sessions OM8012 Strategy related to time and program credit completion. OM8021 * Management Theory Creation See Residential Colloquia in Academic and Other OM8022 * Survey of Applied Research Methods University Policies. OM8025 * Advanced Qualitative Research OR Twenty-two Required OM8026 * Applied Multivariate Modeling OR Courses + Lab 88 quarter credits OM8027 * Survey Research Methodology Core courses: OM8910 * Teaching Practice Seminar OR OM8004 Managing and Organizing People OM8920 * Leadership Practice Seminar OR OM8005 Doctoral Learner Success Lab OM8930 * Consulting Practice Seminar (non-credit) OM7020 Marketing Strategy and Practice OM7040 Accounting and Financial Management OM7050 Ethics and Social Responsibility OM7080 Statistical Research Techniques

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu 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 and its application to the provided that they meet the general Human Resource Management challenges facing today’s organizations. Executive requirements for the program and any leadership, leader development, and issues on the prerequisites for the courses. It is expected that The human resource management (HRM) frontier of the global economy are but a few of learners choose electives that provide a coherent specialization targets mid-level managers who the topics covered in the leadership specialization. foundation for research in an area of organization aspire to HR executive leadership roles in Executives, mid-level managers, and those in the and management inquiry. Completing the general organizations. The curriculum prepares learners initial stages of their careers benefit from the PhD program prepares learners to lead, consult, to think critically—beyond traditional functional relevant topics and are prepared to develop real- or teach in the field of management from an boundaries—and to turn strategic plans into SCHOOL OF BUSINESS AND TECHNOLOGY world answers to the challenges of the twenty-first informed, strategic viewpoint, creating practical workplace practices that deliver business results. century organization. This specialization prepares solutions to real-world problems. The course work also prepares learners to solve real-world human resource challenges from a learners to lead, consult, or teach in the area of Residency Requirement(s): business perspective. Learners enhance their leadership from an informed, strategic viewpoint, Three one-week residential colloquia sessions creating practical solutions to real-world problems. related to time and program credit completion. HRM knowledge and acquire the skills needed to become strategic business partners in their Residency Requirement(s): See Residential Colloquia in Academic and Other University Policies. organizations. Completion of this specialization Three one-week residential colloquia sessions related to time and program credit completion. Seventeen Required helps position learners for a career as a human See Residential Colloquia in Academic and Other Courses + Lab 68 quarter credits resource leader. University Policies. OM8004 Managing and Organizing People Twelve Required Twenty-two Required OM8005 Doctoral Learner Success Lab Courses + Lab 48 quarter credits Courses + Lab 88 quarter credits (non-credit) Core Courses: Core courses: OM7020 Marketing Strategy and Practice OM5004 People at Work OM8004 Managing and Organizing People OM7040 Accounting and Financial Management OM5005 Master’s Learner Success Lab OM8005 Doctoral Learner Success Lab OM7050 Ethics and Social Responsibility (non-credit) (non-credit) OM7080 Statistical Research Techniques OM5015 Marketing OM7020 Marketing Strategy and Practice OM8010 Principles of Organization Theory OM5025 Accounting and Finance in OM7040 Accounting and Financial Management and Practice Organizations OM7050 Ethics and Social Responsibility OM8012 Strategy OM5030 Corporate Social Responsibility and OM7080 Statistical Research Techniques OM8021 * Management Theory Creation Managerial Ethics OM8010 Principles of Organization Theory OM8022 * Survey of Applied Research Methods OM5035 Data Analysis and Decision-making for Managers and Practice OM8025 * Advanced Qualitative Research OR OM8012 Strategy OM8026 * Applied Multivariate Modeling OR OM5040 Strategic Planning OM8027* Survey Research Methodology OM8021 * Management Theory Creation Specialization courses: OM8910 * Teaching Practice Seminar OR OM8022 * Survey of Applied Research Methods OM5210 Human Resource Management OM8920 * Leadership Practice Seminar OR OM8025 * Advanced Qualitative Research OR OM8930 * Consulting Practice Seminar Choose four from the following courses AND the OM8026 * Applied Multivariate Modeling OR Integrative Project course: OM8027 * Survey Research Methodology Upon completion of all required course work: OM5212 * Managing Diversity and Inclusion in OM9984 * Doctoral Comprehensive Examination I OM8910 * Teaching Practice Seminar OR Organizations OM8920 * Leadership Practice Seminar OR OM9985 * Doctoral Comprehensive Examination II OM5214 * Employment Law: Legal Structures, OM8930 * Consulting Practice Seminar OM9986 * Dissertation Research I Compliance, and Reporting Specialization courses: OM9987 * Dissertation Research II OM5216 * Conflict Management and Employee Choose five from the following courses: OM9988 * Dissertation Research III Dispute Resolution OM8101 Theories of Leadership OM9989 * Dissertation Research IV OM5218 * Managing Compensation, Benefits, and Reward Systems OM8102 Leading at the Top: The Upper Echelon Thirteen Elective Courses 52 quarter credits OM5220 * Recruitment, Selection, and Assessment OM8103 Global Executive/Manager Development Choose any graduate course(s). OM5222 * Training, Development, and OM8104 Leadership: The Dark Side Total 120 quarter credits Succession Planning OM8105 Issues on the Frontier of the OM5299 * Special Topics in Human Resource Global Economy Management OM8106 Leading the Global Enterprise System The Integrative Project course should be taken OM8107 Entrepreneurial Leader as Pioneer during the learner’s final quarter. Upon completion of all required course work: OM5990 * Integrative Project: Organizational OM9984 * Doctoral Comprehensive Examination I Leadership and Change Management OM9985 * Doctoral Comprehensive Examination II Total 48 quarter credits OM9986 * Dissertation Research I OM9987 * Dissertation Research II OM9988 * Dissertation Research III OM9989 * 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 • www.capella.edu

School of Business and Technology Degree Programs, continued

Master’s in Organization and Management Specializations, continued Information Technology Management Leadership General The information technology management The leadership specialization introduces learners Because of unique career circumstances or specialization targets individuals interested in to diverse techniques that successful leaders objectives, some learners in organization and moving into middle and senior management deploy in leading and managing today's complex management may choose not to pursue a positions in IT organizations. In preparation for global organizations. Course content directly specialization. These learners may opt for a this expanded responsibility, individuals acquire impacts mid-career professionals interested in program consisting of courses from more than the strategic business perspective required to leading in government, for-profit businesses, one area of specialization within the organization interact effectively with their peers in the broader and not-for-profit organizations through and management MS program. The general MS organization and with senior management. assessment, skill-building and the review of specialization provides a broader examination of The course work in the information technology applicable leadership theories available to them the fields of human resource management, management specialization helps individuals as managers. Completing this specialization information technology management, and/or round out their knowledge of information prepares learners to take on leadership or leadership. technology, master the fundamental processes management roles within a variety of businesses, Seven Required through which organizations effectively deploy organizations, and industries. Courses + Lab 28 quarter credits information systems, and prepare for the Twelve Required OM5004 People at Work particular challenges involved in managing Courses + Lab 48 quarter credits OM5005 Master’s Learner Success Lab IT functions and staff. Core courses: (non-credit) The information technology management OM5004 People at Work OM5015 Marketing specialization assumes that learners come to the OM5005 Master’s Learner Success Lab OM5025 Accounting and Finance in Organizations program with a fundamental understanding of IT. (non-credit) OM5030 Corporate Social Responsibility and The program of study in this specialization equips OM5015 Marketing Managerial Ethics learners with the additional skills they need to OM5025 Accounting and Finance in Organizations OM5035 Data Analysis and Decision-making manage complex IT organizations. OM5030 Corporate Social Responsibility and for Managers Managerial Ethics Twelve Required OM5040 Strategic Planning Courses + Lab 48 quarter credits OM5035 Data Analysis and Decision-making The Integrative Project course should be taken for Managers Core courses: during the learner’s final quarter. OM5040 Strategic Planning OM5004 People at Work OM5990 Integrative Project: Organizational Leadership and Change Management OM5005 Master’s Learner Success Lab Specialization courses: Five Elective Courses 20 quarter credits (non-credit) OM5112 Leadership OM5015 Marketing Choose up to five 5000-level organization and Choose four from the following courses AND the management courses listed in the graduate course OM5025 Accounting and Finance in Organizations Integrative Project course: descriptions. Learners may choose up to two OM5030 Corporate Social Responsibility and OM5114 * Organization Structure and Design approved graduate courses from other Capella Managerial Ethics OM5116 * Personal Leadership Development University schools. OM5035 Data Analysis and Decision-making OM5118 * Leading Organizational Change Total 48 quarter credits for Managers OM5120 * Leading and Building Teams OM5040 Strategic Planning OM5122 * Leading and Coaching Others Specialization courses: OM5199 * Special Topics in Leadership OM5310 Strategic Information Technology The Integrative Project course should be taken Management during the learner’s final quarter. Choose four from the following courses AND the OM5990 * Integrative Project: Organizational Integrative Project course: Leadership and Change Management OM5312 * Advances in Information Technology Total 48 quarter credits OM5314 * System Planning and Delivery OM5316 * Project Planning, Management, and Financial Control OM5318 * Managing IT Professionals OM5399 * Special Topics in IT Management TS5508 Enterprise System Security TS5531 Security Management Practices The Integrative Project course should be taken during the learner’s final quarter. OM5990 * Integrative Project: Organizational Leadership and Change Management Total 48 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 73

Master of Science (MS) in TS5508 Enterprise System Security Information Security TS5513 * Advanced Programming Strategies Information Technology Information technology professionals need an Specializations TS5514 * Advanced Graphics and Multimedia in-depth knowledge of emerging security threats TS5515 * Advanced Wireless and Mobile and solutions to ensure that networks and Development computer systems are secure. Today, they are TS5516 Client Server Architecture and Design School of Business and Technology learners responsible for developing information security pursuing a master’s degree in an IT specialization TS5517 Network Enterprise Architecture and and disaster recovery plans that proactively who need to enhance their skills in the areas of Design protect the enterprise. This specialization Web application development, database systems, TS5518 Advanced Network Technology - software design, and/or network systems are Routing prepares technology leaders to identify, develop, strongly encouraged to enroll in TS5590 - Web and implement highly secure networks that Development and Networks and/or TS5591 - TS5520 Operating System Theory and Application support organizational goals. It combines both Programming and Database Systems. Additionally, technical and policy-level course work to provide SCHOOL OF BUSINESS AND TECHNOLOGY the Admissions Committee may request that the TS5521 * Advanced Network Technology - applicant enroll in one or both of these courses. Switching information assurance (IA) skills to protect In either case, these courses are in addition to TS5522 * Advanced Network Technology - information systems by ensuring their availability, the specialization requirements. Remote Access integrity, and confidentiality. The curriculum is TS5523 * Advanced Network Technology - designed around the domains of knowledge General Information Technology Troubleshooting represented in the Certified Information Systems TS5524 Advanced Project Management Security Professional (CISSP) certification. Capella University's Master of Science (MS) TS5525 Project Risk Management Twelve Required program in information technology helps working TS5526 Leadership and Human Resource Courses + Lab 48 quarter credits IT professionals acquire the intellectual capital Management Core courses: and technical skills to make significant, far- TS5527 Procurement Management TS5004 Technical Communications reaching contributions to their organizations. It is TS5528 Project Integration Management TS5005 Master’s Learner Success Lab also ideal for those with bachelor’s degrees in TS5529 * Component Development - (non-credit) other fields looking to enter the IT industry at a Java Framework TS5110 Enterprise System and Application senior contributor or managerial level. TS5530 * Component Development - Development OR Learners can select a specialization in information Microsoft Framework TS5111 Overview of Enterprise Applications security, network architecture and design, project TS5531 Security Management Practices TS5120 Project Management for Technology management and leadership, or system design TS5532 Secure System Development and Professionals and programming. Learners may also choose to Cryptology TS5130 System Development Theory and Practice obtain greater breadth in understanding IT topics TS5536 Ethical and Legal Considerations in Information Technology TS5140 System Usability Analysis and by selecting the following general program. TS5538 * Programming Strategies – Design OR Twelve Required Microsoft Environment TS5150 Enterprise Application Testing OR Courses + Lab 48 quarter credits TS5151 Quality Assurance TS5539 * Enterprise Database Systems Core courses: TS5160 Business Foundations TS5540 * Introduction to XML and Web Services TS5004 Technical Communications TS5899 * Special Topics in Technology Specialization courses: TS5005 Master’s Learner Success Lab OR (non-credit) Choose five of the following courses AND the Choose two, two-credit intensive study courses in Integrative Project course: TS5110 Enterprise System and Application place of one four-credit specialization course: Development OR TS5507 Network Technology TS5270 Cyber Threats to Enterprise Security TS5111 Overview of Enterprise Applications TS5508 Enterprise System Security TS5271 Network Security Solutions for the TS5120 Project Management for Technology TS5520 Operating System Theory and Enterprise Professionals Application The Integrative Project course should be taken TS5130 System Development Theory and TS5525 Project Risk Management during the learner’s final quarter. Practice TS5531 Security Management Practices TS5990 * Integrative Project TS5140 System Usability Analysis and Design OR TS5532 Secure System Development and TS5150 Enterprise Application Testing OR Total 48 quarter credits Cryptology TS5151 Quality Assurance TS5536 Ethical and Legal Considerations in TS5160 Business Foundations Information Technology TS5899 * Special Topics in Technology Specialization courses: OR Choose five from the following courses AND the Choose two, two-credit intensive study courses in Integrative Project course: place of one four-credit specialization course: TS5500 Systems Analysis and Design TS5270 Cyber Threats to Enterprise Security TS5501 Database Analysis and Design TS5271 Network Security Solutions for the TS5502 * Programming Strategies Enterprise TS5503 * Advanced Enterprise System The Integrative Project course should be taken Development during the learner’s final quarter. TS5504 Wireless Web Design and Development TS5990 * Integrative Project TS5505 Object-oriented Design and Total 48 quarter credits Development TS5506 * Graphics and Multimedia TS5507 Network Technology

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 74 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Business and Technology Degree Programs, continued

Master’s in Information Technology Specializations, continued Network Architecture and Design Project Management and Leadership System Design and Programming Organizations need systems design and Information technology professionals in high The Internet, Web, and related technologies (XML, programming personnel, but without a secure demand by global enterprises and entrepreneurial Web Services, Distributed Database Systems) have and high-performing network infrastructure, start-ups must be able to master project become integral to today's business applications, a business cannot be successful. Network management and risk management skills. These creating higher demands on technology professionals ensure that networks are designed professionals need to understand the current professionals. Many companies estimate that their and maintained to support the success of an state of technology, the key organizational and greatest demand for information technology organization. They are responsible for making the societal issues influencing technology, and how professionals will fall in the area of systems right connections for the Internet, intranets, and to effectively motivate individuals and teams. integration, information management, software extranets, including designing and maintaining The project management and leadership engineering, software development, and the local area networks and wide area networks. specialization helps prepare technical leaders management of development efforts locally and They are also responsible for developing and and managers with the skills necessary to offshore. This specialization helps prepare implementing the organization’s information successfully lead multiple technology projects technology leaders with the skills necessary to security and disaster recovery plans. The network that span dispersed geographical areas. design and implement high-quality applications architecture and design specialization helps Twelve Required and to utilize the components involved in that provide technology leaders with the skills Courses + Lab 48 quarter credits effort most effectively to meet the needs of necessary to design and implement high-quality Core courses: business. networks that meet the needs of business. TS5004 Technical Communications Twelve Required Twelve Required TS5005 Master’s Learner Success Lab Courses + Lab 48 quarter credits Courses + Lab 48 quarter credits (non-credit) Core courses: Core courses: TS5110 Enterprise System and Application TS5004 Technical Communications TS5004 Technical Communications Development OR TS5005 Master’s Learner Success Lab TS5005 Master’s Learner Success Lab TS5111 Overview of Enterprise Applications (non-credit) (non-credit) TS5120 Project Management for Technology TS5110 Enterprise System and Application TS5110 Enterprise System and Application Professionals Development Development OR TS5130 System Development Theory and TS5120 Project Management for Technology TS5111 Overview of Enterprise Applications Practice Professionals TS5120 Project Management for Technology TS5140 System Usability Analysis and Design OR TS5130 System Development Theory and Practice Professionals TS5150 Enterprise Application Testing OR TS5140 System Usability Analysis and Design OR TS5151 Quality Assurance TS5130 System Development Theory and TS5150 Enterprise Application Testing OR Practice TS5160 Business Foundations TS5151 Quality Assurance TS5160 Business Foundations TS5140 System Usability Analysis and Design OR Specialization courses: TS5150 Enterprise Application Testing OR Choose five of the following courses AND the TS5151 Quality Assurance Specialization courses: Integrative Project course: TS5160 Business Foundations Choose five of the following courses AND the TS5500 Systems Analysis and Design Integrative Project course: Specialization courses: TS5508 Enterprise System Security TS5500 Systems Analysis and Design Choose five of the following courses AND the TS5524 Advanced Project Management TS5501 Database Analysis and Design Integrative Project course: TS5525 Project Risk Management TS5502 * Programming Strategies TS5507 Network Technology TS5526 Leadership and Human Resource TS5503 * Advanced Enterprise System Development TS5508 Enterprise System Security Management TS5504 Wireless Web Design and Development TS5516 Client Server Architecture and Design TS5527 Procurement Management TS5505 Object-oriented Design and Development TS5517 Network Enterprise Architecture and TS5528 Project Integration Management TS5506 * Graphics and Multimedia Design TS5536 Ethical and Legal Considerations in TS5513 * Advanced Programming Strategies TS5518 Advanced Network Technology - Information Technology TS5514 * Advanced Graphics and Multimedia Routing TS5899 * Special Topics in Technology TS5521* Advanced Network Technology - TS5515 * Advanced Wireless and Mobile The Integrative Project course should be taken Development Switching during the learner’s final quarter. TS5520 Operating System Theory and Application TS5522* Advanced Network Technology - TS5990 * Integrative Project Remote Access TS5529 * Component Development - Total 48 quarter credits TS5523* Advanced Network Technology - Java Framework Troubleshooting TS5530 * Component Development - TS5536 Ethical and Legal Considerations in Microsoft Framework Information Technology TS5538* Programming Strategies – TS5899 * Special Topics in Technology Microsoft Environment OR TS5539 * Enterprise Database Systems Choose two, two-credit intensive study courses in TS5540 * Introduction to XML and Web Services place of one four-credit specialization course: TS5899 * Special Topics in Technology TS5270 Cyber Threats to Enterprise Security The Integrative Project course should be taken during TS5271 Network Security Solutions for the the learner’s final quarter. Enterprise TS5990 * Integrative Project The Integrative Project course should be taken Total 48 quarter credits during the learner’s final quarter. TS5990 * Integrative Project Total 48 quarter credits * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 75

Master of Business MBA9130 Operations and Process Management Specialization courses: Administration (MBA) MBA9140 Financial Management MBA9182 Advanced Accounting Specializations MBA9150 Strategy MBA9184 *Budget Planning and Control MBA9160 Managing Information Assets and MBA9186 *Audit and Control of Accounting Technology Information Systems Capella University’s MBA program responds MBA9170 Regulatory and Ethical Environment MBA9188 *Accounting Information for directly to the needs of the marketplace with an of Business Decision Making integrated curriculum focusing on core business MBA9210 Building Relationships The Accounting Capstone course should be taken knowledge and professional effectiveness MBA9220 Developing and Coaching Others during the learner’s final quarter. competencies. The program builds essential skills MBA9230 Leading Teams MBA9380 *Accounting Capstone: Judgment, Planning, and Action required to achieve long-term business results. MBA9240 Facilitating Change Total 48 quarter credits MBA learners are challenged to stretch beyond MBA9250 Leveraging Workplace Diversity SCHOOL OF BUSINESS AND TECHNOLOGY what is expected and are given impact MBA9260 Negotiating for Results assignments that can be immediately applied in The MBA Capstone course should be taken during Admissions to the accounting specialization the workplace. Learners create and develop a the learner’s final quarter. requires a fundamental understanding of blueprint and portfolio of skills for being an MBA9300 *MBA Capstone: accounting principles. Applicants must meet effective leader. Because of the transformative Judgment, Planning, and Action one or more of the following requirements: 1. Completed at least eight quarter hour credits nature of this MBA curriculum, learners are better Total 48 quarter credits prepared to reposition themselves for success in of upper-level undergraduate accounting course work with a grade of “B” or better; 2. Earned an their careers. undergraduate degree in accounting from a regionally accredited or internationally recognized Professional Effectiveness Coaching SM Accounting institution. 3. Completed at least four quarter Capella University's MBA Professional The accounting specialization emphasizes hour credits of graduate accounting course work Effectiveness Coaching process helps learners accounting applications with respect to the with a grade of “B” or better. 4. Passed the CPA focus on the areas where they need to stretch to nature and scope of business operations. The or CMA examination. become more effective managers, apply what specialization cultivates learners’ abilities to plan Applicants to the accounting specialization must they've learned to impact their current job, and and control organizational budgeting. Learners complete and submit the Capella University reposition themselves to advance toward future gain knowledge and skills in the audit and School of Business and Technology Accounting goals. Learners have the option to establish a evaluation of controls and computerized Experience form located at relationship with a professional coach who helps information systems of accounting. Learners http://www.capella.edu/inc/pdf/ accountingexperience.pdf. facilitate this growth process through one-on-one examine the nature and function of accounting coaching sessions. information in the decision-making process. Capella University does not guarantee that the Learners also study the conceptual framework of MBA with a specialization in accounting will, on accounting theory and practice, focusing on its own, provide learners with the educational processes of identification, measurement, requirements necessary to sit for the CPA General examination or other professional licensures. documentation, and financial reporting. This The general MBA specialization provides a broad Learners are encouraged to contact their state specialization is not designed to lead to examination of core business functions and boards of accountancy for requirements in professional licensure in accounting. their state. organizational management aspects and meets the needs of business professionals by providing Sixteen Required Courses 48 quarter credits a thorough introduction to traditional business Core courses: disciplines such as finance, marketing, operations, First two courses taken first and in sequence: strategy, and sales/CRM. This solid business MBA9010 Professional Effectiveness: Stretch, foundation is supplemented with a core set of Impact, Reposition professional effectiveness courses that emphasize MBA9020 Leading for Results best practices for leading and managing others MBA9110 Marketing and Brand Management — the skills that corporate executives tell us MBA9130 Operations and Process Management distinguish their best people — such as managing MBA9140 Financial Management change, leading teams, negotiating for results, MBA9150 Strategy building relationships, and ethical leadership. MBA9160 Managing Information Assets and The balanced curriculum of business discipline Technology and professional effectiveness competencies MBA9210 Building Relationships prepares graduates to excel in a variety of MBA9230 Leading Teams business settings. MBA9240 Facilitating Change Sixteen Required Courses 48 quarter credits MBA9260 Negotiating for Results First two courses taken first and in sequence: MBA9010 Professional Effectiveness: Stretch, Impact, Reposition MBA9020 Leading for Results MBA9110 Marketing and Brand Management MBA9120 Sales and Customer Relationship Management

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 76 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Business and Technology Degree Programs, continued

Master of Business Administration (MBA) Specializations, continued Finance Health Care Management Information Technology Management The finance specialization provides learners with The MBA health care management specialization The information technology (IT) management current knowledge and skills in financial analysis enhances the management and business skills specialization is targeted toward individuals and decision making, preparing them for careers learners need to function effectively within the interested in moving into middle and senior in finance at middle or senior management health care industry. The specialization management positions in IT organizations. In levels. Learners who select finance as their area emphasizes business models and analytics that preparation for this expanded responsibility, of specialization are required to complete are applicable within health care including learners acquire the broader business perspectives designated MBA core business and professional medical device product development, health and professional effectiveness skills to lead and effectiveness courses that focus on leading and care financial management, clinical research manage others in the broader organization. The managing others, strategy, operations methodologies, medical sales, information IT management specialization equips learners to management, information technology, and technology benefits programs, and health care leverage information technology in order to marketing. The courses in the finance e-business consulting. Upon successful enhance business competitiveness and optimize specialization extend the core competencies by completion of this course, learners possess business management. The course work provides examining theories and techniques related to knowledge that helps them assume mid-level learners with techniques and skills needed to corporate finance, investment and portfolio and executive-level positions within a health care assess the impact of advances in technology on management, international finance, and organization or an organization that serves the business. In addition, learners will have an emerging topics in the field. health care industry. opportunity to practice evaluating and choosing Sixteen Required Courses 48 quarter credits Sixteen Required Courses 48 quarter credits the right leadership style for managing IT Core courses: Core Courses: functions and staff in order to deliver the value First two courses taken first and in sequence: First two courses taken first and in sequence: of IT to the organization. MBA9010 Professional Effectiveness: MBA9010 Professional Effectiveness: Sixteen Required Courses 48 quarter credits Stretch, Impact, Reposition Stretch, Impact, Reposition Core Courses: MBA9020 Leading for Results MBA9020 Leading for Results First two courses taken first and in sequence: MBA9110 Marketing and Brand Management MBA9110 Marketing and Brand Management MBA9010 Professional Effectiveness: MBA9130 Operations and Process Management MBA9130 Operations and Process Management Stretch, Impact, Reposition MBA9140 Financial Management MBA9140 Financial Management MBA9020 Leading for Results MBA9150 Strategy MBA9150 Strategy MBA9110 Marketing and Brand Management MBA9160 Managing Information Assets and MBA9160 Managing Information Assets and MBA9130 Operations and Process Management Technology Technology MBA9140 Financial Management MBA9210 Building Relationships MBA9210 Building Relationships MBA9150 Strategy MBA9230 Leading Teams MBA9230 Leading Teams MBA9160 Managing Information Assets and MBA9240 Facilitating Change MBA9240 Facilitating Change Technology MBA9260 Negotiating for Results MBA9260 Negotiating for Results MBA9210 Building Relationships MBA9230 Leading Teams Specialization courses: Specialization Courses: MBA9240 Facilitating Change Choose four from the following courses: MBA9132 Strategic Management of MBA9260 Negotiating for Results MBA9141 *Financial Markets and Institutions Health Care Systems MBA9142 *Advanced Finance MBA9134 *Health Care Financial Management Specialization Courses: MBA9143 *Bank Management MBA9136 *Health Care Policy Analysis and MBA9152 *Impact of Advances in Information Decision-making MBA9144 *International Financial Management Technology MBA9138 *Ethical and Legal Considerations MBA9146 *Investment and Portfolio Management MBA9122 *Project Planning, Management, and in Health Care Financial Control MBA9147 *Risk Management The Health Care Management Capstone course MBA9154 *Techniques for Managing IT Professionals MBA9148 *Corporate Finance Analysis and should be taken during the learner's final quarter. Decisions MBA9156 *Strategic Information System Planning MBA9330 *Health Care Management Capstone: The Information Technology Management Capstone The Finance Capstone course should be taken Judgment, Planning, and Action during the learner’s final quarter. course should be taken during the learner’s final Total 48 quarter credits quarter. MBA9340 *Finance Capstone: Judgment, Planning, and Action MBA9350 *IT Management Capstone: Judgment, Planning, and Action Total 48 quarter credits Approval for this specialization is pending in Ohio. Applicants should contact an enrollment counselor Total 48 quarter credits for current approval status in this state. Approval for this specialization is pending in Ohio. Applicants should contact an enrollment counselor for current approval status in this state.

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 77

Master of Business Administration (MBA) Specializations, continued Marketing Project Management Graduate Certificates The marketing specialization prepares learners to The project management specialization prepares move into middle or senior marketing management individuals for expanded responsibility in an Certificates are an ideal way to update existing positions within their organizations. The organization by sharpening their project knowledge, gain new knowledge, and study at marketing specialization provides deeper insight management skills. In alignment with the Project the graduate level. Course work completed in a into contemporary issues and examines various Management Institute’s (PMI) standards, this certificate program may be transferred into the theories and techniques used by marketers in specialization equips learners to manage projects related Capella Master of Science specialization. today’s competitive environment. The in global enterprises and entrepreneurial start- Note: Certification and Certificates — There is specialization extends a learner’s competencies ups. The course work provides learners with an important distinction between the two terms. in market research, analysis, planning, execution, techniques in project procurement and The School of Business and Technology offers a and evaluation. During the capstone course, all solicitation and teaches learners to assess and

variety of graduate certificates. University- SCHOOL OF BUSINESS AND TECHNOLOGY learners synthesize and apply what they have mitigate risks to ensure project success. The sponsored certificates represent an advanced learned into a final marketing plan. Learners who capstone project allows learners to apply their course of study in a specific discipline which is select marketing as their area of specialization skills in planning, managing, and controlling the intended to enhance knowledge. However, are required to complete designated MBA core processes to complete the project on time and obtaining a university-awarded certificate is not business and professional effectiveness courses within budget. Most important, this specialization equivalent to “certification.” The term that focus on leading and managing others, offers learners an opportunity not only to certification refers to the official mandate strategy, operations management, information exercise their skills in decision making but also to awarded by a state regulatory board or technology, and finance. reflect upon the impact of their judgment in professional organization to an individual for a dynamic project situations. Sixteen Required Courses 48 quarter credits specific professional practice. Core courses: Sixteen Required Courses 48 quarter credits First two courses taken first and in sequence: Core Courses: MBA9010 Professional Effectiveness: First two courses taken first and in sequence: Stretch, Impact, Reposition MBA9010 Professional Effectiveness: Human Resource Management MBA9020 Leading for Results Stretch, Impact, Reposition The certificate in human resource management MBA9110 Marketing and Brand Management MBA9020 Leading for Results helps professionals increase their expertise in the MBA9130 Operations and Process Management MBA9110 Marketing and Brand Management principles and practices of the human resource MBA9140 Financial Management MBA9130 Operations and Process Management function. The certificate provides the opportunity MBA9150 Strategy MBA9140 Financial Management to enhance skills, knowledge, and abilities MBA9160 Managing Information Assets and MBA9150 Strategy through the development of human resource Technology MBA9160 Managing Information Assets and competencies. By providing learners a better MBA9210 Building Relationships Technology understanding of various human resource MBA9230 Leading Teams MBA9210 Building Relationships disciplines, the certificate prepares participants MBA9240 Facilitating Change MBA9230 Leading Teams for the challenges and demands faced by human MBA9260 Negotiating for Results MBA9240 Facilitating Change resource professionals. MBA9260 Negotiating for Results Four Required Courses 16 quarter credits Specialization courses: OM5210 Human Resource Management Choose four from the following courses: Specialization Courses: Choose three from the following courses: MBA9112 *Market Research MBA9122 *Project Planning, Management, and OM5212 * Managing Diversity and Inclusion in MBA9114 *Consumer Behavior Financial Control Organizations MBA9116 *New Product Design and Development MBA9124 *Assessing and Mitigating Risk MBA9126 *Project Procurement and Solicitation OM5214 * Employment Law: Legal Structures, MBA9118 *International Marketing Compliance, and Reporting MBA9120 Sales and Customer Relationship MBA9128 *Advanced Project Management Techniques OM5216 * Conflict Management and Employee Management Dispute Resolution The Marketing Capstone course should be taken The Project Management Capstone course should be taken during the learner's final quarter. OM5218 * Managing Compensation, Benefits, during the learner’s final quarter. and Reward Systems MBA9310 *Marketing Capstone: MBA9320 *Project Management Capstone: Judgment, Planning, and Action OM5220 * Recruitment, Selection, and Judgment, Planning, and Action Assessment Total 48 quarter credits Total 48 quarter credits OM5222 * Training, Development, and Succession Planning Approval for this specialization is pending in Ohio. Total 16 quarter credits Applicants should contact an enrollment counselor for current approval status in this state.

Note: 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. 78 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Business and Technology Degree Programs, continued

Graduate Certificates, continued Information Technology Management Professional Project Management The certificate in information technology There is a significant need for professionals with management prepares managers to plan, a background in both enterprise technology and develop, and manage information technology project management mastery to complete systems and skilled technology professionals in complex projects on time, on budget, and to today’s complex business environment. Business specification. This program prepares learners and technical professionals alike gain new insight who have previously earned a bachelor’s degree into managing technology priorities and to manage larger projects utilizing methodology overseeing the optimization of information based on the Project Management Book of systems. Learners also develop skills to assist in Knowledge (PMBOK) from the Project transforming narrow technical initiatives into Management Institute. The program goes well tangible, enterprise-wide goals. beyond the certification in providing an Four Required Courses 16 quarter credits opportunity to expand critical thinking skills and OM5310 Strategic Information Technology master project management principles through Management practice and interaction. This graduate certificate Choose three from the following courses: develops the competencies associated with the OM5312 * Advances in Information Technology Project Management Professional certification OM5314 * System Planning and Delivery from The Project Management Institute. OM5316 * Project Planning, Management, and Five Required Courses 20 quarter credits Financial Control TS5524 Advanced Project Management OM5318 * Managing IT Professionals TS5525 Project Risk Management TS5508 Enterprise System Security TS5526 Leadership and Human Resource TS5531 Security Management Practices Management Total 16 quarter credits TS5527 Procurement Management TS5528 Project Integration Management Total 20 quarter credits Leadership The certificate in leadership prepares individuals to serve in leadership roles within their Information Security Professional organizations. Managers at all levels of the Technology professionals with a background in organization gain considerable insight into the both information security technology and policy- challenges and complexities of leading in today’s level management are in high demand in today’s environment. Learners have the opportunity to organizations and corporations. This program reflect on their own leadership styles and to prepares learners who have previously earned a develop specific leadership competencies. bachelor’s degree to manage a large organization’s Four Required Courses 16 quarter credits enterprise security based on the 10 domains of OM5112 Leadership the Certified Information Systems Security Choose three from the following courses: Professional (CISSP) certification from OM5114 * Organization Structure and Design International Information Systems Security Certification Consortium, Inc. (ISC)2. The OM5116 * Personal Leadership Development program moves beyond the certification by OM5118 * Leading Organizational Change providing an opportunity to master information OM5120 * Leading and Building Teams security principles through practice and OM5122 * Leading and Coaching Others interaction. This graduate certificate expands Total 16 quarter credits learners’ critical thinking skills and develops the competencies associated with the CISSP certification from (ISC)2. Five Required Courses 20 quarter credits TS5507 Network Technology TS5508 Enterprise System Security TS5531 Security Management Practices TS5532 Secure System Development and Cryptology TS5536 Ethical and Legal Considerations in Information Technology Total 20 quarter credits 1-888-CAPELLA • www.capella.edu 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 James Wold, PhD organizations serving adult learners. The specialization in instructional 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.

James Wold, PhD Dean 80 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

About the School of Education

Mission Statement Professional Licensure and As part of the admission process, The mission of the School of Education Certification Capella University requires all learners is to provide relevant and competency- Capella University offers academic in these programs to sign an based learning experiences that have programs leading to advanced degrees Understanding of the Curriculum form immediate professional impact and that in a number of fields for which in which the learners agree that it is empower learners to distinguish professional practice requires licensure their responsibility to understand and themselves through their contributions or certification by state, local, or to comply with licensing and certification to the organizations they serve. School professional boards. However, because laws and regulations. Additional of Education learners prepare for the the licensing or certification standards information on professional licensure challenges, opportunities, and demands vary, Capella University makes no and certification can be found on iGuide. of contemporary education by engaging representation, warranty, or guarantee in rigorous and relevant programs where that successful completion of the course learner progress is assessed against of study will permit the learner to obtain recognized, respected professional licensure or certification. Learners who standards. enroll in a Capella University degree program in a field for which Degree Programs professional practice requires any type Doctor of Philosophy (PhD) of licensure or certification, are solely The School of Education’s doctor of responsible for determining and philosophy degree expands previous complying with state, local, or learning within a discipline and fosters professional licensure and certification the critical thinking, research, and requirements. These learners are also problem solving skills that practicing responsible for taking the steps professionals need to excel as scholar- necessary to satisfy those requirements. practitioners and emboldened leaders in a global society.

Master of Science (MS) SPECIALIZATIONS OFFERED IN THE SCHOOL OF EDUCATION

The School of Education’s master’s Specializations Degrees and Certificates degree integrates recognized theory and Leadership in Educational Administration PhD, MS, Post-master’s Certificate best practices with practical application Leadership for Higher Education PhD, MS in a collaborative environment in order Curriculum and Instruction PhD, MS to enhance learners’ abilities to excel as Postsecondary and Adult Education PhD, MS practitioners in their chosen Instructional Design for Online Learning PhD, MS specializations. Training and Performance Improvement PhD, MS Certificate Professional Studies in Education PhD, MS The School of Education’s post-master’s K-12 Studies in Education PhD, MS* certificate program provides learners Reading and Literacy MS with recognized, relevant competencies Enrollment Management MS that have an immediate, positive impact College Teaching Post-master’s Certificate** on their professional lives. Learners in Kentucky, Washington, and Wisconsin are advised that the reading and literacy specialization is not pre-approved for specialist endorsement/licensure. Learners should verify home state and local district requirements prior to enrollment. Individuals seeking endorsement must perform a transcript review with their state upon completion of their program.

* Formerly named Advanced Classroom Instruction.

** Capella University is seeking approval of this certificate program in the state of Florida. Contact an enrollment counselor for current approval status in this state. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 81

School of Education Degree Programs

Doctor of Philosophy (PhD) Choose one internship sequence: Leadership for Higher Education Specializations ED7901 Internship for Educational Learners in the doctoral specialization in leadership Administration I AND for higher education prepare themselves to guide ED7902 * Internship for Educational Administration II community colleges, universities, and other To fulfill the School of Education’s graduation OR postsecondary, human service, military, and SCHOOL OF EDUCATION requirements, doctoral learners must complete a ED7903 Internship for the Superintendency I AND religious organizations at both the academic minimum of 24 credits of approved doctoral-level ED7904 * Internship for the Superintendency II and executive levels. The specialization content, Capella course work after matriculation into the Twelve Elective Courses 48 quarter credits doctoral research, and problem solving skills doctoral program, not including the required Recommended elective courses: learners develop transfer to their leadership comprehensive examination and dissertation ED7543 The Superintendency (required for challenges as department chairs, deans, provosts, courses. Learners must complete 24 credits those seeking superintendent license) directors of student services, presidents and vice presidents of these organizations. The curriculum regardless of the number or type of credits ED8910 The Minnesota Superintendency is designed to prepare learners to be bold, completed prior to matriculating into a doctoral ED8911 The Minnesota K-12 Principalship innovative, ethical leaders. program or specialization. ED7544 Introduction to School Business Residency Requirement(s): Administration Three one-week residential colloquia sessions ED7560 Innovative Leadership related to time and program credit completion. Leadership in Educational ED812 The Governance of Educational Administration See Residential Colloquia in Academic and Other Institutions University Policies. Learners in the doctoral specialization in ED814 Evaluating the Effectiveness of the Eighteen Required leadership in educational administration develop Educational Process Courses + Lab 72 quarter credits the knowledge, skills, and attitudes needed to ED815 The Future of Educational Institutions: Core courses: Topics and Trends meet the rigorous demands and enjoy the ED8004 Societal and Cultural Change ED818 The Future of Teaching and Learning: profound rewards of twenty-first century ED8005 Doctoral Learner Success Lab (non-credit) Issues for the Educational Leader principalship and superintendency. The doctoral ED8113 Advanced Study in Research Methods research and problem solving skills learners ED825 Curriculum Development Specialization courses: develop transfer to the leadership challenges of ED853 Elementary School Administration OR ED854 Secondary School Administration ED7212 Administration and Leadership of the current student achievement focused world ED857 Personnel Administration Distance Education Programs of K-12 education. The curriculum is aligned with ED7540 Leadership in Higher Education nationally recognized leadership standards and OR Choose any graduate course(s). ED814 Evaluating the Effectiveness of the is designed to prepare learners to be bold, Educational Process Total 120 quarter credits innovative, ethical K-12 leaders. ED815 The Future of Educational Institutions: Residency Requirement(s): Topics and Trends OR Learners seeking endorsement for Minnesota ED818 The Future of Teaching and Learning: Three one-week residential colloquia sessions Issues for the Educational Leader related to time and program credit completion. superintendency must take ED8910. Learners ED825 Curriculum Development See Residential Colloquia in Academic and Other seeking endorsement for the Minnesota University Policies. principalship must take ED8911. ED834 Higher Ed and the Law State regulations vary regarding course requirements ED837 Funding and Managing Education Learners who have already taken an internship Enterprises for professional licensure. For assistance with and who have the principal or superintendent ED840 The Politics of Higher Education state-mandated course requirements for licensure, license/certificate may petition the faculty chair ED841 The History of Higher Education contact the appropriate school representative to replace the internship with electives. or state agency. ED855 Higher Education Administration Eighteen Required Admission to the leadership in educational ED9984 * Doctoral Comprehensive Examination I Courses + Lab 72 quarter credits administration specialization requires learners ED9985 * Doctoral Comprehensive Examination II Core courses: to complete and submit the Capella University ED9986 * Dissertation Research I School of Education Certification of Teaching ED8004 Societal and Cultural Change Experience form located at www.capella.edu/ ED9987 * Dissertation Research II ED8005 Doctoral Learner Success Lab (non-credit) aspscripts/schools/TeachingExperience.pdf. ED9988 * Dissertation Research III ED8113 Advanced Study in Research Methods The Pre-assessment form is included in the ED9989 * Dissertation Research IV application process. Twelve Elective Courses 48 quarter credits Specialization courses: Recommended elective courses: ED7541 Teacher Supervision and Evaluation Learners seeking licensure in Arizona after August 2006 must secure a Structured English Immersion ED7541 Teacher Supervision and Evaluation ED7542 The Politics of Pre-K-12 Education endorsement (SEI). Capella University has entered ED7692 Strategies for Building Online ED7545 Special Education Administration into an alliance with Rio Salado College regarding Learning Communities ED8111 The Historical and Social Foundations course work for the SEI endorsement, Learners ED7703 Student Development Challenges and of Education who need this endorsement are encouraged to Successes ED820 Principles of Educational Administration contact [email protected] ED7713 Student Advising and Retention ED822 The Funding of Educational Institutions to discuss the necessary courses and the ED7819 Grantsmanship application process at Rio Salado College. ED823 Education and the Law ED8111 The Historical and Social Foundations of Education ED853 Elementary School Administration OR ED854 Secondary School Administration ED812 The Governance of Educational Institutions ED9984 * Doctoral Comprehensive Examination I HS834 Ethnic and Cultural Awareness ED857 Personnel Administration ED9985 * Doctoral Comprehensive Examination II OR ED9986 * Dissertation Research I Choose any graduate course(s). ED9987 * Dissertation Research II Total 120 quarter credits ED9988 * Dissertation Research III ED9989 * Dissertation Research IV * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 82 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Education Degree Programs, continued

PhD Specializations, continued

Curriculum and Instruction ED7700 Learning Theory and the Educational Specialization courses: Process ED7701 Educational Philosophy and Change Learners in the PhD in education specialization in ED7701 Educational Philosophy and Change curriculum and instruction will develop and ED815 The Future of Educational Institutions: ED7711 Course Design and Development Topics and Trends demonstrate the research-based knowledge, ED7560 Innovative Leadership ED7590 Critical Thinking in Adult Education skills, and attitudes necessary for effective ED838 Teaching and Learning with ED814 Evaluating the Effectiveness of the classroom, building, and district-level leadership Diverse Populations Educational Process in curriculum and instruction. The specialization ED8111 The Historical and Social Foundations ED829 Theory and Methods of Educating Adults is designed for teachers and administrators of Education ED838 Teaching and Learning with Diverse interested in leadership careers as building or ED812 The Governance of Educational Populations district level administrators or as teacher leaders Institutions ED9984 * Doctoral Comprehensive Examination I guiding curriculum and instructional improvement ED814 Evaluating the Effectiveness of the ED9985 * Doctoral Comprehensive Examination II initiatives supported by current theory and Educational Process ED9986 * Dissertation Research I research in curriculum design, instructional ED815 The Future of Educational Institutions: ED9987 * Dissertation Research II models, and assessment strategies focused on Topics and Trends ED9988 * Dissertation Research III increasing student achievement. Learners ED818 The Future of Teaching and Learning: participate in course discussions and activities Issues for the Educational Leader ED9989 * Dissertation Research IV that provide practical experiences and projects HS834 Ethnic and Cultural Awareness Sixteen Elective Courses 64 quarter credits that demonstrate innovative and timely theory, OR Recommended elective courses: research, and practice. Choose any graduate course(s). ED7580 Theory and Development of Multiple Intelligences Residency Requirement(s): Total 120 quarter credits ED7690 Critical Skills for Facilitating Three one-week residential colloquia sessions Online Learning related to time and program credit completion. ED7692 Strategies for Building Online Learning See Residential Colloquia in Academic and Postsecondary and Adult Education Other University Policies. ED7700 Learning Theory and the Educational Seventeen Required The PhD in education specialization in Process Courses + Lab 68 quarter credits postsecondary and adult education is designed ED7703 Student Development, Challenges and Successes Core courses: to develop and enhance skills for effective ED7711 Course Design and Development ED8004 Societal and Cultural Change teaching in a variety of postsecondary settings ED7712 Classroom Assessment in Education ED8005 Doctoral Learner Success Lab (non-credit) and training environments, including adult ED7713 Student Advising and Retention ED8113 Advanced Study in Research Methods education, workforce development, continuing higher education, community development, ED7716 Faculty Leadership Specialization courses: military education, and business and industry. ED8111 The Historical and Social ED7541 Teacher Supervision and Evaluation The PhD specialization focuses on major theories Foundations of Education ED820 Principles of Educational Administration of adult learning and distance education, the ED7819 Grantsmanship ED825 Curriculum Development development of effective learning communities ED828 Intellectual Development and ED8533 Advanced Curriculum Mapping: and environments, critical analysis and research Learning Styles Across the Lifespan Reflection and Practice skills, best practices in postsecondary instruction, ED836 The Collaborative Nature of Adult ED8534 Advanced Instruction and Assessment: and utilizing theory and research to enhance Education Theory and Practice learning for individuals from a variety of OR ED8535 Advanced Collaboration for the backgrounds. Choose any graduate course(s). Improvement of Curriculum and Instruction Residency Requirement(s): Total 120 quarter credits ED8536 Advanced Application of Research for the Improvement of Curriculum and Instruction Three one-week residential colloquia sessions related to time and program credit completion. ED822 The Funding of Educational Institutions See Residential Colloquia in Academic and ED823 Education and the Law Other University Policies. ED9984 Doctoral Comprehensives Examination I* Fourteen Required ED9985 Doctoral Comprehensives Examination II* Courses + Lab 56 quarter credits ED9986 Dissertation Research I* Core courses: ED9987 Dissertation Research II* ED8004 Societal and Cultural Change ED9988 Dissertation Research III* ED8005 Doctoral Learner Success Lab ED9989 Dissertation Research IV* (non-credit) Thirteen Elective Courses 52 quarter credit ED8113 Advanced Study in Research Methods Recommended Elective Courses ED5501 Assessment and Improvement of Instruction ED5500 Standards-Based Curriculum, Instruction, and Assessment ED5504 Strategies for Eliminating the Achievement Gap ED5537 Emerging Technology and Multimedia for Curriculum and Instruction ED5538 Curriculum and Instruction: Program Evaluation * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 83

PhD Specializations, continued

Instructional Design for Twelve Elective Courses 48 quarter credits Training and Performance Improvement Online Learning Recommended elective courses: The PhD in education with a specialization in ED7212 Administration and Leadership of training and performance improvement is The PhD in education specialization in Distance Education Programs instructional design for online learning prepares designed for experienced career professionals ED7580 Theory and Development of Multiple who wish to advance to leadership roles such as SCHOOL OF EDUCATION professionals to lead and manage instructional Intelligences challenges in a variety of online settings in chief learning officer, training director, professor, ED7692 Strategies for Building Online or manager of learning and performance educational institutions, corporations, the Learning Communities improvement. Required courses like Managing military, health care, and government agencies. ED7641 Needs Assessment: Models and Training and Performance Improvement broaden This comprehensive course of study gives equal Procedures and deepen the learner’s understanding of both importance to design and delivery of adult The following electives are available for PhD learners strategic and tactical issues that are important to instruction. This specialization prepares learners as directed studies: the success of any performance improvement to practice the application of instructional design ED7495 Research Strategies and Methodologies intervention. The entire doctoral experience is theory to real-world problems. for Online Learning designed to help create reflective scholar- Residency Requirement(s): ED7497 * Storyboarding for Instructional Design practitioners and innovative thinkers with Three one-week residential colloquia sessions ED7499 * Needs Analysis for Instructional Design advanced skills in critical thinking, research, and related to time and program credit completion. ED7693 Curriculum Development for problem solving. The curriculum is based on See Residential Colloquia in Academic and Other Online Learning ASTD’s Human Performance Improvement model. University Policies. ED7493 Internship for Instructional Design for Residency Requirement(s): Eighteen Required Online Learning Three one-week residential colloquia sessions Courses + Lab 72 quarter credits ED9058 Special Topics for Instructional Design related to time and program credit completion. for Online Learning Core courses: See Residential Colloquia in Academic and Other ED8004 Societal and Cultural Change OR University Policies. Choose any graduate course(s). ED8005 Doctoral Learner Success Lab Eighteen Required (non-credit) Total 120 quarter credits Courses + Lab 72 quarter credits ED8113 Advanced Study in Research Methods Core courses: Specialization courses: ED8004 Societal and Cultural Change ED815 The Future of Educational Institutions: ED8005 Doctoral Learner Success Lab Topics and Trends OR (non-credit) ED8111 The Historical and Social Foundations ED8113 Advanced Study in Research Methods of Education Specialization courses (suggested sequence as follows): ED851 Principles of Instructional Design ED7631 Introduction to Training and ED7620 Theoretical Basis of Instructional Design Performance Systems ED7624* Theories of Learning and Instruction ED7641 Needs Assessment: Models and Procedures ED852 Ethics and Social Responsibility in Distance Education ED7662 Designing Training and Performance Solutions ED7496 * Advanced Instructional Design ED7672 Delivery Systems for Training and ED7504 Leadership for Instructional Design Performance Improvement ED9984 * Doctoral Comprehensive Examination I ED7652 Evaluating Training and Performance ED9985 * Doctoral Comprehensive Examination II Improvement Systems ED9986 * Dissertation Research I ED7674 Managing Training and Performance ED9987 * Dissertation Research II Improvement ED9988 * Dissertation Research III ED502 Survey of Human Resource Development Research ED9989 * Dissertation Research IV ED9984 * Doctoral Comprehensive Examination I Choose three from the following courses: ED9985 * Doctoral Comprehensive Examination II ED7210 The Delivery of Distance Education ED9986 * Dissertation Research I ED7211 * Designing Online Instruction ED9987 * Dissertation Research II ED722 Interface Design ED9988 * Dissertation Research III ED7503 Instructional Media Tools ED9989 * Dissertation Research IV ED724 Project Management for Multimedia Choose three from the following courses: Development ED830 Coaching for High Performance ED7505 * Evaluation and Assessment of Instructional Design ED839 International Aspects of Adult Education ED851 Principles of Learning and Instructional Design ED7210 The Delivery of Distance Education ED7673 The Future of Corporate and Technical Training: Topics and Trends ED8111 The Historical and Social Foundations of Education 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. 84 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Education Degree Programs, continued

PhD Specializations, continued

K-12 Studies in Education ED5526 Student Assessment and Work Analysis Professional Studies in Education in Science Instruction The PhD in education specialization in The PhD in education specialization in K-12 ED5506 Standards and the K-12 Mathematics Studies in Education is designed for K-12 career- Curriculum professional studies in education is designed for oriented professionals who wish to excel as ED5507 The Art of Planning Mathematics experienced career professionals in a variety of scholar-practitioners. The specialization delivers Instruction teaching and/or education training situations. research-based competencies focused on current ED5529 Instructional Strategies for the Learners may come from areas of K-12, issues in education including such broad topics Virtual School Teacher alternative programs, adult education, allied as school governance and leadership and such ED5530 Assessment Strategies for the health care, military, higher education, focused topics as math instruction, science Virtual School Teacher government or other occupations and instruction, virtual school teaching, and teacher ED5533 Curriculum Mapping: Reflection and professions, but are united by the motivation leadership. The specialization’s flexibility permits Practice (recommended elective for all to excel as educators and leaders. Professional learners to create an individualized doctoral K-12 teachers.) studies learners seek this degree whether they program whatever their K-12 research interests. OR want to remain in their current profession Choose any graduate course(s). Residency Requirement(s): or be prepared to change professions. This Total 120 quarter credits Three one-week residential colloquia sessions specialization provides optimal opportunity to related to time and program credit completion. customize a program of study that meets the See Residential Colloquia in Academic and unique needs of a diverse group of learners. Other University Policies. The entire doctoral experience is designed to Fifteen Required create scholar-practitioners with advanced skills in Courses + Lab 60 quarter credits critical thinking, problem solving and research. Core courses: Residency Requirement(s): ED8004 Societal and Cultural Change Three one-week residential colloquia sessions ED8005 Doctoral Learner Success Lab (non-credit) related to time and program credit completion. ED8113 Advanced Study in Research Methods See Residential Colloquia in Academic and Other ED8515 Advanced Action Research for University Policies. Teacher-Leaders Twelve Required Courses + Lab 48 quarter credits Specialization courses: Core courses: ED8111 The Historical and Social Foundations ED8004 Societal and Cultural Change of Education ED8005 Doctoral Learner Success Lab (non-credit) ED814 Evaluating the Effectiveness of the Educational Process ED8113 Advanced Study in Research Methods ED7542 The Politics of Pre-K-12 Education Specialization courses: ED8502 Advanced Learning Theory and ED7701 Educational Philosophy and Change Instructional Practice ED815 The Future of Educational Institutions: ED7701 Educational Philosophy and Change Topics and Trends ED815 The Future of Educational Institutions ED7700 Learning Theory and the Educational ED9984 Doctoral Comprehensives Examination I* Process OR ED9985 Doctoral Comprehensives Examination II* ED829 Theory and Methods of Educating Adults ED9986 Dissertation Research I* ED7712 Classroom Assessment in Education OR ED9987 Dissertation Research II* ED814 Evaluating the Effectiveness of the ED9988 Dissertation Research III* Educational Process ED9989 Dissertation Research IV* ED9984 * Doctoral Comprehensive Examination I Fifteen Elective Courses 60 quarter credits ED9985 * Doctoral Comprehensive Examination II Recommended Elective Courses: ED9986 * Dissertation Research I ED5516 Adult Learning and Professional ED9987 * Dissertation Research II Development ED9988 * Dissertation Research III ED5523 Inquiry-Based Curriculum and Resources ED9989 * Dissertation Research IV for Elementary Science Teachers Eighteen Elective Courses 72 quarter credits ED5508 Research and Best Practices in Mathematics Instruction Choose any graduate course(s). ED5513 Middle-Level Issues Total 120 quarter credits ED5528 Technology Skills for the Virtual School Teacher ED5511 Teaching Algebra for Understanding ED5514 Educational Leadership for Teacher-Leaders ED5522 The Art of Planning Science Instruction: Creating the Engaged Science Student ED5524 Inquiry-Based Curriculum and Resources for Secondary Science Teachers

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 85

Master of Science (MS) ED5511 Teaching Algebra for Understanding Curriculum and Instruction Specializations ED5513 Middle-Level Issues Learners in the master’s specialization in ED5514 Educational Leadership for curriculum and instruction will develop and Teacher-Leaders demonstrate the research-based knowledge,

K-12 Studies in Education SCHOOL OF EDUCATION ED5515 Action Research for Teacher-Leaders skills, and attitudes necessary for effective Formerly named Advanced Classroom Instruction ED5516 Adult Learning and Professional classroom, building, and district-level leadership Development Learners in the master’s specialization in K-12 in curriculum and instruction. The specialization is ED5522 The Art of Planning Science Instruction: studies in education will demonstrate the designed for teachers interested in teaching Creating the Engaged Science Student research-based knowledge, skills, and attitudes of improvement initiatives supported by current ED5523 Inquiry-Based Curriculum and Resources exceptional elementary and secondary classroom for Elementary Science Teachers theory and research in curriculum design and teachers. The curriculum is aligned with nationally ED5524 Inquiry-Based Curriculum and Resources instructional models, and assessment strategies recognized teaching standards and is designed for Secondary Science Teachers focused on increasing student achievement. to prepare learners to produce significant ED5526 Student Assessment and Work Analysis Teachers participate in course discussions and improvements in student achievement. Learners in Science Instruction activities that provide practical experiences and may customize the elective portion of their ED5528 Technology Skills for the Virtual projects that demonstrate innovative and timely programs to meet their educational, personal, School Teacher theory, research, and practice. professional, and school site needs by selecting ED5529 Instructional Strategies for the Virtual Ten Required Courses 44 quarter credits courses from any of the specialization courses School Teacher Core courses: below. The following courses have been ED5530 Assessment Strategies for the Virtual ED5007 Foundations of Educational Leadership designed for licensed teachers and may require School Teacher (6 quarter credits) K-12 classroom access. ED5531 Communication Skills for the Virtual ED5501 Assessment and Improvement of School Teacher Nine Required Courses 40 quarter credits Instruction ED5532 Social Issues and Virtual School Teaching Core courses: ED5500 Standards-Based Curriculum, Instruction, ED5007 Foundations of Educational Leadership Two Elective Courses 8 quarter credits and Assessment (6 quarter credits) Choose any graduate course(s). ED5503 Classroom Management Strategies ED5006 Survey of Research Methodology Total 48 quarter credits ED5504 Strategies for Eliminating the ED5501 Assessment and Improvement of Achievement Gap Instruction OR Admission to the K-12 studies in education Specialization courses: ED7541 Teacher Supervision and Evaluation + master’s specialization requires learners to ED5006 Survey of Research Methodology ED5500 Standards-Based Curriculum, complete and submit the Capella University Instruction, and Assessment ED5533 Curriculum Mapping: Reflection and School of Education Certification of Teacher Practice ED5503 Classroom Management Strategies OR Licensure form located at www.capella.edu/ ED5502 Learning Theory and Instructional aspscripts/schools/Teacher Licensure.pdf. ED5534 Instruction and Assessment: Practice + Theory and Practice + For learners without classroom access. ED5504 Strategies for Eliminating the ED5535 Collaboration for the Improvement of Achievement Gap Curriculum and Instruction ED5540 * Master’s Practicum in Curriculum and Specialization courses: Instruction (6 quarter credits) ED5541 * Master’s Practicum in K-12 Studies in One Elective Course 4 quarter credits Education (6 quarter credits) OR Recommended elective courses: ED5542 * Master’s Capstone in K-12 Studies in Education (6 quarter credits) + ED5537 Emerging Technology and Multimedia for Curriculum and Instruction In addition, choose two specialization courses ED5538 Curriculum and Instruction: from the list below: Program Evaluation OR ED5502 Learning Theory and Instructional ED5536 Applying Research to the Improvement Practice of Curriculum and Instruction ED5506 Standards and the K-12 Mathematics OR Curriculum Choose any graduate course(s). ED5507 The Art of Planning Mathematics Total 48 quarter credits Instruction ED5508 Research and Best Practices in Mathematics Instruction Admission to the curriculum and instruction specialization requires learners to complete and submit the Capella University School of Education Certification of Teacher Licensure form located at www.capella.edu/aspscripts/schools/Teacher Licensure.pdf.

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 86 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Education Degree Programs, continued

Master’s Specializations, continued

Reading and Literacy Admission to the reading and literacy Leadership in Educational specialization requires learners to complete and Capella University’s reading and literacy submit the Capella University School of Education Administration specialization is offered in partnership with the Certification of Teacher Licensure form located Learners in the master’s specialization in University of California, Irvine Extension. at www.capella.edu/aspscripts/schools/ leadership in educational administration will Graduates of this specialization earn a master’s TeacherLicensure.pdf. develop the skills, knowledge, and attitudes degree from Capella University and a reading necessary to successfully meet the rigors and certificate from UC-Irvine Extension. UC-Irvine As with all programs involving endorsement, licensure, or certification, individual states have enjoy the rewards of twenty-first century Extension’s reading certificate is state approved varying requirements. Capella University cannot elementary and secondary principalship. The in California and is aligned with nationally guarantee that licensure, endorsement, or curriculum prepares learners to meet nationally recognized teaching standards. certification will be granted. For this reason, recognized leadership standards including those Learners in this master’s specialization will it is important that learners interested in these of the Interstate School Leaders Licensure demonstrate and further build the research-based programs contact the appropriate authorities in Consortium (ISLLC) and to have a profound, their state. knowledge, skills, and attitudes of exceptional positive impact on student achievement. This elementary and secondary teachers. The Learners in Kentucky, Washington, and Wisconsin results-oriented program prepares learners to specialization is designed for licensed K-12 are advised that the reading and literacy translate theory into effective leadership practice. classroom teachers who want to enhance the specialization is not pre-approved for specialist Eleven Required Courses 48 quarter credits reading skills of their students and to impart best endorsement/licensure. Learners should verify Core courses: practices and key instructional strategies to peers home state and local district requirements prior to enrollment. Individuals seeking endorsement ED5007 Foundations of Educational Leadership and others involved in teaching reading. Capella (6 quarter credits) learners completing the reading and literacy must perform a transcript review with their state upon completion of their program. ED5501 Assessment and Improvement of specialization are prepared to assess student Instruction reading and provide reading instruction ED5500 Standards-Based Curriculum, employing multiple modalities and learning styles Instruction, and Assessment based on assessment data as well as to develop, ED5503 Classroom Management Strategies implement, and adapt the reading curriculum ED5504 Strategies for Eliminating the within and across grade levels at the school site. Achievement Gap The specialization courses present a host of research-based concepts, demonstrate those Specialization courses: concepts in action, and provide opportunities to ED820 Principles of Educational Administration put those concepts into practice. ED822 The Funding of Educational Institutions Thirteen Required Courses 47 quarter credits ED823 Education and the Law Core courses: ED5006 Survey of Research Methodology ED5007 Foundations of Educational Leadership ED853 Elementary School Administration OR (6 quarter credits) ED854 Secondary School Administration ED5501 Assessment and Improvement of ED5900 * Master’s Internship in Educational Instruction (4 quarter credits) Administration (6 quarter credits) ED5500 Standards-based Curriculum, Instruction, Total 48 quarter credits and Assessment (4 quarter credits) ED5503 Classroom Management Strategies (4 quarter credits) Admission to the leadership in educational administration specialization requires learners ED5504 Strategies for Eliminating the to complete and submit the Capella University Achievement Gap (4 quarter credits) School of Education Certification of Teaching ED5006 Survey of Research Methodology Experience form located at www.capella.edu/ (4 quarter credits) aspscripts/schools/TeachingExperience.pdf. Specialization courses: State regulations vary regarding course ED5551 Developing Fluent Readers requirements for professional licensure. (3 quarter credits) For assistance with state-mandated course ED5552 Teaching Comprehension Strategies requirements for licensure, contact the (3 quarter credits) appropriate school representative. ED5553 Assessment-based Reading Instruction (3 quarter credits) Learners seeking principal licensure should contact their state to determine whether they ED5554 Socio-cultural Context of Reading should take ED853 or ED854 or both courses. Instruction (3 quarter credits) ED5555 Foundational Theories in Reading Learners seeking licensure in Arizona after August Instruction (3 quarter credits) 2006, must secure a Structured English Immersion ED5556 Reading and Literacy Practicum endorsement (SEI). Capella University has entered (3 quarter credits)+ into a strategic alliance with Rio Salado College ED5557 Reading and Literacy Portfolio Review regarding course work for the SEI endorsement, (3 quarter credits)+ Learners who need this endorsement are encouraged to contact academicadvisement@ Total 47 quarter credits mail.riosalado.edu to discuss the necessary courses and the application process at Rio Salado College. +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 • www.capella.edu CAPELLA UNIVERSITY 87

Master’s Specializations, continued

Leadership for Higher Education Enrollment Management Postsecondary and Adult Education The master’s specialization in leadership for Capella University’s enrollment management The master’s specialization in postsecondary higher education integrates current, recognized specialization is offered in partnership with Noel- and adult education is designed for mid-career theory and best practices with practical Levitz, a nationally recognized consulting firm professionals in community college, college, application — the basis of Capella's scholar- specializing in higher education student university, corporate, and other adult education SCHOOL OF EDUCATION practitioner model — to prepare learners to recruitment, financial aid, predictive modeling, environments who wish to enhance their teaching excel as leaders in community colleges, and student retention. Graduates of this skills by integrating current theory and reflective universities, and other postsecondary, human specialization earn a master’s degree from practice within adult educational settings. service, military, and nonprofit organizations. Capella University and certification in enrollment Ten Required Courses + Lab 40 quarter credits Eleven Required management—a professional certificate issued Core courses: Courses + Lab 44 quarter credits by Noel-Levitz. ED5004 Societal and Cultural Change Core courses: Learners in this master’s specialization develop ED5005 Master’s Learner Success Lab (non-credit) ED5004 Societal and Cultural Change the investigative knowledge, abilities, and ED5006 Survey of Research Methodology ED5005 Master’s Learner Success Lab (non-credit) attributes of outstanding college and university Specialization courses: ED5006 Survey of Research Methodology enrollment management professionals. The curriculum prepares learners to apply best ED7701 Educational Philosophy and Change Specialization courses: principles and practices in enrollment ED8111 The Historical and Social Foundations ED7212 Administration and Leadership of of Education management. Distance Education Programs ED7700 Learning Theory and the Educational ED7540 Leadership in Higher Education With specialized course content based on the Process ED814 Evaluating the Effectiveness of the expertise of Noel-Levitz professionals, this ED829 Theory and Methods of Educational Process specialization provides the latest tools and Educating Adults ED834 Higher Education and the Law strategies for enrollment management. ED5990 * Integrative Project ED837 Funding and Managing Education Applicable immediately to real-world higher Choose three from the following courses: Enterprises education demands, the specialization’s ED7590 Critical Thinking in Adult Education ED840 The Politics of Higher Education curriculum focuses on effective enrollment ED814 Evaluating the Effectiveness of the ED841 The History of Higher Education planning, retention efforts, marketing strategies, Educational Process ED855 Higher Education Administration technology applications, and strategic planning. ED828 Intellectual Development and ED5990 * Integrative Project Eight Required Courses + Lab 32 quarter credits Learning Styles across the Lifespan One Elective Course 4 quarter credits Core courses: ED836 The Collaborative Nature of Adult Education Recommended elective courses: ED5004 Societal and Cultural Change ED838 Teaching and Learning with ED7541 Teacher Supervision and Evaluation ED5005 Master’s Learner Success Lab (non-credit) Diverse Populations ED7692 Strategies for Building Online ED5006 Survey of Research Methodology Two Elective Courses 8 quarter credits Learning Communities Specialization courses: Recommended elective courses: ED7703 Student Development Challenges and Successes ED5601 Enrollment Management in Higher ED7580 Theory and Development of Education Multiple Intelligences ED7713 Student Advising and Retention ED5603 Essentials of Effective Retention in ED7690 Critical Skills for Facilitating ED7819 Grantsmanship Higher Education Online Learning ED8111 The Historical and Social Foundations ED5605 Applying Technology to Enrollment ED7692 Strategies for Building of Education Management Online Learning ED815 The Future of Educational Institutions: ED5607 Financial Aid and Enrollment ED7703 Student Development, Challenges Topics and Trends Management and Successes ED818 The Future of Teaching and Learning: ED5609 Communications and Marketing in ED7711 Course Design and Development Issues for the Educational Leader Enrollment Management ED7713 Student Advising and Retention ED825 Curriculum Development ED5611 Strategic Enrollment Planning+ ED7716 Faculty Leadership ED857 Personnel Administration Four Elective Courses 16 quarter credits ED815 The Future of Educational Institutions: OR Recommended elective courses: Topics and Trends Choose any graduate course(s). ED7703 Student Development Challenges OR Total 48 quarter credits and Successes Choose any graduate course(s). ED7713 Student Advising and Retention Total 48 quarter credits ED841 History of Higher Education ED7540 Leadership in Higher Education ED855 Higher Education Administration ED834 Higher Education and the Law ED840 The Politics of Higher Education ED837 Funding and Managing the Educational Enterprise OR Choose any graduate course(s). Total 48 quarter credits

+ Capstone course * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 88 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Education Degree Programs, continued

Master’s Specializations, continued

Instructional Design for Training and Performance Professional Studies in Education Online Learning Improvement The master’s specialization in professional studies The master’s specialization in instructional design The master’s specialization in training and prepares learners to excel as educators in a for online learning prepares professionals working performance improvement is intended for variety of teaching and/or educational training in educational institutions, corporations, the professionals in roles that include training situations. Learners may come from areas of military, health care, and government agencies specialists, career counselors, instructional adult education, alternative programs, K-12, to achieve a high level of competency in designers, sales trainers, adult educators, and allied health care, military, higher education, instructional design in order to advance their performance improvement consultants. Through government or other occupations and careers and serve their organizations. The course courses such as Needs Assessment: Models and professions, but are united by the motivation to work prepares instructional designers to solve Procedures, learners obtain an in-depth excel as educators and leaders. Professional real-world problems based on theory and practice understanding of and ability to apply human studies learners seek this degree whether they in the field. performance technology in order to improve want to remain in their current profession or be Ten Required Courses + Lab 40 quarter credits organizational productivity. The curriculum will prepared to change professions. This Core courses: also help learners to clarify and define their specialization provides optimal opportunity to customize a program of study that meets the ED5004 Societal and Cultural Change career purpose and professional strengths. unique needs of a diverse group of learners. ED5005 Master’s Learner Success Lab (non-credit) Frequent interactions with experienced faculty and peer professionals will deepen learners’ The entire master’s experience is designed to ED5006 Survey of Research Methodology grasp of recognized theory and best practices develop teaching practitioners and builds upon Specialization courses: while preparing them for more challenging job previous knowledge and experience. ED851 Principles of Instructional Design responsibilities. The curriculum is based on Seven Required ED7624* Theories of Learning and Instruction ASTD’s Human Performance Improvement model. Courses + Lab 28 quarter credits ED815 The Future of Educational Institutions: Ten Required Courses + Lab 40 quarter credits Core courses: Topics and Trends OR Core courses: ED5004 Societal and Cultural Change ED8111 The Historical and Social Foundations ED5005 Master’s Learner Success Lab of Education ED5004 Societal and Cultural Change (non-credit) ED5990 * Integrative Project ED5005 Master’s Learner Success Lab (non-credit) ED5006 Survey of Research Methodology Choose four from the following courses: ED5006 Survey of Research Methodology ED7210 The Delivery of Distance Education Specialization courses: ED7211 * Designing Online Instruction Specialization courses (suggested sequence): ED7701 Educational Philosophy and Change ED722 Interface Design ED7631 Introduction to Training and ED8111 The Historical and Social Foundations of Education ED7503 Instructional Media Tools Performance Systems (prerequisite for specialization) ED814 Evaluating the Effectiveness of the ED724 Project Management for Multimedia Educational Process OR Development ED7641 Needs Assessment: Models and Procedures ED7712 Classroom Assessment in Education ED7505 * Evaluation and Assessment of ED7700 Learning Theory and the Educational Instructional Design ED7662 Designing Training and Performance Solutions Process OR ED846 * Instructional Design for Distance ED829 Theory and Methods for Educating Learning ED7672 Delivery Systems for Training and Performance Improvement Adults Two Elective Courses 8 quarter credits ED7652 Evaluating Training and Performance ED5990 * Integrative Project Choose any graduate course(s). Improvement Systems Five Elective Courses 20 quarter credits Total 48 quarter credits ED7674 Managing Training and Performance Choose any graduate course(s). Improvement Total 48 quarter credits ED5990 * Integrative Project Choose one from the following: ED502 Survey of Human Resource Development Research ED7210 The Delivery of Distance Education ED7673 The Future of Corporate and Technical Training: Issues and Trends ED828 Intellectual Development and Learning Styles Across the Lifespan ED830 Coaching for High Performance Two Elective Courses 8 quarter credits Choose any graduate course(s). Total 48 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 89

Certificates Learners who wish to add endorsements to an Post-master’s Certificate in existing license must do additional field work. College Teaching Leadership in Educational To expand an elementary or secondary license to The post-master’s certificate in college teaching K-12, learners need to complete a second 200- is designed to assist college-level academic

Administration Post-master’s hour internship. To add a principal endorsement SCHOOL OF EDUCATION subject experts in mastering academic Certificate to a superintendent endorsement in Minnesota (or vice versa), the internship is 320 hours (MR, instructional skills, including the ability to teach This post-master’s certificate is designed 3512.0200, Subp. 3.). effectively online. The specialization prepares exclusively for learners with three years licensed learners to excel as teachers, based on acquired teaching experience seeking principal and/or Learners who have already taken an internship knowledge of learning theory, educational and who have the principal or superintendent superintendent licensure in Minnesota. The philosophy, classroom assessment, course course work, internship, and residential colloquia license/certificate may petition the faculty chair to replace the internship with electives. design, and development and other essential deliver Minnesota’s 21 principal and eight instructional skills. The certificate program superintendent competencies to prepare learners Admission to the leadership in educational requires learners to complete four courses and to qualify for licensure and to succeed in K-12 administration specialization requires learners to one residential colloquium. The courses in the complete and submit the Capella University administration. The post-master’s certificate post-master’s certificate in college teaching program is for learners specifically seeking School of Education Certification of Teaching Experience form located at www.capella.edu/ articulate with the postsecondary and adult licensure in the state of Minnesota. aspscripts/schools /TeachingExperience.pdf. education and professional studies specializations State regulations vary regarding course The Pre-assessment form is included in the of the Capella University Doctor of Philosophy in requirements for professional licensure. application process. Education and are directly applicable to those For assistance with state-mandated course degrees. requirements for licensure, contact the Required Courses 16 quarter credits appropriate school representative. ED851 Principles of Learning and Instructional Residency Requirement(s): Design (4 quarter credits) One one-week colloquium session (Track I). ED7700 Learning Theory and the Educational Twelve Required Courses 48 quarter credits Process (4 quarter credits) ED8004 Societal and Cultural Change ED7712 Classroom Assessment in Education (4 quarter credits) ED8005 Doctoral Learner Success Lab (non-credit) ED7711 Course Design and Development ED8113 Advanced Study in Research (4 quarter credits) OR Methods OR ED7211 Designing Online Instruction ED814 Evaluating the Effectiveness of the (4 quarter credits) Educational Process Total 16 quarter credits ED820 The Principles of Educational Administration ED822 The Funding of Educational Institutions In addition, all learners must complete one ED823 Education and the Law practical residential colloquium focused on ED825 Curriculum Development acquiring and demonstrating teaching, classroom research, and career development competencies. ED8910 The Minnesota Superintendency ED8911 The Minnesota K-12 Principalship Capella University is seeking approval of this ED8111 The Historical and Social Foundations certificate program in the state of Florida. of Education Contact an enrollment counselor for current approval status in this state. ED7541 Teacher Supervision and Evaluation 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 elected ED814 in their certificate program will also be required to take ED8113 to complete the doctoral program.

1-888-CAPELLA • www.capella.edu 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 • www.capella.edu

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 change Capella University offers academic in these programs to sign an within specific professional areas of programs leading to advanced degrees Understanding of the Curriculum practice as well as within American social in a number of fields for which form in which the learners agree that systems. To accomplish this mission, the professional practice requires licensure it is their responsibility to understand school provides highly relevant graduate or certification by state, local, or and to comply with licensing and education to adult learners in counselor professional boards. However, because certification laws and regulations. education and contemporary areas of the licensing or certification standards Additional information on professional professional human service delivery. vary, Capella University makes no licensure and certification can be Graduates of the School of Human representation, warranty, or guarantee found on iGuide. Services degree programs implement that successful completion of the course this mission by applying academic of study will permit the learner to obtain knowledge and expertise in a variety of licensure or certification. Learners who institutional, agency, community, and enroll in a Capella University degree educational settings. program in a field for which professional practice requires any type of licensure or Degree Programs certification, are solely responsible for Doctor of Philosophy (PhD) determining and complying with state, The Capella University School of Human local, or professional licensure and Services Doctor of Philosophy program certification requirements. These mission is based on the scholar- learners are also responsible for taking practitioner model that guides graduates the steps necessary to satisfy those in the acquisition and application of requirements. advanced theory, research, critical thinking, and leadership competencies necessary to affect social change. SPECIALIZATIONS OFFERED IN THE SCHOOL OF HUMAN SERVICES Master of Science (MS) The Capella University School of Human Specializations Degrees and Certificates Services Master of Science program General Human Services PhD, MS mission is to prepare practitioner-scholar Criminal Justice PhD, MS, Certificate graduates to assume positions as agents Counseling Studies PhD, MS of social change and leadership as they Health Care Administration PhD, MS, Certificate enter the profession or discipline. Management of Nonprofit Agencies PhD, MS, Certificate Marital, Couple, and Family Counseling/Therapy MS Certificates Mental Health Counseling MS The Capella University School of Human Social and Community Services PhD, MS, Certificate Services certificate program mission is to Addictions Counseling Certificate provide concentrated, discipline-specific Diversity Studies Certificate knowledge that is directly applicable to Marriage and Family Services Certificate human services professionals. Professional Counseling Certificate 1-888-CAPELLA • www.capella.edu 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 specialization in general human services and development of public policy strategies at studies specialization is ideal for licensed provides optimal opportunity to construct a the community, state, and national levels. counseling professionals and those who seek SCHOOL OF HUMAN SERVICES program of study that meets the needs of the Designed for professionals with a master’s positions in educational, consultative, and human services professional. Included in this degree in human services, psychology, or a leadership roles in agency, institutional, public, specialization is required course work that related social sciences field, the PhD with a or private human services settings. This provides a foundation upon which a distinctive specialization in criminal justice is ideal for specialization is not designed to meet licensure program of study can be positioned. Emphasis is learners who desire advanced study and research requirements for the counseling professions. on the acquisition of advanced academic skill sets in the field and wish to advance their careers to Residency Requirement(s): and competencies that prepare the graduate to academic, supervisory, or administrative levels. Three one-week residential colloquia sessions teach, consult, and contribute to diverse Graduates are prepared for leadership, research, related to time and program credit completion. professions and disciplines. and consulting positions that will impact systems See Residential Colloquia in Academic and Residency Requirement(s): of criminal justice. Other University Policies. Three one-week residential colloquia sessions Residency Requirement(s): Twenty-three related to time and program credit completion. Required Courses 92 quarter credits Three one-week residential colloquia sessions See Residential Colloquia in Academic and related to time and program credit completion. Core courses: Other University Policies. See Residential Colloquia in Academic and HS8002 Advanced Research in Adult Human Sixteen Required Courses 64 quarter credits Other University Policies. Development and Behavior with LSL HS8002 Advanced Research in Adult Human Twenty-three HS831 Psychopathology: Assessment and Development and Behavior with LSL Required Courses 92 quarter credits Treatment HS8300 Diversity in the Workplace Core courses: HS839 Theories of Psychotherapy HS8502 Health Care Strategic Planning and HS8002 Advanced Research in Adult Human HS879 Life Planning and Career Development Management Development and Behavior with LSL HS8106 Epistemology of Practice Knowledge HS8505 Ethics and Decision Making in HS864 Contemporary Issues in Compulsive HS8100 * Fundamentals of Social Science Research Health Care and Addictive Behavior Treatment HS8111 * Quantitative Research Methods in the HS869 Families, Systems, and Healthcare HS8106 Epistemology of Practice Knowledge Human Services HS8106 Epistemology of Practice Knowledge HS8100 * Fundamentals of Social Science HS8112 * Advanced Qualitative Research Methods HS8100 * Fundamentals of Social Science Research Research HS8113 * Advanced Study in Research Methods HS8111 * Quantitative Research Methods in the HS8111 * Quantitative Research Methods in the Human Services Human Services Specialization courses: HS8112 * Advanced Qualitative Research Methods HS8112 * Advanced Qualitative Research Methods HS825 Human Sexuality HS8113 * Advanced Study in Research Methods HS8113 * Advanced Study in Research Methods HS841 Group Counseling and Psychotherapy HS9984 * Doctoral Comprehensive Examination I HS845 Grief and Bereavement Counseling Specialization courses: HS9985 * Doctoral Comprehensive Examination II HS854 Child and Adolescent Counseling HS8210 Issues in Police-Community Relations HS9986 * Dissertation Research I HS858 Mental Health and Aging HS8370 The Criminal Mind HS9987 * Dissertation Research II HS864 Contemporary Issues in Compulsive HS8371 Race/Culture in Criminal Justice HS9988 * Dissertation Research III and Addictive Behaviors HS8372 Criminal Behavior: A Sociological Primus HS9989 * Dissertation Research IV HS878 Family in the Social Context HS8373 Understanding Criminology Fourteen Elective Courses 56 quarter credits HS8501 Contemporary Issues in HS8374 Current Research on Violent Behavior Counseling Studies Choose any graduate course(s). HS8375 Deviance: The Interactionist Perspective HS9984 * Doctoral Comprehensive Examination I Total 120 quarter credits HS8376 Correlates of Crime HS9985 * Doctoral Comprehensive Examination II HS8377 The Penal System: Its Role in the HS9986 * Dissertation Research I U.S. Society HS9987 * Dissertation Research II HS847 Applied/Clinical Sociology Services HS9988 * Dissertation Research III HS9984 * Doctoral Comprehensive Examination I HS9989 * Dissertation Research IV HS9985 * Doctoral Comprehensive Examination II Seven Elective Courses 28 quarter credits HS9986 * Dissertation Research I Choose any graduate course(s). HS9987 * Dissertation Research II Total 120 quarter credits HS9988 * Dissertation Research III HS9989 * Dissertation Research IV Seven Elective Courses 28 quarter credits Choose any graduate course(s). Total 120 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 94 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

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 as educators. services within the field. This specialization is not Other 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 HS8002 Advanced Research in Adult Human Other University Policies. Three one-week residential colloquia sessions Development and Behavior with LSL related to time and program credit completion. Twenty-four See Residential Colloquia in Academic and HS8106 Epistemology of Practice Knowledge Required Courses 96 quarter credits Other 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 with LSL 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 with LSL HS8100 * Fundamentals of Social Science Research Specialization courses: HS815 Professional and Scientific Ethics HS8111 * Quantitative Research Methods in the HS8114 Operations in Health Care Systems HS8300 Diversity in the Workplace Human Services HS8115 Managing Human Capital in Health HS8106 Epistemology of Practice Knowledge 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 HS8117 Strategic Management of Health Care Specialization courses: Human Services Reimbursement Systems HS893 Management of Human Service Agencies HS8112 * Advanced Qualitative Research Methods HS8118 Health Policies Analysis and Strategy HS889 Role and Function of Boards and CEOs HS8113 * Advanced Study in Research Methods 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 HS8504 Law and Health Care Administration Nonprofit Executives HS847 Applied/Clinical Sociology Services 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 HS8506 Leading Organizational Change in Organizations HS864 Contemporary Issues in Compulsive and Addictive Behavior Treatment Health Care Systems HS7502 Grant Proposal Development and HS7500 Quality Improvement and Organizational Administration HS876 Methods of Family Research 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 HS9986 * Dissertation Research I Organizations HS9985 * Doctoral Comprehensive Examination II HS9987 * Dissertation Research II HS8512 Organizational Assessment and Program HS9986 * Dissertation Research I HS9988 * Dissertation Research III Evaluation in Nonprofit Organizations HS9987 * Dissertation Research II HS9989 * Dissertation Research IV HS9984 * Doctoral Comprehensive Examination I HS9988 * Dissertation Research III Seven Elective Courses 28 quarter credits HS9985 * Doctoral Comprehensive Examination II HS9989 * Dissertation Research IV Choose any graduate course(s). HS9986 * Dissertation Research I Eight Elective Courses 32 quarter credits Total 120 quarter credits HS9987 * Dissertation Research II Choose any graduate course(s). HS9988 * Dissertation Research III Total 120 quarter credits HS9989 * 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 • www.capella.edu 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 SCHOOL OF HUMAN SERVICES graduate education in a flexible, inclusive academic in public or private human services settings or in this specialization is course work that addresses curriculum. Included in this specialization is continue into the doctoral program. The counseling contemporary issues impacting the nonprofit required course work that provides a foundation studies specialization is not designed to meet agency such as financial management, grant upon which a distinctive program of study can be licensure requirements for the counseling writing, advocacy, and human resource positioned. Learners are provided the maximum professions. management. This specialization prepares graduates level of elective courses so that course selection Ten Required Courses 40 quarter credits to assume 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 with LSL HS5002 Survey of Research in Human and research within the human services field. HS815 Professional and Scientific Ethics Development and Behavior with LSL 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 with LSL HS5006 Survey of Research Methodology HS5006 Survey of Research Methodology HS5006 Survey of Research Methodology HS5990 * Integrative Project Specialization courses: Specialization courses: HS5102 Nonprofit Organization and HS815 Professional and Scientific Ethics HS814 Theories of Personality Management HS821 Mental Health Counseling HS817 Social Systems 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 Nonprofit Management Compulsive Behavior Choose any graduate course(s). 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). Total 48 quarter credits The specialization in criminal justice prepares professionals to understand and effectively Health Care Administration address the complex issues surrounding criminal Social and Community Services The specialization in health care administration behavior. This specialization is designed for The specialization in social and community prepares health care professionals including caseworkers, probation and parole officers, services is designed for entry-level professionals administrators, nurses, analysts, care givers, and juvenile specialists, law enforcement professionals, in the human services field who wish to advance researchers to successfully manage and lead and federal government agents who wish to their careers. Graduates of this specialization are health care organizations. The health care advance their careers in corrections, criminal prepared to assume leadership roles in social and administration specialization focuses on the justice, or the judicial system. The criminal justice community service agencies in both private and mastery of fundamental health care knowledge course work emphasizes acquisition of publicly funded agencies and organizations. This needed to serve as change agents and to knowledge, leadership, and research that specialization is not designed to meet licensure strengthen the delivery of services to consumers. prepares professionals to impact social change. requirements for the social work professions. Ten Required Courses 40 quarter credits Nine Required Courses 36 quarter credits Nine Required Courses 36 quarter credits Core courses: Core courses: Core courses: HS5002 Survey of Research in Human HS5002 Survey of Research in Human Development and Behavior with LSL HS5002 Survey of Research in Human Development and Behavior with LSL Development and Behavior with LSL HS5500 Multicultural Issues in Health Care HS834 Ethnic and Cultural Awareness HS818 Scope of Human Services HS5006 Survey of Research Methodology HS5006 Survey of Research Methodology HS834 Ethnic and Cultural Awareness HS5006 Survey of Research Methodology Specialization courses: Specialization courses: HS5990 * Integrative Project HS880 Contexts and Models of Health Specialization courses: HS8101 Social Change and Public Policy HS885 Managed Care and Health Services HS8101 Social Change and Public Policy HS8211 Practice of Probation, Parole and HS886 Health Care Communication: HS8102 History of Social Welfare Community Corrections Providers and Receivers HS823 Philosophy of Social Work HS8212 History of the Juvenile Criminal HS8801 Health Care and the Law HS836 Utilization of Community Resources Justice System HS5100 Health Care Management HS5990 * Integrative Project HS827 Juvenile Delinquency HS5101 Health Care Finance Three Elective Courses 12 quarter credits HS867 Intervention with Compulsive and HS5990 * Integrative Project Choose any graduate course(s). Addictive Behaviors Two Elective Courses 8 quarter credits Total 48 quarter credits Three Elective Courses 12 quarter credits Choose any graduate course(s). Choose any graduate course(s). Total 48 quarter credits * Denotes courses that have required prerequisite(s). Total 48 quarter credits Refer to the course descriptions for further detail. 96 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

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, assume positions as marital, couple, and family HS5990 * Integrative Project and 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, systems-based counseling theory to services and HS8212 History of the Juvenile Criminal into 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 6-day residencies (HS-R5900, HS-R5901). PSY7330 Psychopharmacology (5 quarter credits) Two 6-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 with LSL Development and Behavior with LSL 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 HS5900 * Counselor Education Pre-Practicum HS-R5900 * Counselor Education Pre-Practicum Course I Laboratory I HS-R5900 * Counselor Education Pre-Practicum HS5901 * Counselor Education Pre-Practicum Laboratory I Course II HS5901 * Counselor Education Pre-Practicum HS-R5901 * Counselor Education Pre-Practicum Course II Laboratory II HS-R5901 * Counselor Education Pre-Practicum HS9002 * Clinical Practicum (4 quarter credits Laboratory II 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 • www.capella.edu 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 designed for professionals in agencies or in HS5990 * Integrative Project private practice who want to build their of 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 Clinical Laboratories are online HS876 Methods of Family Research Four Required Courses 16 quarter credits courses combined with corresponding HS877 Family Therapy Theory and Methods HS864 Contemporary Issues in Compulsive two six-day pre-practicum residencies and Addictive Behavior Treatment HS869 Families, Systems, and Health Care (60 contact hours each). The residencies HS854 Child and Adolescent Counseling HS865 Group Therapy and Compulsive and provide clinical skills development Addictive Behavior HS872 Marriage and Marital Therapy coordinated with an online course. HS866 Compulsive Behavior and Disturbance HS825 Human Sexuality The Practicum (HS9002) is an online of the Self HS8212 History of the Juvenile Criminal HS867 Intervention with Compulsive and Justice System course and 100-hour clinical experience. Skills learned and practiced in the Addictive Behaviors HS881 Health in the Workplace clinical residencies are applied in a Total 16 quarter credits HS8300 Diversity in the Workplace mental health setting where the PSY8420 Multicultural Issues in Addiction (5 quarter credits) practicum is completed. PSY7230 Adolescent Psychology (5 quarter credits) The Clinical Internship (HS9031, Criminal Justice PSY7330 Psychopharmacology (5 quarter credits) HS9032, and HS9033) consists of three The certificate in criminal justice is designed Total 92 quarter credits online courses that accompany the for professionals who want to increase their internship. Each internship experience knowledge in human services as it relates to the has a 300-hour hands-on learning criminal justice system. The certificate addresses Capella University does not, and cannot, experience at an agency/program that guarantee licensure. These programs are intended key issues and concepts in juvenile delinquency, provides agreed-upon clinical learning to prepare learners to sit for their state's licensure the juvenile and adult criminal justice system, and exam. Attainment of state license is the learner's experiences as an intensive field addiction counseling. responsibility. Each learner must determine the experience. The internship represents a Four Required Courses 16 quarter credits requirements of each state in which the learner significant time of learning and applying HS827 Juvenile Delinquency seeks to be licensed and is responsible for clinical proficiencies that is critical to the compliance with those requirements. provision of mental health counseling, HS867 Intervention with Compulsive and Addictive Behaviors and marital, couple, and family State regulations vary regarding course HS8211 Practices of Probation, Parole and requirements for professional licensure. counseling/therapy services. Community Corrections For assistance with state-mandated course Learners should consult the School of Human HS8212 History of the Juvenile Criminal requirements for licensure, contact the Justice System appropriate school representative. Services clinical manual for details about the clinical experience. Total 16 quarter credits

Diversity Studies This 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 • www.capella.edu

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. care administration, including managed care and Four Required Courses 16 quarter credits workplace health. HS814 Theories of Personality Four Required Courses 16 quarter credits HS815 Professional and Scientific Ethics HS869 Families, Systems, and Health Care HS821 Mental Health Counseling HS880 Contexts and Models of Health HS5107 Principles of Psychopathology: HS881 Health in the Workplace Diagnosis and Treatment HS885 Managed Care and Health Services Total 16 quarter credits Total 16 quarter credits

Social and Community Services Management of Nonprofit Agencies The certificate in social and community services The certificate in management of nonprofit is designed for professionals who desire greater agencies provides professionals with a foundation knowledge in the fundamentals of social and of knowledge required to manage nonprofit community services. agencies today. The certificate addresses Four Required Courses 16 quarter credits leadership issues, organizational behavior, and HS823 Philosophy of Social Work financial management. HS836 Utilization of Community Resources Four Required Courses 16 quarter credits HS847 Applied/Clinical Sociology HS889 Role and Function of Boards and CEOs HS878 The Family in Social Context HS5103 Strategic Planning for Nonprofit Total 16 quarter credits Organizations HS5102 Nonprofit Organization and Management HS7502 Grant Proposal Development and Administration 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. 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 • www.capella.edu 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 standards of the National Association of School Psychologists (NASP). Doctoral Garvey House, PhD specializations in clinical and counseling psychology lead to the Doctor of Dean, Harold Abel School Psychology (PsyD). Capella's PsyD specializations are designed around the national of Psychology 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 prepares 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 programs 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 • www.capella.edu

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 with school systems, organizations, and psychological assessment, consultation, 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 and offers a Doctor of Philosophy (PhD) with to practice. The competency-based skills learned in online courses. Those specializations in educational, industrial/ educational model is taught by skilled specializations without residency organizational, and general psychology. psychology professionals who are requirements focus more heavily on Graduates from these three academic qualified to teach at the graduate level the academic aspect of psychology. tracks can apply psychological principles and are experienced in the application of The master’s program prepares learners in areas such as teaching, administration, their knowledge. in several areas of study to enter a research, consultation, coaching, doctoral program. Harold Abel School of Psychology management, and leadership. Degree Programs Certificate The PhD represents recognition for Doctor of Psychology (PsyD) The Harold Abel School of Psychology advanced academic preparation focusing The Harold Abel School of Psychology offers a specialist certificate program in on research and scholarship in a offers a Doctor of Psychology (PsyD) with school psychology that is designed to be particular discipline of study. The specializations in clinical psychology and coupled with the master’s specialization research and scholarship can be used in counseling psychology. Training in school psychology. The master’s the practical application of psychological requirements are outlined by a specific degree and specialist certificate in principles and knowledge in a broad set of goals, objectives, and competencies combination are offered to prepare range of areas such as education, that define the practice of professional graduates for certification as a school business, public policy, sports, and social psychology. Activities completed in psychologist. Obtaining the specialist issues. A familiar parallel example is a 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 • www.capella.edu 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 GENERAL INFORMATION organization to an individual for a specific professional practice.

Professional Licensure and Certification Capella University offers advanced 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 • www.capella.edu

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): Doctoral learners in clinical psychology typically PSY8330 Ethics and Standards of A year-in-residence; see the following section, Academic Residencies, for more details. plan to seek licensure as professional Professional Practice psychologists in their states and therefore need PSY8392 * Doctoral Practicum I Field Training Requirement(s): to be familiar with the license requirements of PSY8394 * Doctoral Practicum II 1,000 total practicum hours and 2,000 pre-doctoral internship hours; see the following section, their state psychology boards. Some graduates PSY8401 * Internship I Field Training, for more details. pursue careers in teaching, research, program PSY8402 * Internship II Twenty-eight Required administration, or consulting. PSY8403 * Internship III Courses + Lab 140 quarter credits Degree Requirement(s): PSY8404 * Internship IV Core courses: • Clinical PsyD learners start their program only in PSY9984 * Doctoral Comprehensive Examination I PSY7021 Foundations of Psychology – the first month of the quarter and complete PSY9985 * Doctoral Comprehensive Examination II Doctoral Learners PSY7021 and PSY7023 before other courses. PSY9986 * Dissertation Research I PSY7023 PsyD Learner Success Lab • Up to 15 quarter credits (three courses) may be PSY9987 * Dissertation Research II (non-credit) transferred to the PsyD program. PSY9988 * Dissertation Research III PSY7110 History and Systems of Psychology • Three academic years of full-time enrollment PSY7210 Lifespan Development (at least nine quarters with 10 or more credits, PSY9989 * Dissertation Research IV exclusive of the internship and dissertation One Elective Course 5 quarter credits PSY7421 Cognitive/Affective Psychology courses), of which two academic years must be Choose from the graduate psychology courses in PSY7520 Social Psychology in the Harold Abel School of Psychology at the Harold Abel School of Psychology. PSY7540 Multicultural Perspectives in Capella University. Total 145 quarter credits Human Behavior • Must complete a minimum of 15 credits at Capella PSY7625 * Advanced Inferential Statistics University prior to beginning the year-in-residence. PSY7656 * Advanced Research Methods • PSY7540, PSY7656, PSY8220, PSY8230, PSY8240, Check state licensure requirements. The ability PSY8220 * Advanced Psychopathology PSY8310, PSY8315, PSY8330, PSY8371, must be to practice as a professional psychologist— taken during the quarter in which the independently and without supervision— PSY8230 * Psychological Testing complementary weekend-in-residence is offered. is regulated in all states. Learners who intend PSY8240 * Advanced Psychological Testing Many of these courses have prerequisites that to seek licensure or certification should check PSY8371 Strategies of Clinical Supervision must be completed in advance. (Refer to the the program requirements in their home state. and Consultation Clinical PsyD Learner Manual for general This program is not accredited by the American sequencing guidelines.) Psychological Association (APA). Specialization courses: • Full-time enrollment during year-in-residence PSY7310 Biological Basis of Behavior (at least 30 credits). PSY8090 Counseling Theories Residency Requirement(s): Counseling Psychology PSY8093 Professional Standards and A year-in-residence; see the following section, Ethics of Counseling Academic Residencies, for more details. Doctoral learners in counseling psychology PSY8160 Strategies for Career and Life Planning Field Training Requirement(s): typically intend to seek a license to practice PSY8392 * Doctoral Practicum I 1,000 total practicum hours and 2,000 pre-doctoral professional psychology and must be familiar PSY8394 * Doctoral Practicum II internship hours; see the following section, with the licensure requirements of their state PSY8401 * Internship I Field Training, for more details. psychology boards. Some graduates of this PSY8402 * Internship II Twenty-eight Required program choose to apply for licensure as a PSY8403 * Internship III Courses + Lab 140 quarter credits professional counselor and therefore need to be PSY8404 * Internship IV Core courses: familiar with the separate licensure requirements PSY9984 * Doctoral Comprehensive Examination I PSY7021 Foundations of Psychology – in their states. In addition to providing PSY9985 * Doctoral Comprehensive Examination II Doctoral Learners counseling services to individuals and groups, PSY7023 PsyD Learner Success Lab graduates will be prepared to work with PSY9986 * Dissertation Research I (non-credit) nonprofit organizations or government agencies, PSY9987 * Dissertation Research II PSY7110 History and Systems of Psychology to teach at the undergraduate or graduate level, PSY9988 * Dissertation Research III PSY7210 Lifespan Development to conduct program evaluations, to offer PSY9989 * Dissertation Research IV PSY7421 Cognitive/Affective Psychology consulting services, and to provide supervision One Elective Course 5 quarter credits PSY7520 Social Psychology of other mental health professionals. Choose from the graduate psychology courses in the Harold Abel School of Psychology. PSY7540 Multicultural Perspectives in Degree Requirement(s): Human Behavior • Counseling PsyD learners start their program only Total 145 quarter credits PSY7625 * Advanced Inferential Statistics in the first month of the quarter and complete PSY7021 and PSY7023 before other courses. PSY7656 * Advanced Research Methods Check state licensure requirements. The ability PSY8220 * Advanced Psychopathology • Up to 15 quarter credits (three courses) may to practice as a professional psychologist— PSY8230 * Psychological Testing be transferred to the PsyD program. independently and without supervision— PSY8240 * Advanced Psychological Testing • Three academic years of full-time enrollment is regulated in all states. Learners who intend (at least nine quarters with 10 or more credits, to seek licensure or certification should check PSY8371 Strategies of Clinical Supervision and exclusive of the internship), of which two the program requirements in their home state. Consultation academic years must be in the Harold Abel This program is not accredited by the American School of Psychology at Capella University. Psychological Association (APA). 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 103

Doctor of Philosophy (PhD) Six Elective Courses 30 quarter credits Industrial/Organizational Psychology Choose at least six elective courses from the Specializations lists below. The doctoral specialization in industrial/ organizational psychology is designed for General Psychology For a focus in addiction psychology recommended learners interested in the structure of behavior in electives include: the workplace and other organizational settings. The PhD specialization in general psychology is PSY7330 Psychopharmacology Learners in this specialization are interested in offered to those learners who want a great deal PSY8410 Substance Abuse Therapies leadership development, group development, of flexibility in designing and individualizing their PSY8420 Multicultural Issues in Addictions organizational change management, systems education based on their professional interests. PSY8430 Issues and Trends in Addiction/ planning, industrial/organizational assessment, Learners may choose electives that allow them to Compulsion Treatments employee motivation/performance improvement, concentrate their course work in an established PSY8440 Substance Abuse Program Evaluation and administrative and human resource HAROLD ABEL SCHOOL OF PSYCHOLOGY focus area of study such as addictions, family, or PSY8450 Compulsive Behavior and the management (including employee support health psychology. Learners may also choose Disturbance of the Self services). Doctoral graduates typically pursue electives to design an individualized focus area of PSY8460 Dual Diagnosis in Mental and positions as consultants to organizations, study in psychology or design an interdisciplinary Addictive Disorders including government, higher education, and focus area of study that blends psychology with PSY8570 Family Systems Approach to scientific research. These degree requirements education, business, or human services courses. Addictive Behavior Problems are not designed for licensure as a professional The degree requirements in general psychology For a focus in family psychology recommended psychologist. are designed for learners who are not seeking electives include: Residency Requirement(s): licensure as a professional psychologist but who PSY8510 Family Systems Theories are interested in seeking careers such as Three one-week residential colloquia; see the PSY8520 Couples Therapy following section, Academic Residencies, university professor, researcher, consultant, PSY8530 Family Therapy for more details. and program administrator. PSY8540 Current Issues and Methods in Twenty-two Required Residency Requirement(s): Family Research Courses + Lab 110 quarter credits Three one-week residential colloquia; see the PSY8560 Principles of Family Pathology Core courses: following section, Academic Residencies, PSY8570 Family Systems Approach to PSY7021 Foundations of Psychology – for more details. Addictive Behavior Problems Doctoral Learners Eighteen Required PSY7022 PhD Learner Success Lab Courses + Lab 90 quarter credits For a focus in health psychology recommended electives include: (non-credit) Core courses: PSY7320 * Advanced Biological Psychology PSY7240 Adult Psychology PSY7021 Foundations of Psychology – PSY7310 Biological Basis of Behavior Doctoral Learners PSY7330 Psychopharmacology PSY7421 Cognitive/Affective Psychology PSY7022 PhD Learner Success Lab PSY8610 Principles of Health Psychology PSY7520 Social Psychology (non-credit) PSY8630 Health Care Delivery PSY7530 Group Psychology PSY7210 Lifespan Development PSY8640 Community Psychology PSY7610 Tests and Measurements PSY7421 Cognitive/Affective Psychology PSY8650 Innovative Health Care Practices PSY7625 * Advanced Inferential Statistics PSY7520 Social Psychology PSY8660 Coping with Chronic Physical Illness PSY7656 * Advanced Research Methods PSY7540 Multicultural Perspectives in PSY8670 Cognitive/Affective Basis of Human Behavior Physical Illness PSY8330 Ethics and Standards of Professional Practice PSY7610 Tests and Measurements OR PSY7625 * Advanced Inferential Statistics Choose from graduate courses across the university, Specialization courses: excluding 8000-level Harold Abel School of PSY7630 Qualitative Analysis Psychology testing, practicum, and internship courses. PSY8711 Principles of Industrial/Organizational PSY7656 * Advanced Research Methods Psychology PSY8330 Ethics and Standards of Professional Note: Courses without a PSY designation may be PSY8720 Psychology of Leadership Practice worth fewer than 5 credits. Learners must carefully PSY8730 Consultation Psychology plan their elective courses to ensure that total credit PSY8740 Psychology Practices in Personnel Specialization courses: requirements for the degree are met. Special topics and Human Resource Management PSY7110 History and Systems of Psychology courses in the Harold Abel School of Psychology can be used as an option to complete the total required PSY8750 Managing Psychological Services PSY7510 Psychology of Personality credits needed for graduation. PSY8765 * Testing and Assessment in PSY9984 * Doctoral Comprehensive Examination I Total 120 quarter credits Workplace Psychology PSY9985 * Doctoral Comprehensive Examination II PSY9984 * Doctoral Comprehensive Examination I PSY9986 * Dissertation Research I PSY9985 * Doctoral Comprehensive Examination II PSY9987 * Dissertation Research II PSY9986 * Dissertation Research I PSY9988 * Dissertation Research III PSY9987 * Dissertation Research II PSY9989 * Dissertation Research IV PSY9988 * Dissertation Research III PSY9989 * Dissertation Research IV Two Elective Courses 10 quarter credits Choose from graduate 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 • www.capella.edu

Harold Abel School of Psychology Degree Programs, continued

PhD Specializations, continued Educational Psychology Four Elective Courses 20 quarter credits Master of Science (MS) Choose at least four elective courses from the Doctoral learners in this specialization acquire a lists below. Specializations broad base of information about learning, development, testing, research methods, and For a focus in instructional design science Clinical Psychology data analysis. Core courses provide a foundation recommended electives include: in the discipline of psychology. Recommended PSY8130 Adult Learner in the Classroom The master’s degree in clinical psychology trains electives allow learners to focus their study in PSY8170 Principles of Instructional Design learners in the foundational scientific theories areas such as instructional design science, PSY8182 Field Experience in Educational and practices of clinical psychology. Learners teaching science, or developmental science. Psychology admitted to this specialization typically intend to Learners who desire a broader field of study may ED7211 Designing Online Instruction pursue a doctoral degree in clinical psychology. work from the recommended electives for a The master’s degree introduces learners to For a focus in teaching science recommended clinical interviewing and interventions, testing breadth of study. Career opportunities available electives include: and assessment, research methods, to graduates of this program include college-level PSY7110 History and Systems of Psychology psychopathology, and diagnosis. The degree teaching, corporate and military educational PSY7530 Group Psychology requirements for this specialization are not training, institutional research, program PSY8130 Adult Learner in the Classroom evaluation and test construction specialists. designed to prepare graduates for licensure as PSY8182 Field Experience in Educational professional counselors or psychologists. These degree requirements are not intended to Psychology prepare graduates for licensure as a professional Residency Requirement(s): counselor or psychologist. For a focus in developmental science recommended Three one-week master’s residential colloquia; electives include: see the following section, Academic Residencies, Residency Requirement(s): PSY7225 Child and Adolescent Psychology for more details. Three one-week residential colloquia; see the PSY7230 Adolescent Psychology following section, Academic Residencies, for Field Training Requirement(s): more details. PSY7240 Adult Psychology Minimum of 600 total practicum hours; see the following section, Field Training, for more details. Twenty Required PSY8820 Research in the Aging Process Thirteen Required Courses + Lab 100 quarter credits For a breadth of study in educational psychology, Courses + Lab 65 quarter credits Core courses: recommended electives include: Core courses: PSY7021 Foundations of Psychology – PSY7110 History and Systems of Psychology PSY7011 Foundations of Psychology – Doctoral Learners PSY7310 Biological Basis of Behavior Master’s Learners PSY7022 PhD Learner Success Lab PSY7510 Psychology of Personality (non-credit) PSY7012 Master’s Learner Success Lab PSY7530 Group Psychology PSY7210 Lifespan Development (non-credit) PSY8130 Adult Learner in the Classroom PSY7421 Cognitive/Affective Psychology PSY7210 Lifespan Development PSY8140 Mentoring Psychological Research PSY7520 Social Psychology PSY7542 Ethics and Multicultural Issues OR PSY7610 Tests and Measurements PSY7540 Multicultural Perspectives in Choose from graduate courses in the Harold Abel PSY7620 Inferential Statistics Human Behavior School of Psychology and School of Education PSY7610 Tests and Measurements (excluding 8000-level Harold Abel School of PSY7650 Research Methods PSY7630 Qualitative Analysis Psychology testing, practicum, and internship PSY8210 Principles of Psychopathology PSY7656 * Advanced Research Methods courses). PSY8230 * Psychological Testing PSY8330 Ethics and Standards of Note: Courses without a PSY designation may be Specialization courses: Professional Practice worth fewer than 5 credits. Learners must carefully PSY7310 Biological Basis of Behavior PSY7625 * Advanced Inferential plan their elective courses to ensure that total credit Statistical Analysis OR requirements for the degree are met. Special topics PSY8312 Clinical Interventions HS8112 * Advanced Qualitative Research Methods courses in the Harold Abel School of Psychology can PSY8391 * Master’s Practicum I See notation regarding total credit hours. be used as an option to complete the total required PSY8393 * Master’s Practicum II credits needed for graduation. PSY9150 * Master’s Final Project Specialization courses: Total 120 quarter credits Total 65 quarter credits PSY8100 Principles of Educational Psychology PSY7410 Psychology of Learning PSY8110 Teaching Psychology PSY8120 Computer Mediated Instruction/Learning PSY9984 * Doctoral Comprehensive Examination I PSY9985 * Doctoral Comprehensive Examination II PSY9986 * Dissertation Research I PSY9987 * Dissertation Research II PSY9988 * Dissertation Research III PSY9989 * Dissertation Research IV

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 105

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 degrees in counseling psychology or in school psychologist will need to enroll in both preparing to apply for a license or a certificate counseling-related fields such as human services, the school psychology master's specialization and to practice as a school psychologist. The 50 counselor education, community counseling, or the specialist certificate in school psychology. quarter credits required for the specialist clinical psychology. The master’s degree Completion of the master’s degree alone does certificate are intended to complement the

introduces learners to individual and group not adequately prepare learners to be eligible to master’s specialization in school psychology. HAROLD ABEL SCHOOL OF PSYCHOLOGY counseling interventions, testing and assessment, sit for a licensure or certification exam as a school Therefore, learners who complete both the research methods, and counseling diagnosis. The psychologist. Learners also need to know their master’s degree and the specialist certificate in degree requirements for this specialization are specific state requirements to ensure these school psychology from Capella University will not designed to prepare graduates for licensure programs meet those requirements. have completed 120 quarter credits of study. as professional counselors or psychologists. Degree Requirement(s): Degree Requirement(s): Residency Requirement(s): • Master’s learners are admitted and start the • Specialist certificate learners start their program Three one-week master’s residential colloquia; academic program on a quarterly basis. only in the first month of the quarter. see the following section, Academic Residencies, • Up to 15 quarter credits (three courses) may be • Completion of master’s degree in school for more details. transferred to the MS program. psychology from Capella University. • Learners may not transfer credit into the certificate Field Training Requirement(s): • Learners must complete the following course program in order to reduce overall course work None required. Learners do have the option to gain sequence prior to starting the year-in-residence: and/or program requirements. Course practicum experience through a two course series. PSY7011 and 7012 the first quarter; PSY7610 the substitutions may be considered. second quarter; PSY8231 the third quarter. See elective options below. Should this option be • Successfully pass formative portfolio review during selected, see the following section, Field Training, • Successfully pass final review, which evaluates Year-in-Residency, Part II. for more details. overall progress and professional development • Successfully pass annual review which evaluates Twelve Required while enrolled in MS program. overall progress and professional development Courses + Lab 60 quarter credits Residency Requirement(s): while enrolled in specialist certificate program. Core courses: School Psychology Year-in-Residence, Part I; • Complete PSY8150, PSY8232, and PSY8332 prior to beginning practicum. PSY7011 Foundations of Psychology – see the following section, Academic Residencies, • Complete all course work, residencies, and initial Master’s Learners for more details. portfolio review prior to beginning internship. Fourteen Required PSY7012 Master’s Learner Success Lab • Completion of final, culminating portfolio review Courses + Lab 70 quarter credits (non-credit) toward the end of field training, demonstrating PSY7210 Lifespan Development Core courses: proficiency across competency areas. PSY7542 Ethics and Multicultural Issues PSY7011 Foundations of Psychology – Residency Requirement(s): PSY7610 Tests and Measurements Master’s Learners School Psychology Year-in-Residence, Part II; PSY7620 Inferential Statistics PSY7012 Master’s Learner Success Lab see the following section, Academic Residencies, (non-credit) for more details. PSY7650 Research Methods PSY7210 Lifespan Development Field Training Requirement(s): PSY8210 Principles of Psychopathology PSY7610 Tests and Measurements Minimum of 350 practicum hours and 1,200 internship PSY8230 * Psychological Testing PSY7620 Inferential Statistics hours; see the following section, Field Training, for more details. Specialization courses: PSY7650 Research Methods Eleven Required Courses 50 quarter credits PSY8090 Counseling Theories Specialization courses: PSY7310 Biological Basis of Behavior PSY8091 Group Counseling PSY7225 Child and Adolescent Psychology PSY8150 Exceptional Children in the Classroom PSY8092 Counseling Skills and Procedures PSY7421 Cognitive/Affective Psychology PSY8210 Principles of Psychopathology PSY9150 * Master’s Final Project PSY7540 Multicultural Perspectives in PSY8232 * Psychological Assessments for Two Elective Courses 10 quarter credits Human Behavior School Psychologists II Choose from any graduate courses in the Harold PSY7612 * Functional Behavioral Assessment PSY8332 Advanced Methods in School Psychology Abel School of Psychology, excluding 8000-level PSY8231 * Psychological Assessments for PSY8336 Organization and Operation psychology testing and internship courses. School Psychologists I of the School Recommended elective courses include: PSY8331 Principles of School Psychology PSY8377 * School Psychology Practicum I PSY7225 Child and Adolescent Psychology (3 quarter credits) PSY8335 Consultation and Collaboration in PSY7310 Biological Basis of Behavior PSY8378 * School Psychology Practicum II the Schools PSY8160 Strategies for Career & Life Planning (2 quarter credits) PSY8337 Legal and Ethical Issues in the School PSY8310 Theories of Psychotherapy PSY8385 * School Psychology Internship I PSY9150 * Master’s Final Project PSY8510 Family Systems Theories PSY8386 * School Psychology Internship II Total 70 quarter credits PSY8387 * School Psychology Internship III PSY8520 Couples Therapy Total 50 quarter credits For learners interested in gaining practicum State regulations vary regarding course experience, the following two course sequence is requirements for professional licensure. State regulations vary regarding course requirements available. Both courses must be taken to complete For assistance with state-mandated course for professional licensure. For assistance with the practicum experience: requirements for licensure, contact the state-mandated course requirements for licensure, PSY8391 Master’s Practicum I appropriate school representative. contact the appropriate school representative. PSY8393 Master’s Practicum II Total 70 quarter credits * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 106 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

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 college education since some individuals enter graduate research found in the workplace and other level or work with people in various levels of school uncertain about their professional and organizational settings will choose this field 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, psychological Residency Requirement(s): None teaching, training and development, and research, human development, and adult learning. Ten Required Courses + Lab 50 quarter credits organizational administration. These degree These degree requirements are not intended to PSY7011 Foundations of Psychology – requirements are not intended to prepare prepare graduates for licensure as a professional Master’s Learners graduates for licensure as a professional counselor or psychologist. PSY7012 Master’s Learner Success Lab counselor or psychologist. Residency Requirement(s): None (non-credit) Residency Requirement(s): None Eleven Required PSY7210 Lifespan Development Twelve Required Courses + Lab 55 quarter credits PSY7410 Psychology of Learning Courses + Lab 60 quarter credits Core courses: PSY7421 Cognitive/Affective Psychology Core courses: PSY7011 Foundations of Psychology – PSY7520 Social Psychology PSY7011 Foundations of Psychology – Master’s Learners PSY7540 Multicultural Perspectives in Master’s Learners PSY7012 Master’s Learner Success Lab Human Behavior PSY7012 Master’s Learner Success Lab (non-credit) PSY7610 Tests and Measurements (non-credit) PSY7210 Lifespan Development PSY7620 Inferential Statistics PSY7110 History and Systems of Psychology PSY7410 Psychology of Learning PSY7650 Research Methods PSY7210 Lifespan Development PSY7520 Social Psychology PSY9101 * Master’s Integrative Project PSY7410 Psychology of Learning PSY7540 Multicultural Perspectives in Human Behavior Three Elective Courses 15 quarter credits PSY7610 Tests and Measurements PSY7610 Tests and Measurements OR PSY7620 Inferential Statistics Choose from graduate courses across the university, PSY7650 Research Methods PSY7620 Inferential Statistics excluding 8000-level Harold Abel School of PSY7650 Research Methods Specialization courses: Psychology testing, practicum, and internship PSY8330 Ethics and Standards of courses. PSY8711 Principles of Industrial/Organizational Professional Practice Psychology Note: Courses without a PSY designation may be PSY8720 Psychology of Leadership Specialization courses: worth fewer than 5 credits. Learners must carefully PSY8100 Principles of Educational Psychology plan their elective courses to ensure that total credit PSY8730 Consultation Psychology requirements for the degree are met. Special topics PSY8740 Psychology Practices in Personnel PSY9101 * Master’s Integrative Project courses in the Harold Abel School of Psychology can and Human Resource Management Two Elective Courses 10 quarter credits be used as an option to complete the total required PSY9101 * Master’s Integrative Project Recommended electives for learners anticipating credits needed for graduation. One Elective Course 5 quarter credits matriculation to the PhD program in Educational Total 65 quarter credits Choose from graduate courses in the Harold Abel Psychology include: School of Psychology, excluding 8000-level testing PSY7110 History and Systems of Psychology courses, practicum, and internship. (However, PSY7220 Child Psychology learners in the industrial/organizational specialization PSY8130 Adult Learner in the Classroom may take 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 • www.capella.edu 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 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 quarter credits required for the specialist certificate are intended to complement the PSY8378 * School Psychology Practicum II programs. These degree requirements are not (2 quarter credits) master’s specialization in school psychology. intended to prepare graduates for licensure as a PSY8385 * School Psychology Internship I Therefore, learners who complete both the professional counselor or psychologist. PSY8386 * School Psychology Internship II master’s degree and the specialist certificate in Residency Requirement(s): None school psychology from Capella University will PSY8387 * School Psychology Internship III Twelve Required have completed 120 quarter credits of study. Total 50 quarter credits Courses + Lab 60 quarter credits Core courses: Degree Requirement(s): State regulations vary regarding course PSY7011 Foundations of Psychology – • Specialist certificate learners start their program requirements for professional licensure. Master’s Learners only in the first month of the quarter. For assistance with state-mandated course PSY7012 Master’s Learner Success Lab • Complete the master’s degree with the school psychology specialization from Capella University. requirements for licensure, contact the (non-credit) appropriate school representative. PSY7210 Lifespan Development • Successfully pass formative portfolio review during the year-in-residence part II. PSY7410 Psychology of Learning • Successfully pass annual review, which evaluates PSY7540 Multicultural Perspectives in overall progress and professional development Human Behavior while enrolled in the specialist certificate program. PSY7610 Tests and Measurements • Complete PSY8150, PSY8232, and PSY8332 prior PSY7620 Inferential Statistics to beginning practicum. PSY7650 Research Methods • Complete all course work, residencies, and initial portfolio review prior to beginning internship. Specialization courses: • Complete final, culminating portfolio review PSY7310 Biological Basis of Behavior toward the end of field training, demonstrating PSY8840 Principles of Sport Psychology proficiency across competency areas. PSY8841 Performance Enhancement in Sports Residency Requirement(s): PSY8842 Applied Sport Psychology School psychology year-in-residence, part II; PSY9101 * Master’s Integrative Project see the following section, Academic Residencies, One Elective Course 5 quarter credits for more details. Choose from graduate courses in the Harold Abel Field Training Requirement(s): School of Psychology, excluding 8000-level testing Minimum of 350 practicum hours and 1,200 courses, practicum, and internship. internship hours; see the following section, Total 65 quarter credits Field Training, for more details.

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 108 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Harold Abel School of Psychology Degree Programs, continued

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 is an essential component of a graduate degree face-to-face instruction with clinical or analysis, the product and process of comps and counseling psychology faculty and learners, in psychology at Capella University. Residencies dissertation, research design, quantitative and are required in the doctoral programs and in demonstrating competency in assessment, qualitative analysis, research ethics, and trends in intervention, efficacy evaluation, ethics and professional master’s degree specializations psychology. including clinical psychology, counseling diversity, professional practice, and other psychology, and school psychology. A residency For master’s learners, these colloquia address areas. The 500 hours of formally scheduled is also required for the specialist certificate in skills training and practice in areas of meetings of the year-in-residence take place school psychology. The Harold Abel School of interventions, assessment, ethics, diversity, and over a period not to exceed 13 months and Psychology has two types of residency culture-specific issues. These workshops or labs include the following main components, which requirements: the master’s and PhD residential function as the “practice labs” associated with are taken in the following sequence: colloquia and the year-in-residence for all PsyD specialization course work. The three tracks are – Learners begin the clinical or counseling learners and learners in the master’s cumulative rather than sequential, allowing year-in-residence with the opening weekend degree/specialist certificate in school psychology. learners to achieve approximately 60 hours of and the first extended seminar (PSY-R6360 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. learners should consult their specialization manual. and PSY-R6460 and PSY-R6461 for the 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 MS and PhD residential colloquia are required group sessions that allow faculty and learners extended seminar, learners take eight for PhD and MS learners in the following to interact as a community of scholars, and consecutive weekends-in-residence specializations: individualized advising sessions with faculty to (PSY-R6362 through PSY-R6369 for the support their individual learning plans and assess • PhD learners in educational psychology, clinical specialization and PSY-R6462 through academic progress. industrial/organizational psychology, and PSY-R6469 for the counseling specialization) general psychology. typically scheduled August through March. • MS learners in clinical psychology and PsyD Clinical and Counseling – Last, learners complete the clinical or counseling psychology. Year-in-Residence counseling year-in-residence final weekend- in-residence and second extended seminar The residency requirement for these programs The year-in-residence is a requirement for the (PSY-R6370 and PSY-R6371 for the clinical is satisfied by attendance at three one-week PsyD clinical and counseling specializations. specialization and PSY-R6470 and PSY-R6471 colloquia (Track I, Track II, and Track III). PhD The clinical and counseling year-in-residencies for the counseling specialization) typically learners are required to complete three colloquia: require the following: scheduled in June. one week each year for the first three years of • Clinical learners must complete a minimum of B. At least 100 additional hours of informal their programs. Master’s learners take all three 15 quarter credits at Capella University prior to face-to-face meetings with other tracks prior to starting their master’s final beginning the year-in-residence. PSY7540, psychologists and psychology learners (both projects. HASOP recommends that all learners PSY7656, PSY8220, PSY8230, PSY8240, inside and outside of HASOP), engaging in attend the first colloquium (Track I) within the first PSY8310, PSY8315, PSY8330, and PSY8371 discussion, study, research, or other scholarly two quarters of enrollment, Track II between 36 must be taken during the quarter in which the activities commonly associated with doctoral and 60 quarter credits, and Track III prior to complementary weekend-in-residence is training in professional psychology. These completing 61 quarter credits. offered. Many of these courses also have additional hours, which must be documented Through residential colloquia, learners gain a prerequisites that must be completed in in a way approved by the associate director of stronger sense of academic community by advance. (Refer to the Clinical PsyD Learner training for residency programs and the dean networking and discussing course work, projects, Manual for general sequencing guidelines.) of the Harold Abel School of Psychology, and research issues face-to-face with fellow • Counseling learners must complete at least include the following: learners and faculty. This experience provides a 30 quarter credits (including transferred credits) – At least 25 hours of informal face-to-face learning environment that fosters the application prior to starting the year-in-residence. of critical thinking and integrated knowledge to scholarly activities with fellow learners in professional and research issues. • Clinical and counseling learners must enroll HASOP that should take place outside the full time during the year-in-residence. That is, formally scheduled events and meetings of The following content areas are covered at each they must be enrolled each quarter and take at the residence year. of the PhD colloquia: least 30 quarter credits during the year – At least 25 hours of face-to-face scholarly Area 1: Development of scholar-practitioners depending on the specialization’s sequencing activities with other faculty members or Area 2: Critical analysis skills 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 the formally Area 6: Psychology-specific content and offerings scheduled events and meetings of the residence year. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 109

Academic Residencies, continued

– At least 50 hours of direct engagement in an attitude of lifelong learning and reflective not to exceed six months (typically June professional societies or organizations practice. By preparing and giving through December), including attendance at dedicated to the promotion of the presentations, participating in workshop the following residencies: profession and practice of psychology. activities and informal social and intellectual – Learners begin the school psychology year- – At least 650 hours during the residency year discussions with other learners and faculty, and in-residence with the opening weekend and of direct engagement in the scholarly study creating advising and mentoring opportunities the first extended seminar, a two-week of clinical psychology and counseling with resident faculty members, learners residency (PSY-R6560 and PSY-R6561) psychology. “Direct engagement in participate in the range of academic and typically scheduled in June. scholarly study” is defined as participation intellectual activities common to departmental life in all programs in psychology. – Following the opening weekend and in the courseroom; course-required or extended seminar, learners take the first course-related reading, writing, research, or 3. Learners demonstrate the behaviors, four weekends-in-residence (PSY-R6562 HAROLD ABEL SCHOOL OF PSYCHOLOGY skills practice; and any other activities attributes, and ethical characteristics through PSY-R6565) typically scheduled approved by an instructor in a psychology congruent with the role and identity of the August through November. course in HASOP. professional psychologist. • In addition, master’s learners must complete C. Learners must complete the portfolio all outcome documentation and obtain review and gain approvals from the associate School Psychology Year-in-Residence for approval from the associate director of director of training for residency programs, MS and Specialist Certificate Learners in training for residency programs, the chair of the chair of the program, and the mentor. School Psychology the school psychology specialization, and Year-in-residence requirements should not be The year-in-residence is the first face-to-face their mentor. confused with either the practicum or the component of HASOP’s training in school B. Specialist certificate learners in school internship requirements. In addition to the year- psychology and is followed by practicum and psychology complete the year-in-residence, in-residence, PsyD learners in clinical psychology internship. The year-in-residence provides part II. Part II requirements include the or counseling psychology specializations practice labs and workshops in the basic practice following components: complete a practicum (a period of supervised proficiencies of the school psychologist • No fewer than 210 hours of contact over a field training separate and distinct from the year- (assessment, ethics, intervention, interviewing, in-residence), and the internship (a full year of six-month period, typically between January consultation, counseling, report writing, profile and June, including attendance at supervised field experience). These requirements analysis, treatment planning and supervision are described in the Field Training section. skills). It also provides interactive support, – Three school psychology weekends-in- comradeship, and professional development in residence (PSY-R6568 – R6570), typically offered during spring quarter. The clinical and counseling year-in-residencies the attitudes and behaviors appropriate to being have three fundamental objectives. a school psychologist and scholar-practitioner. – The school psychology year-in-residence Prerequisite(s): PSY7011, PSY7012, PSY7610, extended seminar II (PSY-R6571), typically 1. Learners experience face-to-face training and and PSY8231. offered in June. practice opportunities for skills-development necessary to demonstrate readiness for field School psychology learners complete either part I • Complete the certificate portfolio review at training and for independent practice. These (for school psychology master’s learners) or part II Extended Seminar II. skills are associated with the courses in (for school psychology specialist certificate • Certificate learners must complete all individual, group, and family therapy; risk learners) of the full school psychology year-in- outcome documentation and obtain approval assessment and crisis intervention; advanced residence. Each group of learners takes about from the associate director of training for diagnostics and treatment planning; cognitive, half of this full year-in-residence. Learners seeking residency programs, the chair of the school achievement, adaptation, personality, and licensure as school psychologists typically earn psychology specialization, and their mentor. both the master’s degree and the specialist neuropsychological testing and assessment; The school psychology year-in-residence parts I certificate, which means they take both halves of supervision and consultation; efficacy and and II should not be confused with either the the school psychology year-in-residence. outcome evaluation; and ethical applications practicum or the internship requirements. and diversity. The school psychology year-in-residence, like Learners in the specialist certificate in school Learners develop competency in the areas of that of the doctoral clinical and counseling psychology complete both the school psychology relationship issues, assessment abilities, psychology specializations, has two, two-week practicum and an internship. These are entirely intervention abilities, elements of practice, extended seminars (at the beginning of part I distinct from the year-in-residence. and at the end of part II), and seven weekends- roles of the psychologist, systematic evaluation The school psychology year-in-residence has in-residence in between. However, as currently abilities (outcome and evaluation-related three fundamental objectives. research), consultation and supervision, ethical designed, the full school psychology year-in- 1. Learners experience face-to-face training and applications, diversity-specific interventions, residence is divided into two parts, the first part practice opportunities for skills-development and reflective practice skills. The demonstration for the master’s learners, the second for the necessary to demonstrate readiness for field of skills is a significant part of determining the specialist certificate learners. The two parts are training and for practice. These skills are learner’s readiness for field training, which is divided as follows: associated with the courses required in the evaluated throughout the year-in-residence A. Master’s learners in school psychology school psychology specialization. and summarized in the portfolio review. complete the school psychology year-in- Competencies are developed in the areas of residence, part I. Part I requirements include 2. Learners develop the network of relationships relationship issues, assessment abilities, the following components: within the community of psychologists that intervention abilities, elements of practice, promotes the learner’s identification with the • Learners must complete no fewer than 240 roles of the psychologist, systematic evaluation profession of psychology and development of hours of face-to-face contact with faculty and abilities (outcome and evaluation-related learners in school psychology over a period 110 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Harold Abel School of Psychology Degree Programs, continued

Academic Residencies, continued

research), consultation and supervision, ethical learners in the counseling specialization who Field Training Requirements applications, diversity-specific interventions, choose to complete practicum must follow the PsyD—Clinical Psychology and and reflective practice skills. The demonstration procedures described in the manual with respect Counseling Psychology of competency is linked to a determination of to application and completion of the practicum. Practicum the learner’s readiness for field training, which • Approved practicum application. is evaluated throughout the year-in-residence Overview of Internship and summarized in the portfolio review. • A minimum of 1,000 hours plus the online Doctoral degree course work in PSY8392 and PSY8394. 2. Learners develop a network of relationships The pre-doctoral internship occurs in the final within the community of psychologists that Internship years of the doctoral program and is the last promotes the learners’ identification with the • Learner demonstrates readiness for internship. opportunity for practical training prior to the profession of psychology and development of granting of the degree. Internship is a full-time, • Approved internship application. an attitude of lifelong learning and reflective onsite commitment (2,000 hours) that takes place • Full-time site placement with a minimum of practice. By preparing and giving over a calendar year and includes enrollment in 2,000 hours and the online course work in presentations, participating in workshop the accompanying internship courses. The pre- PSY8401, PSY8402, PSY8403, and PSY8404. activities, in informal social and intellectual doctoral internship is viewed critically by licensing These must be completed sequentially over discussions with other learners and faculty, boards and future employers. All clinical and a one-year period. and by creating advising and mentoring counseling doctoral learners are required to apply opportunities with resident faculty members, for internship through the Association of Master’s Degree—Clinical Psychology learners participate in the range of academic Psychology Postdoctoral and Internship Centers Practicum and intellectual activities common to (APPIC). APPIC is not an accrediting body but is • Approved practicum application. departmental life in all programs in psychology. widely recognized as an organization that • A minimum of 600 hours and the course work 3. Learners practice and begin to demonstrate establishes minimum standards of internship in PSY8391 and PSY8393. the behaviors, attributes, and ethical training in areas that include, but are not limited NOTE: Counseling psychology learners who characteristics congruent with the role and to: supervision requirements, didactic training, choose to take the practicum must meet identity of the professional psychologist. and staffing requirements. Obtaining an these requirements. internship through the APPIC match is a competitive process that may involve relocating Internship for the year of internship. Additional information • Internship not available. Field Training about the APPIC process can be found at Introduction to Field Training www.appic.org. Specialist Certificate in School Psychology Practicum Field training is one of the most important parts of • Approved practicum application. the educational experience for HASOP learners in Specialist Certificate in School Psychology the professional training specializations (clinical, • Part-time site placement with a minimum of The internship occurs after all course work for the counseling, and school psychology). Learners 350 hours and the course work in PSY8377 certificate has been completed and is the last apply the theory and skills learned in the course and PSY8378. opportunity for practical training prior to the work and residencies in a professional setting Internship granting of the specialist certificate. Internship is under supervision. Given the level of importance a full-time, onsite commitment which takes place • Learner demonstrates readiness for internship. associated with field training experiences, over one academic year and also includes • Approved internship application. learners will benefit greatly from planning ahead enrollment in the accompanying course(s). to search for appropriate training experiences. • Full-time site placement with a minimum of The first step for all learners with regard to 1,200 hours and the online course work in To assist learners, HASOP has developed internship is to review the manual. Learners must PSY8385, PSY8386, and PSY8387. These materials that describe basic requirements and follow the guidelines and the application process courses must be completed sequentially the application process. The associate director stated in the most current manual. Learners are during the internship. and/or director of training review all applications required to locate and arrange internship sites and will approve applications that meet the NOTE: Field training hours and supervisor which must be approved by the director of standards set by Capella University. credential requirements for licensure or training using the application in the manual. certification vary across states and Canadian Overview of Practicum provinces. Learners are responsible for determining the specific licensing requirements A practicum learner works at a site to learn for any state or province in which they plan to professional practice skills. In general, a practicum seek licensure. 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 learners with regard to practicum is to review the current manual available on iGuide. Learners must follow the guidelines and the application process stated in the most current manual. Master’s 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 111

Graduate Course Descriptions in Numerical Order by Program Prefix

The following course list is correct as of the date ED815 - The Future of Educational Institutions: ED830 - Coaching for High Performance this catalog was prepared. These descriptions Topics and Trends (4 quarter credits). Based on (4 quarter credits). In this course, learners indicate the general content and topics typically an examination of the formative ideas that have become familiar with effectively guiding covered in the course. Capella University retains shaped educational institutions, learners in this individuals to improved learning, decision making, the right to withdraw, modify, or add courses to course explore both the theory and practice of and performance. Topics include the role of the existing list without prior notice. changing educational institutions to meet future coaching in organizational performance systems; Learners enrolled in specializations outside the needs. An understanding of the philosophy of several theoretical approaches and models for MBA program may not take MBA courses. education in the U.S. as well as knowledge of coaching individuals; essential knowledge, skills,

institutional change is necessary in this course. and attitudes for effective coaching; assessment of COURSE DESCRIPTIONS GRADUATE MBA learners may not take courses associated ED818 - The Future of Teaching and Learning: client needs; and communication skills and with any other program within the School of techniques for supporting the client through Business and Technology or any other school at Issues for the Educational Leader (4 quarter credits). Recent technological advances have personal and professional change. Through Capella University while they are enrolled in the extensive work in both theory and practice, MBA program. made possible new research about the brain and how people learn. Learners in this course explore learners become confident and effective current brain research and implications for mediators of people seeking to improve the School of Education Courses instruction, the use of technology in the classroom, quality of their personal or professional lives. and new thinking about educational reform. ED834 - Higher Education and the Law ED502 - Survey of Human Resource (4 quarter credits). In this course, learners explore Development Research (4 quarter credits). ED820 - Principles of Educational Administration constitutional, statutory, and case law as related to In this course, learners explore the values, (4 quarter credits). This course offers an higher education settings. Learners in the course purposes, methods, and processes of human examination of the basic principles of review both federal and state legislation, along resource development (HRD) research. The focus administrative theory and practice. Learners with implications for both public and private is on identifying how theory and research can be explore models of administration from business higher education institutions. practical tools to solve HRD challenges that and public administration, as well as theoretical practitioners face on a daily basis. This course is constructs from various disciplines. ED836 - The Collaborative Nature of Adult only applicable to learners enrolled in the School ED822 - The Funding of Educational Institutions Education (4 quarter credits). Learners in this of Education training and performance (4 quarter credits). Learners in this course project-based course explore the collaborative improvement specialization. examine the many issues surrounding the funding nature of adult education through a variety of approaches linked to individual learner needs and ED722 - Interface Design (4 quarter credits). of public education. The focus is on present and the development of individualized projects. This course addresses topics such as screen layout, future funding patterns. Learners explore the theoretical support for adult color, navigation, and the use of graphics and ED823 - Education and the Law (4 quarter collaboration; changing authority and power video. The course also deals with the non-visual credits). Learners in this course explore relationships in collaborative learning; best interfaces of sound and user input via keyboard, constitutional, statutory, and case law related to practices in designing collaborative processes; mouse, voice, and touch. Learners also receive primary and secondary school settings. Learners assessing collaborative projects and collaborative practical guidance for designing effective and examine both federal and state legislation. learning; the experiential aspect of collaboration; attractive interfaces. ED825 - Curriculum Development (4 quarter and the integration of collaboration in professional ED724 - Project Management for Multimedia credits). Learners in this course explore the practice. In consultation with the instructor, each Development (4 quarter credits). This course implementation and assessment of curricula learner develops an action plan for collaboration deals with a wide range of issues in project based on historical and theoretical perspectives. that combines theory, best practices, and specific management including budgeting and final roll- Learners may examine curricula from any applicable strategies for designing collaboration. out. The course provides insights and tools that educational setting. The final project serves as a plan or design manual help the new instructional designer effectively ED828 - Intellectual Development and Learning for integrating collaboration or collaborative manage a project. Styles across the Lifespan (4 quarter credits). learning within a learner’s practice, professional ED812 - The Governance of Educational In this course, learners explore a general overview setting, or community. Institutions (4 quarter credits). Learners in this of recent and selected research on adult learning ED837 - Funding and Managing Education course examine models of the governance of and related teaching methods. The course places Enterprises (4 quarter credits). In this course, educational institutions, which include formal and special emphasis on the unique needs of adult learners examine private and public funding informal settings as well as traditional and non- learners, transformational learning, and in-depth patterns and explore practical fund-raising plans. traditional models. study of learning styles and strategies. Other topics include the management function ED814 - Evaluating the Effectiveness of the ED829 - Theory and Methods of Educating that integrates personnel matters as well as Educational Process (4 quarter credits). This Adults (4 quarter credits). In this course learners marketing and evaluation. The course also covers course presents common terms, issues, and examine learning styles and preferences and apply evaluation methods to assure quality and approaches in evaluation and provides a historical adult learning theory to enhance their accountability. context in which to better understand the understanding of the roles of instructor and ED838 - Teaching and Learning with Diverse evolution of program evaluation. Six major learner in adult education. Learners increase their Populations (4 quarter credits). In this course evaluation approaches are compared, as are both skills in the selection and use of appropriate learners explore teaching and learning principles qualitative and quantitative evaluation methods, techniques, and materials for achieving and practices as applied to diverse multicultural methodologies. Additionally, learners apply particular learning objectives. This course covers populations. established standards to both the process and adult development and learning from both ED839 - International Aspects of Adult Education product of program evaluation. theoretical and personal perspectives. (4 quarter credits). In this course, learners study adult education from an international perspective. 112 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

Emphasis is on the comparative analysis of adult improvement of staff and programs. In addition to practice, the role of the practitioner-scholar, critical educational systems in terms of individual literature specific to high school reform, learners thinking, data-driven decision making, educational philosophy, goals, and methods. examine and discuss issues of governance, shared leadership, and the role of instructional ED840 - The Politics of Higher Education leadership, organizational structures, curriculum, technology in twenty-first century education. Each (4 quarter credits). This course focuses on the planning, scheduling, school improvement, use of of these principles is integrated throughout the changing perceptions of the role of higher data, staff development, technology, and specialization. In addition, learners develop their education in the U.S. Learners examine the politics community engagement. degree completion plans and are introduced to of competition for resources, the expectations of ED855 - Higher Education Administration the process of building their Capella portfolio. consumers and providers, and the role of state and (4 quarter credits). This course includes analysis The course also familiarizes learners with the local government. of theory, policies, and procedures involved in Capella online environment and learner support resources. Cannot be fulfilled by transfer. ED841 - The History of Higher Education administering institutions of higher education. (4 quarter credits). In this course learners explore ED857 - Personnel Administration (4 quarter ED5500 - Standards-based Curriculum, the history of colleges, universities, and other credits). This course covers staffing assignment, Instruction, and Assessment (4 quarter credits). postsecondary institutions from colonial times to policy making, salary negotiation, grievance This K-12 course is required of all School of the present. Learners focus on the trends in procedures, records, supervision, and the Education learners in the K-12 studies in postsecondary education that reflect the needs evaluation of professional and non-professional education, curriculum and instruction, reading and within the social structure and that address employees. literacy, and leadership in educational administration master’s specializations. Learners leadership to meet those needs. ED5004 - Societal and Cultural Change examine the impact of state learning performance (4 quarter credits). This foundation course for ED846 - Instructional Design for Distance standards on the planning of curriculum, master’s learners introduces themes that continue Education (4 quarter credits). This course assessment, and instruction. Learners also design throughout the degree program. The course familiarizes learners with the increasing societal instruction using research-based curriculum prepares learners to lead in the field of education demands to deliver education in new and planning and instructional models. This course by addressing the impact of social and cultural innovative ways. The course enables learners to emphasizes the connections between assessment differences and diversity, theories of change, and design instructional applications in a distance and planning of instruction and on basic testing Prerequisite(s): ED851. strategies for change agents. A broad array of education setting. and measurement concepts such as validity and theories and readings cover the spectrum of social ED851 - Principles of Instructional Design reliability. (4 quarter credits). This course introduces change and its effect on education. As a result, ED5501- Assessment and Improvement of instructional design to learners from a theory- learners better understand the complexities of a Instruction (4 quarter credits). This K-12 course is based treatment of the instructional design diverse classroom population and the impact of required of K-12 teachers and administrators in process, including the design of instructional social movements. Cannot be fulfilled by the K-12 studies in education, curriculum and strategies. transfer. instruction, reading and literacy, and leadership in ED5005 - Master’s Learner Success Lab ED852 - Ethics and Social Responsibility in educational administration master’s specializations. (non-credit). This lab is designed to provide new Distance Education (4 quarter credits). Learners In this course, learners develop skills in planning, master’s learners with the knowledge and skills in this course analyze, from both conceptual and analyzing, and reflecting on teaching. The course they need to be successful in their academic applied points of views, the interaction between focuses on research-based professional teaching programs. The lab familiarizes learners with the education and society. Through an examination of standards and on strategies to improve Capella online environment, academic standards basic assumptions, attitudes, and values, learners instruction, including collaborative feedback and best practices, and support resources build an ethical foundation for understanding the processes. Learners practice observing and provided to ensure success. Learners build skills issues and policies related to distance education. assessing classroom instruction including their in the selection and use of methods, techniques, ED853 - Elementary School Administration own. Prerequisite(s): Learners must have access and library resources. ED5005 is taken in the first (4 quarter credits). In this standards-based to a classroom to teach a lesson and to apply quarter, in conjunction with ED5004. Cannot be introductory course in elementary school course content, including implementation fulfilled by transfer or petition. administration learners consider current theories, of a professional growth plan and teacher principles, and practices needed for effective ED5006 - Survey of Research Methodology observations. (Current administrators apply elementary and middle school administration. (4 quarter credits). This course is an overview of course content in consultation with their The key role of the administrator in the success of the general approaches to research methodology instructor.) all students and the continuous improvement of at the graduate level. It focuses on quantitative ED5502 - Learning Theory and Instructional staff and programs are the central focus of this and qualitative approaches to rigorous scholarly Practice (4 quarter credits). This course for K-12 course. Standards for school leaders form a inquiry and the major research methodologies. teachers and administrators focuses on current framework for the course, in which learners This course is aimed primarily at master’s learners, research in cognition, emotion and the brain, and examine relevant issues including governance, although PhD learners may take it as an elective. the implications for instructional practice. Learners leadership, curriculum and instruction, staff ED5007 - Foundations of Educational apply theory by implementing strategies for development, community engagement, Leadership (6 quarter credits). This introductory recognizing differences among learners, including technology, use of data, and school improvement. course, the required FirstCourse in the K-12 giftedness, and meeting learner needs through ED854 - Secondary School Administration studies in education, curriculum and instruction, differentiated instruction. Learners who have (4 quarter credits). Learners in this standards- reading and literacy and leadership in educational taken ED8502, Advanced Learning Theory and based introductory course in secondary school administration master’s specializations, focuses on Instructional Practice, should NOT take ED5502, administration consider current theories, the competencies essential for teachers and Learning Theory and Instructional Practice. Rather, competencies, skills, and practices needed for the administrators assuming leadership roles that they should select any PhD-level course in the effective administration of secondary schools. The include a focus on improving student School of Education to fulfill their specialization course focuses on the key role of the administrator achievement. Learners are introduced to requirements. in the success of all students and the continuous fundamental concepts including reflective 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 113

ED5503 - Classroom Management Strategies ED5511 - Teaching Algebra for Understanding ED5523 - Inquiry-based Curriculum and (4 quarter credits). This course is required in the (4 quarter credits). Learners in this K-12 course Resources for Elementary Science Teachers K-12 studies in education, curriculum and instruction, review the algebra and algebraic functions content (4 quarter credits). Learners in this course explore leadership in educational administration, and area, research best practices in teaching algebra, the many facets of inquiry in elementary science reading and literacy master’s K-12 specializations. and assess and analyze student work samples. education, the relationship of inquiry and content Learners develop skills for creating classroom Using a variety of resources and student data, standards, and the collaborative nature of science, environments that maximize the opportunity for learners gain skills in planning instruction, math, and technology. Learners also critique each student to learn. Learners also apply current assessments, and rubrics. current elementary texts and programs using

strategies for managing a wide range of diverse ED5513 - Middle-level Issues (4 quarter credits). National Science Foundation guidelines and COURSE DESCRIPTIONS GRADUATE and challenging behaviors. This course This course is designed for K-12 teachers and explore the array of resources available to the emphasizes roles and responsibilities of teachers administrators interested in examining current educator-scientist. under The Individuals with Disabilities Education research and best practices regarding middle-level ED5524 - Inquiry-based Curriculum and Act (IDEA), The Americans with Disabilities Act organization, curriculum, and instruction. Specifically, Resources for Secondary Science Teachers (ADA), and Section 504 legislation, including learners explore the tension between the need to (4 quarter credits). In this course learners explore knowledge of the rights and responsibilities of balance middle-level students’ developmental and the many facets of inquiry in secondary science students, parents, and teachers regarding success social needs with new and increasingly demanding education, the relationship of inquiry and content for all learners. Prerequisite(s): Learners must state achievement standards. standards, and the collaborative nature of science, have access to a classroom for application of ED5514 - Educational Leadership for math, and technology. Learners also critique course content, including the implementation of current secondary texts and programs using behavior interventions. (Current administrators Teacher-Leaders (4 quarter credits). This course, for master’s and doctoral K-12 teachers and National Science Foundation guidelines and apply course content in consultation with their explore the array of resources available to the instructor.) administrators, provides an overview of the teacher leadership skills essential for engaging in educator-scientist. ED5504 - Strategies for Eliminating the successful school change and improvement ED5526 - Student Assessment and Work Analysis Achievement Gap (4 quarter credits). This K-12 efforts. Topics include school culture, learning in Science Instruction (4 quarter credits). course is required of all School of Education communities, master teaching, management of Learners in this K-12 course develop multiple learners in the master’s K-12 studies in education, change processes, and developing skills that types of science assessments with appropriate curriculum and instruction, reading and literacy, inspire others to higher levels of performance. accompanying rubrics. Learners apply protocols and leadership in educational administration for examining student work in collegial groups and specializations. Learners examine the origins and ED5515 - Action Research for Teacher-Leaders (4 quarter credits). This course for K-12 teachers analyze data from a variety of sources to plan for complexity of student achievement gaps within future instruction and school improvement. the contexts of racial, cultural, socio-economic, and administrators provides in-depth knowledge gender, and language diversity and understanding. of action research as a means of classroom and ED5528 - Technology Skills for the Virtual School Learners explore current research and best practices, school improvement. Learners acquire the skills to Teacher (4 quarter credits). Learners in this course identifying those practices and instructional define and resolve problems that are barriers to focus on investigating and utilizing the technology strategies most likely to eliminate achievement student learning and engage in individual and skills necessary for effective online K-12 teaching. disparities. Learner access to a classroom/school collaborative research as a means of continuously The course includes descriptions and examinations for application of course content is highly desirable. improving learning outcomes for students. of troubleshooting, software, Internet, and student Learners who have taken ED8515, Advanced reporting and evaluation resources identified by ED5506 - Standards and the K-12 Mathematics Action Research for Teacher-Leaders, should NOT experts at the Florida Virtual School as keys to Curriculum (4 quarter credits). This course covers take ED5515, Action Research for Teacher- online instructional success. the national, state, and local standards that shape Leaders. Rather, they should select any PhD-level mathematics curriculum and instruction in the K-12 ED5529 - Instructional Strategies for the Virtual course in the School of Education to fulfill their School Teacher (4 quarter credits). This course for classroom. Learners identify, describe, classify, and specialization requirements. differentiate these standards and demonstrate K-12 teachers and administrators focuses on the their use in planning and implementing instruction ED5516 - Adult Learning and Professional identification, examination, and application of the and assessment. Development (4 quarter credits). This course for instructional strategies of particular interest to K-12 teachers and administrators focuses on virtual school teachers. Learners identify strategies ED5507 - The Art of Planning Mathematics developing the skills learners need for effective to personalize the student experience, motivate, Instruction (4 quarter credits). Learners in this professional development. Learners use their skills create community, teach to higher order thinking, K-12 course apply knowledge of students’ as practitioner-scholars to integrate adult learning and attend to the diverse learning styles and mathematical thinking, misconceptions about theory and current research-based best practices needs of all learners in a virtual environment. math, and developmental levels planning and to plan professional development for their schools. implementing instruction. Learners explore the ED5530 - Assessment Strategies for the Virtual roles of parents and community in student learning ED5522 - The Art of Planning Science School Teacher (4 quarter credits). Learners in and the importance of cross-disciplinary Instruction: Creating the Engaged Science this course examine assessment challenges the connections in math instruction. Student (4 quarter credits). Learners in this K-12 K-12 virtual school teacher faces in today’s course examine the key components of planning performance-based K-12 environment. Topics ED5508 - Research and Best Practices in science learning experiences that are informed by include the use of rubrics, alternative assessment Mathematics Instruction (4 quarter credits). In deep knowledge of students and content-related strategies, student choices, feedback, and re- this K-12 course, learners investigate ways to pedagogy. This course introduces a lesson study submission opportunities. improve mathematics instruction through best and a system for examining teaching as a research- ED5531 - Communication Skills and the Virtual practices, video analysis of instructional strategies, based model for learners as they co-plan and and reflecting on their own teaching practice and School Teacher (4 quarter credits). Learners in document actual classroom science lessons. this course examine the unique communication knowledge of content. Learners gain skills in Learners need access to a K-12 classroom. teaching key mathematics concepts in multiple ways. challenges of the K-12 virtual school teacher. 114 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

Topics include the demands of an environment ED5536 - Applying Research to the access to a pre-K-12 classroom. Learners select a both asynchronous and synchronous, the need for Improvement of Curriculum and Instruction school and a site supervisor who has experience feedback, the management of e-mail and phone (4 quarter credits). Learners in this course, which and expertise in their academic interest area. The contacts, the needs for personalization and is required in the curriculum and instruction site supervisor, a Capella instructor, and the collaboration, and the importance of interactivity. master’s specialization, examine current research learner develop a plan that allows the learner to ED5532 - Social Issues and Virtual School as a basis for data-driven decision making. gain the substantive experience necessary to Teaching (4 quarter credits). Learners in this Learners also develop research designs that complete and present a professional portfolio, the course explore the social and legal issues contribute to data-driven decision making at the culminating activity in this 45-hour practicum. This challenging the K-12 virtual school teacher. The school or district level. Learners who have taken course is not available as an elective to learners legal focus is on copyright, e-mail, privacy, and ED8536, Advanced Application of Research for outside the master’s specialization in K-12 studies security issues. The social focus is on the culture of the Improvement of Curriculum and Instruction, in education. This course cannot be taken prior to the online course room, academic integrity, and should NOT take ED5536, Application of Research the final quarter of the program. health and safety issues. to the Improvement of Curriculum and Instruction. ED5542 - Master’s Capstone in K-12 Studies in Rather, they should select any PhD-level course in ED5533 - Curriculum Mapping: Reflection and Education (4 quarter credits). This capstone the School of Education to fulfill their specialization course is for all learners in the K-12 studies in Practice (4 quarter credits). Through reflection on requirements. a research-based professional vision for curriculum education specialization who do NOT have access design, learners engage in curriculum development ED5537 - Emerging Technology and Multimedia to a pre-K-12 classroom. In this course, learners for a specific content and grade-level application. for Curriculum and Instruction (4 quarter credits). demonstrate proficiency in integrating learning This is a required course in the curriculum and Through an examination of research and from their course work at Capella through a instruction master’s specialization. The course literature, learners discuss current trends and literature-based project and the completion and utililizes computer-based curriculum mapping issues related to the impact of technology and submission of their K-12 master's portfolio. applications. Learners who have taken ED8533, multimedia on K-12 student learning. Based on a Learners prepare a project plan that includes a Advanced Curriculum and Instruction: Reflection review of the literature, learners develop course proposed topic area, the associated skills and and Practice should NOT take ED5533, Curriculum projects that include the design of curriculum, competencies exhibited in the project, and and Instruction: Reflection and Practice. Rather, they instruction, and assessments enhanced through deliverables with completion dates. Upon should select any PhD-level course in the School of innovative technology and multimedia approval from their instructor, learners execute Education to fulfill their specialization requirements. applications. This elective is recommended for their project plans. This course is not available as learners in the curriculum and instruction (C&I) an elective to learners outside the master’s ED5534 - Instruction and Assessment: Theory specialization who are interested in integrating specialization in K-12 studies in education. This and Practice (4 quarter credits). In this course, instructional technology with C&I. course cannot be taken prior to the final quarter learners focus on the design of instructional models of the program. Cannot be fulfilled by transfer. and assessment strategies to meet the diverse needs ED5538 - Curriculum and Instruction: Program of K-12 students that is a requirement for the Evaluation (4 quarter credits). Learners in this ED5551 - Developing Fluent Readers (3 quarter curriculum and instruction master’s specialization. course, which is designed for K-12 teachers and credits). In this three-credit course for K-12 Learners examine the theory and research administrators, develop the skills to engage in teachers, learners explore the competencies supporting innovative instructional models and critical components of the program evaluation needed to develop fluent reading across grade assessment strategies and also develop specific process. Learners participate in a process of levels for speakers of English and English learners. content area and grade-level applications. The critical reflection and practical application that Topics include phonemic awareness; phonological course includes discussions on issues and trends demonstrates the integral role program evaluation structure of English; morphological structure of related to new and emerging instructional models plays in the improvement of curriculum, instruction, English; decoding/work attack strategies; spelling; and assessment strategies and may include and assessment at the classroom, school, and importance of extensive practice; decodable presentations by leading professionals in the field. district level. This elective is recommended for texts; skills and strategies to develop independent Learners who have taken ED8534, Advanced master’s and doctoral learners who wish to focus readers; reading and writing practice, including Instruction and Assessment: Theory and Practice, on building level, grade level, or district-level C&I writing to reinforce reading, connected texts, and should NOT take ED5534, Instruction and leadership. transfer of strategies from primary language Assessment: Theory and Practice. Rather, they ED5540 - Master’s Practicum in Curriculum and reading skills to English language reading skills; should select any PhD-level course in the School of Instruction (6 quarter credits). The practicum is and strategies and materials for struggling readers. Education to fulfill their specialization requirements. the capstone course for all learners in the curriculum ED5552 - Teaching Comprehension Strategies ED5535 - Collaboration for the Improvement of and instruction specialization. Learners select a (3 quarter credits). In this three-credit course for Curriculum and Instruction (4 quarter credits). school and a site supervisor who has experience K-12 teachers, learners develop the knowledge In this required course in the K-12 curriculum and and expertise in their academic interest area. The and skills needed to teach reading instruction master’s specialization, learners site supervisor, a Capella instructor, and the comprehension. Topics include the development engage in the act of collaboration for curriculum learner develop a plan that allows the learner to of reading comprehension; the role of academic improvement. Collaborative skill development gain the substantive experience necessary to language and of background knowledge; includes coaching and mentoring skills, team complete and present a professional portfolio, the vocabulary development and concept formation; building, and communities of practice. Simulated culminating activity in this 45-hour practicum. This narrative and expository text analysis; thinking case studies complement the practical experiences course is not available as an elective to learners strategies (inference, summarization, predicting, in this course. Learners who have taken ED8535, outside the master’s specialization in curriculum questioning, clarifying); study strategies Advanced Collaboration for the Improvement of and instruction. This course cannot be taken prior (summarizing, predicting, questioning, clarifying); Curriculum and Instruction, should NOT take to the final quarter of the program. independent reading of high quality books; ED5535, Collaboration for the Improvement of ED5541 - Master’s Practicum in K-12 Studies in development of listening and reading Curriculum and Instruction. Rather, they should Education (6 quarter credits). The practicum is comprehension skills; multicultural literature and select any PhD-level course in the School of the capstone course for all learners in the K-12 informational text; scaffolding strategies for the Education to fulfill their specialization requirements. studies in education specialization who have English language learner; motivational strategies; 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 include knowledge ofand and itsimplicationsforstudentassessment study theresearch inreading andlanguagearts course forK-12teachers,learnersreview and Instruction (3quartercredits). ED5555 -FoundationalTheoriesinReading comprehension forolder, strugglingreaders. student andfamilysupportnetworks; instructional technology;scaffolding strategies; small group andone-on-onetechniques; writing interventionprograms; flexiblegroupings; aligning ongoingassessmentwithreading and English languageproficiency. Topics alsoinclude 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. based interventionprograms; andusinginstructional with instructionalprograms; effective assessment- board members,andstudents;aligningassessments results toparents, administrators,teachers,school strategies andtools;communicatingassessment learners; formalandinformalassessment proficient learnersaswellEnglishlanguage assessment ofknowledgeandskillswithEnglish interpretation ofreading andwritingassessments; the coursecoversselection,use,and 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 1-888-CAPELLA • Learners musthavecompleted In thisthree-credit coursefor www.capella.edu In thisthree-credit In thisthree-credit (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 in studentrecruitment andretention. Thecourseis learners explore thenature androle offinancialaid Management (4quartercredits). ED5607 -FinancialAidandEnrollment technologies tothefieldofenrollment management. retention andsynthesizeapplyemerging of technologiescurrently usedinrecruitment and universities. Learnersdevelopanunderstanding 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 related toreading andliteracy. demonstrate theirknowledgeandaccomplishments 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 Learners musthavecompleted Learners inthis In thiscourse, In thiscourse, This course principalship. to meetthechallengesoftwenty-firstcentury experiences thatstrengthen thelearner’s readiness University facultymember, designsasetof supervisor andsite,workingwiththeCapella principal attheschoolsite.Learnersselectsite by aCapellafacultymemberaswelllicensed internship. Thisfieldworkexperienceissupervised outcomes andforadocumented150-175hour portfolio basedonthespecialization’s 16program credits forcompletingandpresenting their in educationaladministration.Learnersreceive six learners inthemaster’s specializationinleadership This courseistheculminatingexperiencefor Educational Administration(6quartercredits). ED5900 -Master’s inLeadership in Internship includes theproject required forthemaster’s degree. enrollment managementspecializationand resources. Thisisthecapstonecoursefor 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 This courseprovides learnerswithacomprehensive Enrollment Management(4quartercredits). ED5609 -CommunicationsandMarketingin principles andpolicies. from othercourseswhileusingfinancialaid as practitioners,synthesizingknowledgeacquired enrollment managementstrategies.Learnersact financial aidprinciplesandregulations toeffective designed forlearnersinterested inapplying complete 38 credits, or nine core and core nine or credits, 38 complete completion ofrequired coursework. Education learnersandshouldbetaken following field. ThiscourseisintendedforSchool of designing anewapplicationintheirprofessional an analysisoforganization orsystem specialization, andelectivecoursesby completing proficiency inintegratinglearningfrom required, In thiscoursemaster’s learnersdemonstrate ED5990 -IntegrativeProject (4quartercredits). specialization courses including ED5007 ED5007 including courses specialization before enrolling in ED5900. in enrolling before CAPELLA UNIVERSITY Prerequisite(s): Learners must Learners Prerequisite(s): This courseintroduces learners 115

GRADUATE COURSE DESCRIPTIONS 116 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

School of Education School of Education Courses, learners examine practical applications of continued instructional design in various education and Graduate Writing Courses industry settings. Learners also research and ED7210 - The Delivery of Distance Education ED7004 - Graduate Writing for ESL/EFL Learners design applications of multiple intelligence, (4 quarter credits). This course provides learners electronic performance support systems, and the (4 quarter credits). This course introduces non- with discussions and experiences that lead to an native speakers of English to graduate-level use of learning objects. The activities performed in understanding of current delivery systems for this class are designed to replicate authentic work academic writing. Learners develop an distance education including interactive understanding of the assumptions and intentions in contextualized settings. Prerequisite(s): ED851 television, satellite dissemination, and wireless and ED7620 and ED7624. PhD only. that underlie advanced academic writing as it is networking. practiced in the U.S. They develop skills in ED7497 - Storyboarding for Instructional Design producing effective advanced academic writing ED7211 - Designing Online Instruction (4 (4 quarter credits). In this course, learners explore including combining facts and opinions from quarter credits). In this course learners create and practice storyboarding, which is a mechanism multiple sources. Learners develop linguistic and instructorless (or self-paced) programs that are for capturing plans for media. Learners also content editing skills in order to continue often multimedia courses or segments and are practice methods for content delivery typically improving their own academic writing after they usually found on CD-ROM or on Web sites. This used in instructorless settings. Prerequisite(s): complete the course. course focuses on four areas: design, factors ED7211. Directed study, PhD only. affecting learning, communication, and project ED7499 - Needs Analysis for Instructional ED7006 - Research and Writing for Graduate management. In addition, the course provides a Design (4 quarter credits). This course allows Learners (4 quarter credits). This course prepares detailed examination of common instructional learners to practice approaches to needs analysis, graduate learners for the rigors of academic methodologies such as tutorials and simulations. writing, which requires a series of related critical which include setting boundaries for curriculum, Prerequisite(s): ED851. thinking and writing skills, including understanding especially curriculum that relates to instructorless the nature of academic research; developing ED7212 - Administration and Leadership of settings. Prerequisite(s): ED851. Directed study, strong arguments based on primary and secondary Distance Education Programs (4 quarter PhD only. credits). Learners in this course gain an overview research; evaluating, summarizing, paraphrasing, ED7503 - Instructional Media Tools (4 quarter of the skills and competencies needed to and citing sources; drafting, revising, and editing credits). Many software programs now offer administer, manage, and lead distance education multiple drafts of major projects; and producing instructional designers opportunities to create programs. Topics include the management of clear, accurate, and error-free prose. Since this is a innovative Web-based courses. In this course existing distance education programs, the design writing course, learners should expect to write a learners gain hands-on experience previewing and implementation of new distance education lot: the course includes weekly writing current software and applying instructional media programs, and the transformation of existing assignments, several short writing projects, and a directly to instructional design. research plan for a longer project. Learners submit distance education programs for more efficient ED7504 - Leadership for Instructional Design a final portfolio at the end of the course. and effective delivery. (4 quarter credits). Learners in this course gain an ED7491 - Instructional Design for Health Care ED7007 - Focused Research and Writing for understanding of the leadership and management Programs (4 quarter credits). Learners in this Graduate Learners (4 quarter credits). In this skills necessary for the effective design and course explore various instructional design course, learners refine the principles and strategies delivery of Web-based instruction. Through the methods used in health care programs. In this learned in ED7006 by focusing on writing in their development of a professional portfolio, course learners examine theoretical frameworks disciplines. Learners should expect to spend a instructional designers participate in evaluating upon which the instructional design methods are significant amount of time writing including weekly collaborative team planning, decision making, based. Directed study, PhD only. writing assignments, several short writing projects, problem-solving, and change management. one long writing project, and a final portfolio. ED7493 - Internships for Instructional Design for PhD only. Learners develop a research topic, conduct and Online Learning (4 quarter credits). Internships ED7505 - Evaluation and Assessment of write a short literature review, develop an offer experiential opportunities for learners in the Instructional Design (4 quarter credits). In this argumentative essay of significant length (25-35 area of instructional design for online students. course, learners receive specific guidelines and pages), and document sources appropriately while The course requires a plan of action, field formats for evaluating and assessing learning focusing on the critical thinking and writing skills supervision, and written documentation as environments in a Web-based format. Learners established in ED7006. Prerequisite(s): ED7006. required components of the internship. gain knowledge in creating effective assessment Directed study, PhD only. ED7008 - Developing Voice and Style in for online learning programs. Academic and Professional Writing (4 quarter ED7495 - Research Strategies and Prerequisite(s): ED851. credits). This course focuses on one of the most Methodologies for Online Learning (4 quarter ED7540 - Leadership in Higher Education challenging components of academic writing: credits). Learners in this course investigate and (4 quarter credits). Learners in this course explore developing a voice and style that reflect excellence utilize dissertational research in the practice and the leadership philosophies and theories related in scholarship (research, thinking, and delivery of online learning. Through discussion to higher education administration with the overall communication) while maintaining individuality and analysis of current research studies, learners goal of preparing to develop decision-making and style. In this course learners analyze a variety formulate models and methodologies that may structures. of writing samples, including their own, in order guide their own study. Quantitative and to understand the effects of writers’ rhetorical qualitative studies are included for discussion and ED7541 - Teacher Supervision and Evaluation choices; learn and apply an array of writing analysis. Directed study, PhD only. (4 quarter credits). Because of the demand for higher standards and greater accountability, this strategies that lead to improved awareness and ED7496 - Advanced Instructional Design course offers learners a framework for developing use of voice and style; and revise writing (4 quarter credits). This course provides an a teacher supervision and evaluation system that submissions used in external course work to opportunity for learners with instructional design focuses on professional development and student demonstrate learning and understanding. backgrounds or those who have completed the outcomes while also ensuring quality instruction. Learners are strongly encouraged to take the prerequisite courses to explore advanced topics. Learners explore how the development of ED7006-ED7007 course sequence before The course uses a case study approach in which enrolling in this course. effective systems of teacher supervision and resolving conflicts,negotiatingmultiplesolutions, Learners explore waysofthinkingcriticallyabout professional lifeandinthefieldofadulteducation. reflecting onissuesthatcomeupinpersonaland with aframeworkforpracticingcritical inquiryand (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 processes related tochangeandtheimpactof school leadersbuildtheirunderstandingofthe theories, leadershipprinciples,andcasestudies, credits). ED7560 -InnovativeLeadership(4quarter student personnel,andotherspecialprograms. supervisors, anddirectors forspecialeducation, responsibilities ofsuperintendents,principals, services. Specifically, learnersexaminethe learners whoadministerspecialeducational (4 quartercredits). ED7545 -SpecialEducationAdministration for eacharea. requirements, organization, andstaffing transportation. Topics also include legal services, maintenance/operations,and and warehousing, riskmanagement,nutrition facilities planningandconstruction,purchasing accounting, budgeting,informationtechnology, administration. Topics include anoverviewof learners explore anintroduction toschoolbusiness Administration (4quartercredits). ED7544 -Introduction toSchoolBusiness community leadership,andconditionsofpractice. material andhumanresources management, Topics includedistrictandboard levelleadership, challenging positionoftheschoolsuperintendency. In thiscourse,learnersexplore thecomplexand ED7543 -TheSuperintendency(4quartercredits). choice, andteacherempowerment. bilingual education,technology, privatizationand finance, desegregation, affirmative action, community relations, decentralization,school governments inschoolpolicy-making,and the influenceoffederal,state,andlocal science astheyapplytoeducation.Topics include to thebasicanalyticalcategoriesofpolitical (4 quartercredits). ED7542 -ThePoliticsofPre-K-12 Education evaluation. stakeholders, andprovides differentiated pathsfor evaluation shouldincludetheperspectivesofall 1-888-CAPELLA Through studyofchangeandbehavioral • This courseprovides learners This courseisintendedfor This courseintroduces learners www.capella.edu In thiscourse, In thiscourse, Design (4quartercredits). ED7620 -Theoretical BasisofInstructional critical thinkinginadulteducationtoday. and represents thebestpracticesofleadersin learners inthinking,reading, andactingcritically course presents three distinctmodelsthataid proposals thatenterourlivesonadailybasis.The and understandingthemanyideas,theories, 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 strategies. objectives, Kirkpatrick’s fivelevels, andreporting quantitative andqualitativemeasures, performance theory, principles,andprocedures. Topics include an understandingofmeasurement andevaluation performance. Thiscourseprovides learnerswith improve bothpersonalandorganizational shown howaparticulartraininginterventioncan can beimproved andsothatitcanbeclearly essential: sothatcoursesorperformancesolutions Learners explore reasons thatevaluationis Improvement Systems(4quartercredits). ED7652 -EvaluatingTraining andPerformance one thatrequires non-trainingintervention. issue thatrequires trainingsolutionsasopposedto differentiate betweenaworkplaceperformance collect andthendiagnosedatainorder to develop needsassessmentinstruments,aswell performance problems. Learnersdesignand procedures thatdiagnosethecausesofworkplace survey ofneedsassessmentmodelsand Procedures (4quartercredits). ED7641 -NeedsAssessment:Modelsand application activities,discussions,andafinalproject. 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): Learners inthiscourseexplore This courseisasurvey This courseisa syllabus, content,assignments,andactivities. activities includethedevelopmentofacourse project-based course,curriculumdevelopment design, teachingmodels,andlearningtheory. Asa include contemporarymodelsofcurriculum (4quartercredits).Learning ED7693 -CurriculumDevelopmentforOnline virtual classroom. benefit from interactingwithoneanotherina effective personallearningstrategies.Learners collaboration andguidethedevelopmentof and tacticsthatnurture interactionand course, learnersdevelopthefacilitationstrategies Communities(4quartercredits).Learning ED7692 -StrategiesforBuildingOnline improve success,andfacilitatelearning. of perspectivestoenhancetechnicalskills, Participants examineonlinelearningfrom avariety to traditionalclassroom orfacetotraining. role intheonlinelearningenvironment asopposed course investigateandexaminethefacilitator’s (4quartercredits).Learning ED7690 -CriticalSkillsforFacilitatingOnline provide leadership. evaluations, hire andmanagepersonnel, and performanceinterventions,conduct a budgetandmarketingstrategy, planprograms assess needs,create amissionandgoals,develop management bylearningtodeterminepriorities, Internet-based learnersandperformance this courseprepare tomeetthechallengesof Improvement (4quartercredits). ED7674 -ManagingTraining andPerformance improvement. changes inthefieldoftrainingandperformance business strategies,andresponses tothese include changesintechnology, globalcompetition, performance improvement methodologies.Topics recent transitiontogreater emphasison corporate andtechnicaltraining,includingthe most dramaticallyshapingtheevolutionof In thiscourse,learnersexplore theforces thatare Training: IssuesandTrends (4quartercredits). ED7673 -TheFuture ofCorporateandTechnical tools andstrategiestoaddress thesecriticalissues. e-learning initiatives.Learnersutilizeavarietyof application-based overviewoffacilitationskillsand This courseprovides learnerswithanin-depth, ImprovementPerformance (4quartercredits). ED7672 -DeliverySystemsforTraining and methods, andcontinuousevaluation. learning solutiondesign,selectingappropriate and applyingtheprinciplesprocedures of results ofneedsassessments,specifyingobjectives design performancesolutionsbydiagnosingthe design models,andcasestudies.Learnersalso theories, severalinstructionalandperformance and anartfulprocess. Learnersexplore learning and performancesolutionsasbothasystematic course gainanoverviewofthedesigntraining Solutions (4quartercredits). ED7662 -DesigningTraining andPerformance CAPELLA UNIVERSITY Topics inthiscourse Learners inthis Learners inthis Participants in In this 117

GRADUATE COURSE DESCRIPTIONS 118 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

ED7699 - Practical Applications for Online ED7716 - Faculty Leadership (4 quarter credits). purposes of licensure endorsement, the two Teaching and Training (4 quarter credits). In this Learners in this course explore the role of educator courses constitute a single 320-hour internship course, learners apply skills, strategies, and tactics as leader from both personal and organizational experience. Prerequisite(s): ED7903. from earlier courses in a collaborative learning perspectives. In addition, the course offers a ED8004 - Societal and Cultural Change environment. Prerequisite(s): Learners should forum in which to discuss effective leadership and (4 quarter credits). Learners in this course study complete ED7690, ED7692, and ED7693 prior group membership. The focus is on educational the impact of social and cultural differences, to enrolling in this course. leadership in a higher education setting. diversity, and change as a fundamental ED7700 - Learning Theory and the Educational ED7819 - Grantsmanship (4 quarter credits). In competency of educators. This is a foundation Process (4 quarter credits). Learners in this course this course, learners focus on the methods and course for doctoral learners that introduces explore major learning theories (behaviorism, practices of obtaining funding from governments, themes that persist throughout the degree social learning theory, and constructivism) as well research and philanthropic institutions, and other program. The course prepares learners to lead in as associated concepts, including memory and private sources. their field by addressing theories of change and motivation. Applications of these theories and ED7901- Internship in Educational strategies of the change agent. A broad array of concepts focus on the educational setting. Administration I (4 quarter credits). This course is theories and readings cover the spectrum of social ED7701 - Educational Philosophy and Change the first of two consecutive internship courses that change and its effect on education. As a result, (4 quarter credits). Learners in this course examine provide the academic and field experiences that learners understand the complexity of a diverse the philosophical foundations, ideologies, and are prerequisites for principal or administrative classroom population and the impact of social theories that have influenced the development of licensure in most states. In this course, learners movements. ED8004 and ED8005 must be taken educational philosophy and practices in the U.S. create, sign, and begin to fulfill a contract with the concurrently by PhD learners in their first quarter. Learners examine, articulate, clarify, and refine site supervisor based on Capella’s leadership in Cannot be fulfilled by transfer. basic assumptions and beliefs underlying their educational administration outcomes and ED8005 - Doctoral Learner Success Lab personal educational philosophy and practice. competencies. To be endorsed for principal or (non-credit). This lab is designed to provide new ED7703 - Student Development, Challenges, administrative licensure by Capella, learners must doctoral learners with the knowledge and skills and Successes (4 quarter credits). In this course successfully complete ED7901 and ED7902 in two they need to be successful in their academic learners examine the theoretical and research consecutive quarters. For purposes of licensure programs. The lab familiarizes learners with the literature related to successful student endorsement, the two courses constitute a single Capella online environment, academic standards development, developmental issues, and 320-hour internship experience. and best practices, and support resources challenges facing U.S. college students. Learners ED7902 - Internship in Educational provided to ensure success. Learners build skills in also explore the constructive-developmental Administration II (4 quarter credits). Learners in the selection and use of methods, techniques, and theoretical claim that the epistemological, the second of two internship courses complete a library resources. ED8005 is taken in the first intrapersonal, and interpersonal aspects of student principal or administrative internship, a log of quarter, in conjunction with ED8004. Available development are interrelated and essential for hours, a portfolio, and a competency-based online only. Cannot be fulfilled by transfer or higher education. internship contract. Learners must have taken petition. ED7711 - Course Design and Development ED7901 the quarter immediately before they ED8111 - The Historical and Social Foundations (4 quarter credits). Learners in this course explore enroll in ED7902 if they plan to apply for Capella’s of Education (4 quarter credits). Learners in this elements of course design that apply to the endorsement for principal or administrative course explore the ways in which educational comprehensive community college. Various licensure. For purposes of licensure endorsement, institutions have emerged and developed, models of course (instructional) design and guides the two courses constitute a single 320-hour particularly in relation to societal functions and for design are included. Course preparation internship experience. Prerequisite(s): ED7901. expectations. Studying historical and social material, instructional techniques, and forms of ED7903 - Internship in the Superintendency I foundations of education provides learners with evaluation constitute the final units of the course. (4 quarter credits). This course is the first of two an awareness of and context for the evolving practices of education. Other topics include ED7712 - Classroom Assessment in Education consecutive internship courses that provide developing specific knowledge, skills, and points (4 quarter credits). The primary focus of the learners with the academic and field experiences of view necessary for looking at education course is classroom assessment of individual that are prerequisites for superintendent licensure historically and for understanding the socio- student achievement including alternative in most states. In this internship, learners create, cultural forces that have made education in the assessment techniques. This topic is a key sign, and begin to fulfill a contract with the site U.S. what it is today. component of student-centered education, the supervisor based on Capella’s leadership in importance of initial and ongoing assessment of educational administration outcomes and ED8113 - Advanced Study in Research Methods student needs, and identifies skills, and progress. competencies. To be endorsed for superintendent (4 quarter credits). Learners in this course explore Other topics include classroom assessment licensure by Capella, learners must successfully research methods that apply to the School of techniques for collecting ongoing, formative complete ED7903 and ED7904 in two consecutive Education’s specializations and to professional feedback in order to facilitate a better learning quarters. For purposes of licensure endorsement, development. Learners analyze the relevance and environment. the two courses constitute a single 320-hour appropriateness of specific research internship experience taken over two quarters. methodologies in preparation for use in the ED7713 - Student Advising and Retention dissertation. Cannot be fulfilled by transfer. (4 quarter credits). Learners in this course examine ED7904 - Internship in the Superintendency II the process of advising and retaining students; (4 quarter credits). Learners in the second of two ED8502 - Advanced Learning Theory and faculty roles and institutional support. Topics superintendent internship courses complete a log Instructional Practice (4 quarter credits). This include various advising models, screening of hours, a portfolio, and a competency-based course, for learners in the doctoral K-12 studies in methods, and approaches to orientation that internship contract. Learners must have taken education specialization, focuses on current support student retention and success. ED7903 the quarter immediately before they research in cognition, emotion and the brain, and enroll in ED7904 if they plan to apply for Capella’s the implications for instructional practice. Learners endorsement for superintendent licensure. For apply theory by implementing strategies for 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 119

recognizing differences among learners, including ED8535 - Advanced Collaboration for the ED9051 - Special Topics in Leadership for Higher giftedness, and meeting learner needs through Improvement of Curriculum and Instruction Education (4 quarter credits). This course differentiated instruction. Learners who have taken (4 quarter credits). In this course, a requirement provides learners with an opportunity to study ED5502, Learning Theory and Instructional for the doctoral K-12 curriculum and instruction specific or innovative areas of interest within the Practice, should NOT take ED8502, Advanced specialization, learners engage in the act of leadership in higher education specialization. Learning Theory and Instructional Practice. Rather, collaboration for curriculum improvement. Learners propose and develop appropriate topics they should select any PhD-level course in the Collaborative skill development includes coaching not covered in the specialization’s elective School of Education to fulfill their specialization and mentoring skills, team building, and offerings. Directed Study, PhD only.

requirements. communities of practice. Simulated case studies ED9052 - Special Topics in Professional Studies COURSE DESCRIPTIONS GRADUATE ED8515 - Advanced Action Research for complement the practical experiences in this in Education (4 quarter credits). In this course, Teacher-Leaders (4 quarter credits). This course, course. Learners who have taken ED5535, learners study specific or innovative areas of for learners in the doctoral K-12 studies in Collaboration for the Improvement of Curriculum interest within the professional studies in education specialization, provides in-depth and Instruction, should NOT take ED8535, education specialization. Directed Study, knowledge of action research as a means of Advanced Collaboration for the Improvement of PhD only. Curriculum and Instruction. Rather, they should classroom and school improvement. Learners ED9053 - Special Topics in Advanced Classroom select any PhD-level course in the School of acquire the skills to define and resolve problems Instruction (4 quarter credits). In this course, Education to fulfill their specialization requirements. that are barriers to student learning and engage in learners study specific or innovative areas of individual and collaborative research as a means of ED8536: Advanced Application of Research to interest within the advanced classroom instruction continuously improving learning outcomes for the Improvement of Curriculum and Instruction specialization. Directed Study, PhD only. students. Learners who have taken ED5515, (4 quarter credits). Learners in this course, a ED9054 - Special Topics in Postsecondary and Action Research for Teacher-leaders, should NOT requirement for the doctoral curriculum and Adult Education (4 quarter credits). In this take ED8515, Advanced Action Research for instruction specialization, examine current course, learners study specific or innovative areas Teacher-leaders. Rather, they should select any research as a basis for data-driven decision of interest within the postsecondary and adult PhD-level course in the School of Education to making. Learners also develop research designs education specialization. Directed Study, fulfill their specialization requirements. that contribute to data-driven decision making at PhD only. ED8533 - Advanced Curriculum Mapping: the school or district level. Learners who have ED9056 - Special Topics in Training and Reflection and Practice (4 quarter credits). taken ED5536, Applying Research to the Performance Improvement (4 quarter credits). Through analysis of a research-based professional Improvement of Curriculum and Instruction, In this course, learners study specific or innovative vision for curriculum design, learners in the should NOT take ED8536, Advanced Application areas of interest within the area of training and doctoral curriculum and instruction specialization of Research to the Improvement of Curriculum and performance improvement. Learners propose engage in curriculum development for a specific Instruction. Rather, they should select any PhD- appropriate course topics that are not covered in content and grade-level application. This is a level course in the School of Education to fulfill any of the electives. Directed Study, PhD only. required course in the curriculum and instruction their specialization requirements. doctoral specialization. The course utilizes ED8910 - The Minnesota Superintendency ED9058 - Special Topics in Instructional Design computer-based curriculum mapping applications. (4 quarter credits). This course prepares learners for Online Learning (4 quarter credits). In this Learners who have taken ED5533, Curriculum and seeking licensure as Minnesota superintendents. course, learners study specific or innovative areas Instruction: Reflection and Practice, should NOT Minnesota’s superintendents are licensed on the of interest within the area of instructional design take ED8533, Advanced Curriculum and basis of eight competencies, and the course for online learning. Learners propose appropriate Instruction: Reflection and Practice. Rather, they touches on each. In addition, the course addresses course topics that are not covered in any of the should select any PhD-level course in the School of topics such as law and finance that are unique to electives. Directed Study, PhD only. Education to fulfill their specialization requirements. Minnesota superintendents. Cannot be fulfilled ED9984 - Doctoral Comprehensive Examination I ED8534 - Advanced Instruction and Assessment: by transfer. (4 quarter credits). In the first course of the Theory and Practice (4 quarter credits). In this ED8911 - The Minnesota K-12 Principalship comprehensive examination and dissertation course, a requirement for the doctoral curriculum (4 quarter credits). This course prepares learners sequence, learners examine the key components and instruction specialization, learners focus on seeking licensure as Minnesota principals. in the comprehensive examination. The course the design and evaluation of instructional models Minnesota’s principal licensure is K-12, thus the includes an overview of the comprehensive and assessment strategies to meet the diverse course includes critical aspects of the principalship examination process and the university’s needs of K-12 students. Learners analyze the at the elementary, middle, and senior high levels. expectations of academic honesty and integrity theory and research supporting innovative The course addresses the state’s 21 principal and introduces the four core themes of the instructional models and assessment strategies competencies, especially those (such as law and examination and the evaluation criteria. Structured and develop specific content area and grade-level finance) that are unique to Minnesota. Cannot be study groups are established and resources on the applications. The course includes analysis of issues fulfilled by transfer. core themes are provided. Course requirements include completion of the overview and a and trends related to new and emerging ED9050 - Special Topics in Leadership in preliminary conference call with the instructional models and assessment strategies Educational Administration (4 quarter credits). comprehensive examination committee and and may include presentations by leading In this course, learners study specific or innovative development of a schedule for the final professionals in the field. Learners who have taken areas of interest within the leadership in conference call. Grading for this course is S/NS. ED5534, Instruction and Assessment: Theory and educational administration specialization. Learners Prerequisite(s): Completion of all required and Practice, should NOT take ED8534, Advanced propose and develop appropriate course topics elective course work with a GPA of 3.0 or better. Instruction and Assessment: Theory and Practice. not covered in the specialization’s elective Completion of practicum courses, if applicable, Rather, they should select any PhD-level course in offerings. Directed Study, PhD only. the School of Education to fulfill their prior to starting comprehensive examination specialization requirements. courses. Fulfillment of all residency requirements. Cannot be fulfilled by transfer. 120 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

ED9985 - Doctoral Comprehensive Examination II for data analysis designs and interpretation are corporations, and government entities. The (4 quarter credits). Learners and their provided, including the dissertation manual and a course addresses problems inherent in the comprehensive examination committee members template for Chapter 4. Grading for this course is operation of these systems and explores each develop one comprehensive examination S/NS. Prerequisite(s): ED9987. Cannot be resolution of these problems from a systemic question to address one of the four core themes. fulfilled by transfer. viewpoint. Additionally, learners in the course Learners write answers to the comprehensive ED9989 - Dissertation Research IV (4 quarter study issues of social policy-making and decision- examination questions that are evaluated by the credits). In this course, learners develop and making that affect conditions of social change. committee using analytical point-scale scoring finalize Chapter 5 (Conclusions and HS818 - Scope of Human Services (4 quarter rubrics. Upon passing the written examination, Recommendations), polish the final draft of all credits). This course addresses problem analysis learners complete the comprehensive examination chapters (1-5), obtain approval of the dissertation and problem-solving strategies for issues final conference call and upon completing their call manuscript, complete the final dissertation encountered by human services professionals are eligible to enroll in the first dissertation course. conference call, make all necessary final content including crime and delinquency, chemical abuse Grading for this course is S/NS. changes, obtain form and style clearance, publish and addiction, poverty, education, job training Prerequisite(s): ED9984. Cannot be fulfilled the dissertation online with UMI, and obtain and employment, aging, mental illness, health by transfer. clearance from Academic Records on degree care, physical and sexual abuse, homelessness, ED9986 - Dissertation Research I (4 quarter audit (to verify that all required and elective and issues involving marriage and the family. credits). Learners examine the key components program courses have been taken). Resources for HS821 - Mental Health Counseling (4 quarter of planning and conducting dissertation research, writing conclusions and recommendations are credits). Learners in this course review the basic including the dissertation process and the roles provided, including the dissertation manual, a skills, methods, and practices related to mental and responsibilities of the dissertation committee, template for Chapter 5, and procedures for health counseling. Topics include basic counseling course instructor, and course administrator. In dissertation submission and the final conference skills, treatment planning, special issues in working addition, learners form and obtain approval of call. Grading for this course is S/NS. with diverse populations, and various methods of their dissertation committees, conduct a Prerequisite(s): ED9988. Cannot be fulfilled therapeutic interventions. The course applies preliminary literature review, develop the by transfer. current theory and research to clinical practice. dissertation prospectus, and become familiar with procedures for protecting human participants/ HS823 - Philosophy of Social Work (4 quarter subjects in research. Resources for research credits). Learners in this course review the history methodology and the IRB process are provided. School of Human Services Courses and development, philosophical tenets, and Learners must complete the dissertation intervention methods of contemporary social HS813 - Social Influences of Behavior (4 quarter prospectus and the short online Collaborative IRB work. Learners examine issues related to credits). Learners in this course explore behavior Training Initiative (CITI) modules in order to pass community development, social policy analysis, that is influenced by the presence of others, or Dissertation Research I. Grading for this course is intermediate care systems, and improvement of behavior that is under the control of society. S/NS. Prerequisite(s): ED9985. Cannot be social conditions. Topics include culture and society, large and small fulfilled by transfer. HS825 - Human Sexuality (4 quarter credits). group behavior, cross-cultural factors, and Learners in this course study sexuality within the ED9987 - Dissertation Research II (4 quarter interpersonal relationships Learners in this course larger context of human experience. The course credits). In this course, learners obtain committee review the social psychology of decision making, emphasizes physical and psychosexual approval of the dissertation prospectus, prepare attitude formation, and social attribution and their development, frequency and significance of informed consent and field testing materials, application to contemporary issues. develop and solidify the data collection various types of sexual behavior, and health- HS814 - Theories of Personality (4 quarter design/plan and schedule (based on the related issues. Topics include treatment of sexual credits). This course is an examination of the prospectus), prepare and submit the IRB problems and concerns of special and diverse assumptions, constructs, and processes of application for approval, conduct field testing to populations. personality as expressed in major theoretical establish validity and reliability of the instrument HS827 - Juvenile Delinquency (4 quarter credits). writings. Learners review the psychodynamic, (when appropriate), complete the dissertation Learners in this course investigate the etiology, behavioral, structuralist, humanistic, existential, prospectus conference call, develop and complete nature and extent, and treatment of juvenile social, feminist, and cognitive theories of dissertation Chapters 1 (Introduction), 2 (Literature delinquency in contemporary society. The course personality. The course also explores research on Review), and 3 (Methodology), based on the allows learners to review various theories and normal and abnormal constructs of personality prospectus. Resources for research designs and apply current theory and research in order to and addresses contemporary issues and problems methodology are provided, including the understand the dynamics of juvenile delinquency in personality theory and types. dissertation manual and a template for Chapters 1, and current methods of intervention. HS815 - Professional and Scientific Ethics 2, and 3. Procedures for prospectus and IRB HS831 - Psychopathology: Assessment and (4 quarter credits). Learners in this course application submission and the prospectus Treatment (4 quarter credits). This course is a examine the historical origins of professional conference call are available. Grading for this forum for examining the various forms of ethics, including issues affecting education, course is S/NS. Prerequisite(s): ED9986. psychopathology, current methods of psychological psychotherapy, law, and institutional guidelines Cannot be fulfilled by transfer. assessment, research on psychodynamics, and for protecting human subjects in research. The ED9988 - Dissertation Research III (4 quarter existing treatment methods. Learners explore the course focuses on identifying effective methods credits). In this course, learners engage in data politics of mental disorders, emerging diagnoses, for addressing ethical dilemmas and identifying collection according to the plan and schedule, and other contemporary issues. current ethical issues in the human services. develop and organize Chapter 4 (Results) draft HS834 - Ethnic and Cultural Awareness HS817 - Social Systems (4 quarter credits). (structure based on the research questions and (4 quarter credits). Learners in this course Learners in this course review basic features and methods before data collection is complete), check examine the ethnic and cultural issues that factors of social systems theory as it applies to in data (as they come in), process and analyze the influence the etiology, perception, and treatment data, and finalize Chapter 4 with results. Resources groups, families, agencies, institutions or 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 121

of mental illness. Topics include the need for HS847 - Applied/Clinical Sociology (4 quarter HS864 - Contemporary Issues in Compulsive and specialized training, the needs of various special credits). This course provides learners with a solid Addictive Behavior Treatment (4 quarter credits). populations, the impact of racial identity on self- grounding in sociological practice including the In this course, learners review current development, perception, and specialized methods of treatment. application of sociological knowledge, research, research, and trends within the addiction field. HS836 - Utilization of Community Resources and theory to intentional intervention. Learners The course emphasizes current understanding of (4 quarter credits). Learners in this course explore themes such as working with individuals or substantive issues in the field. Possible topics investigate the influence of larger social systems families, designing and executing interventions to include developments in psycho-pharmacologic on human behavior and various methods of improve productivity and performance of public treatment of addictions, the influences of organizing and utilizing community resources. The and private organizations, or helping to design managed care on treatment, ethics and managed COURSE DESCRIPTIONS GRADUATE course addresses specific topics such as theories and implement policy that could affect an entire care, the use of Internet resources in the field, the of social organization, community organizing, self- nation. changing role of the counselor, emerging help organizations, use of volunteers, and the use HS849 - Health Advocacy in the Community treatment approaches, and the development of of social policy to influence human behavior. (4 quarter credits). Learners in this course explore new treatments. HS837 - Counseling and Guidance in Diverse an important goal in human services, which is to HS865 - Group Therapy and Compulsive and Populations (4 quarter credits). Learners in this develop effective change agents in communities. Addictive Behavior (4 quarter credits). Learners course examine substantive and theoretical issues Topics include issues such as the purity of drinking in this course review a variety of theoretical concerning guidance and counseling in a variety of water, waste disposal, clean air, health education orientations and relevant research findings and culturally diverse populations. Topics include the and public safety, public and private health care develop and practice practical clinical skills based role of culture-specific programming, special plans, effects of HMOs and managed care, and on a thorough understanding of group process. issues and needs of cultural subgroups, and Medicare and Medicaid—all issues that involve Topics include group development, styles of therapeutic approaches to working with culture- health advocacy. leadership, and critical incidents in group therapy specific issues. Learners also apply current theory HS852 - Introspective and Personal Growth including members “acting out,” inter-group and research to specific clinical issues. Seminar (4 quarter credits). This experiential conflict, group transference with leaders, and premature exit from the group by a member. HS839 - Theories of Psychotherapy (4 quarter course is intended to identify aspects of the credits). Learners in this course gain an learner’s history and personality that are relevant HS866 - Compulsive Behavior and the understanding of major psychotherapy theories, to professional clinical work. Methods of Disturbance of the Self: Alternatives to the procedures, and techniques. The course provides introspective work that facilitate the process Addiction Model (4 quarter credits). Learners in a review of various schools of therapeutic include journaling, personal psychotherapy, self- this course investigate the nature of addictive and intervention, their philosophical tenets, and expressive artwork, dream work, and specialized compulsive behavior problems, discuss the therapeutic skills. The course emphasizes applying readings. The course emphasizes identifying development of the addiction model and its current theory, research, and techniques to a personal strengths and limitations and how they tenets, and review the literature on the validity and variety of clinical problems. may influence clinical effectiveness. efficacy of treatment approaches based on the HS853 - Prevention and Causes of Child Abuse addiction model. The course presents alternatives HS840 - Counseling and Guidance with Children to the addiction model including cognitive (4 quarter credits). Learners in this course review (4 quarter credits). Learners in this course explore the recognition of child abuse as a sociological behavior therapy and the compulsive behavior current theories, research, and methods of model, a psycho-dynamically oriented model. counseling and guidance of children. Special problem in the U.S. Learners consider the social, attention is given to addressing family psychological, and familial causes of child abuse HS867 - Intervention with Compulsive and relationships and their impact on the child, and review the current prevention approaches and Addictive Behaviors (4 quarter credits). Learners childhood abuse and trauma, methods of parent treatment programs. in this course review traditional and nontraditional education, and specialized techniques for working HS854 - Child and Adolescent Counseling approaches to treatment. Topics include inpatient with challenging children. (4 quarter credits). This course is an overview of and outpatient treatment programming, self-help major theories and current research in the area of groups, utilization of community resources and HS841 - Group Counseling and Psychotherapy alternative treatment approaches, and the use of (4 quarter credits). Learners in this course review adolescent and child development and an exploration of biological and psychosocial individual, group, and family psychotherapy. The the historical development, major theories, current course also addresses current trends in service research, and clinical procedures of group development factors. Topics include normal development, the influence of trauma on delivery related to ongoing changes in the health counseling and psychotherapy. Topics include the care delivery system. role of the leader and leadership styles, mechanics development, family factors, and the influence of of co-therapy, designing special function groups, community and societal factors on development. HS869 - Families, Systems, and Health Care and handling of critical incidents within groups. HS858 - Mental Health and Aging (4 quarter (4 quarter credits). Learners in this course examine the consequences of adequate or inadequate HS845 - Grief and Bereavement Counseling credits). In this course, learners examine the dramatic increase in the population of older health care on the family system in the U.S. In this (4 quarter credits). Learners in this course course, learners study functional and dysfunctional investigate research on death and dying. Topics persons and the increase in attention to their mental and physical health. This course addresses features of public and private health care and how include psychological stages of dying common to they contribute to family health or dysfunction. all losses, symptomatology of grief, death mental health and aging as major psychosocial trajectory, hospice model of treatment, and phenomena integrating biological, psychological, HS871 - Marriage and Family Systems (4 quarter dealing with death in the family. Learners explore social, and environmental perspectives and credits). Learners in this course study families as case consultations with dying children and their factors. Learners explore research in these areas as systems from theoretical, clinical, and research parents that utilize techniques of drawing therapy a function of many aspects of modern society: perspectives. The course emphasizes family and storytelling to elicit psychological material in family life, caregivers, community and institutional development, transitions, assessment, and the form of unfinished business and techniques for care, ethnic and sociocultural differences, and intervention. Learners also explore systems- coping with losses of all types. urbanization. oriented assessment models and strategies for 122 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

initial interviews, hypothesis formulation, usage, marital problems, and violence in the Research approaches to human development designing a strategy for intervention, and the workplace. This course is also a review of the include personality theory, developmental tasks, process of termination. growth of employee assistance programs (EAP) and moral development. Learner Success Lab HS872 - Marriage and Marital Therapy as a method to solve these types of problems. (LSL). This lab provides new master’s learners with (4 quarter credits). This course is an overview of HS884 - Stress Management in Organizations the knowledge and skills they need to be theory and research on marriage and the couple (4 quarter credits). Learners in this course study successful in their academic programs. The lab relationship in contemporary society. Topics the role and management of stress in the workplace. familiarizes learners with the Capella online include relationship development, maintenance, Emphasis is placed on the management of distress environment and resources that support academic and termination; conflict-resolution skills; and stress management techniques to enhance success. HS5002 must be taken by master’s communication styles and skills; marital performance, particularly in high-stress situations. learners in their first quarter. Cannot be fulfilled adjustment and assessment of interpersonal Topics include the psychological and physical by transfer. relationships; cultural variations; and issues related effects of stress, methods of stress reduction, and HS5006 - Survey of Research Methodology to gender. Learners in the course also review major individual and organizational strategies for (4 quarter credits). This course is an overview of approaches to marital therapy. preventing high levels of stress. the general approaches to research methodology HS876 - Methods of Family Research (4 quarter HS885 - Managed Care and Health Services at the graduate level. Learners study quantitative credits). Learners in this course are introduced to (4 quarter credits). This course is an overview of and qualitative approaches to rigorous scholarly measurement of family variables, complexities of managed care and the variety of techniques inquiry and major research methodologies. This family research design, data collection, and employed by the mainstream health system to course is aimed primarily at master’s-level learners, analysis. Topics include scales of measurement, provide quality care in an efficient and affordable although PhD learners may take it as an elective. validity and reliability, experimental and non- manner. Learners focus on delivery systems, their HS5100 - Health Care Management (4 quarter experimental designs, and approaches to utilization, and quality management practices of a credits). In this course, learners examine the integrating clinical research and practice. Special wide variety of organizations. Learners also founding principles and dynamics of health care attention is given to the unique factors in family explore regulatory, legal, and ethical issues. management, the health care system, and basic research. Learners consider the future of our health care concepts and skills in administration. Learners also HS877 - Family Therapy Theory and Methods system and how the world of providers, receivers, analyze institutional, social, and political forces in (4 quarter credits). This course is a comparative and payers may continue to change within the U.S. the field of health care. Topics include fundamentals study of the prominent schools of thought within HS886 - Health Care Communication: Providers of management in health care, trends in health the field of marriage and family therapy: their and Receivers (4 quarter credits). This course is care financing, and contemporary issues. tenets, therapeutic strategies, and techniques. an overview of health communication and an HS5101 - Health Care Finance (4 quarter credits). Learners also discuss structural, strategic, exploration of current theoretical models. Learners This course addresses financial management transgenerational, behavioral, communication, develop strategies to enhance communication concepts and practices used by health care and analytical approaches to marriage and family between professionals, allied health personnel, organizations. Topics include basic accounting, therapy. patients, and their families in both interpersonal financial statements and ratios, evaluation of HS878 - The Family in Social Context (4 quarter and group settings and to facilitate more project investment decisions, break-even analysis, credits). Learners in this course explore the functional and therapeutic communication. budgeting, cost allocation, and reimbursement dynamics within families and the systems that HS889 - Role and Function of Boards and CEOs methodologies. Additional topics include influence the family such as society, church, school, (4 quarter credits). This course addresses the reimbursement mechanisms, managed care, and other societal organizations. Topics include responsibilities of boards of directors in public and capitation, per-case or per-diagnosis payment, family development, cross cultural perspectives on private sectors, including policy-making, mechanics of third-party payors, and the effects the family, roles and functions of the family, representing the public, and promoting the reimbursement types have on health care provider alternative forms of the family, and influences of organization. Learners review the functions of organizations. Learners discuss issues of working social policy on the family. boards as they establish contracts and hire capital, capital budgeting, and investment in executives and general managers, the roles and relation to net present value and value added HS879 - Life Planning and Career Developments to the organization, health care organizations’ (4 quarter credits). This course provides learners functions of CEOs, and legal liabilities and responsibilities of boards. ratio analysis, cost analysis, and other financial with theory, research, and opportunities for management techniques of primary importance application appropriate for counselors working HS893 - Management of Human Services to health care organizations. with individuals responding to life transitions. Agencies (4 quarter credits). Learners in this Topics include career and life development, course examine the principles of management HS5102 - Nonprofit Organization and improvement, and transition. practice in nonprofit agencies and a metatheoretical Management (4 quarter credits). In this course, learners examine the origins, history, and societal HS880 - Contexts and Models of Health model of organizational managerial effectiveness as a basis for comparisons between for-profit, role of nonprofit organizations in the U.S., (4 quarter credits). Learners in this course explore including their social, political, economic, cultural, the models of health and their contexts as utilized public, and nonprofit sectors. Special emphasis is placed on fundraising and government resources and ideological importance. Learners in the course in the contemporary health industry. Learners also examine the magnitude, scope, and functions examine the impact of change on models of health for nonprofit and charitable agencies as well as to budgeting. of the nonprofit sector and its relationships with care within the context of health delivery systems. business and government. Topics include theories, The course also addresses the implications for HS5002 - Survey of Research in Human general concepts and principles of organization health service administration. Development and Behavior with LSL (4 quarter management, governance and leadership in HS881 - Health in the Workplace (4 quarter credits). In this course, learners review the major nonprofit organizations, and the wide range of credits). Learners in this course investigate the theories of human development and behavior external forces and internal dynamics that affect emerging problems and issues faced by across the entire lifecycle. Learners focus on the nonprofit organizations. Learners explore the life employees in the workplace. Learners in the developing person and connect areas of study and growth cycles of organizations as applied to course review the growth of alcohol and drug such as psychology, anthropology, and biology. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 123

nonprofits and analyze current trends and psychopathology; current methods of assessment; development; competencies for creating, projections for the future. use of the DSM-IV-TR to diagnose mental disorders; developing, and implementing entrepreneurship HS5103 - Strategic Planning for Nonprofit application of psychopathology assessment to ideas; and ways of measuring the success of Organizations (4 quarter credits). In this course, individuals, couples, families, and groups; and entrepreneurial activity. learners view nonprofit operations from a strategic intervention strategies. The course incorporates HS5900 - Counselor Education Pre-practicum perspective. In addition, learners examine the role contemporary issues associated with the Course I (4 quarter credits). This online course of strategic thinking and planning in enhancing assessment and treatment of mental disorders. must be taken with HS-R5900 - Counselor organizational effectiveness within the context of HS5108 - Foundations of Addictive and Education Pre-practicum Laboratory I. The course increased competition for resources and the range Compulsive Behavior (4 quarter credits). In this reinforces laboratory skills development including COURSE DESCRIPTIONS GRADUATE of challenging issues requiring solutions. Learners course learners explore the theories and research academic assignments and online discussion and analyze organizational missions and goals, that guide treatment for addictive and compulsive emphasizes therapeutic relationship skills, governance, program development and structure, behavior disorders. Learners review traditional therapeutic assessment, therapeutic intervention, operational and fiscal controls, information systems and non-traditional interventions as applied to and ethical and legal standards. Learners apply and monitoring, and evaluation. inpatient, outpatient, and community-based theories and practices of individual and family HS5104 - Accounting and Economics for the treatment methods for individuals, families, and systems counseling methods relevant to mental Nonprofit Manager (4 quarter credits). This course groups. Topics include assessment, diagnosis, health counselors and marital, couple, and family introduces learners to the basic language, treatment planning and evaluation, and emerging counselors/therapists. Prerequisite(s): Mental underlying concepts, and reporting methods of issues in the field. Health and Marital, Couple, and Family accounting and financial analysis that pertain to HS5500 - Multicultural Issues in Health Care Counseling/Therapy learners must have nonprofit organizations. The course focuses on (4 quarter credits). Learners in this course explore completed or be progressing in the following comprehension, analysis, and interpretation of culture-specific variations as they affect health courses: HS5002, HS834, HS814, HS815, nonprofit organizational financial statements. care administration and the health care delivery HS821, HS841, (HS871 for MHC), (HS877 for Topics include basic accounting principles, system. Learners explore and analyze strategies MCFC/T). Cannot be fulfilled by transfer. financial statements composition, cost accounting related to cultural diversity and the respective HS5901 - Counselor Education Pre-practicum concepts, budgeting, discounted cash flow positions of professional associations, regulatory Course II (4 quarter credits). This online course analysis, and ratio analysis. Additionally, learners agencies, and health care systems. Additionally, must be taken with HS-R5901 - Counselor examine economic thinking and the economist’s learners examine the processes by which culturally Education Pre-practicum Laboratory II. The course tools, elasticity, public goods and the role of sensitive and linguistically specific information are reinforces laboratory skills development including nonprofit organizations in a market economy, incorporated into administrative policies and academic assignments and online discussion. The cross-subsidization and competition, and health outreach programs. course focuses on advanced therapeutic cost-benefit analysis. HS5501 - Health Informatics (4 quarter credits). relationships and special applications of individual HS5105 - Human Resources and Volunteer This course provides a management perspective psychotherapy for Axis-I behaviorally disordered Management in Nonprofits (4 quarter credits). of information technology and ways for health clients, techniques for group psychotherapy for This course addresses the theories, concepts, care administrators to use information technology unrelated individuals, and systemically oriented practices, and strategies of human resource to maximize organizational performance. Topics therapies for couples and family groups. Learners management in nonprofit organizations. Learners include fundamental principles of information apply theories and practices of individual and examine basic human resource management issues technology and data management and their family systems counseling relevant to mental such as strategic workforce planning, hiring, implications for health care administrators. health counselors and marital, couple, and family training, personnel evaluation, and compensation Learners explore the use of technology, data counselors/ therapists. Prerequisite(s): HS-R5900 as they relate to nonprofit organizations with their bases, and other analytical tools to construct, and HS5900, HS839, HS5106, HS5107, HS5006, mix of paid staff and volunteers. Additionally, analyze, and present information related to health (HS5108 for MHC), (HS854 for MCFC/T). Cannot learners evaluate the impact of human resource care management and problem solving as well as be fulfilled by transfer. management on the board and executive director, strategic information systems planning, systems HS5990 - Integrative Project for Human Services staff, volunteerism, and productivity. The course analysis, system design, evaluation, and selection. Learners (4 quarter credits). In this course, master’s focuses particularly on the legal responsibilities of In addition, learners examine current applications, learners demonstrate proficiency by applying the organization in human resource management such as patient care, administrative and strategic learning from required, specialization, and elective and the role of the board. decision support, managed health, health courses to complete an analysis of an organization HS5106 - Assessment, Tests, and Measures information networks, and the Internet to or system, or the design of a new application in (4 quarter credits). Learners in this course examine determine how they may be used to meet the their professional field. This course is intended the assessment process and the use of tests and challenges facing health care administrators only for School of Human Services learners. measures in assessment activities. In addition, today and in the future. HS5992 - Integrative Project for Human Services learners explore the theory and content of HS5502 - Nonprofit Entrepreneurship (4 quarter Learners (2 quarter credits). The integrative assessment and testing and measurement credits). This course provides an introduction to project represents the culminating academic applicable to the counselor role. Topics include the the theory and practice of entrepreneurship in the activity for the online master’s degree learner. history of assessment methods, principles of test nonprofit sector. The course focuses both on the The project incorporates elements of knowledge construction and standardization, interpretation of creation of an innovative mission-based mastery, the ability to critique literature and/or assessment measures, and strategies for the use of organization and the establishment of an research, synthesis of a diverse body of assessment measures. innovative program or activity within an existing information, and application to an area or topic of HS5107 - Principles of Psychopathology: organization. Learners explore diverse areas of particular interest to the learner. The integrative Diagnosis and Treatment (4 quarter credits). social innovation such as business, environment, project course is the last course to be taken in the Learners in this course examine the theory, education, human services, and government. master’s degree programs, and all other required research, and application of principles of Topics include practical information about ways to course work must be complete. psychopathology. Topics include etiology of identify potential opportunities; necessary skills 124 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

School of Human Services submissions used in external course work to but not limited to 12 hours of face-to-face site Graduate Writing Courses demonstrate learning and understanding. supervisor feedback for the learner. Prerequisite(s): Learners are strongly Prerequisite(s): HS815, or equivalent, and faculty HS7004 - Graduate Writing for ESL/EFL Learners encouraged to take the HS7006-HS7007 course approval. Contact the School of Human Services (4 quarter credits). This course introduces non- sequence before enrolling in this course. six months prior to registration for application native speakers of English to graduate-level materials. Cannot be fulfilled by transfer. academic writing. Learners develop an HS8002 - Advanced Research in Adult Human understanding of the assumptions and intentions Development and Behavior with LSL (4 quarter that underlie advanced academic writing as it is School of Human Services Courses, credits). Learners in this course critically analyze practiced in the U.S. Learners develop skills in continued theory and research in adult development and producing effective advanced academic writing behavior with an emphasis on contemporary including combining facts and opinions from HS7500 - Quality Improvement and research and application issues. In addition, multiple sources. They develop linguistic and Organizational Performance in Health Care learners study adult development from biological, content editing skills in order to continue (4 quarter credits). Learners in this course analyze psychological, social, and multicultural perspectives. improving their own academic writing after they the concept of quality and its application in a Learning to apply principles of adult development complete the course. variety of health care arenas. The course addresses methods for measuring, benchmarking, and to the human services professions is central to this HS7006 - Research and Writing for Graduate assessing organizational performance along course. (LSL) Learner Success Lab. This lab Learners (4 quarter credits). This course prepares dimensions such as financial results, clinical provides new doctoral learners with the knowledge graduate learners for the rigors of academic services, utilization, productivity, and the health and skills they need to be successful in their writing, which requires a series of related critical of the community. Learners in this course also academic programs. The lab familiarizes learners thinking and writing skills, including understanding evaluate public and private quality review with the Capella online environment and resources the nature of academic research; developing mechanisms, including the joint Commission on that support academic success. HS8002 must be strong arguments based on primary and Accreditation of Health Care Organizations, taken by PhD learners in their first quarter. secondary research; evaluating, summarizing, Professional Review Organizations, and Cannot be fulfilled by transfer. paraphrasing, and citing sources; drafting, Accreditation Council for Graduate Medical HS8100 - Fundamentals of Social Science revising, and editing multiple drafts of major Education, and quality control mechanisms in Research (4 quarter credits). This course projects; and producing clear, accurate, and error- managed care plans, including the National introduces learners to social science research, free prose. Since this is a writing course, learners Committee for Quality Assurance. particularly in the context of human services. The should expect to write a lot: the course includes course helps learners become educated consumers weekly writing assignments, several short writing HS7501 - Fundraising Strategies for Nonprofit of research, critically evaluate published research, projects, and a research plan for a longer project. Organizations (4 quarter credits). Learners in this and utilize research findings in practice. The Learners submit a final portfolio at the end of course examine a variety of strategies for securing course also prepares learners to design research the course. resources for a nonprofit organization such as donor research, annual giving, endowment and studies in their fields of interest. Major concepts HS7007 - Focused Research and Writing for capital campaigns, major gifts, planned giving, and techniques of social science research are Graduate Learners (4 quarter credits). In this social enterprise, and special events. In addition, examined, including problem formulation, course, learners refine the principles and learners analyze the key practices, principles, and identification of variables, literature review, strategies learned in HS7006 by focusing on processes of fundraising to enable the nonprofit research design, sampling, definition and writing in their disciplines. Learners should expect executive to create, participate in, and manage measurement of study variables, instrument to spend a significant amount of time completing fund development programs and staff. construction, and data collection and analysis. writing assignments for this course including Prerequisite(s): HS8106. Cannot be fulfilled HS7502 - Grant Proposal Development and weekly writing assignments, several short writing by transfer. projects, one long writing project, and a final Administration (4 quarter credits). Grant funding HS8101 - Social Change and Public Policy portfolio. Learners develop a research topic, is one of the major keys to the financial survival of (4 quarter credits). Learners in this course are conduct and write a short literature review, nonprofit organizations. This course provides introduced to social welfare policies and programs develop an argumentative essay of significant insights into strategies for grant seeking such as that are designed to improve the well-being and length (25-35 pages), and document sources effective research, compelling prose, and quality of people’s lives. Learners explore the appropriately while focusing on the critical constructive relationships, and for grant making process of development and implementation of thinking and writing skills established in HS7006. such as effective writing and proposal preparation. programs targeted to poverty, mental illness, Prerequisite(s): HS7006. The course offers a comprehensive overview of private and corporate philanthropies along with HIV/AIDS, children and families, the elderly, ethnic HS7008 - Developing Voice and Style in other research resources including the Internet. minorities, and other social problems and groups. Academic and Professional Writing (4 quarter Learners also begin to acquire skills in policy and HS8001 - Human Services Practicum (4 quarter credits). This course focuses on one of the most program formation, change, and evaluation. credits). This is a supervised, hands-on practicum challenging components of academic writing: Learners become familiar with ways that social during which PhD learners apply the theory and developing a voice and style that reflect welfare policies affect the direct practice of human skills from their course work and residencies to a excellence in scholarship (research, thinking, and service professionals and social workers, the work environment in their professional communication) while maintaining individuality professional role of affecting change at the public specialization. Topics include study assignments, and style. In this course, learners analyze a variety policy level, and policy at the agency level. of writing samples, including their own, in order to tracking practicum and supervision hours and HS8102 - History of Social Welfare (4 quarter understand the effects of writers’ rhetorical monthly reports. Learners receive a final evaluation credits). This course is an advanced historical choices; learn and apply an array of writing from the site supervisor. The four quarter credits survey of social services, public policies, social strategies that lead to improved awareness and include up to 300 hours of experience, including welfare, and the profession of social work in the use of voice and style; and revise writing 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 125

U.S. from the colonial era to the present. Learners organizational structures, mergers, and course must be the last academic course before in the course explore the historical social welfare bankruptcy. Database and spreadsheet scenarios registering for comprehensive examination experience of different groups, including women, and sensitivity analysis of finance topics, through courses. Cannot be fulfilled by transfer. Asian-Americans, African-Americans, Native the use of analytical models, are used to create HS8114 - Operations in Health Care Systems Americans, Hispanics, citizens with disabilities, effective tools for financial decision making. (4 quarter credits). Learners in this course apply gays and lesbians, and others in the U.S. Some Prior knowledge in the areas of accounting, principles from the field of operations comparisons are made to other social welfare finance, and familiarity with financial statements management to the health care industry. Topics systems, particularly those of England, which are expected. include formulating a competitive strategy and greatly influenced early U.S. “poor laws.” HS8109 - Nonprofit Public Policy and Advocacy management decision making, strategic planning, COURSE DESCRIPTIONS GRADUATE HS8103 - Principles and Practices of Social Work (4 quarter credits). This course provides learners process design, quality control, and service (4 quarter credits). This course is an overview of with a comprehensive view of the current advocacy delivery. Learners in the course explore and assess principles, methods, and practice models for strategies utilized by nonprofit executives and organizational technology and structure as well as intervention and social change through work with advocates to advance their organizations’ missions operations and models for organizing work such groups and communities. Learners examine and to inform public policies and attitudes. These as the matrix structure. In addition, learners theoretical perspectives of group and community strategies include advocacy organizing, public become familiar with tools of Continuous Quality organizing as well as advocacy models, grassroots education, litigation, mobilization, Improvement (CQI) and selected quantitative participation, and the empowerment of demonstrations, polling, research, lobbying, and techniques such as forecasting, queuing, inventory disadvantaged groups. Learners also explore working with the media. The course emphasizes analysis, and linear programming that support theories and methods of present-day social work best practices for nonprofit advocates working to efficient management of health care delivery. practices with individuals, families, and organizations. advance their goals in the public policy process. HS8115 - Managing Human Capital in Health HS8106 - Epistemology of Practice Knowledge HS8111 - Quantitative Research Methods in the Care Environments (4 quarter credits). This (4 quarter credits). Learners in this course examine Human Services (4 quarter credits). This course course addresses the complex theories, concepts, theories that guide the acquisition of knowledge emphasizes the application of research methods practices, and strategies for human resources within the human services professions. Learners and designs to specific social problems management in health care organizations. critically analyze and evaluate the methods used to encountered in human service disciplines. Topics Learners examine strategic workforce planning, develop theory within the social sciences as a include the protection of human subjects, issues hiring, training, personnel evaluation, and precursor to understanding and using the scientific associated with measurement, development of compensation as carried out from the unit level method. Topics include how theory is derived, how instruments, data collection, data management, through the executive level. Topics include research methods are linked to theory, and finally, and initial phases of data analysis. Learners are recruitment, interviewing, and selection; retention how scholar-practitioners apply scientific method. introduced to Statistical Package for the Social (including compensation and benefits); diversity; Cannot be fulfilled by transfer. Sciences (SPSS) in which learners set up a SPSS performance management; and career HS8107 - Marketing and Public Relations for database, create variables, enter data, and development. Other topics include laws and Nonprofits (4 quarter credits). In this course, perform basic descriptive statistical analysis. regulations that frame human resource learners examine the importance of establishing an Learners consider methodological adaptations management including employment law and integrated marketing system and the specialized when conducting research with special OSHA, fair employment practices, wrongful aspects of marketing strategies in nonprofit populations and in diverse human service termination and privacy, National Labor Relations organizations. Topics include segmentation, contexts. Prerequisite(s): HS8100. Cannot be Act (and unions), and strikes and boycotts. complementary positioning, membership fulfilled by transfer. HS8116 - Financial Analysis in Health Care recruitment, products and services, the supply HS8112 - Advanced Qualitative Research Systems (4 quarter credits). This course focuses chain, and promoting intangible products whose Methods (4 quarter credits). Learners in this on the knowledge and skills required to conduct benefits are often indirect. Learners also explore course examine qualitative designs used in advanced strategic financial analyses of an the roles of public relations, advertising, and research including in-depth interviewing, case organization’s external environment, mergers and persuasive communication with target markets. studies, participant-observations, focus groups, acquisitions, capital budgeting and sources of Learners examine topics such as fundraising, ethnographies, and document analysis. The capital, and debt and investment. Learners volunteer management, and media relations from a course focuses on developing the skills in question analyze high-uncertainty, high-impact trends and marketing perspective, with attention to integrating development, interviewing, observing, selecting events of importance to health care organizations various techniques into compelling marketing sampling strategy, verifying data, and recording and investigate current issues in fraud and abuse positioning strategies for the organization. data. Learners examine the philosophical in the health care environment. Topics include HS8108 - Financial Analysis and Reporting for assumptions and the political and ethical issues frameworks for conducting advanced strategic Nonprofit Executives (4 quarter credits). In this involved in qualitative research. Learners are financial analyses and related innovative course, learners explore techniques and principles introduced to qualitative software programs and organizational recommendations, scenarios of of financial analysis and management including gain experience entering data and extracting possible futures, assessment of the outcomes of budgeting, finance and investment decision themes. Learners also review scholarly trends and events, and identification of possible making, revenue management, internal control, presentation and writing qualitative findings. management responses. and cost management for the nonprofit. In Prerequisite(s): HS8111. Cannot be fulfilled HS8117 - Strategic Management of Health Care addition, learners examine current economic by transfer. Reimbursement Systems (4 quarter credits). This thinking about the role of nonprofit organizations HS8113 - Advanced Study in Research Methods course offers learners an in-depth examination in a market economy, cross-subsidization and (4 quarter credits). This course focuses on and analysis of current health care reimbursement competition, and cost-benefit analysis; they research methods applicable to human services policies. Topics include the full spectrum of analyze timely financial issues, transactions, and disciplines. Learners analyze the relevance and insurances, from conventional catastrophic trends in nonprofit finance. Topics include appropriateness of specific research methodologies insurance (with or without a medical savings innovative financing techniques, complicated in preparation for use in the dissertation. This account), Preferred Provider Organizations 126 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

(PPOs), to strictly managed health maintenance literacy, family and community cohesion) versus HS8374 - Current Research on Violent Behavior organizations and post-retirement health benefits. the effectiveness of the juvenile court system (4 quarter credits). In this course, learners In addition, learners in the course explore proposed (recidivism, youthful violent crime offenders, and develop a thorough understanding of violent legislative changes in these reimbursement incarceration). behavior through research. The course draws upon policies such as tax financing for public insurance HS8300 - Diversity in the Workplace (4 quarter sociological and psychological perspectives as and consider strategic issues for meeting credits). In this course, learners analyze part of a coherent approach to violence. The government regulations for Medicare and managed. contemporary theories of diversity and opposing course also focuses on the ways in which violence Learners examine contracting and policy decisions attitudes toward diverse populations. Learners is defined by the criminal justice system. Learners with regard to revenue impact and explore apply individual and organizational management discuss definitions of the main violent offenses and decision making strategies that maximize revenues strategies that evaluate effectiveness in handling explore the levels of sentencing in particular cases. while providing excellent quality care to patients. diversity. Additionally, learners integrate Finally, the course focuses on techniques used to HS8118 - Health Policies Analysis and Strategy professional and ethical standards of practice, confront offenders of violent behavior within the (4 quarter credits). In this course, learners analyze multicultural, diversity, and ethnic issues in the criminal justice system. selected existing and proposed health policies human services work setting. HS8375 - Deviance: The Interactionist from the perspectives of economic, sociological, HS8370 - The Criminal Mind (4 quarter credits). Perspective (4 quarter credits). This course and political theory; methodology; and models. In this course, learners examine the lifestyles, advances a new sociology of deviance by focusing Learners gain an understanding of how health care practices, and motivations of serial killers, robbers, on ways that people stereotype one another with executives participate effectively in the and those who assault citizens in our communities. regard to their involvement in crime. Relationships development and analysis of policy and in the Learners review psychosocial theories used to between individuals based on such stereotypes political processes within which they take place. analyze and evaluate deviant human behavior and identify an important link between “crime in the Learners in the course evaluate health care issues, the environment that precipitates repetitive streets” and “crime in the suites” and highlight the strategies, and programs that are the subject of criminal conduct. The course is also an differences between the two. This perspective comparative analysis for public and quasi-public introduction to profiling criminals and predicting helps the learner understand the interactionist sector decision making. Topics include alternative criminal behavior. approach and distinctions between deviance and methods of policy analysis such as matrix analysis, crime by examining deviance as a social decision trees, and cost-benefit analysis. HS8371 - Race/Culture in Criminal Justice phenomenon that consists of a set of Additionally, learners examine the ethical (4 quarter credits). Learners in this course interpretations and social reactions. dilemmas that arise in policy making and analysis. examine topics such as the increased diversity of our communities and the heightened need to HS8376 - Correlates of Crime (4 quarter credits). HS8210 - Issues in Police-Community Relations understand and address how racial and cultural In this course, learners explore one of the most (4 quarter credits). Learners in this course study pluralism affect human behavior. Learners study perplexing problems faced by any person with a issues in police communication and their impact how the criminal justice system, like larger society, basic knowledge of statistics: the confusion of on society in the context of police-community must reflect changes in social attitudes. Law correlation with cause. Learners in this course relations. The course covers a variety of law enforcement agents, in particular, are being examine social class, race, sex, and gender as enforcement structures in large and small monitored for their relationships with those who correlates of crime to determine if patterns exist communities, urban and rural areas, and suburban come from diverse backgrounds. Similarly, for understanding their development. districts. Learners examine resident expectations disproportionate rates and lengths of incarceration HS8377 - The Penal System: Its Role in the U.S. of police, sheriff, and legal systems in their local between racial and ethnic groups are being Society (4 quarter credits). Learners in this course communities focusing particularly upon disparities evaluated. Learners in this course explore these examine the social and historical foundation of the between relationships with the police in and other issues within correctional practice and U.S. correctional institution in depth. The course mainstream communities versus those in racial the criminal justice system. focuses primarily on issues related to structure and minority resident areas. HS8372 - Criminal Behavior: A Sociological social processes of institutions of confinement and HS8211 - Practices of Probation, Parole, and Primus (4 quarter credits). Learners in this course to problems of treatment and rehabilitation. Community Corrections (4 quarter credits). evaluate the current “get tough” attitude toward Topics include a systemic evaluation of recidivism, This course is an investigation of the historical and crime. Learners examine and assess root causes of general and specific deterrence, rehabilitation, current practices of non-institutional correctional crime that are often ignored by society when incapacitation, and retribution in the U.S. practices. The course covers education and discussing crime and causation. Learners examine correctional system. The emphasis of the course is training requirements for community corrections the nexus between crime and these social issues as on philosophies of punishment, sentencing officials, caseload assignments, the ratio of manifested in increased incidences of youth crime, strategies, the prison community, alternatives to corrections officers to released offenders, as well delinquency, and crimes against property and incarceration, various reform efforts, and critical as policies that govern release from institutional persons. A final evaluation is investigated that may issues facing corrections. custody to the community. In addition, learners indicate that the root causes of criminal behavior HS8501 - Contemporary Issues in Counseling explore issues related to releasing sexual in the U.S. are exacerbated by the way our society Studies (4 quarter credits). Learners in this course offenders in communities. is organized. explore counseling professions and the increasing HS8212 - History of the Juvenile Criminal Justice HS8373 - Understanding Criminology (4 quarter need to advance understanding of the role of the System (4 quarter credits). This course offers an credits). This course is for learners who are counselor in contemporary society and to devise intensive study of the juvenile criminal justice interested in understanding crime as it relates to research-based methods of practice. This course system and process. Learners examine theories of the field of criminology and focuses on defining focuses on analysis and evaluation of causation and innovative intervention approaches crime. Topics include developing a better contemporary issues that affect the counseling such as “drug court.” Learners in the course review understanding of reasons that people break the professions such as ethical issues, compassion the dramatic increase of juvenile violence and law; ways that society responds to offenders; and fatigue and burnout, the impaired professional, crime in U.S. culture over the last quarter century comparisons of the ways that criminologists and Internet counseling applications, multiculturalism and focus upon the debate between root causes criminals define crime and view its effects. and diversity challenges, and the role of the for juvenile violence and crime (e.g., poverty, biological sciences on counselor role development. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 127

HS8502 - Health Care Strategic Planning and HS8506 - Leading Organizational Change in HS8800 - Long Term Care (4 quarter credits). Management (4 quarter credits). Learners in this Health Care Systems (4 quarter credits). This In this course, learners examine how their profession course focus on strategic analysis of the mission course is a thorough examination of the complex, relates to long-term care and the management of and goals of an institution; its governance, dynamic, and rapidly changing health care system personal, social, and medical services needed by services, operational and fiscal components, in the U.S. In this course, learners explore the people who can no longer care for themselves. market, and clients. Learners evaluate these health care system’s major components and their While learners explore areas of home care and elements within a strategic management characteristics with an emphasis on current policy assisted living facilities, the primary focus of the framework that links planning to operations. In issues, performance challenges, and program course is on skilled nursing facilities and the crisis

addition, learners examine the role of strategic solutions. Learners also trace the social, economic, facing this industry today. Topics include changes COURSE DESCRIPTIONS GRADUATE thinking and planning in enhancing organizational and political forces that have shaped and continue in long-term care, institutional versus non- effectiveness in the context of increased to influence the health care system. Other topics institutional care; system financing, public competition for health care dollars and the wide include policy innovations designed to address reimbursement, balancing cost and quality, range of challenging issues requiring solutions. performance gaps for federal, state, and private staffing, licensure, certification, inspection, and HS8503 - Health Systems Analysis and sector programs; potential lessons from review; and the levels of care including the role of Evaluation (4 quarter credits). Learners in this international health care systems; and prospects hospice. Learners acquire a basic understanding course focus on the structure, function, financing, for the future of U.S. health care. of both the social and medical models along this and management of health care systems in the HS8508 - Ethics for Nonprofit Executives continuum of care. U.S. at both micro and macro levels. Learners also (4 quarter credits). Learners in this course HS8801 - Health Care and the Law (4 quarter examine the critical issues facing the U.S. with examine the principles and methodologies by credits). In this course, learners examine how their emphasis on the relationships among providers, which nonprofit executives can understand, profession relates to U.S. health care law payors, and patients. The course helps learners analyze, and resolve ethical issues. Learners regulating finances, bioethics, patient care, and evaluate the impact of interdependent actors explore conceptual and practical ethical questions information access issues. At the level of the within health care systems and the consequences and value dilemmas encountered by executives in patient-physician relationship, the course covers of decisions in the clinical, policy, and management various types of contemporary nonprofit subjects such as malpractice, informed consent, arenas. In addition, learners in the course research organizations. Topics include personal codes of duty to treat, and right to die. Within the patient- and analyze related evaluation measurement issues ethics, organizational philosophy and goals, state relationship, the course covers public health and evaluative research on health care systems and conflicts of interest, ethics committees of the laws, reproductive rights, bioethics, and genetics. services. board, and allocation of scarce resources. At the level of provider institutions and the state, HS8504 - Law and Health Care Administration HS8509 - Law and Nonprofit Organizations the course reviews areas of managed care, (4 quarter credits). Learners in the course focus on (4 quarter credits). This course is an overview of individual and institutional licensure, anti-trust, analyzing the impact of law on the way health care the laws and regulations governing the cost containment, staffing, fraud, mental health is delivered in the U.S. Learners also examine the establishment and operations of nonprofit law, Medicare, Medicaid, and health care reform. major legal principles and issues relevant to health organizations. Specifically, learners explore the Learners acquire a basic understanding of ways care administration such as those that affect the laws governing incorporation and tax-exempt that health care law and regulation apply to the operational decisions of health care providers, status of nonprofit organizations, and the world of providers, receivers, and payors. payors, and managers, and others that affect implications of laws and statutes. Other topics HS8900 - Nonprofit Program Development and development of markets for health care products include efforts of nonprofit organizations to Implementation (4 quarter credits). This course and services. Other topics include legal and influence legislative and rule-making processes. includes an examination of the theories and issues regulatory constraints imposed on the health care HS8511 - Resource Management in Nonprofit of planning, developing, and implementing industry, the liability of health care providers, the Organizations (4 quarter credits). Learners in this programs consistent with the mission and goals of rights of patients, labor relations, and course examine the theoretical and conceptual the nonprofit organization. Topics include conducting administrative law for health care organizations. In economic models fundamental to all nonprofit and interpreting needs assessments, evaluating addition, the course covers legal issues related to organizations. Topics include resource allocation, the organization and its programs, and making the admission and discharge, emergency treatment, price formation, production and costs, and organization’s philosophy and goals operational. medical records, and mental health treatment. economic impact analysis. The course also covers HS9002 - Clinical Practicum (100 hours) HS8505 - Ethics and Decision Making in Health trade-offs faced by nonprofits, methods for (4 quarter credits). This clinical practicum is a Care (4 quarter credits). In this course, learners evaluating them, and the economic impact of requirement for all learners specializing in mental focus on substantive ethical principles and nonprofit organizations on the people and health counseling and marital, couple, and family procedural methodologies by which managers can communities that they serve. counseling/therapy who seek licensure as a part of understand, analyze, and resolve ethical problems. HS8512 - Organizational Assessment and their academic program. This course offers an Learners explore issues in medical ethics with an Program Evaluation in Nonprofit Organizations online-directed and intensely supervised one- emphasis on their impact on administrative policies (4 quarter credits). Learners in this course focus quarter field experience. Learners receive in health care delivery organizations, including the on critically analyzing the principles and supervised practice in specific clinical skills in personal and moral dilemmas they may raise for techniques that nonprofit managers use to assess interviewing, assessment, intervention, administrators. Topics include business ethics and measure organizational effectiveness. documentation, and consultation in a field setting versus health care ethics, organizational Learners in the course evaluate the activities that relevant to their chosen field of counseling or philosophy and mission statements, professional provide justification for the use of financial and marriage and family therapy. Learners meet face- codes of ethics, conflicts of interest, ethical human resources to ensure that nonprofits gain to-face with field supervisors in scheduled monthly committees, the allocation of scarce resources, sophistication in assessment and program meetings during this one-quarter course that informed consent, confidentiality, human evaluation techniques. In addition, learners includes 100 hours of clinical field experience and experimentation, determination of death, investigate how nonprofit managers can use the no less than 15 hours of face-to-face contact with euthanasia, suicide, abortion, the ethics of results of assessment processes to enhance the field supervisors. Prerequisite(s): Learners must managed care, and HIV disease. organization’s mission. have completed or be progressing in the following courses: HS5900, HS5901. 128 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

HS9031 - Clinical Internship I (4 quarter credits). HS9054 - Special Topics in Management of course instructor, and course administrator. In This is the first course in a sequence of three Nonprofit Agencies (4 quarter credits). This addition, learners form and obtain approval of clinical internship courses in the mental health course provides an opportunity for learners to their dissertation committees, conduct a counseling and marital, couple, and family engage in an in-depth study of the theory, preliminary literature review, develop the counseling/therapy specializations in the School research, and application of subject matter that is dissertation prospectus, and become familiar with of Human Services. This internship provides not included in the management of nonprofit procedures for protecting human participants/ learners with specific clinical skills in interviewing, agencies curriculum. Using the special topics subjects in research. Resources for research assessment, intervention, documentation, and course format, the elements of this directed study methodology and the IRB process are provided. consultation in a field setting relevant to the course are focused on specific subject matter that Learners must complete the dissertation learner’s chosen field of counseling or therapy. the learner identifies and the course tutor approves. prospectus and the short online Collaborative IRB This internship requires 300 contact hours. HS9055 - Special Topics in Social and Training Initiative (CITI) modules in order to pass Prerequisite(s): HS5900 and HS5901 and all Community Services (4 quarter credits). This Dissertation Research I. Grading for this course is degree course work. course provides an opportunity for learners to S/NS. Prerequisite(s): HS9985. Cannot be HS9032 - Clinical Internship II (4 quarter credits). engage in an in-depth study of the theory, fulfilled by transfer. This is the second course in a sequence of the research, and application of subject matter that is HS9987 - Dissertation Research II (4 quarter three clinical internship courses. It provides 300 not included in the social and community services credits). In this course, learners obtain committee additional hours of clinical field experience. curriculum. Using the special topics course format, approval of the dissertation prospectus, prepare Prerequisite(s): HS9031. the elements of this directed study course are informed consent and field testing materials, HS9033 - Clinical Internship III (4 quarter credits). focused on the specific subject matter that the develop and solidify the data collection This is the third course in the sequence of three learner identifies and the course tutor approves. design/plan and schedule (based on the clinical internship courses. It provides 300 HS9984 - Doctoral Comprehensive Examination I prospectus), prepare and submit the IRB additional hours of clinical field experience. (4 quarter credits). In the first course of the application for approval, conduct field testing to Prerequisite(s): HS9032. comprehensive examination and dissertation establish validity and reliability of the instrument (when appropriate), complete the dissertation HS9050 - Special Topics in Criminal Justice sequence, learners examine the key components in the comprehensive examination. The course prospectus conference call, develop and complete (4 quarter credits). This course provides learners dissertation Chapters 1 (Introduction), 2 (Literature with an opportunity to engage in an in-depth includes an overview of the comprehensive examination process and the university’s Review), and 3 (Methodology), based on the study of the theory, research, and application of prospectus. Resources for research designs and subject matter not included in the criminal justice expectations of academic honesty and integrity and introduces the four core themes of the methodology are provided, including the curriculum. Using the special topics course format, dissertation manual and a template for Chapters 1, elements of this directed study course are focused examination and the evaluation criteria. Structured study groups are established and resources on the 2, and 3. Procedures for prospectus and IRB on the specific subject matter that the learner application submission and the prospectus identifies and the course tutor approves. core themes are provided. Course requirements include completion of the overview and a conference call are available. Grading for this HS9051 - Special Topics in Health Care preliminary conference call with the course is S/NS. Prerequisite(s): HS9986. Administration (4 quarter credits). This course comprehensive examination committee and Cannot be fulfilled by transfer. provides an opportunity for learners to engage in development of a schedule for the oral HS9988 - Dissertation Research III (4 quarter an in-depth study of the theory, research, and examination. Grading for this course is S/NS. credits). In this course, learners engage in data application of subject matter not included in the Prerequisite(s): Completion of all required and collection according to the plan and schedule, health care administration curriculum. Using the elective course work with a GPA of 3.0 or better. develop and organize Chapter 4 (Results) draft special topics course format, elements of this Completion of practicum courses, if applicable, (structure based on the research questions and directed study course are focused on the specific prior to starting comprehensive examination methods before data collection is complete), subject matter that the learner identifies and the courses. Fulfillment of all residency check in data (as they come in), process and course tutor approves. requirements. Cannot be fulfilled by transfer. analyze the data, and finalize Chapter 4 with HS9052 - Special Topics in General Human HS9985 - Doctoral Comprehensive Examination II results. Resources for data analysis designs and Services (4 quarter credits). This course provides (4 quarter credits). Learners and their interpretation are provided, including the an opportunity for learners to engage in an in- comprehensive examination committee members dissertation manual and a template for depth study of the theory, research, and each develop one comprehensive examination Chapter 4. Grading for this course is S/NS. application of subject matter that is not included in question to address one of the four core themes. Prerequisite(s): HS9987. Cannot be fulfilled the general human services curriculum. Using the Learners write answers to the comprehensive by transfer. special topics course format, elements of this examination questions that are evaluated by the HS9989 - Dissertation Research IV directed study course are focused on the specific committee using analytical point-scale scoring (4 quarter credits). In this course, learners subject matter that the learner identifies and rubrics. Upon passing the written examination, develop and finalize Chapter 5 (Conclusions and course tutor approves. learners complete the comprehensive examination Recommendations), polish the final draft of all HS9053 - Special Topics in Counseling Studies final conference call and upon passing their call are chapters (1-5), obtain approval of the dissertation (4 quarter credits). This course provides an eligible to enroll in the first dissertation course. manuscript, complete the final dissertation opportunity for learners to engage in an in-depth Grading for this course is S/NS. Prerequisite(s): conference call, make all necessary final content study of the theory, research, and application of HS9984. Cannot be fulfilled by transfer. changes, obtain form and style clearance, publish subject matter that is not included in the HS9986 - Dissertation Research I (4 quarter the dissertation online with UMI, and obtain counseling studies curriculum. Using the special credits). Learners examine the key components of clearance from Academic Records on degree audit topics course format, elements of this directed planning and conducting dissertation research, (to verify that all required and elective program study course are focused on the specific subject including the dissertation process and the roles courses have been taken). Resources for writing matter that the learner identifies and the course and responsibilities of the dissertation committee, conclusions and recommendations are provided, tutor approves. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 129

including the dissertation manual, a template for School of Business and Technology related to these variables. Course assignments Chapter 5, and procedures for dissertation and discussions challenge learners to think submission and the final conference call. Grading MBA Courses strategically about the marketing process, for this course is S/NS. Prerequisite(s): HS9988. Learners enrolled in specializations outside the evaluate the success or failure of the overall Cannot be fulfilled by transfer. MBA program may not take MBA courses. marketing strategy, and apply learning from the course to their work environment. MBA learners may not take courses associated with any other program within the School of MBA9112 - Market Research (3 quarter credits). This course addresses survey research techniques, School of Human Services Business and Technology or any other school at Capella University while they are enrolled in the research design, secondary/primary data COURSE DESCRIPTIONS GRADUATE Residency Courses MBA program. collection, data analysis, and ethical implications of marketing research activities. Learners examine HS-R5900 - Counselor Education Pre-practicum methods for gathering and analyzing data and Laboratory. This first pre-practicum residency MBA9010 - Professional Effectiveness: Stretch, learn how to apply techniques to contemporary focuses on initial development of counselor Impact, Reposition (3 quarter credits). In this marketing problems, market research projects, education clinical proficiencies: therapeutic course learners identify and prioritize their and effective decision making. relationship skills, therapeutic assessment, professional development goals. These activities Prerequisite(s): MBA9110. therapeutic intervention, and ethical and legal help learners strategize about how to effectively MBA9114 - Consumer Behavior (3 quarter standards. It integrates effective theories and manage their MBA experience so that they can credits). Learners in this course explore critical practices of individual and family systems stretch themselves, have a positive impact on contemporary issues related to consumer buying counseling methods relevant to mental health their job, and reposition themselves for greater behavior and perceptions, consumer motivation, counselors and marital, couple, and family responsibility and influence within their market behavior and product reaction, and socio- counselors/therapists. Prerequisite(s): HS5002, organization. This course is the first component of cultural influences that affect consumer behavior HS834, HS814, HS815, HS821, HS841, (HS871 SM the Professional Effectiveness Coaching process. and the consumer decision process. Learners for MHC), (HS877 for MCFC/T). The pre- The course offers assessment tools that help discuss the ethical implications of decisions related practicum residency has a companion academic learners identify and articulate their management to consumer behavior and decisions and examine online course, HS5900. skills, values, purpose, and vision. Prerequisite for how economic, psychological, and socio-cultural HS-R5901 - Counselor Education Pre-practicum all other 15 MBA required courses. Cannot be influences affect managerial decisions. Laboratory II. This residency focuses on advanced fulfilled by transfer or petition. Prerequisite(s): MBA9110 and MBA9112. development of counselor education clinical MBA9020 - Leading for Results (3 quarter credits). MBA9116 - New Product Design and proficiencies: therapeutic relationship skills, In this course learners gain knowledge of and Development (3 quarter credits). This course therapeutic assessment, therapeutic intervention, apply the practices of leadership effectiveness to provides a framework for product planning, ethical and legal standards, and program analyze and understand their personal leadership implementation, and evaluation and for new evaluation and supervision. It integrates effective style as well as the different styles of leadership in product introductions. The course addresses the theories and practices of individual and family their organization. This course focuses on how new product development process—from idea systems counseling relevant to mental health leaders mobilize others in their organizations to generation to commercialization. Learners are counselors and marital, couple, and family get extraordinary things done. Learners analyze introduced to basic concepts and tools to help counselors/ therapists. Prerequisite(s): HS5900, their own leadership skills in terms of current them understand this process from a managerial HS-R5900, HS839, HS5106, HS5107, HS5006, strengths and areas for improvement. Learners perspective. The course emphasizes the process (HS5108 for MHC), (HS854 for MCFC/T). The develop measurable goals and plans for applying as it relates to the manager in his or her role as a pre-practicum residency has a companion new behaviors in the context of a “personal best product manager. Prerequisite(s): MBA9110. academic online course, HS5901. project” within their organization. Learners also MBA9118 - International Marketing (3 quarter assess their organization’s context for leadership. credits). This course addresses the marketing The framework for leadership effectiveness challenges related to selling products or services established in this course forms a foundation for in foreign markets. Topics include the impact of the business core and the professional cultural differences; variations in market structure; effectiveness core courses. Prerequisite for the methods of distribution; and issues related to the remaining 14 required courses. Cannot be adaptation of products, pricing, and fulfilled by transfer or petition. communications strategy. Learners examine the MBA9110 - Marketing and Brand Management ethical implications of decisions, identify and (3 quarter credits). This course presents learners synthesize the forces that shape the global with a comprehensive approach to marketing and business/marketing environment, examine the brand management including marketing strategy unique challenges of marketing products and and competitive differentiation; segmentation and services internationally, and identify issues in their targeting; the positioning levers of product, price, own organization or industry. promotion, and distribution; and creation and Prerequisite(s): MBA9110. management of brand. Learners analyze the major MBA9120 - Sales and Customer Relationship decisions that marketers must make in their efforts Management (3 quarter credits). This course to effectively use company resources to meet covers the theory and practice of strategic marketplace needs and use commonly accepted consultative selling, including relationship selling, criteria to evaluate those decisions. Learners are solution selling, and strategic account asked to analyze how environmental variables management. Learners explore topics in sales affect marketing and how marketers must force management, including alignment of the anticipate and respond to evolving changes field organization, the use of resellers, and 130 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

compensation. The course is structured according MBA9130 - Operations and Process consequences of decisions in the clinical, policy, to the five steps of consultative selling, which are Management (3 quarter credits). This course and management arenas. presented in detail: development of a personal presents tools and techniques for effective process Prerequisite(s): MBA9132. selling philosophy and the subsequent creation of and supply chain selection, design, planning, and MBA9138 - Ethical and Legal Considerations in a strategy for the relationship, product, customer control. This course helps learners apply the Health Care (3 quarter credits). This course and sales presentation. Learners also explore principles and techniques of process-based introduces ethical principles that managers can customer relationship management software management as a foundation for continuous apply to understand, analyze, and resolve ethical applications and topics. Learners investigate roles improvement. Learners explore ways to design, problems in the health care field. Ethical dilemmas in the selling process such as buyer, sales manager, develop, and manage effective operations in the health care industry are explored from and salesperson. management tools required to detect and fix several perspectives—managerial, organizational, MBA9122 - Project Planning, Management, problems quickly. Learners identify, discuss, and and economic. Learners analyze the impact of law and Financial Control (3 quarter credits). practice applying measures of operational on the way health care is delivered in the U.S. The This course focuses on defining management performance that support organizational growth, major legal principles and issues relevant to health techniques for planning, estimating, and innovation, and market leadership. As a result, care administration are also examined. facilitating successful enterprise projects. learners are better prepared to respond to Prerequisite(s): MBA9132. changes in market demand. Learners define a project, develop work MBA9140 - Financial Management (3 quarter breakdown structures, prepare project schedules, MBA9132 - Strategic Management of Health credits). This course provides basic theories and and determine ways to coordinate the various Care Systems (3 quarter credits). This course is an techniques related to acquisition of, accounting resources. Techniques are introduced to help keep in-depth examination and analysis of strategic for, and allocation of an organization’s financial projects on track and enhance team motivation. management in the health care industry. Learners resources. Along with a comprehensive overview In addition, learners explore planning, time utilize strategic management frameworks for of these processes, learners identify and apply management, and risk management activities that analyzing the mission, vision, core values, and basic financial management theories and assist them throughout their program and goals of this industry and make recommendations techniques that support effective acquisition and professional careers. Prerequisite(s): MBA9140. based on this analysis. Learners discuss and assess allocation of their organization’s financial MBA9124 - Assessing and Mitigating Risk the operational and financial components of the resources and apply their knowledge of finance (3 quarter credits). This course addresses the strategic planning process in health care and its management practices to real-world business important elements of risk management. impact on the internal and external health care concerns and issues within their work environment. environment. Learners evaluate the impact of Topics include risk management planning, risk MBA9141 - Financial Markets and Institutions interdependent actors within the health care identification, risk analysis, development of (3 quarter credits). This course provides learners system and the widespread consequences of appropriate responses, and risk monitoring and with a theoretical foundation for examining the decisions in an increasingly competitive market. control. The course emphasizes the systematic nature and role, structure, and management of Decision-making strategies that maximize process of identifying, analyzing, and financial institutions in financial markets. Learners revenues while providing excellent quality care appropriately responding to project risk by in the course examine the effects of the U.S. to patients are also explored. implementing a risk management plan. Upon financial system on financial intermediaries and successful completion, learners have a better MBA9134 - Health Care Financial Management markets. Learners also study the reactions of banks understanding of risk impact analysis techniques (3 credits). This course focuses on the knowledge to a change in interest rates, money supply, and and how to appropriately apply them in managing and skills required to conduct advanced strategic open-market operations. They develop an projects. Prerequisite(s): MBA9122. financial analyses of a health care organization. understanding of the performance of financial MBA9126 - Project Procurement and Solicitation Learners use financial techniques specific to health participants in money market and bond market, (3 quarter credits). This course presents the major care for analysis and planning and apply those and capital markets. Other topics include financial processes used in project procurement principles to analyze current health care budgeting derivatives and ethics in the financial service management including planning, solicitation, and capital and funding decisions. Learners review industry. This course bridges the gap between source selection, contract administration, and frameworks for conducting advanced strategic financial theory and market practice, reflecting the contract closeout. The impact of project financial analyses and make innovative relationship between the conceptual framework assumptions and constraints on procurement organizational recommendations based on those and the management behavior of practitioners. management is examined. Learners apply financial analyses. This course is also an in-depth Prerequisite(s): MBA9140. examination and analysis of current health care procurement management tools and techniques MBA9142 - Advanced Finance (3 quarter reimbursement policies and their impact on by developing a procurement management plan credits). This course extends the competencies financial management decisions. based on current best practices. developed in MBA9140: basic theories and Prerequisite(s): MBA9132 and MBA9140. Prerequisite(s): MBA9122. techniques related to acquisition of, accounting MBA9128 - Advanced Project Management MBA9136 - Health Care Policy Analysis and for, and allocation of an organization’s financial Techniques (3 quarter credits). This course Decision-making (3 quarter credits). Learners in resources. Learners in this course examine existing focuses on advanced project management topics this course analyze the development and theories and emerging topics in the field in more and techniques for the completion of successful implementation of policy in the health care field depth and gain additional insights and techniques projects. The course provides an in-depth look at and its unique role in the industry. This course for examining financial risk, return, and the capital techniques for balancing scope, time, cost, and demonstrates the importance of examining health asset pricing model; dividend policy; financing quality in managing a project. Particular attention care policies not only from sociological, political, flexibility; valuation of securities; derivatives and is paid to planning, monitoring, and controlling a and ethical frameworks but from an economic risk management; and capital structure. Learners project. The course highlights the importance of perspective as well. The course allows learners to apply their knowledge to real-world business applying quality standards and best practices in apply alternative methods of policy analysis concerns and issues within their work environment. developing project management strategies. including matrix analysis, decision trees, and cost- Prerequisite(s): MBA9140. Prerequisite(s): MBA9122. benefit analysis. Learners explore ways to make decisions in a health care setting and examine the 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 131

MBA9143 - Bank Management (3 quarter credits). MBA9148 - Corporate Finance Analysis and alignment with business strategies, governance This course begins with an overview of the Decisions (3 quarter credits). Learners in this models, portfolio analysis and its impact on commercial banking and financial services course examine the principles of financial organization structure and processes. industries. Topics include bank evaluation and administration with applications to problems of Prerequisite(s): MBA9160. performance; asset and liability management; financial analysis and control, and planning by MBA9160 - Managing Information Assets and organizational structure; loan services to firms under changing economic conditions. Technology (3 quarter credits). This course businesses and consumers; financial derivatives Learners conduct financial analyses, evaluate a addresses the use of information, knowledge, and and tools; capital, profitability, and bank market corporation’s financial planning and control technology as strategic assets. Learners develop structure; and regulations, hedging, interest rate functions, and assess the ability of corporations to the ability to proactively manage information as a COURSE DESCRIPTIONS GRADUATE risk, and credit risk management. The course create wealth. Learners discuss the impact of strategic asset, recognize how to use appropriate covers a growth trend in commercial banking that financing decisions on real asset valuation; technologies by applying new skills and includes financial services such as investment managerial incentives; and corporate strategy knowledge, and understand the importance of banking and security underwriting services, including mergers/acquisitions, corporate monitoring and adjusting their organization’s e-banking, and e-commerce. Course topics also restructuring, real options, and the use of communication processes and principles. This include ethical behavior. derivatives and other financing tools on deal course focuses on leveraging available Prerequisite(s): MBA9140. structure. Prerequisite(s): MBA9140. information technology and communication assets MBA9144 - International Financial Management MBA9150 - Strategy (3 quarter credits). In this in order to realize an organization’s business goals. (3 quarter credits). In this course learners are course learners examine tools and techniques for MBA9170 - Regulatory and Ethical Environment exposed to international financial management competitive analysis, strategic planning, and of Business (3 quarter credits). In this course and reporting techniques. The course emphasizes strategy implementation. Learners gain learners examine the key components of the international financial statement analysis (an knowledge of the tools and concepts needed to business environment and ethical choices with overview) and detailed case analysis and develop a business strategy including macro regard to corporate decisions. The emphasis in interpretation. Learners examine a multinational environmental scanning, industry and competitive this course is on current regulatory environments capital budgeting process and review cost of analysis, value chain analysis, SWOT analysis, and their impact on organizational directions. capital and long-term financing strategies identification of critical success factors and driving Learners analyze and discuss how current trends in including assessment of financial markets used by forces, and development of strategic alternatives business ethics can help them make socially international firms. Other topics include exchange and recommendations. Throughout the course responsible and strategically sound decisions. rate systems, methods of government learners apply these tools and concepts as they MBA9182 - Advanced Accounting (3 quarter intervention, direct foreign investment, country develop a strategic profile for a company that is credits). In this course, learners examine risk analysis, and global strategy in the context of described in a detailed case study. international finance. Learners apply their accounting applications with respect to the nature MBA9152 - Impact of Advances in Information and scope of business operations. Topics include knowledge in realistic business situations and Technology (3 quarter credits). Learners in this synthesize relevant techniques into sound parent and subsidiary accounting in multinational course examine emerging information operations, partnership accounting, accounting recommendations and conclusions. technologies, their potential impact on the Prerequisite(s): MBA9140. for mergers and acquisitions, and accounting for organization, and strategies for planning and branches and agencies of business entities. MBA9146 - Investment and Portfolio managing them. Topics include advances in MBA9184 - Budget Planning and Control Management (3 quarter credits). In this course computer system and networking technologies (3 quarter credits). In this course, learners learners examine the securities market, various and database management systems and cultivate their ability to apply a system approach types of investment securities, and the risk-return applications. In addition, learners examine critical to planning and controlling organizational characteristic of each. The course emphasizes tools issues in managing the deployment of enterprise budgets. Learners become familiar with preparing used by professional money managers for integrated applications and supply chain budgets, accounting, and performance reports. managing investment alternatives including global management applications. Other topics include analyzing the impact of opportunities. Learners apply investment theories Prerequisite(s): MBA9160. budgets on an organization, the function of to the management of corporate portfolios; MBA9154 - Techniques for Managing IT evaluate corporate investment and portfolio budgetary systems in organizational planning, and Professionals (3 quarter credits). Learners in this control. Prerequisite(s): MBA9182. management strategies; analyze and evaluate course examine the particular issues of managing MBA9186 - Audit and Control of Accounting methods of portfolio construction; and analyze IT professionals including analysts, developers, Information Systems (3 quarter credits). This current theories, strategies, and methods for their technical specialists, and infrastructure support course teaches learners to audit and evaluate the applicability to global opportunities. personnel. The course covers contemporary control of computerized accounting information Prerequisite(s): MBA9140. management practices and techniques for IT staff systems. Learners analyze auditing and evaluation MBA9147 - Risk Management (3 quarter credits). acquisition, development, motivation, retention, standards and the effects of auditing on This course exposes learners to practical and and assessment, and examines the challenges of information technology in business operations. theoretical aspects of managing risks in the organizing effective virtual work teams. The course also covers statistical analyses of insurance service industry. Learners study a range Prerequisite(s): MBA9160. of industry risks: insurance risk, market risk, accounting control systems. MBA9156 - Strategic Information System Prerequisite(s): MBA9182. liquidity risk, and asset and liability management Planning (3 quarter credits). Learners in this MBA9188 - Accounting Information for Decision risks. The course provides learners with course examine and analyze the process of Making (3 quarter credits). In this course, learners sophisticated tools and analytical techniques to developing, implementing, and evaluating gain knowledge of the nature and function of minimize these risks and learn how management strategies for information technology deployment accounting information in the decision-making of these risks can create shareholder value. and management in a business organization. process. They examine strategies for integrating Prerequisite(s): MBA9140. Learners also examine issues related to ways an accounting systems with financial information organization can plan for and use IT more from managers and other professionals in order to effectively by understanding the issues of 132 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

make better decisions. Learners also explore the Learners explore ways to use models and tools to course learners complete a project that uses of accounting information in functional areas promote ethical and respectful interpersonal incorporates the skills necessary for analyzing such as finance, management, and marketing. relationships that support the free flow of ideas. issues, thinking creatively and strategically, using Prerequisite(s): MBA9182. Learners develop practical skills and hands-on sound judgment, and establishing plans. MBA9210 - Building Relationships (3 quarter techniques to effectively support and manage Prerequisite(s): Completion of all MBA required credits). This course presents tools and techniques diversity, recognize the importance of courses and project management specialization to help learners influence others, build organizational diversity and why it is inextricably electives. Cannot be fulfilled by transfer or relationships, inspire trust, and manage conflict. linked to business success, and establish a petition. By building positive relationships, leaders develop framework to promote an ongoing and respectful MBA9330 - Health Care Management Capstone: and sustain strategic alignments within the exchange of information. Judgment, Planning, and Action (3 quarter credits). organization. In this course, learners examine MBA9260 - Negotiating for Results (3 quarter This is an integrative course for learners various tools and techniques to motivate and credits). In this course learners explore ways to completing the MBA health care management inspire others and ways to recognize and use create effective negotiations with employees, specialization. Learners synthesize and integrate important interpersonal skills to expand their circle customers, and partners. The course offers the learning experiences acquired in health care of influence and manage conflict. learners a practical exploration of the major management and evaluate the research and MBA9220 - Developing and Coaching Others concepts and theories of bargaining and current topics relative to this specialization. In this (3 quarter credits). In this course learners explore negotiation and a forum for examining the course learners complete a project that ways to effectively coach, develop, and grow dynamics of interpersonal and inter-group conflict incorporates the skills necessary for analyzing strengths of others and match people’s talents to and its resolution. The course is designed to be issues, thinking creatively and strategically, using jobs. Topics include articulating vision, establishing relevant to the broad spectrum of problems faced sound judgment, and establishing plans. and communicating strategic objectives, and by managers and professionals. Learners explore Prerequisite(s): Completion of all MBA required identifying the individual and collective their own negotiating preferences and the courses and health care management capabilities needed to achieve results. Learners consequences of the choices they make. In specialization electives. Cannot be fulfilled examine ways to use coaching and development addition, learners are asked to accept and offer by transfer or petition. skills to obtain and retain the right employees, feedback on the negotiation behavior that they MBA9340 - Finance Capstone: Judgment, recognize the strengths and developmental needs demonstrate, observe and formulate their own Planning, and Action (3 quarter credits). This is of others, and provide development opportunities, perspectives about negotiation, and extract an integrative course for learners completing the while encouraging responsibility for insights from their own experiences to guide them MBA finance specialization. The outcome is for self-development. in future negotiations. learners to synthesize and integrate the learning MBA9230 - Leading Teams (3 quarter credits). MBA9300 - MBA Capstone: Judgment, experiences acquired in finance and to evaluate In this course learners explore techniques and Planning, and Action (3 quarter credits). This the research and current topics relative to this models for building and leading effective teams. course is a capstone MBA impact project. The specialization. This course focuses on the Learners develop a conceptual grounding in team course focuses on the implementation of a project implementation of a project that incorporates the dynamics theory and application and examine that incorporates the skills necessary for analyzing skills necessary for analyzing issues, thinking what makes teams effective at the individual, issues, thinking creatively and strategically, using creatively and strategically, using sound judgment, group, and organizational levels. Topics include sound judgment, and establishing and executing and establishing plans. Techniques used to the development of team collaboration skills, plans. Prerequisite(s): Completion of all accomplish these goals may vary. Prerequisite(s): synthesis of team theory, assessment of an required MBA courses. Cannot be fulfilled by Completion of all MBA required courses and organization’s use of teams, and the overall transfer or petition. finance specialization electives. Cannot be effectiveness of team support systems. Learners MBA9310 - Marketing Capstone: Judgment, fulfilled by transfer or petition. research and recommend strategies and best Planning, and Action (3 quarter credits). This is MBA9350 - IT Management Capstone: practices to better align a critical team an integrative course for learners completing the Judgment, Planning, and Action (3 quarter organizational support system and practice MBA marketing specialization. The outcome is for credits). This is an integrative course for learners problem-solving, decision-making, project learners to synthesize and integrate their learning completing the MBA IT management management, and conflict management in a experiences and to evaluate the research and specialization. Learners synthesize and integrate virtual environment. current topics relative to this specialization. This the learning experiences acquired in IT MBA9240 - Facilitating Change (3 quarter course focuses on the implementation of a project management and evaluate the research and credits). This course presents theories and models that incorporates the skills necessary for analyzing current topics relative to this specialization. In this for leading and facilitating organizational change. issues, thinking creatively and strategically, using course learners complete a project that Learners explore ways to recognize and translate sound judgment, and establishing plans. incorporates the skills necessary for analyzing theory into practice by identifying and applying Techniques used to accomplish these goals may issues, thinking creatively and strategically, using effective change management techniques. vary. Prerequisite(s): Completion of all MBA sound judgment, and establishing plans. Learners develop collaborative processes that required courses and marketing specialization Prerequisite(s): Completion of all MBA required support forward movement within their work electives. Cannot be fulfilled by transfer or courses and IT management specialization environment, thus helping themselves and their petition. electives. Cannot be fulfilled by transfer or employees make transitions more effective for MBA9320 - Project Management Capstone: petition. the organization. Judgment, Planning, and Action (3 quarter MBA9380 - Accounting Capstone: Judgment, MBA9250 - Leveraging Workplace Diversity credits). This is an integrative course for learners Planning, and Action (3 quarter credits). This is (3 quarter credits). In this course, learners explore completing the MBA project management an integrative course for learners completing the the models and tools for creating an effective and specialization. Learners synthesize and integrate MBA accounting specialization. The outcome is for respectful work environment. This course the learning experiences acquired in project learners to synthesize and integrate the learning emphasizes the importance of encouraging the management and evaluate the research and experiences acquired in accounting and to expression of diverse people and their ideas. current topics relative to this specialization. In this evaluate the research and current topics relative to 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 133

this specialization. This course focuses on the OM5035 - Data Analysis and Decision-making OM5199 - Special Topics in Leadership implementation of a project that incorporates the for Managers (4 quarter credits). Learners in this (4 quarter credits). This course provides MS skills necessary for analyzing issues, thinking course examine a variety of quantitative tools that learners an opportunity to pursue in-depth study creatively and strategically, using sound judgment, are useful in making organizational decisions. within specific areas of leadership. Course may be and establishing plans. Prerequisite(s): Completion Rather than requiring learners to complete repeated for credit. Prerequisite(s): OM5112. of all MBA required courses and accounting complex calculations, this course orients learners Cannot be fulfilled by transfer or petition. specialization electives. Cannot be fulfilled by toward identifying problem solving situations, OM5210 - Human Resource Management transfer or petition. selecting appropriate quantitative tools, and (4 quarter credits). This course provides learners

interpreting analytical results. with a broad overview of human resource COURSE DESCRIPTIONS GRADUATE OM5040 - Strategic Planning (4 quarter credits). management strategies and processes. Topics Learners in this course examine practices, include roles, practices, and the strategic and School of Business and Technology methodology and theories of business strategy. operational aspects of human resource Master’s Organization and In addition, learners review theoretical models and management functions. In this course, learners Management Courses the development of plans for assessing strategic develop a human resource (HR) scorecard to capabilities. enhance their ability to capture the value of OM5004 - People at Work (4 quarter credits). OM5112 - Leadership (4 quarter credits). This human resource initiatives. This course covers a broad array of topics relating course provides learners with a broad overview of OM5212 - Managing Diversity and Inclusion in to managing and organizing “people at work.” leadership strategies and practices in a variety of Organizations (4 quarter credits). Learners in this Learners evaluate and discuss classic theories of organizational settings. Leadership theories, course explore issues of corporate culture and organizational behavior including theories of processes, and best practices are analyzed and inclusion and how they affect the understanding power and politics, leadership and power, applied. and appreciation of diversity practices within an interpersonal behavior, group and team dynamics, organization. The course includes an analysis of as well as touch on the implications of diversity and OM5114 - Organization Structure and Design prejudice and discrimination as they exist in multiculturalism. OM5004 and OM5005 must be (4 quarter credits). Learners in this course focus contemporary organizations. Interventions are taken concurrently by master’s learners in their first on developing skills in analyzing, designing, formulated and implemented to champion quarter. Cannot be fulfilled by transfer or petition. maintaining, and changing organizational structures. A variety of organizations are diversity in the workplace and in the community. OM5005 - Master’s Learner Success Lab evaluated with respect to vision, strategy, Prerequisite(s): OM5210. (non-credit). This lab is designed to provide new efficiency, impact on culture, financial health, OM5214 - Employment Law: Legal Structures, master’s learners with the knowledge and skills competitive advantage, and other factors. Compliance, and Reporting (4 quarter credits). they need to be successful in their academic Prerequisite(s): OM5112. This course provides learners with a basic programs. The lab familiarizes learners with the understanding of the legal environment in which Capella online environment, academic standards OM5116 - Personal Leadership Development organizations operate. Learners review ways that and best practices, and support resources (4 quarter credits). Learners in this course employment law affects management/employee provided to ensure success. Learners build skills in examine their own personal leadership attributes, relations and the legal considerations and the selection and use of methods, techniques, and characteristics, and behaviors. Personal leadership ramifications of human resource decisions. library resources. OM5005 is taken in the first skills are examined in the context of the type and Prerequisite(s): OM5210. quarter in conjunction with OM5004. Cannot be level of the organization. Learners also evaluate a fulfilled by transfer or petition. variety of leadership practices and their OM5216 - Conflict Management and Employee applications. Prerequisite(s): OM5112. Dispute Resolution (4 quarter credits). Learners OM5015 - Marketing (4 quarter credits). This in this course explore current theories and course investigates a multitude of factors related OM5118 - Leading Organizational Change techniques for conflict management and to marketing in firms that produce both goods and (4 quarter credits). This course provides learners resolution. Learners evaluate interpersonal, services. The 4Ps of marketing are discussed as with an overview of the theory and practice of group, and systems conflict and negotiation they relate to the development of marketing plans leading effective organizational change. Learners theories appropriate to the workplace. Learners and strategies. examine organizational strategies for motivating change and effective communication, and critically evaluate alternative dispute resolution OM5025 - Accounting and Finance in establishing commitment. Leaders’ behaviors in processes and procedures that help parties in a Organizations (4 quarter credits). This course is a the context of their responsiveness to business dispute participate in a non-adversarial survey of the elements of financial accounting and environmental complexity and change are also collaborative search for mutually beneficial how the activities of organizations are influenced analyzed. Prerequisite(s): OM5112. outcomes. The focus is on litigation avoidance and by accounting measurement. The course the alternative methods utilized in common emphasizes becoming good consumers, rather OM5120 - Leading and Building Teams disputes in a variety of industries. than producers, of financial information. Current (4 quarter credits). This course focuses on the Prerequisite(s): OM5210. events are used to reinforce and demonstrate the theory and practice of building and leading OM5218 - Managing Compensation, Benefits, implications of accounting choices. effective teams. The course emphasizes building and maintaining high-performance teams and the and Reward Systems (4 quarter credits). OM5030 - Corporate Social Responsibility and processes necessary to support them. Learners in this course examine the goals of the Managerial Ethics (4 quarter credits). In this Prerequisite(s): OM5112. organization with regards to human resources and course learners investigate the orientation of the its use of compensation, benefits, and reward firm in the context of today’s complex social and OM5122 - Leading and Coaching Others systems in the motivation of goal-oriented business environments. Specific issues related to (4 quarter credits). Learners in this course analyze behavior. This course focuses on the complex social responsibility and corporate ethics are the leader’s role as coach in the organization. variety of pay structures within an organization addressed. The course focuses on identifying The focus is on providing the theory and models and the relationship of those pay structures to relevant issues and using theory to make informed for helping leaders build relationships and organizational performance. Theory and practice and responsible decisions. develop talent in others. Prerequisite(s): OM5112. relating organizational characteristics to 134 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

compensation-system strategy, design, and partnerships with user constituencies; project and projects; and producing clear, accurate, and administration are covered. program organization; planning, estimation, and error-free prose. Since this is a writing course, Prerequisite(s): OM5210. budgeting; monitoring, control, and problem learners should expect to write a lot: the course OM5220 - Recruitment, Selection, and resolution; change management; and financial includes weekly writing assignments, several short Assessment (4 quarter credits). This course analysis and reporting. Prerequisite(s): OM5310. writing projects, and a research plan for a longer provides learners with an in-depth examination OM5318 - Managing IT Professionals (4 quarter project. Learners submit a final portfolio at the of the talent acquisition process from workforce credits). Learners in this course examine the end of the course. planning through recruitment to final selection in particular issues of managing IT professionals OM7007 - Focused Research and Writing for both the public and private sector. Learners including analysts, developers, technical Graduate Learners (4 quarter credits). In this examine the theory and practice of assessing job specialists, and infrastructure support personnel. course, learners refine the principles and applicants and conduct proper analysis of skills, The course covers contemporary management strategies learned in OM7006 by focusing on abilities, interests, and aptitudes. practices and techniques for IT staff acquisition, writing in their disciplines. Learners should expect Prerequisite(s): OM5210. development, motivation, retention, and to spend a significant amount of time writing OM5222 - Training, Development, and assessment, and examines the challenges of including weekly writing assignments, several Succession Planning (4 quarter credits). This organizing effective virtual work teams. short writing projects, one long writing project, course provides learners with an intensive study Prerequisite(s): OM5310. and a final portfolio. Learners develop a research of employee training and development within OM5399 - Special Topics in IT Management topic, conduct and write a short literature review, organizations. The course emphasizes the (4 quarter credits). This course provides master’s develop an argumentative essay of significant identification of training needs, program design, learners with an opportunity to pursue in-depth length (25-35 pages), and document sources choice of development methods, and evaluation study within specific areas of information appropriately while focusing on the critical of results. This course also addresses effective technology management. Alternative course thinking and writing skills established in OM7006. succession planning processes. delivery approaches may be utilized. Course may Prerequisite(s): OM7006. Prerequisite(s): OM5210. be repeated for credit. Prerequisite(s): OM5310. OM7008 - Developing Voice and Style in OM5299 - Special Topics in Human Resource Cannot be fulfilled by transfer or petition. Academic and Professional Writing (4 quarter Management (4 quarter credits). This course OM5990 - Integrative Project: Organizational credits). This course focuses on one of the most provides master’s learners with an opportunity to Leadership and Change Management (4 quarter challenging components of academic writing: pursue in-depth study within specific areas of credits). The integrative project is designed to developing a voice and style that reflect human resource management. Course may be apply learning from the program to a professional excellence in scholarship (research, thinking, and repeated for credit. Prerequisite(s): OM5210. setting. Learners work with course faculty to communication) while maintaining individuality Cannot be fulfilled by transfer or petition. develop and implement this project in their field of and style. In this course learners analyze a variety study. Prerequisite(s): Completion of all required of writing samples, including their own, in order to OM5310 - Strategic Information Technology understand the effects of writers’ rhetorical Management (4 quarter credits). This course master’s course work. Cannot be fulfilled by transfer or petition. choices; learn and apply an array of writing investigates competitive alignment, core strategies that lead to improved awareness and competencies, and information systems from a use of voice and style; and revise writing strategic perspective. Factors and processes that submissions used in external course work to affect the successful use of information technology School of Business and Technology demonstrate learning and understanding. to support the organization’s strategy are examined. Learners are strongly encouraged to take the OM5312 - Advances in Information Technology Graduate Writing Courses OM7006-OM7007 course sequence before (4 quarter credits). Learners in this course OM7004 - Graduate Writing for ESL/EFL enrolling in this course. examine emerging information technologies, their Learners (4 quarter credits). This course potential impact on the organization, and introduces non-native speakers of English to strategies for planning and managing them. Topics graduate-level academic writing. Learners develop include new programming paradigms, universal School of Business and Technology an understanding of the assumptions and networking, advanced computer architectures, intentions that underlie advanced academic new generation database management systems, Doctoral Organization and writing as it is practiced in the U.S. They develop and self-repairing systems. Prerequisite(s): OM5310. Management Courses skills in producing effective advanced academic OM5314 - System Planning and Delivery writing including combining facts and opinions OM7020 - Marketing Strategy and Practice (4 quarter credits). This course addresses the from multiple sources. Learners develop linguistic (4 quarter credits). This course presents learners management of the end-to-end process of and content editing skills in order to continue with a systematic analysis of the factors that aligning IT with organizational goals, planning IT improving their own academic writing after they influence marketing strategy and uses marketing initiatives, and delivering infrastructure and complete the course. theory to evaluate opportunities, identify market application systems to support those goals. segments, and to formulate appropriate OM7006 - Research and Writing for Graduate strategies. While this course has a theoretical Topics may include strategic information system Learners (4 quarter credits). This course prepares planning, development of programs to implement focus, the development of good marketing graduate learners for the rigors of academic practices also receives attention. the strategic plan, and specific approaches to writing, which requires a series of related critical delivering system integration programs. thinking and writing skills, including understanding OM7021 - Advanced Marketing Management Prerequisite(s): OM5310. the nature of academic research; developing (4 quarter credits). Learners in this course OM5316 - Project Planning, Management, and strong arguments based on primary and examine the application of the marketing concept Financial Control (4 quarter credits). Learners in secondary research; evaluating, summarizing, in the development of a product or service from this course gain the skills needed to manage large paraphrasing, and citing sources; drafting, conception to launch. Prerequisite(s): OM7020. complex IT projects and programs. The course revising, and editing multiple drafts of major PhD learners only: To be completed in directed- addresses stakeholder analysis; building study format. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 135

OM7030 - Global Business Issues and Strategies applying SPSS to conduct similar analyses, and organizational theory. Available online only. (4 quarter credits). This course provides learners determining the appropriate techniques for a Cannot be fulfilled by transfer. with an overview of the key issues in leading and given situation. Topics include data exploration OM8012 - Strategy (4 quarter credits). Learners managing the global enterprise. PhD learners and analysis; sampling; t-tests; analysis of variance, in this course examine theories that are relevant to only: To be completed in directed-study format. correlation and regression; and selected effective strategy development and OM7035 - Applied Business Economics nonparametric tests. Available online only. implementation, preparing them to operate as (4 quarter credits). This course is a survey of OM7120 - Diversity and Culture in the Workplace strategic thought-leaders in today’s complex macroeconomics and microeconomics. Learners (4 quarter credits). Learners in this course focus global business environment. Available online examine current developments in the economy, on diversity and issues that arise in a multicultural only. Cannot be fulfilled by transfer. COURSE DESCRIPTIONS GRADUATE inflation, unemployment, resource allocation, workforce. Learners evaluate categories of OM8021 - Management Theory Creation market structures and competition, and the difference; compare and contrast how culture and (4 quarter credits). Learners in this course relationship of economic policy to business. diversity each impact the individual, organization, examine the philosophical and methodological PhD learners only: To be completed in directed- and society; and evaluate how similarities and approaches to organization and management study format. differences affect human development. theory. Topics include the researcher’s ontological OM7040 - Accounting and Financial OM7125 - Systems Change and Transformative and epistemological views and the fundamental Management (4 quarter credits). This course Practice (4 quarter credits). Learners in this constructs of theory building. Prerequisite(s): addresses accounting and financial concepts and course examine systems theory and its relation OM7080 or equivalent. Available online only. their applications to the management of an to individual and organizational change and Cannot be fulfilled by transfer. organization and presents a framework for financial transformation. The course emphasis helps OM8022 - Survey of Applied Research Methods decisions in organizations. learners gain an integrated perspective of systems (4 quarter credits). This course is a general OM7041 - Finance (4 quarter credits). This course theory and develop capabilities that support overview of different approaches to research emphasizes and helps learners develop an strategic planning, architecting, leading, and methodology for doctoral-level research. Learners understanding of financial concepts and major sustaining transformation initiatives and practices investigate quantitative, qualitative, and mixed decision areas related to the financial management within organizations. methodology approaches to rigorous scholarly of business. Prerequisite(s): OM7040. PhD OM7130 - Conflict Management and inquiry in their field. The course emphasizes learners only: To be completed in directed-study Negotiation (4 quarter credits). Learners in this reliability, validity, dependability and ethical format. course explore current theories and techniques for considerations for developing dissertation OM7050 - Ethics and Social Responsibility conflict management and negotiation in today’s designs. Learners analyze the relevance and (4 quarter credits). Learners in this course examine increasingly complex organizations. Learners appropriateness of specific research ethical behavior in organizations and the role of evaluate interpersonal, group, and system conflict methodologies for use in their dissertation. business in society. and negotiation theories appropriate to the Prerequisite(s): OM7080 and OM8021. Available workplace. online only. Cannot be fulfilled by transfer. OM7055 - Operations Management (4 quarter credits). This course addresses concepts and OM8004 - Managing and Organizing People OM8025 - Advanced Qualitative Research methods that support the management of (4 quarter credits). Learners in this course explore (4 quarter credits). Learners in this course operations in both service and manufacturing the theoretical assumptions of organizational investigate qualitative inquiry and the methods environments. behavior and the issues and challenges that arise appropriate for organization research designs and when managing and leading. The course prepares data analysis. Topics include data collection and OM7060 - Strategic Information Technology PhD learners for doctoral research related to bounding, data analysis and coding, and drawing Management (4 quarter credits). Learners in this organization behavior literature and theory. and verifying conclusions from data. course examine strategic perspectives for aligning OM8004 and OM8005 must be taken Prerequisite(s): OM7080, OM8021, and competitive strategy, core competencies, and concurrently by PhD learners in their first OM8022. Available online only. Cannot be information systems. The course covers both quarter. Available online only. Cannot be fulfilled by transfer. factors and processes that affect the successful use fulfilled by transfer. of information technology to support the OM8026 - Applied Multivariate Modeling organization’s strategy. OM8005 - Doctoral Learner Success Lab (4 quarter credits). Learners in this course review, (non-credit). This lab is designed to provide new critique, and apply models appropriate to OM7065 - E-Business Strategy and Management doctoral learners with the knowledge and skills organizational research designs. Topics include (4 quarter credits). Learners in this course gain an they need to be successful in their academic General Linear Model (multiple regression, understanding of the interactive forces of programs. The lab familiarizes learners with the ANOVA, MANOVA, ANCOVA), canonical technology and society and changes that influence Capella online environment, academic standards correlations, principal components, factor ways people live, work, and meet their needs for and best practices, and support resources analysis, and multi-dimensional scaling. products, services, and community. provided to ensure success. Learners build skills in Nonparametric alternatives to statistical tests are Prerequisite(s): OM7020. the selection and use of methods, techniques, and examined and data analysis and interpretation OM7070 - Entrepreneurship (4 quarter credits). library resources. OM8005 is taken in the first software for quantitative data are explored. This course is an overview of fundamental quarter in conjunction with OM8004. Available Prerequisite(s): OM7080, OM8021 and management and marketing practices essential to online only. Cannot be fulfilled by transfer OM8022. Available online only. Cannot be successful entrepreneurial development. or petition. fulfilled by transfer. OM7080 - Statistical Research Techniques OM8010 - Principles of Organization Theory OM8027 - Survey Research Methodology (4 quarter credits). Learners in this course explore and Practice (4 quarter credits). Learners in this (4 quarter credits). Learners in this course the fundamental data skills and analytical course examine developments in organization concentrate on the competencies, skills, and capabilities needed for graduate-level research. theory, and explore organizations as rational, techniques required to conduct successful data The focus of the course is on reviewing published natural, and open systems. The course prepares gathering and analysis. The course provides research using basic statistical techniques, PhD learners to synthesize and integrate learners with the opportunity to learn and apply 136 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

the skills required to construct survey questions OM8105 - Issues on the Frontier of the Global making, enforcement agencies, labor relations, and items, structure questionnaires and interview Economy (4 quarter credits). Learners in this legal processes, and litigation reduction and schedules, understand and utilize scaling doctoral seminar examine the economic landscape management. Available online only. Cannot be techniques, develop and select the most effective of the competitive global economy. Learners fulfilled by transfer. administration techniques, develop the most identify issues and trends and compare and OM8205 - Knowledge Management, Human appropriate sampling frames, and apply the most contrast them for their impact on markets, Resource Information Systems, and Internet powerful statistical analysis. Upon completion of organizations, and leadership practice. Available Technologies (4 quarter credits). Learners in this this course, learners are prepared to utilize this online only. Cannot be fulfilled by transfer. doctoral seminar explore the relationships methodology to conduct scholarly and OM8106 - Leading in the Global Enterprise between knowledge management, human organizational research. Prerequisite(s): OM7080, System (4 quarter credits). In this doctoral resource information systems, and Internet OM8021, and OM8022. Available online only. seminar course, learners compare and contrast technologies as they relate to maximize human Cannot be fulfilled by transfer. leadership theory for the global enterprise capital and organizational productivity. This course OM8099 - Topics in Applied Quantitative and organization. Learners evaluate theories pertinent emphasizes integrated understanding, strategic Qualitative Research (4 quarter credits). Learners to their own operational environment, creating a orientation, and innovative perspective of ways in this course are offered a rotating selection of framework for successful leading and managing in these systems can enable HRM business-oriented advanced topics. Potential topics include systems their operational contexts. Available online only. solutions for global organizations. Available and case study designs, experimental and quasi- Cannot be fulfilled by transfer. online only. Cannot be fulfilled by transfer. experimental designs, survey sampling designs OM8107 - Entrepreneurial Leader as Pioneer OM8206 - Human Capital Management, and instrumentation validation, nonparametric (4 quarter credits). Learners in this doctoral Acquisition, Development, and Retention inferential models, advanced general linear seminar compare and contrast entrepreneurial (4 quarter credits). Learners in this doctoral modeling, and grounded theory. Course may be leadership theories to become familiar with the seminar examine human capital acquisition, repeated for credit. Prerequisite(s): OM7080, options, opportunities, and benefits of development, and retention from theoretical, OM8021 and OM8022. Cannot be fulfilled by entrepreneurial leadership in the developing best practices, and business results perspectives. transfer. global enterprise system. Available online only. Topics include establishing high-performance OM8101 - Theories of Leadership (4 quarter Cannot be fulfilled by transfer. cultures, systems dynamics models, innovative credits). Learners in this doctoral seminar explore OM8201 - Theories of Executive Human compensation and reward strategies, and return- theories of leadership that inform research and Resource Management (4 quarter credits). on-investment metrics. Available online only. practice. In addition, learners explore foundational Learners in this doctoral seminar explore current Cannot be fulfilled by transfer. tenants of leadership theory, creating a compare trends in human resource research and the OM8301 - Survey of Research Literature in and contrast of the theories for their impact on numerous theories of human resource management. Information Technology Management organizations, leaders, and followers. Available Learners research articles and compare and Infrastructure (4 quarter credits). Learners in this online only. Cannot be fulfilled by transfer. contrast theories for their impact on the human doctoral seminar review IT management research OM8102 - Leading at the Top: The Upper Echelon asset management of the organization. Available literature focusing on research related to (4 quarter credits). Learners in this doctoral online only. Cannot be fulfilled by transfer. managing the process of selecting, deploying, and seminar explore the dynamic environment of OM8202 - The HR Executive as Strategic Partner operating information technology within leading at the top of the organization. Topics (4 quarter credits). Learners in this doctoral organizations. The focus of the course includes include the relationship of the leader to the seminar explore the link between the strategic components of information technology and the executive board, the market, communication architecture of human asset management and human resources that support them. Available techniques and tools of communication, as well as organizational strategy. Learners investigate how online only. Cannot be fulfilled by transfer. knowledge management. Available online only. the careful crafting of human resource policy and OM8302 - Survey of Research Literature in Cannot be fulfilled by transfer. practice create optimum resource utilization for Information Technology Planning and Delivery OM8103 - Global Executive/Manager exceptional organizational effectiveness. (4 quarter credits). Learners in this doctoral Development (4 quarter credits). Learners in this Available online only. Cannot be fulfilled by seminar review the IT management research doctoral seminar examine the current and relevant transfer. literature focusing on the process of applying IT to theories of global leader and manager OM8203 - Perspectives and Practices in Global the support of organizational goals. Topics include development. While learning about theories of Human Resource Management (4 quarter credits). organizational alignment, strategic system developing people for the global enterprise Learners in this doctoral seminar examine planning, and the application system delivery system, learners evaluate and prepare a plan for innovative human resource management theories process. Available online only. Cannot be their own leadership and management portfolio of and best practices used in domestic and fulfilled by transfer. skills and assets against the models discussed. international knowledge-oriented organizations. OM8303 - IT Technical Foundations (4 quarter Available online only. Cannot be fulfilled by The course emphasizes preparing learners to credits). Learners in this doctoral seminar focus on transfer. operate as HRM thought leaders within complex theory and research that address the technical OM8104 - Leadership: The Dark Side (4 quarter and dynamic 21st century business environments. foundations of IT management discipline. Topics credits). In this innovative doctoral seminar, Available online only. Cannot be fulfilled by include a wide range of technologies, processes, learners explore what constitutes the dark side of transfer. and methods, with a particular emphasis on leadership, how these characteristics are evaluated, OM8204 - Legal Systems, Labor Relations, and emerging technologies and concepts. Available and the psychology of dark leader development. Regulatory Practices (4 quarter credits). Learners online only. Cannot be fulfilled by transfer. The learning experience culminates in the in this doctoral seminar examine key components OM8304 - Information Technology Delivery development of original approaches and strategies of domestic and international legal systems, labor (4 quarter credits). Learners in this doctoral for the management of the dark side of leadership relations, and regulatory practices as they relate to seminar concentrate on the behavioral aspects of in contemporary organizations. Available online organizational structure, business activities, and deploying IT in organizations. During the course, only. Cannot be fulfilled by transfer. human capital management. Topics include law learners examine and evaluate IT deployment 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 137

literature from both academic and practitioner OM8930 - Consulting Practice Seminar the examination and the evaluation criteria. sources, survey both achievements and failures in (4 quarter credits). Learners in this seminar Structured study groups are established and the field, and identify various research frontiers examine the practice fundamentals necessary for resources on the core themes are provided. associated with IT delivery. Available online only. an executive consulting leadership role. Learners Course requirements include completion of the Cannot be fulfilled by transfer. review the role of consultant, organizational overview and a preliminary conference call with OM8305 - Information Technology Strategy and assessment, intervention planning, intervention the comprehensive examination committee and Management (4 quarter credits). Learners in this execution, measurement and consultant exit development of a schedule for the final doctoral seminar course focus on organizational strategies, preparing themselves for executive conference call. Grading for this course is S/NS. issues related to developing IT strategy and consulting practice. Prerequisite(s): Completion Prerequisite(s): Completion of all required and COURSE DESCRIPTIONS GRADUATE managing IT staff and functions. Learners examine of program core courses. Available online only. elective course work with a GPA of 3.0 or better. the research frontiers of topics such as IT strategy Cannot be fulfilled by transfer. Completion of practicum courses, if applicable, formulation and business alignment; IT organization, OM8999 - Special Topics in Organization and prior to starting comprehensive examination structure, and governance; implementation and Management (4 quarter credits). In this course, courses. Fulfillment of all residency change management; organizational learning and learners propose appropriate course topics that requirements. Cannot be fulfilled by transfer. knowledge management; and evaluation of IT address a specific issue or problem in the field. OM9985 - Doctoral Comprehensive impacts on the organization. Available online only. Proposals must be submitted to the mentor for Examination II (4 quarter credits). Learners and Cannot be fulfilled by transfer. approval. PhD learners only: To be completed in their comprehensive examination committee OM8450 - Theory of Organizational directed study format. members each develop one comprehensive Improvement (4 quarter credits). Learners in this OM9050 - Special Topics in Information examination question to address one of the four course examine historical, contemporary, and Technology Management (4 quarter credits). core themes. Learners write answers to the emerging theories of organizational improvement. This course provides learners with an opportunity comprehensive examination questions that are Learners explore continuous improvement, to engage in an in-depth study within the area of evaluated by the committee using analytical point- balanced scorecard, Malcolm Baldrige framework, IT management. Theory, research, and application scale scoring rubrics. Upon passing the written and other relevant theories. The focus of this of subject matter are constructed to focus on examination, learners complete the comprehensive course is on understanding the theoretical specific subject matter using the special topics examination final conference call and upon foundations of these improvement philosophies course format. Learners propose course topics not passing their call are eligible to enroll in the first and on recognizing their impact on organizational covered in the elective offerings of this dissertation course. Grading for this course is outcomes. specialization and develop content with course S/NS. Prerequisite(s): OM9984. Cannot be fulfilled by transfer. OM8451 - Process Analysis (4 quarter credits). tutor approval. PhD learners only: To be Learners in this course examine a variety of completed in a directed-study format. OM9986 - Dissertation Research I (4 quarter approaches to measuring and assessing process OM9051 - Special Topics in Leadership (4 credits). Learners examine the key components of and business outcomes. Topics include statistical quarter credits). This course provides learners planning and conducting dissertation research, process control, process capability analysis, design with an opportunity to engage in an in-depth including the dissertation process and the roles of experiments and other relevant measurement study within the area of leadership. Theory, and responsibilities of the dissertation committee, approaches. The focus of this course is research, and application of subject matter are course instructor, and course administrator. In investigating the variety of approaches to constructed to focus on specific subject matter addition, learners form and obtain approval of organizational measurement, understanding the using the special topics course format. Learners their dissertation committees, conduct a appropriate applications, and measuring the propose course topics not covered in the elective preliminary literature review, develop the outcomes of planned change initiatives. offerings of this specialization and develop dissertation prospectus, and become familiar with Prerequisite(s): OM7080. content with course tutor approval. PhD learners procedures for protecting human participants/ subjects in research. Resources for research OM8910 - Teaching Practice Seminar (4 quarter only: To be completed in a directed-study format. methodology and the IRB process are provided. credits). Learners in this seminar examine the OM9052 - Special Topics in Human Resource Learners must complete the dissertation practice fundamentals necessary for a teaching Management (4 quarter credits). This course prospectus and the short online Collaborative IRB career in management education. Syllabus and provides learners with an opportunity to engage Training Initiative (CITI) modules in order to pass course development, online and classroom in an in-depth study within the area of human Dissertation Research I. Grading for this course is instruction, as well as the fundamentals of human resource management. Theory, research, and S/NS. Prerequisite(s): OM9985. Cannot be development in the classroom are explored. application of subject matter are constructed to fulfilled by transfer. Prerequisite(s): Completion of program core focus on specific subject matter using the special courses. Available online only. Cannot be fulfilled topics course format. Learners propose course OM9987 - Dissertation Research II (4 quarter by transfer. topics not covered in the elective offerings of this credits). In this course, learners obtain committee approval of the dissertation prospectus, prepare OM8920 - Leadership Practice Seminar specialization and develop content with course informed consent and field testing materials, (4 quarter credits). Learners in this seminar tutor approval. PhD learners only: To be develop and solidify the data collection design/plan examine the practice fundamentals for completed in a directed-study format. and schedule (based on the prospectus), prepare professionals that are preparing themselves for an OM9984 - Doctoral Comprehensive and submit the IRB application for approval, executive leadership role. Learners review the Examination I (4 quarter credits). In the first conduct field testing to establish validity and frameworks of the strategic thought-leader of the course of the comprehensive examination and reliability of the instrument (when appropriate), organization, which prepares them for the role, dissertation sequence, learners examine the key complete the dissertation prospectus conference activities and leadership realities of the top components in the comprehensive examination. call, develop and complete dissertation Chapters leadership in today’s complex and diverse The course includes an overview of the 1 (Introduction), 2 (Literature Review), and organizations. Prerequisite(s): Completion of comprehensive examination process and the 3 (Methodology), based on the prospectus. program core courses. Available online only. university’s expectations of academic honesty and Resources for research designs and methodology Cannot be fulfilled by transfer. integrity and introduces the four core themes of are provided, including the dissertation manual 138 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

and a template for Chapters 1, 2, and 3. Procedures COL-R8922 - PhD Colloquium Track II. Track II is PSY7008 - Developing Voice and Style in for prospectus and IRB application submission and taken as learners are completing 57-72 credits, Academic and Professional Writing (4 quarter the prospectus conference call are available. while they are immersed in their required course credits). This course focuses on one of the most Grading for this course is S/NS. work. challenging components of academic writing: Prerequisite(s): OM9986. Cannot be fulfilled COL-R8923 - PhD Colloquium Track III. Track III is developing a voice and style that reflect by transfer. taken while learners are completing 73-96 credits excellence in scholarship (research, thinking, and OM9988 - Dissertation Research III (4 quarter (for HASOP learners, 73-95 credits). Since the final communication) while maintaining individuality credits). In this course, learners engage in data 24 (or 30) credits earned in the doctoral program and style. In this course learners analyze a variety collection according to the plan and schedule, are tied to the completion of the comprehensive of writing samples, including their own, in order develop and organize Chapter 4 (Results) draft examination and dissertation, Track III prepares to understand the effects of writers’ rhetorical (structure based on the research questions and learners for their comprehensive examination choices; learn and apply an array of writing methods before data collection is complete), questions, for completing their dissertations, and strategies that lead to improved awareness and check in data (as they come in), process and for life after graduation. use of voice and style; and revise writing analyze the data, and finalize Chapter 4 with submissions used in external course work to results. Resources for data analysis designs and demonstrate learning and understanding. interpretation are provided, including the Learners are strongly encouraged to take the dissertation manual and a template for Chapter 4. Harold Abel School of Psychology PSY7006-PSY7007 course sequence before Grading for this course is S/NS. Graduate Writing Courses enrolling in this course. Prerequisite(s): OM9987. Cannot be fulfilled PSY7004 - Graduate Writing for ESL/EFL Learners by transfer. (4 quarter credits). This course introduces non- OM9989 - Dissertation Research IV (4 quarter native speakers of English to graduate-level Harold Abel School of Psychology credits). In this course, learners develop and academic writing. Learners develop an Courses finalize Chapter 5 (Conclusions and understanding of the assumptions and intentions Recommendations), polish the final draft of all that underlie advanced academic writing as it is PSY7011 - Foundations of Psychology - Master’s chapters (1-5), obtain approval of the dissertation practiced in the U.S. Learners develop skills in Learners (5 quarter credits). Learners describe manuscript, complete the final dissertation producing effective advanced academic writing professional roles, organizations, licensure conference call, make all necessary final content including combining facts and opinions from requirements and codes of ethics in the field of changes, obtain form and style clearance, publish multiple sources. They develop linguistic and psychology. Learners identify and describe their the dissertation online with UMI, and obtain content editing skills in order to continue choice of study in psychology and the educational clearance from Academic Records on degree audit improving their own academic writing after they steps necessary to accomplish their goal. PSY7011 (to verify that all required and elective program complete the course. and PSY7012 must be taken concurrently by courses have been taken). Resources for writing master’s learners in their first quarter. Cannot be PSY7006 - Research and Writing for Graduate conclusions and recommendations are provided, fulfilled by transfer. Learners (4 quarter credits). This course prepares including the dissertation manual, a template for graduate learners for the rigors of academic PSY7012 - Master’s Learner Success Lab Chapter 5, and procedures for dissertation writing, which requires a series of related critical (non-credit). This lab is designed to provide new submission and the final conference call. Grading thinking and writing skills, including understanding master’s learners with the knowledge and skills for this course is S/NS. Prerequisite(s): OM9988. the nature of academic research; developing they need to be successful in their academic Cannot be fulfilled by transfer. strong arguments based on primary and programs. The lab familiarizes learners with the secondary research; evaluating, summarizing, Capella online environment, academic standards paraphrasing, and citing sources; drafting, revising, and best practices, and support resources provided to ensure success. Learners build skills in Colloquia and Residencies and editing multiple drafts of major projects; and producing clear, accurate, and error-free prose. the selection and use of methods, techniques, and COL-R5921 - MS Colloquium Track I. The first Since this is a writing course, learners should library resources. PSY7012 is taken in the first master’s residential colloquium is the initial track of expect to write a lot: the course includes weekly quarter, in conjunction with PSY7011. Cannot be the residency sequence and should be completed writing assignments, several short writing projects, fulfilled by transfer or petition. during the first two quarters of enrollment. a research plan for a longer project. Learners PSY7021 - Foundations of Psychology - Doctoral COL-R5922 - MS Colloquium Track II. The second submit a final portfolio at the end of the course. Learners (5 quarter credits). This introductory colloquia is taken during the second year of PSY7007 - Focused Research and Writing for course requires the articulation of a professional enrollment (master’s learners completing in fewer Graduate Learners (4 quarter credits). In this identity based on doctoral level training in than three years may take their colloquia more course, learners refine the principles and psychology. Learners describe professional roles, closely together, the second colloquium near the strategies learned in PSY7006 by focusing on organizations, licensure requirements, and codes midpoint of their programs). writing in their disciplines. Learners should expect of ethics in the field of psychology. Learners identify and articulate their choice of study in COL-R5923 - MS Colloquium Track III. The third to spend a significant amount of time completing writing assignments for this course including psychology and the educational steps necessary to colloquia is taken during the third year of accomplish their goal. PSY7021 and PSY7022 enrollment (master’s learners completing in fewer weekly writing assignments, several short writing projects, one long writing project, and a final must be taken concurrently by PhD learners in than three years may take their colloquia more their first quarter. Cannot be fulfilled by transfer. closely together). portfolio. Learners develop a research topic, conduct and write a short literature review, PSY7022 - PhD Learner Success Lab (non-credit). COL-R8921 - PhD Colloquium Track I. Track I develop an argumentative essay of significant This lab is designed to provide new doctoral is taken before completing 56 earned and length (25-35 pages), and document sources learners with the knowledge and skills they need transferred credits. Learners are strongly appropriately while focusing on the critical to be successful in their academic programs. The encouraged to complete this colloquium within thinking and writing skills established in PSY7006. lab familiarizes learners with the Capella online their first quarter of enrollment. Prerequisite(s): PSY7006. environment, academic standards and best 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 139

practices, and support resources provided to PSY7225 - Child and Adolescent Psychology transmission, behavioral role of specific ensure success. Learners build skills in the selection (5 quarter credits). This course focuses on the neuromodulatory systems, pharmacological and use of methods, techniques, and library study of children and adolescents from infancy treatment of mental and neurological disorders, resources. PSY7022 is taken in the first quarter, in through adolescence. Learners apply in-depth addiction, and the various side effects of conjunction with PSY7021. Cannot be fulfilled by knowledge of the physical, cognitive, and psychoactive drugs. Drug effects on learning, transfer. psychosocial development of this age group to creativity, memory, sleep, perception, and sexual PSY7023 - PsyD Learner Success Lab (non-credit). school-related functioning. Learners examine all functioning receive special attention. Learners This lab is designed to provide new doctoral major stages of life from prenatal to adolescence, also examine the efficacy of treating patients with learners with the knowledge and skills they need to focusing on development as the progressive a combination of psychotherapy and psychotropic COURSE DESCRIPTIONS GRADUATE be successful in their academic programs. The lab reorganization of psychological functioning. These medications for a number of diagnosed mental familiarizes learners with the Capella online developmental factors are examined within the disorders including depression, bi-polar disorder, environment, academic standards and best context of a child’s home, school, culture, and anxiety, obsessive compulsive behavior, practices, and support resources provided to community. Learners integrate cognitive, schizophrenia, and childhood disorders. ensure success. Learners build skills in the selection emotional, and social processes within these Prerequisite(s): PSY7310. and use of methods, techniques, and library developmental stages. PSY7340 - Human Sexuality (5 quarter credits). resources. PSY7023 taken in the first quarter, in PSY7230 - Adolescent Psychology (5 quarter This course is an investigation of sexuality within conjunction with PSY7021. Cannot be fulfilled credits). This course is an overview of major the larger context of human experience and by transfer. theories and current research in the area of individual development, emphasizing physical and PSY7050 - Writing Skills for Psychology Learners adolescent development and behavior. Learners psychosexual development; frequency and (5 quarter credits). This course refines the basic examine both biological and psychosocial factors. significance of various types of sexual behavior; skills necessary for professional writing. Through Topics include normal development; the influence health related issues; and the application of weekly exercises, learners receive instruction in of trauma on development; family factors; peer scientific information to sexual issues and composing clear, concise, technical, and influences; and the influence of school, community, problems. Issues related to sexual deviation, grammatical language that reflects their personal and societal factors on development. Prevention sexual inadequacy, treatment of sexual problems, writing style. Through short writing assignments, and treatment of behavioral problems is also and concerns of special and diverse populations the course also prepares learners to construct considered. are also addressed. paragraphs using established methods of PSY7240 - Adult Psychology (5 quarter credits). PSY7410 - Psychology of Learning (5 quarter development, such as definition, description, This course is an analysis of major contemporary credits). Classical areas of learning theory are classification, and process. The course does not theories and research on continuity and change surveyed, including instrumental and classical require a research project or paper. during the period of maturity, from the end of the conditioning paradigms, habituation, PSY7110 - History and Systems of Psychology dependency of childhood to the beginning of the reinforcement variables, stimulus generalization (5 quarter credits). Learners in this course examine dependency of old age. Learners explore the and transfer, and memory. Current theory, relevant historical and contemporary schools of psychology application of current theory and research to the research, and application to clinical, educational, with an emphasis on key contributors to the workplace, family and social relationships, and and organizational settings are also reviewed in discipline. Paradigmatic approaches (e.g., behavioral, psychological changes to the self. this course. cognitive, psychoanalytic, humanistic, etc.) are PSY7310 - Biological Basis of Behavior (5 quarter PSY7421 - Cognitive/Affective Psychology analyzed in relation to the cultural context existing credits). This introduction to the biological basis of (5 quarter credits). This course is an introduction in the U.S. Special emphasis is given to systems of behavior includes an overview of genetic factors, to normal and psychopathological factors of psychology that have emerged in response to functional neuroanatomy, and physiology in cognitive and emotional functions on behavior radical and rapid social changes experienced since relation to such topics as sensation, movement, including learning, perception, imagining, the mid-twentieth century and to implications of motivation, emotion, sleep, learning and memory, language, memory, reasoning, affective those systems for professional practice. consciousness, and abnormal behavior. Special processes, and judging. Learners examine the PSY7210 - Lifespan Development (5 quarter attention is given to the relationship between organization of the perceptual world into a unified credits). This course is a comprehensive survey of brain functions and behavioral disorders (e.g., and hierarchical pattern of belief, attitudes, and contemporary and classical theory and research addictions, eating disorders, effects of chronic expectancies. These dynamics are applied to related to physical, cognitive, psychological, and stress, learning disorders, sexual dysfunctions, contemporary issues and psychological problems social development throughout the lifespan. sleep disorders, and mood disorders). in human behavior. Particular attention is given to topics in the areas of PSY7320 - Advanced Biological Psychology PSY7510 - Psychology of Personality (5 quarter human development that have applications for (5 quarter credits). Learners in this course credits). This course is an examination of the psychologists working in clinical, educational, and examine the biological factors related to assumptions, constructs, and processes of organizational settings. psychopathology. The course emphasizes research personality as expressed in the major theoretical PSY7220 - Child Psychology (5 quarter credits). problems and methods currently being explored in writings. Psychodynamic, behavioral, structuralist, This course is an overview of major theories and biological psychology. Topics include the role of humanistic, existentialist, socialist, feminist, and current research in child development. Both genetic factors in psychopathology, the influence cognitive theories of personality are reviewed biological and psychosocial factors are examined. of physical and emotional trauma on brain along with research in the areas of normal and Topics include normal development, the role of function, biological considerations in treatment abnormal personality constructs. Contemporary attachment processes, influence of trauma on planning, addictive phenomena, and other issues and problems in personality theory and development, family factors, and the influence clinically relevant subjects. Prerequisite(s): PSY7310. types are also addressed. of community and societal factors on child Cannot be fulfilled by transfer. PSY7520 - Social Psychology (5 quarter credits). development. PSY7330 - Psychopharmacology (5 quarter This course provides an overview of behavior that credits). Learners in this course explore the is influenced by the presence of others or behavior behavioral and therapeutic effects of psychoactive that is under the control of society. Interpersonal drugs. Course topics include synaptic relationships, social cognition, social inference, 140 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

emotion, and personality are considered within PSY7612 - Functional Behavioral Assessment between problem formulation, hypothesis testing, this framework. The social psychology of decision (5 quarter credits). Learners apply functional sampling, data collection, and data analysis are making, attitude formation, and social attribution behavior assessments to the development of covered in detail. The final project for this course are reviewed and applied to contemporary issues. behavioral support plans. Learners gain knowledge is a research paper that may be applicable to a Learners also explore the application of social working collaboratively with others to design dissertation proposal. Prerequisite(s): PSY7650. psychological theory and research to various strategies that help students who exhibit Cannot be fulfilled by transfer. clinical, educational, and organizational settings. challenging behaviors to be more successful in PSY8090 - Counseling Theories (5 quarter PSY7530 - Group Psychology (5 quarter credits). school. Learners apply strategies including the credits). This course offers learners an overview of Learners in this course consider influence implementation of environmental supports and major theories of counseling, the assumptions that processes important in group settings including skills training as well as behavioral interventions. underlie these theories, and the historical and conformity, rejection of deviant group members, Prerequisite(s): PSY7610 or school approval. cultural contexts in which they developed. Learners and minority member influence. The course is also PSY7620 - Inferential Statistics (5 quarter credits). in the course explore specific techniques, research, a review of research into stages of group This course focuses on applying parametric limitations, and ethical issues and develop their development, the formation of group norms, statistical procedures to psychological research integrative understanding of these theories. communication among group members, group and the strengths and limitations of conducting PSY8091 - Group Counseling (5 quarter credits). decision making, leadership, and group productivity. quantitative studies. Learners examine sampling In this course learners explore the theories and PSY7540 - Multicultural Perspectives in Human issues, experimental design, and concerns of techniques underlying the use of the group format Behavior (5 quarter credits). This course is an internal validity and study tests of difference in counseling. Learners examine the dynamics of examination of substantive and theoretical issues between and among groups, and correlations. This group facilitation, therapeutic movement within concerning the application of psychological course may involve the use of software in the groups, and group development. Additional principles in a variety of culturally diverse analysis of data sets provided by the instructor. topics include the use of groups across the populations. The role of culture-specific PSY7625 - Advanced Inferential Statistics intervention spectrum (prevention to tertiary), programming, special issues and needs of cultural (5 quarter credits). Learners in this course examine issues specific to particular populations, and subgroups, and psychological approaches to multivariate analysis including step-wise and integration of developmental theory within group working with culture-specific issues are addressed. multilinear regression. Learners are expected to counseling and co-facilitation. Learners taking this Learners in the course apply current theory and demonstrate proficiency in the use of software course must be enrolled in one of the professional research to specific clinical, educational, and packages appropriate to dissertation-level psychology specializations within HASOP. organizational issues. research. Prerequisite(s): PSY7620. Cannot be PSY8092 - Counseling Skills and Procedures PSY7542 - Ethics and Multicultural Issues fulfilled by transfer. (5 quarter credits). This course focuses on the (5 quarter credits). In this course learners examine PSY7630 - Qualitative Analysis (5 quarter credits). specific skills underlying the counseling professional ethics and cultural diversity issues that This course covers qualitative methods appropriate relationship. From the development of the are significant in professional practice. Current for phenomenological, observational, and therapeutic alliance through termination, standards of practice for professional psychology ethnological content in research. The course counseling relies on the intentional use of skills to are reviewed, emphasizing the guidelines of emphasizes methods such as data analysis promote client growth and development. This professional organizations and state regulations. techniques for qualitative data. course provides an introduction to the basic skills Learners evaluate recent research and theory PSY7640 - Methods of Clinical Inquiry (5 quarter and core conditions associated with effective regarding issues of cultural diversity and credits). This course focuses on a theoretical and counseling practice. A residential component psychological concepts, assessing situations in practical review of the ways psychologists intended to assist learners in achieving behavioral which ethical dilemmas or diversity are factors, and demonstrate accountability in a broad range of proficiency in the skills is required for this course. developing strategies for addressing those issues. settings. Learners in the course are introduced to The residency involves the use of role-playing and PSY7610 - Tests and Measurements (5 quarter applying scientific methods to problems of human other simulation techniques to provide feedback credits). This course is an introduction to the behavior. Topics include methods of field research, to learners. Learners taking this course must be general area of mental measurement. Learners program evaluation, the role of empirical validation enrolled in one of HASOP’s professional review theory and content of measuring devices in of treatment methods, and the strengths and psychology specializations. the fields of intelligence, interests, personality, and limitations of various methods of inquiry. PSY8093 - Professional Standards and Ethics of special aptitudes. The course includes an analysis PSY7650 - Research Methods (5 quarter credits). Counseling (5 quarter credits). Through the use of the psychometric procedures used to develop This course is a review of behavioral science of case studies, learners explore the application of and validate educational and psychological research designs and methods appropriate in professional and personal codes of ethics to the instruments with special attention given to applied psychology. Topics include philosophy of practice of counseling. Ethical guidelines appropriate applications for each type of science, ethical issues in research with human applicable to the multiple professional roles methodology. Learners in the course discuss subjects, hypothesis formulation, experimental and associated with counseling are also explored. The specific techniques for correctly interpreting test quasi-experimental designs, measurement, course emphasizes strategies and methods for scores such as percentiles, standard errors of descriptive designs, and the analysis and identifying ethical conflicts and the appropriate measurement, validity and reliability indices, and interpretation of data. The course emphasized professional response. Learners taking this course standard scores. Topics also include professional applying research methods to clinical, organizational, must be enrolled in one of HASOP’s professional standards for test development and use. The and educational settings. Learners apply these psychology specializations. American Psychological Association’s (APA) skills in their dissertation and other research projects. PSY8100 - Principles of Educational Psychology requirements regarding ethical and legal PSY7656 - Advanced Research Methods (5 quarter credits). This course orients learners to standards for testing and research with human (5 quarter credits). This course addresses the field of educational psychology with an participants are also considered. For learners in advanced issues of research design and emphasis on learning and instruction across the the school psychology specialization, this course methodological consideration in the selection and lifespan. In the course, learners study core must be taken during the learner’s second quarter, execution of a research proposal. Relationships principles and theories of learning and instruction immediately following PSY7011 and PSY7012. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 141

supported by empirical research in psychology and PSY8160 - Strategies for Career and Life factors in etiology and treatment, and a review of education. Topics include historical and Planning (5 quarter credits). This course is a Axis I and II disorders. Prerequisite(s): PSY8210. contemporary theories of learning; cognitive, survey of current methods and criteria used in Learners taking this course must be enrolled in social, and emotional development; and career development, placement, and follow-up. one of HASOP’s professional psychology motivation as they pertain to instruction design. Career entry, mid-career transition, and the specializations. Prerequisite(s): Learners cannot take this course special needs of handicapped and disadvantaged PSY8230 - Psychological Testing (5 quarter until they complete the required foundation populations receive special attention. Learners in credits). This course covers the administration of course (PSY7011 or PSY7021) and must take it the course also consider current theory and psychological tests and behavioral measures before any other specialization course(s). research in clinical, educational, and associated with the assessment of cognitive and COURSE DESCRIPTIONS GRADUATE PSY8110 - Teaching Psychology (5 quarter credits). organizational settings. intellectual function, adaptive function, special This course is a review of traditional and current PSY8170 - Principles of Instructional Design aptitudes function, and achievement. At the methods of formulating the objectives of (5 quarter credits). This course focuses on conclusion of the course learners are expected to instruction. Topics include examining student applying learning principles and cognitive be proficient in the administration and scoring of characteristics that affect learning; discussing basic information processes to the acquisition of instruments that assess the behavioral domains learning processes; analyzing instructional classroom educational outcomes. The course also above and in appropriately reporting findings of variables that affect learning; selecting emphasizes the design of instructional strategies such assessments to lay and professional instructional methods, technologies, and materials; that meet the educational learning needs of audiences. Ethical and professional standards for evaluating learning outcomes; and evaluating individual students. using psychological tests are also covered. instructional methods and systems for their PSY8182 - Field Experience in Educational Learners enrolled in this course are expected to appropriateness in teaching psychology courses. Psychology (5 quarter credits). The purpose of either purchase or gain access to the use of PSY8120 - Computer-Mediated Instruction/ this supervised field experience is to allow standard and commonly used tests of cognitive Learning (5 quarter credits). This course focuses learners to gain experience in three areas of function, adaptive functioning, and achievement. on theory and applications of computer software higher education: teaching, research, and Prerequisite(s): PSY7610. Learners taking this for improving learning, productivity, and personal administration. This field experience consists of at course must be enrolled in one of the satisfaction in information processing and least 100 hours, including 30 hours of course professional psychology specializations within cognitive tasks. Human information processing participation. Learners also complete 10 hours in HASOP. There is a residency requirement models and cognitive theories provide a each of the three areas of experience under the associated with this course. Test kits are theoretical basis for facilitating complex human supervision of a professor who holds a doctoral required, and a limited supply are available for learning. Applications for local access networks degree in psychology. The remaining 40 hours are rental at [email protected]. Learners are and distance learning are examined along with distributed among the three areas so that most required to obtain test kits from another source current online instructional resources. hours are spent in the learner’s area of least if none are available to rent through Capella. Cannot be fulfilled by transfer. PSY8130 - Adult Learner in the Classroom previous experience. Prerequisite(s): Completion (5 quarter credits). This course reviews the special of all 7000-level courses required for the PSY8231 - Psychological Assessments for School issues related to education of adult populations in specialization, and PSY8110, PSY8130, and Psychologists I (5 quarter credits). In this course traditional and distance education programming. PSY8330, or permission from the chair of learners develop mastery of the diagnostic issues Topics include learning styles, tenets of adult educational psychology. Cannot be fulfilled by important for individual assessment within a education, curriculum considerations in the design transfer. multiculturally diverse population of school-age of adult education, implementing advanced PSY8210 - Principles of Psychopathology children using norm-referenced assessment tools technological methods, and uses for emerging (5 quarter credits). The course is an examination including intelligence (verbal and non-verbal), technological developments. of the assessment and treatment of various forms achievement, adaptive behavior, and curriculum- based measures. Learners synthesize norm- PSY8140 - Mentoring Psychological Research of psychopathology. Learners in the course review the etiology of psychopathology, current methods referenced assessment with observational (5 quarter credits). This course covers the assessments to create psychological reports psychologist’s role in teaching research design of psychological assessment, research on psychodynamics, and existing treatment methods. appropriate to the audience. The course covers including execution, analysis of data, and measures including standard and widely-used interpretation of results. The course addresses the The politics of mental disorders, emerging diagnoses, and other contemporary issues are instruments for assessing cognitive function and necessity of writing skills for preparing publication- intelligence, achievement, adaptive behavior, and ready manuscripts and emphasizes the also addressed. Prerequisite(s): Learners in the specialist certificate in school psychology must other assessments of developmental integration. collaborative and consultative roles necessary for Prerequisite(s): PSY7610. This course is successful adult learning. have a master’s degree in school psychology from Capella University. restricted to learners in the school psychology PSY8150 - Exceptional Children in the Classroom specialization. There is a residency requirement (5 quarter credits). This course provides an PSY8220 - Advanced Psychopathology associated with this course. Test kits are introduction to the topic of learning disabilities in (5 quarter credits). Learners examine theory and required, and a limited supply are available for the classroom. Theoretical perspectives, research associated with major psychological rental at [email protected]. Learners are characteristics, etiology, assessment, and disorders; the course emphasizes the transition required to obtain test kits from another source remediation of learning disabilities are examined. from concepts and terminology of DSM-IV TR to if none are available to rent through Capella. Learners are introduced to recent trends and actual clinical situations. Learners also examine in Cannot be fulfilled by transfer. research related to identification and educational depth the concepts of psychopathology, focusing on areas related to the learner’s practice PSY8232 - Psychological Assessment for School treatment practices. Concomitant exceptionalities, Psychologists II (5 quarter credits). Learners diversity, service delivery models, and teaching emphasis. In particular, learners familiarize themselves with applications of theoretical demonstrate mastery of the diagnostic issues strategies are also explored. Prerequisite(s): important in the social-emotional functioning and Learners in the specialist certificate in school concepts in a clinical setting. Additional topics include the controversy of “empirically validated” personality assessment of a multiculturally diverse psychology must have a master’s degree in population of school-age children. Learners school psychology from Capella University. treatments, the interplay of social and biological 142 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

conduct clinical interviews and behavioral may be used in assessing brain injury or other current APA Ethical Principles of Psychologists and observations; they synthesize and interpret data neurological disorders/trauma. Interpretation and Code of Conduct and standards of practice for from teacher, parent, and self-report behavior report writing are the primary focus for this course. professional psychology are reviewed. Learners rating scales and objective and projective Prerequisite: PSY8250. also work to identify effective methods for techniques. Learners score, interpret, and PSY8310 - Theories of Psychotherapy (5 quarter addressing ethical dilemmas and exploring current integrate the results to make recommendations credits). This course involves discussing and ethical issues in professional psychology. and write psychological reports. elaborating the underlying assumptions and PSY8331 - Principles of School Psychology Prerequisite(s): PSY7610, PSY8231. Learners in clinical techniques, and methods of intervention of (5 quarter credits). This course is an examination the specialist certificate in school psychology major schools of psychology. The course also of the practice of school psychology, its history, must have a master’s degree in school covers applying these theories and techniques to and current trends, with a focus on how school psychology from Capella University. This course the change of human behavior and the analysis of psychologists are part of the school organization is restricted to learners in the school psychology clinical cases for treatment planning. Client- and participate as members of an educational specialization or school psychology specialist therapist process issues, treatment outcome team. Legal, social, and professional certificate program. There is a residency considerations, current research supporting the considerations influencing the work of the school requirement associated with this course. Test efficacy of treatment methods, and ethical issues psychologist are also considered. Learners review kits are required, and a limited supply are are considered. the application of psychological research and available for rental at [email protected]. PSY8311 - Group Psychotherapy (5 quarter theory in the context of practicing school Learners are required to obtain test kits from psychology. another source if none are available to rent credits). Learners in this course review the through Capella. Cannot be fulfilled by transfer. historical development, major theories, current PSY8332 - Advanced Methods in School research, and clinical procedures of group Psychology (5 quarter credits). In this course PSY8240 - Advanced Psychological Testing counseling and psychotherapy. Course content learners explore the major issues that practicing (5 quarter credits). This course covers the includes the role of the leader and leadership school psychologists encounter. Social functioning administration of such measures of psychosocial styles, mechanics of co-therapy, group including violence in the schools receives special functioning as the MMPI-2, the MMPI-A, and development, methods of group intervention, emphasis. Course topics such as anger control related measures of personality. The major focus designing special function groups, and handling management, peer mediation, and social skills of the course is the use of these instruments in critical incidents within groups. The course instruction are issues that school psychologists assessing psychopathology and for treatment emphasizes developing clinical competence by may encounter. Other topics include HIV-AIDS, planning. Another important course goal is applying theory and research to the group ADHD, autism, Asperger’s syndrome, retardation, assimilating psychosocial measures with cognitive experience. Learners taking this course must be Down’s syndrome, visual and auditory disabilities, and achievement measures to obtain a enrolled in one of HASOP’s professional retention, talented and gifted, preschool, and comprehensive appraisal of the individual in a psychology specializations. school phobia. Issues of privacy, confidentiality, social context. Preparation of psychological and ethics are also examined. reports and the consultation process is PSY8312 - Clinical Interventions (5 quarter credits). Learners review the basic issues and skills Prerequisite(s): Completion of the master’s emphasized. Learners enrolled in this course are degree in school psychology from Capella expected to purchase or acquire access to necessary to function in a clinical setting. The course begins with an exploration of one’s University. This course is restricted to learners in MMPI-2 or the MMPI-A and related measures of the school psychology certificate program. psychosocial functioning. motivations for working in the psychology Prerequisite(s): PSY7610, PSY8230. Learners profession. Learners in the course are introduced PSY8335 - Consultation and Collaboration in the taking this course must be enrolled in one of the to basic psychotherapy skills such as warmth, School (5 quarter credits). In this course learners professional psychology specializations within empathy, concreteness, confrontation, examine optimal approaches for effective HASOP. There is a residency requirement motivational interviewing, treatment planning, consultation and collaboration within the school associated with this course. Test kits are case management, and clinical documentation. setting. Learners synthesize results of assessments required, and a limited supply are available for Learners taking this course must be enrolled in one and formulate effective ways to communicate with rental at [email protected]. Learners are of the professional psychology specializations parents, school administrators and teachers, and required to obtain test kits from another source within HASOP. other support service providers. Learners who if none are available to rent through Capella. PSY8315 - Research in Psychotherapy and successfully complete this course demonstrate the Cannot be fulfilled by transfer. Empirically Supported Treatments (5 quarter ability to facilitate understanding of assessment outcomes and intervention implementation. PSY8251 - Neuropsychological Assessment credits). Learners in this course review research (5 quarter credits). Learners study current theory, and research methods used to understand the PSY8336 - Organization and Operation of the methods, and research in neuropsychological complex dynamics of psychopathology and School (5 quarter credits). Learners who assessment of mental disorders. Administration of psychotherapy. Attention to the application of successfully complete this course demonstrate a test batteries and preparation of psychological scientific thinking to clinical questions is also a part mastery of general education, special education, reports are required in this course. of the course. Further topics include and other educational and related services that Prerequisite(s): PSY7610, PSY8230, PSY8240. demonstration of treatment efficacy, clinical school psychologists need in order to work in Learners taking this course must be enrolled in epistemology, myths of psychotherapy, empirical schools. Learners conduct a systems analysis of one of the professional psychology specializations treatments, and difficulties with measurement of schools and other settings in order to propose within HASOP. Cannot be fulfilled by transfer. psychological variables. how best to work with individuals and groups to facilitate the development and maintenance of PSY8260 - Advanced Psycho-neurological PSY8330 - Ethics and Standards of Professional Practice (5 quarter credits). In this course learners policies and practices that are the basis for safe, Assessments (5 quarter credits). This is an supportive, and effective learning environments. advanced course covering the Halstead-Reitan examine the historical origins of professional ethics, including issues affecting education, Prerequisite(s): Successful completion of a Battery, Luria-Nebraska Neuropsychological master’s degree in school psychology from Battery, and other neuropsychological tests that psychotherapy, law, and institutional guidelines for protecting human participants in research. The Capella University. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 143

PSY8337 - Legal and Ethical Issues in the School supervision and consultation, and these findings of 350 hours combining direct and indirect (5 quarter credits). Learners apply legal and are applied to service delivery. Learners are activities at the field site and in the courseroom. ethical guidelines to situations encountered in the encouraged to develop their own theory and This experience gives learners the opportunity to practice of school psychology. Learners approach to clinical supervision. observe and practice and to participate in daily life incorporate important issues such as privacy, Prerequisite(s): Learners taking this course must in a school setting while under the guidance of an informed consent, confidentiality, record keeping, be enrolled in one of HASOP’s professional experienced school psychologist supervisor. The ethical, and legal issues into psycho-educational psychology specializations. course also allows learners to synthesize these site assessments and school related interventions. PSY8377 - School Psychology Practicum I experiences with academic knowledge from

Learners identify ethical considerations connected (3 quarter credits). The school psychology previous course work. The school psychology COURSE DESCRIPTIONS GRADUATE with testing in school settings. practicum is the first integrated field experience in program culminates in the practicum and its two PSY8340 - Psychology and the Law (5 quarter school psychology training. It incorporates all courses, which are direct preparation for the credits). The primary focus of PSY8340 is to academic and clinical skills learned to date and internship. Prerequisite(s): PSY8150, PSY8232, prepare learners for the advanced practical provides the first significant opportunity to apply PSY8332, PSY8337, PSY8377, and completion training covered in PSY8350 and PSY8360, the skills of the school psychology practitioner in a of all course work for the master’s degree in emphasizing basic theoretical, ethical, and real work setting. The full practicum experience, school psychology. empirical bases of forensic psychology. This course along with its two courses, School Psychology PSY8385 - School Psychology Internship I also helps learners develop skills in forensic Practicum I and II, is conducted over two quarters (5 quarter credits). This course is taken assessment methodologies. Topics include for a total of 350 hours that combine direct and concurrently with the supervised field training psychology’s role in the judicial system, differences indirect activities at the field site and in the experience. The purpose of this course is to between clinical and forensic psychological courseroom. This experience gives learners the integrate and apply skills that address the practice, and parameters of ethical practice in opportunity to observe and practice and competencies of professional practice outlined by forensic psychology. Basic functions of forensic participate in daily life in a school setting while professional standards in the field. The internship practice in criminal, civil, juvenile, and family law under the guidance of an experienced school provides supervision as well as formative and contexts and basic principles of testimony are also psychologist supervisor. This is the time to put summative performance-based evaluation of the addressed. Prerequisite(s): PSY8210, PSY8230, newly acquired skills into practice, to apply intern’s work. The internship requires at least 1200 PSY8240, and PSY8330. previous learning to the acquisition of new skills, hours with a minimum of 600 hours in schools full PSY8350 - Techniques of Forensic Practice to develop broader perspectives on professional time, over one academic year. Prerequisite(s): (5 quarter credits). The primary focus of PSY8350 issues, and to prepare generally for the greater Completion of all school psychology MS and is on the methodology and mechanics for expectations of internship and ultimately specialist certificate courses and all residency performing different forensic activities including independent practice. The practicum courses courses. Enrollment restricted to those whose training in methodology. The course also focuses combine academic preparation and field internship application has been approved by the on practical applications and skill-building in experiences, emphasizing practical issues that Field Training Office. Application deadline is at different forensic practice areas. The course impact the everyday practice of school least three months prior to intended start date. introduces forensic evaluation methodologies psychology. There is less emphasis on the Refer to the current manual for further details. including competency to stand trial, insanity empirical literature and more on its applications, Cannot be fulfilled by transfer. defense, child custody, fitness to parent, mitigating less emphasis on academic assignments and more PSY8386 - School Psychology Internship II defenses, and recidivism. Evaluating malingering on field-based activities. Course discussions are (5 quarter credits). This course is a continuation and understanding the guidelines for ethical intended to be a support system for addressing of the previous quarter of internship, PSY8385. practice are emphasized throughout the course. concerns that arise in the field and an opportunity Prerequisite(s): PSY8385. Cannot be fulfilled Prerequisite(s): PSY8340. to share ideas and information. All previous by transfer. program course work culminates in the practicum PSY8360 - Current Issues and Trends in Forensic and its two courses, which are direct preparation PSY8387 - School Psychology Internship III Practice (5 quarter credits). Learners in this course for internship. Prerequisite(s): PSY8150, (5 quarter credits). This course is a continuation analyze current issues within forensic psychology. PSY8232, PSY8332, and completion of all course of the previous two quarters of internship, The course emphasizes the application of scientific work for the master’s degree in school PSY8385 and PSY8386. Prerequisite(s): PSY8385, methods to forensic situations. Topics include eye- psychology. Enrollment in this course is PSY8386. Successful completion of the witness identification, legal decision-making, restricted to those whose practicum application internship is contingent upon passing a final forensic assessment and reporting, criminal has been approved by field training office. The portfolio review that reflects proficiency across defenses, profiling, polygraphy, risk assessment, application deadline is one quarter prior to competency areas. Cannot be fulfilled by transfer. jury composition, scientific jury selection, and intended start date. PSY8391 - Master’s Practicum I (5 quarter credits). other selected topics of interest to both the This practicum course provides supervised psychological and legal fields. PSY8378 - School Psychology Practicum II (2 quarter credits). The second quarter of the training appropriate to the master’s level in Prerequisite(s): PSY8210, PSY8230, PSY8240, psychological testing, interviewing, assessment, PSY8340, PSY8350. school psychology practicum continues the integrated field experience of school psychology intervention techniques, community consultation, PSY8371 - Strategies of Clinical Supervision and training, incorporating the academic and clinical and applied research in a setting selected by the Consultation (5 quarter credits). This course skills learners have acquired, and building on the learner and approved by the director of training. provides an overview of the theory, basic functions, skills and knowledge from the first practicum The online course emphasizes increased and methods of clinical supervision and course. In the second practicum course, learners awareness of the learner’s clinical strengths and consultation. Topics include supervisory and spend less time observing their supervisor and limitations, psychological assessment and consultative contracts and relationships, various more time practicing skills under close understanding of DSM-IV TR, introduction to styles of supervision and consultation, and the supervision. The full practicum experience, along treatment planning, case documentation, ethical legal and ethical issues related to these services. with its two courses, School Psychology Practicum issues, and work with specific clinical populations. Learners in the course review the research on I and II, is conducted over two quarters for a total Prerequisite(s): Completion of all practicum prerequisite courses and approval of the 144 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

practicum application by the director of training. PSY8396 - Doctoral Practicum III (5 quarter PSY8420 - Multicultural Issues in Addiction Refer to the current field training manual for credits). The third practicum course provides (5 quarter credits). In this course, learners further details. Learners taking this course must continued supervised training in professional examine ethnic and cultural issues that influence be enrolled in one of the professional psychology issues with particular emphasis on the etiology, perception, and treatment of psychology specializations within HASOP. DSM-IV TR Axis II conditions, V codes, and other compulsive and addictive behavior. Topics include Cannot be fulfilled by transfer. psychosocial concerns. As an addition to field the need for specialized treatments and training, PSY8392 - Doctoral Practicum I (5 quarter credits). experience the online course provides an the needs of various special populations, the Learners in the first practicum receive supervised opportunity for in-depth examination of various impact of racial identity on self-perception, and training appropriate to the doctoral level in psychopathological conditions appropriate to the culture-specific methods of treatment. The course psychological testing, interviewing, assessment, doctoral level. This course is designed for learners emphasizes applying scientific research and theory intervention techniques, community consultation, whose state regulatory or licensure boards require to clinical work. and applied research in a setting selected by the more than two academic quarters of practicum or PSY8430 - Issues and Trends in Addiction/ learner and approved by the director of training. for learners who want to extend their field training. Compulsion Treatments (5 quarter credits). The online course emphasizes increased Prerequisite(s): PSY8394. Cannot be fulfilled This course is a review of current developments, awareness of the learner’s clinical strengths and by transfer. research, and trends within the addiction field. limitations, psychological assessment and PSY8397 - Advanced Practicum (5 quarter credits). The course emphasizes gaining a current understanding of DSM-IV TR, introduction to This course offers continued supervised training in understanding of substantive issues in the field. treatment planning, case documentation, ethical professional psychology issues with particular The course includes topics such as developments issues, and working with specific clinical emphasis on case presentations. The course also in psycho-pharmacological treatment of populations. Prerequisite(s): Completion of all provides an opportunity to develop case addictions, the influences of managed care on practicum prerequisite courses and approval of presentations and to consult with colleagues treatment, ethics, the use of Internet resources in the practicum application by the director of about treatment issues. In addition, the course the field, the changing role of the counselor, and training. Refer to the current manual for further facilitates in-depth examination of various emerging treatment approaches. details. Learners taking this course must be psychopathological conditions and treatment PSY8440 - Substance Abuse Program Evaluation enrolled in one of HASOP’s professional issues. Prerequisite(s): PSY8396. Cannot be (5 quarter credits). This course covers various psychology specializations. Cannot be fulfilled fulfilled by transfer. methods appropriate for field experimentation by transfer. PSY8401 - Internship I (5 quarter credits). and program evaluation. Topics include quasi- PSY8393 - Master’s Practicum II (5 quarter In internship,learners work with a range of clients experimental designs, sampling procedures, and credits). The second practicum course provides in various institutions and settings. The course issues associated with program evaluation. Ethical continued supervised training in professional emphasizes academic psychology principles, issues related to field research are also covered. psychology issues with particular emphasis on development of diagnostic and clinical skills, and PSY8450 - Compulsive Behavior and the DSM-IV Axis I. As an addition to field experience, clarification of personal strengths and limitations Disturbance of the Self (5 quarter credits). the online course provides learners with the as a clinician. Prerequisite(s): Completion of all This course defines the nature of addictive and opportunity for in-depth examination of various course work including practicum course(s) and compulsive behavior problems; learners in the psychopathological conditions appropriate for approval of the internship application by the course discuss the development of the addiction master’s learners. Prerequisite(s): PSY8391. director of training. Refer to the current manual model and its tenets and review the literature Cannot be fulfilled by transfer. for further details. Learners taking this course regarding the validity and efficacy of treatment PSY8394 - Doctoral Practicum II (5 quarter credits). must be enrolled in a doctoral program in either approaches based on the addiction model. The second practicum course provides continued clinical or counseling psychology in HASOP. Alternatives to the addiction model are discussed, supervised training in professional psychological Cannot be fulfilled by transfer. including cognitive behavior therapy. The issues with particular emphasis on DSM-IV TR Axis PSY8402 - Internship II (5 quarter credits). This course provides a detailed examination of the I conditions. As an addition to the field course is a continuation of the previous quarter of psychodynamically oriented Compulsive experience, the online course provides learners internship, PSY8401. Prerequisite(s): PSY8401. Behavior Model. with the opportunity for in-depth examination of Cannot be fulfilled by transfer. PSY8460 - Dual Diagnosis in Mental and various psychopathological conditions appropriate PSY8403 - Internship III (5 quarter credits). This Addictive Disorders (5 quarter credits). for doctoral learners. Prerequisite(s): PSY8392. course is a continuation of the previous quarter of This course addresses the complexities of Cannot be fulfilled by transfer. internship, PSY8402. Prerequisite(s): PSY8401, co-morbidity, diagnosis, and treatment of clients PSY8395 - Master’s Practicum III (5 quarter PSY8402. Cannot be fulfilled by transfer. with various addictive disorders and mental illness credits). The third practicum course provides PSY8404 - Internship IV (5 quarter credits). This (both Axis I and Axis II disorders). Current research continued supervised training in professional course is a continuation of the previous quarter of and theory on etiology, psychodynamics, and psychology issues with particular emphasis on internship, PSY8403. Prerequisite(s): PSY8401, treatment are reviewed as well as specific methods DSM-IV Axis II conditions, V codes, and other PSY8402, PSY8403. Cannot be fulfilled by of psychotherapy and the role of psychosocial concerns. As an addition to field transfer. pharmacotherapy. Case studies illustrate course experience, the online course provides learners content and help learners develop clinical skills. PSY8410 - Substance Abuse Therapies (5 quarter with the opportunity for in-depth examination of The course emphasizes applying scientific research credits). This course is a review of traditional and various psychopathological conditions appropriate in clinical and programmatic settings. nontraditional approaches to treatment. Topics to the master’s level. This course is designed for PSY8510 - Family Systems Theories (5 quarter learners whose state regulatory or licensure include in- and out-patient treatment programming; self-help groups; utilization of community credits). Families are studied as systems from boards require more than two academic quarters theoretical, clinical, and research perspectives. of practicum or for learners who want to extend resources and alternative treatment approaches; and the use of individual, group, and family The course emphasizes family development, family their field training. Prerequisite(s): PSY8393. transitions, assessment, and intervention. Learners Cannot be fulfilled by transfer. psychotherapy. Current trends in service delivery are considered, particularly in light of ongoing in the course explore systems-oriented assessment changes in the health care delivery system. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 145

models as well as strategies for initial interviews, treatment. Topics include the role of family in the PSY8670 - Cognitive/Affective Basis of Physical hypothesis formulation, strategy design for etiology, maintenance, and treatment of various Illness (5 quarter credits). This course emphasizes intervention, and the process of termination. problems; emerging approaches to family the assessment and treatment of psychosomatic PSY8520 - Couples Therapy (5 quarter credits). interventions; the role of self-help groups in family conditions from a cognitive/affective perspective. This course is an overview of theory and research intervention; and ethical issues related to family Learners explore the ways assessment and on marriage and the couple relationship in treatment of addictive and compulsive problems. treatment interventions from this perspective are contemporary society. Topics include relationship PSY8610 - Principles of Health Psychology applied to patients with acute and chronic development, maintenance, and termination; (5 quarter credits). This course is a review of conditions housed both in medical care facilities conflict-resolution skills; communication styles and behavioral and biomedical theory and research and treated as out-patients. The use of self- COURSE DESCRIPTIONS GRADUATE skills; couple adjustment and assessment of with the objective of understanding the instruction strategies, relaxation techniques, interpersonal relationships; cultural variations; and contributions of psychological factors to the imagery, meditation, hypnosis, and other stress issues related to gender. Major approaches to prevention, diagnosis, and treatment of disease management strategies are reviewed. couples therapy are reviewed. and illness. Topics include psychosocial factors PSY8711 - Principles of Industrial/Organizational PSY8530 - Family Therapy (5 quarter credits). contributing to health and disease, health Psychology (5 quarter credits). In this course, This course is an analysis and comparative study of promotion, mind-body relationships, and learners review theories and research on the prominent schools of thought within the field psychological approaches to the prevention and psychological issues relevant to industrial/ of family psychology, their tenets, therapeutic treatment of physical illness. Cognitive and organizational behavior. Topics include workplace strategies, and techniques. Structural, strategic, behavioral interventions for health-related motivation, job satisfaction, workplace testing and trans-generational, behavioral, communication, problems and the collaborative roles of medical assessment, individual and group performance, and analytical approaches to family therapy are specialists and psychologists are emphasized. consultation, systems planning, group decision discussed. PSY8630 - Health Care Delivery (5 quarter making, performance monitoring, and incentive motivation. Ethical considerations related to PSY8540 - Current Issues and Methods in Family credits). Learners in this course examine the role of the psychologist as a health care provider within leadership behavior in modern organizations are Research (5 quarter credits). This course provides also addressed. learners with an overview of family variables, managed health care. Consultative and complexities of family research design, data collaborative roles for the psychologist are PSY8720 - Psychology of Leadership (5 quarter collection, and analysis. Topics include current reviewed and learners explore working in an credits). Current theories relevant to leadership, scales of measurement, validity and reliability, integrated and interdisciplinary team and scientific research, and organizational case studies experimental and non-experimental designs, and alternative health care delivery models. provide a comprehensive review of the various approaches to integrating clinical research and PSY8640 - Community Psychology (5 quarter models of leadership. Applications to clinical, practice. Special attention is given to current credits). This course addresses the role of the educational, and organizational settings are also factors in family research. psychologist as an agent of change in the reviewed. Special topics include team building, Prerequisite(s): PSY8510 or PSY8530. community. Social change strategies that leading groups, trait and personality theory, styles of leadership, and multicultural issues relevant to PSY8550 - Bereavement and Loss Therapy community-oriented psychologists can use in leadership in organizational settings. Learners (5 quarter credits). This course covers the process facilitating community improvements and develop their own theory of leadership based of dealing with expected and traumatic losses as alleviating adverse social conditions are given upon synthesis and analysis of course material. well as the impediments to that process. Topics special attention. Legal, social policy, medical, include phases of bereavement, special issues familial, and psychological viewpoints are PSY8730 - Consultation Psychology (5 quarter related to suicide survivorship, coping with loss considered in the analysis of community credits). Learners in this course explore the variety following chronic illness, the role of emotion in problems and their prevention. Other topics of roles and interventions that engage consultants the grief process, and the clinical methods of include child abuse, delinquency, crime, poverty, and industrial/organizational psychologists in the bereavement treatment. Current theory, relevant powerlessness, inadequate social support, and world of work. This course covers current theories research, and application to clinical, educational, forms of discrimination. of consultation, ethics, models of consultation and organizational settings are considered in PSY8650 - Innovative Health Care Practices research, and the dynamics of the consultant- this course. (5 quarter credits). This course is an examination client relationship. Both consultants’ and psychologists’ contributions to clinical, educational, PSY8560 - Principles of Family Pathology of the emerging trends in health practices. Topics industrial and organizational settings are (5 quarter credits). This course offers a include integrating spiritual resources into reviewed. Learners discuss critical incidents and conceptualization of pathology based on a family treatment, “alternative” therapies, current issues cases as part of this course and are encouraged to systems model. The etiology and maintenance of in mind/body relationships, and the impact of develop a proposal to identify and market to pathology are presented as a function of family managed care in the delivery of psychological appropriate potential clients for consultation. interaction and family structure rather than services. Interdisciplinary practice and individual dynamics. Topics include styles of family collaborative relationships are emphasized. PSY8734 - Workplace Violence and Sexual interaction, family boundaries, family roles, and the PSY8660 - Coping with Chronic Physical Illness Harassment (5 quarter credits). This course family life cycle. (5 quarter credits). This course examines the covers the most recent legal updates concerning workplace violence and sexual harassment. PSY8570 - Family Systems Approach to psychological impact of a variety of medical Additional topics include assessing potentially Addictive Behavior Problems (5 quarter credits). conditions and their bio-psycho-social etiologies violent employees, dispelling myths surrounding Learners in this course examine current theory and and treatments. Emphasis is placed on the role of violence and harassment in the workplace, research on family dynamics and treatment the interdisciplinary team in treatment planning becoming familiar with policies and procedures to methods of addictive and compulsive behavior and implementation. Medical conditions deal with these issues, and understanding the problems. The course covers a variety of addressed in the course include pain syndromes general management impact of these phenomena. theoretical approaches to treatment including the such as headaches, back pain, gastrointestinal disease model, brief therapy, structural/strategic disorders, auto-immune, and other chronic therapy, and psychoanalytically oriented diseases. 146 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

PSY8735 - Managing Problem Personnel vocational and career assessment, workplace aging. Learners also explore psychological (Employee Assistance Program Issues) performance assessment, and quantitative- interventions appropriate to the treatment of (5 quarter credits). This course is an examination qualitative principles and research methods disorders of the elderly, current research of the tests and interventions used to address specifically designed for the consultant- supporting treatment of cognitive dysfunction employee needs when psychological problems practitioner and industrial/organizational in the aged, and the characteristics of or substance abuse issues are evident. psychologist. This course is geared to the I/O successful aging. Psychopharmacological and psychotherapeutic psychologist, professional consultant, human PSY8820 - Research in the Aging Process treatments as well as issues of confidentiality resources manager, and other professionals (5 quarter credits). This course is a comprehensive are addressed. involved in workplace testing and assessment, review of past and current research as well as PSY8740 - Psychology Practices in Personnel methods, and interventions. research methods and trends in the area of aging. and Human Resources Management (5 quarter Prerequisite(s): PSY7610. Topics include biological factors, cognitive and credits). This course introduces psychology PSY8770 - Performance Enhancement and personality changes, interpersonal and family practices and current research relevant to Motivation (5 quarter credits). Learners in this relationships, spiritual concerns, and relevant personnel and human resource management course explore concepts and methods relevant to medical factors. Factors that facilitate successful issues in organizations. Topics include a broad the study of employee motivation, attitudes, and negotiation of age-related issues receive special overview of employee practices that human job satisfaction in corporate and educational attention. Learners examine aspects of human resources management specialists must address: settings. Specific methods and applications for aging both in contemporary American society individual differences; selection of personnel; optimizing performance at the executive and and cross-cultural and ethnic perspectives. workplace testing and assessment theory; the managerial levels are also addressed. PSY8840 - Principles of Sport Psychology performance appraisal process; equal PSY8780 - Psychology of Organizational (5 quarter credits). An overview of the field of employment opportunity legislation, regulation, Ergonomics in the Workplace (5 quarter credits). sport psychology, this course covers a broad range and compliance; workplace ethics; and litigation Learners in this course study the connection and of topics including personality, attention, anxiety that may occur as a result of workplace incidents. interface of individuals interacting in their and arousal, arousal adjustment strategies, The course emphasizes applying theory and workplace setting, office design, and physical cognitive-behavioral intervention, causal research to corporate and educational settings. workplace environment. Topics include attribution, motivation, self-confidence, PSY8750 - Managing Psychological Services industrial/organizational workplace ergonomics as psychology, and social issues of sport. Learners (5 quarter credits). This course addresses a response to environmental change in industry as who complete this course gain an eclectic challenges that are likely to face practitioners in a result of computerization, human-computer understanding of sport psychology. consulting and industrial/organizational interaction, automation, and information display. PSY8841 - Performance Enhancement in psychology over the next decade. Learners Specific approaches to work design include Sports (5 quarter credits). Learners in this course explore issues including managed care; diversified anthropometry, biomechanics, and physiological examine the mechanisms by which athletes can practices relevant to the professional practitioner; considerations in the work environment. exceed their perceived physical limitations. multicultural client populations; ethical conflicts PSY8785 - Compensation and Benefits Planning Topics include strategies such as visualization, in consultation; contemporary issues; risk Psychology (5 quarter credits). This course meditation, hypnosis, autogenic training, management, expert witness testimony; emphasizes workplace compensation issues and biofeedback, and progressive relaxation. psychological and consultation record-keeping; benefits planning, and addresses current trends in marketing consulting services; psychological PSY8842 - Applied Sport Psychology (5 quarter compensation issues, the process of job credits). This course demonstrates the practical services; and contemporary business practices in evaluation, establishing pay rates, and conducting professional consultation and industrial/ applications of the theoretical concepts from salary surveys. The psychology of employee PSY8840 in the field of sport psychology. The organizational psychology. Learners develop a benefits planning, insurance programs and professional business and marketing plan for work course focuses on how the sport psychologist services, retirement planning, Employee interacts with individuals within a sport context. in the fields of professional consultation and Assistance Programs, workplace options, and industrial/organizational psychology. Learners examine ways to provide effective flexible workplace programs are also addressed. professional guidance in the areas of learning, PSY8760 - Vocational Psychology (5 quarter PSY8790 - Workplace Safety and Health motivation, and social interaction as well as mental credits). This course is a comprehensive review of Psychology (5 quarter credits). This course training for performance enhancement. Other major theories and research in vocational addresses contemporary issues relevant to topics include referrals, drug abuse, burnout, psychology and implications for the work of the employee safety and health environments in the injury, and termination from athletics. counseling and consulting psychologist. In this workplace setting. Topics include Occupational course, learners study an individual’s occupational PSY8843 - Exercise Psychology (5 quarter Safety and Health Administration awareness, credits). This course addresses psychological behavior, occupational choice, and motivational management’s commitment to a safe work development surrounding work choice patterns. aspects related to exercise. Learners in the course environment, conducting safety surveys, critical investigate the theoretical foundations behind the Industrial/organizational (I/O) practitioners, I/O incidents, preventing accidents, and health issues psychologists, and career counselors are the reasons people exercise, exercise adherence, and interventions found in workplace personality factors in exercise, and the primary audiences for this course, which combines environments and occupational settings. I/O psychology with vocational counseling. psychological effects of exercise. Other topics PSY8810 - Geriatric Psychology (5 quarter include applied issues such as motivation, PSY8765 - Testing and Assessment in Workplace credits). Age-related cognitive and personality cognitive and behavioral change strategies, Psychology (5 quarter credits). Learners review changes in the elderly are examined, along with an leadership, and counseling in exercise. relevant theories and research methods analyses of the causes and mechanisms of aging. PSY8844 - Psychology of Injury (5 quarter specifically geared to workplace psychology and Content includes interpersonal relationships consultation assessment methods. Topics include credits). Learners in this course examine the between the aged individual and significant others psychological effects experienced by the injured employee and organizational assessment, (especially family members) and the importance of psychometric testing, pre-employment testing, athlete. Psychological factors of injury from these relationships for further development and athlete, coach, physician, and sport psychologist’s 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 147

points of view are also explored. Learners examine PSY9985 - Doctoral Comprehensive results. Resources for data analysis designs and behavioral risk factors, injury prevention, and Examination II (5 quarter credits). Learners and interpretation are provided, including the over-training as a means of prevention. Injury their comprehensive examination committee dissertation manual and a template for Chapter 4. assessment and the management of injury members each develop one comprehensive Grading for this course is S/NS. Prerequisite(s): treatment including the biomedical issues of injury examination question to address one of the four PSY9987. Cannot be fulfilled by transfer. is a central focus. The course also covers the core themes. Learners write answers to the PSY9989 - Dissertation Research IV (5 quarter interaction of the sport psychologist and the comprehensive examination questions that are credits). In this course, learners develop and sport medicine team. evaluated by the committee using analytical point- finalize Chapter 5 (Conclusions and

PSY8845 - Current Issues in Sport Psychology scale scoring rubrics. Upon passing the written Recommendations), polish the final draft of all COURSE DESCRIPTIONS GRADUATE (5 quarter credits). This course focuses on in- examination, learners complete the chapters (1-5), obtain approval of the dissertation depth reading in and critical analysis of current comprehensive examination final conference call manuscript, complete the final dissertation issues in sport psychology. Learners in the course and upon passing their call are eligible to enroll in conference call, make all necessary final content examine current research in-depth and theoretical the first dissertation course. Grading for this changes, obtain form and style clearance, publish directions in the field of sport psychology. course is S/NS. Prerequisite(s): PSY9984. Cannot the dissertation online with UMI, and obtain be fulfilled by transfer. PSY8990 - Independent Readings (5 quarter clearance from Academic Records on degree credits). This course allows learners to read about PSY9986 - Dissertation Research I (5 quarter audit (to verify that all required and elective and critically analyze specific topics in psychology credits). Learners examine the key components of program courses have been taken). Resources for in greater depth under the guidance of the course planning and conducting dissertation research, writing conclusions and recommendations are instructor. May only be taken once. including the dissertation process and the roles provided, including the dissertation manual, a and responsibilities of the dissertation committee, template for Chapter 5, and procedures for PSY9101 - Master’s Integrative Project course instructor, and course administrator. In dissertation submission and the final conference (5 quarter credits). Learners enrolled in the addition, learners form and obtain approval of call. Grading for this course is S/NS. academic track register for this final capstone their dissertation committees, conduct a Prerequisite(s): PSY9988. Cannot be fulfilled project after all course requirements have been preliminary literature review, develop the by transfer. met for the Master’s degree. Learners in the dissertation prospectus, and become familiar with academic tracks are expected to demonstrate procedures for protecting human participants/ mastery of knowledge, scholarship, and research subjects in research. Resources for research proficiencies in the identified field of psychology. methodology and the IRB process are provided. Harold Abel School of Psychology Prerequisite(s): Completion of all course work. Learners must complete the dissertation Cannot be fulfilled by transfer. Colloquia prospectus and the short online Collaborative IRB PSY9150 - Master’s Final Project (5 quarter Training Initiative (CITI) modules in order to pass PSY-R6061 - Psychology PhD Colloquium Track I. credits). Learners enrolled in the professional track Dissertation Research I. Grading for this course is Through residential colloquia, Capella learners register for this final capstone project after all S/NS. Prerequisite(s): PSY9985. Cannot be gain a stronger sense of academic community by course requirements have been met for the fulfilled by transfer. networking and discussing course work, projects, Master’s degree. Learners in the professional and research issues face-to-face with fellow PSY9987 - Dissertation Research II (5 quarter tracks are expected to demonstrate mastery of learners and faculty. This experience provides a credits). In this course, learners obtain committee knowledge, scholarship, and research proficiencies learning environment that fosters the application approval of the dissertation prospectus, prepare in the identified field of psychology. of critical thinking and integrates knowledge to informed consent and field testing materials, Prerequesite(s): Completion of all course work. professional and research issues. Track I offers develop and solidify the data collection Cannot be fulfilled by transfer. basic or introductory workshops in the following design/plan and schedule (based on the six content areas: PSY9984 - Doctoral Comprehensive Examination I prospectus), prepare and submit the IRB Area 1: Developing the scholar-practitioner (5 quarter credits). In the first course of the application for approval, conduct field testing to Area 2: Critical analysis skills comprehensive examination and dissertation establish validity and reliability of the instrument Area 3: Research skills sequence, learners examine the key components in (when appropriate), complete the dissertation Area 4: Professional communication skills the comprehensive examination. The course prospectus conference call, develop and Area 5: Development of learning communities includes an overview of the comprehensive complete dissertation Chapters 1 (Introduction), Area 6: Psychology-specific content and offerings examination process and the university’s 2 (Literature Review), and 3 (Methodology), based expectations of academic honesty and integrity on the prospectus. Resources for research designs PSY-R6062 - Psychology PhD Colloquium Track II. and introduces the four core themes of the and methodology are provided, including the Through residential colloquia, Capella learners examination and the evaluation criteria. Structured dissertation manual and a template for Chapters gain a stronger sense of academic community by study groups are established and resources on the 1, 2, and 3. Procedures for prospectus and IRB networking and discussing course work, projects, core themes are provided. Course requirements application submission and the prospectus and research issues face-to-face with fellow include completion of the overview and a conference call are available. Grading for this learners and faculty. This experience provides a preliminary conference call with the course is S/NS. Prerequisite(s): PSY9986. learning environment that fosters the application comprehensive examination committee and Cannot be fulfilled by transfer. of critical thinking and integrates knowledge to development of a schedule for the final conference professional and research issues. Track II offers PSY9988 - Dissertation Research III (5 quarter call. Grading for this course is S/NS. intermediate workshops in the following six credits). In this course, learners engage in data Prerequisite(s): Completion of all required and content areas: collection according to the plan and schedule, elective course work with a GPA of 3.0 or better. Area 1: Developing the scholar-practitioner develop and organize Chapter 4 (Results) draft Completion of practicum courses prior to Area 2: Critical analysis skills (structure based on the research questions and starting comprehensive examination courses. Area 3: Research skills methods before data collection is complete), Fulfillment of all residency requirements. Cannot Area 4: Professional communication skills check in data (as they come in), process and be fulfilled by transfer. Area 5: Development of learning communities analyze the data, and finalize Chapter 4 with Area 6: Psychology-specific content and offerings 148 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

PSY-R6063 - Psychology PhD Colloquium Track III. Harold Abel School of Psychology violations. Learners develop problem solving Through residential colloquia, Capella learners gain Year-in-Residence strategies to resolve professional, legal, and a stronger sense of academic community by ethical dilemmas. Clinical Psychology Year-in-Residence networking and discussing course work, projects, PSY-R6363 - Assessment: Diagnosis, Case and research issues face-to-face with fellow PSY-R6360 - Professional Issues in Clinical Formulation, and Treatment Planning. In this learners and faculty. This experience provides a Psychology and Residency Preparation. In the weekend-in-residence, lectures and small group learning environment that fosters the application of opening weekend of the clinical year-in-residence discussions focus on case formulation and critical thinking and integrates knowledge to learners are oriented to year-in-residence development of a differential diagnosis as a professional and research issues. Track III offers activities, requirements, and logistics. During the working hypothesis that incorporates advanced workshops in the following six content weekend, learners are introduced to concepts and developmental, biological, and cognitive/affective areas: activities that develop the learner's professional factors. The residency includes discussion of case Area 1: Developing the scholar-practitioner identity as a psychologist and as a scholar- studies and the use of different theoretical Area 2: Critical analysis skills practitioner and that initiate the process of cohort- approaches to case formulation and treatment. Area 3: Research skills formation and group cohesion. Using prior records, interviews, and test results Area 4: Professional communication skills PSY-R6361 - Extended Seminar I: Relationships, contributes to the evaluation process with Area 5: Development of learning communities attention given to oral and written communication Area 6: Psychology-specific content and offerings Assessment, and Professional Issues. The extended seminar plays an important role in of diagnostic conclusions. Learners apply these PSY-R6161 - Psychology MS Colloquium Track I. socializing learners into careers in the profession of skills as they work with individuals, families, and Through the residential colloquia, Capella learners psychology as well as increasing and extending couples and as they incorporate their use of the gain a stronger sense of academic community by learners’ knowledge and skill competencies. The current DSM-IV TR. Through role play, learners networking and discussing course work, projects, professional issues weekend and accompanying demonstrate the ability to form a therapeutic and research issues face-to-face with fellow two weeks include presentations, lectures, alliance, communicate the conceptualization of learners and faculty. This experience provides a discussion groups, and small group labs that offer the problem, the treatment plan, and the selection learning environment that fosters the application of experiential training in counseling/psychotherapy of interventions to clients and other professionals. critical thinking and integrates knowledge to and assessment skills. Learners have opportunities PSY-R6364 - Intervention: Treatment professional and practice issues. Track I offers basic for individual mentoring, advising, and attending Implementation. Learners explore ways to or introductory workshops in effective interviewing meetings involving all clinical learners as well as implement empirically supported treatments that skills and skills in psychological assessment learners from other specializations in the school of are derived from case formulation and differential (administration and scoring of Wechsler series). psychology. Learners and faculty hear guest diagnosis. Activities include group discussions PSY-R6162 - Psychology MS Colloquium Track II. speakers, attend evening programs, and engage regarding theoretical approaches to treatment Through the residential colloquia, Capella learners in social activities that contribute to networking. implementation and derived outcome measures. gain a stronger sense of academic community by Week I – Relationship: Interviewing and Through role play, learners demonstrate the ability networking and discussing course work, projects, Constructive Working Alliances. Learners to maintain a therapeutic alliance and to and research issues face-to-face with fellow explore basic individual counseling and communicate a treatment plan and amendment of learners and faculty. This experience provides a psychotherapy skills and factors that therapeutic goals to clients and to professionals. learning environment that fosters the application of contribute to empirically supported Learners develop clinical skills that help critical thinking and integrates knowledge to relationships. Role plays and feedback individuals, families, and couples progress towards professional and research issues. Track II offers sessions train learners to develop a mutually agreed-on therapy goals. Learners intermediate workshops in counseling and therapeutic alliance with clients as well as demonstrate the ability to modify diagnostic psychotherapy interventions, psychological testing collegial interactions that support hypotheses with each therapeutic intervention in skills (including tests of achievement and adaptive professional relationships. order to accommodate additional input. functioning), and group counseling skills. Week II – Assessment: Test Administration, PSY-R6365 - Diversity: Individual Differences. PSY-R6163 - Psychology MS Colloquium Track III. Scoring, and Interpretation. In small In this weekend-in-residence learners explore Through the residential colloquia, Capella learners groups, instructors demonstrate test issues of diversity, culture, and individual gain a stronger sense of academic community by administration, scoring, and interpretation. differences that must be incorporated into all networking and discussing course work, projects, In pairs, learners practice intensively, aspects of professional functioning in psychology. and research issues face-to-face with fellow acquiring beginning assessment skills. Lectures and small and large group discussions learners and faculty. This experience provides a Learners explore test selection, emphasize personal reflection and self-monitoring learning environment that fosters the application of psychometric properties such as reliability regarding diversity issues and developing critical thinking and integrates knowledge of and validity, and target populations within personally tailored strategies to acquire sensitivity professional and research issues. Track III offers the context of ethical and effective to diversity issues about which learners or advanced workshops in psychological assessment assessment procedures. professionals may not be knowledgeable. skills (including test selection and interpretation) PSY-R6366 - Assessment: Cognitive, and ethical applications and solutions. PSY-R6362 - Ethics and Standards of Professional Practice. Learners explore ethics and Achievement, and Adaptive Testing. In this standards of professional practice through weekend-in-residence learners practice lectures, role play, and discussion. Learners study administering, scoring, and interpreting a battery the APA Ethical Principles of Psychologists and of psychological tests assessing intelligence, Codes of Conduct and the differences between achievement, and adaptive or developmental ethics and mental health law. Using case studies abilities. Working in pairs, learners act as examiner and relevant experiential materials, learners and test taker to gain practical experience. discuss possible ethical violations and practice Scoring exercises increase their ability to properly methods that are successful for preventing ethical score responses and to calculate protocol scores. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 149

Learners gain report writing techniques that presentations, workshops, and lectures, learners PSY-R6462 - Ethics and Standards of Counseling integrate results in support of a diagnostic make short professional presentations to their Psychology. This weekend-in-residence covers impression and implications for a treatment plan. peers and continue their training in empirically legal, ethical, and professional standards of PSY-R6367- Assessment: Personality Testing. supported assessment and treatment approaches. conduct for counseling psychologists. Learners In this weekend-in-residence learners acquire Week I – Consultation, Supervision, and explore possible ethical violations and discuss hands-on experience in scoring, analyzing, Professional Issues. Learners demonstrate best practices for avoiding them. The weekend-in- interpreting, and integrating select psychological the ability to compare and contrast the residence also covers the relationship between test profiles/data. Learners integrate results from roles involved in consultation and ethics and mental health law, with special a complete battery to support a diagnostic supervision. Learners practice consultation emphasis on the development of the professional COURSE DESCRIPTIONS GRADUATE impression and implement a treatment plan. and supervision skills in small groups and identity and the importance of evidenced-based Learners explore report writing techniques to examine the responsibilities, cultural, practice. produce a succinct, accurate report. ethical, and legal issues that arise. PSY-R6463 - Individual Counseling PSY-R6368 - Assessment: Neuropsychological Week II – Professional Issues. Learners Interventions. This weekend-in-residence covers Testing. Clinical neuropsychology is a highly conclude the year-in-residence with the counseling interventions necessary for specialized area of practice within the profession discussions of professional issues and conducting successful individual interviews. of clinical psychology. In this weekend-in- practice writing integrative reports. Faculty Through small group sessions and one-on-one residence learners gain a solid foundation for teams conduct the portfolio review. practice sessions, learners demonstrate and recognizing diagnostic evidence that requires Learners demonstrate competencies as improve their intervention skills. further neuropsychological assessment. Learners specified by program goals and objectives, PSY-R6464 - Diagnosis and Treatment Planning. assimilate knowledge of neuroanatomy, demonstrate the formation of a This weekend-in-residence focuses on conducting neuropathology, and neuropsychological professional identity, and respond to diagnostic interviews and developing treatment assessment processes as well as a working questions surrounding any of the issues of plans in settings and situations commonly knowledge of neurological assessment training. Successfully passing the portfolio experienced by counseling psychologists. instruments and administrative procedures and review is required for passing the year-in- Learners participate in small and large group their diagnostic value. residence. exercises, observed interviews, and group PSY-R6369 - Research and Evaluation. The debates. The residency is associated with two scholar-practitioner model emphasizes skills courses: PSY8210 Principles of Psychopathology necessary to support the tradition of empirically and PSY8220 Advanced Psychopathology. supported knowledge, theories, and systems in Counseling Psychology Learners are expected to have completed at least psychology and to conduct outcome evaluations Year-in-Residence one of those courses prior to this residency. of programs and interventions for their PSY-R6460 - Professional Issues in Counseling PSY-R6465 - Group Counseling Interventions. effectiveness. In this weekend-in-residence, Psychology and Residency Preparation. This This weekend-in-residence focuses on best learner lectures and small and large group opening weekend of the counseling psychology practices and empirically supported techniques discussions emphasize critical analysis of year-in-residence initiates the process of group for group counseling. Topics include managing professional literature for appropriate research cohesion and cohort formation. It orients learners the developmental stages of a group, utilizing designs and statistical analysis. Learners to year-in-residence activities, requirements, and process versus content interventions, managing demonstrate their ability to synthesize logistics while also introducing a variety of affect in the group, and achieving goals and professional literature in order to support concepts and activities to develop learners’ solving problems using the group rather than conclusions and provide direction for future professional identities as psychologists and as therapist intervention. Learners spend the research. Through small group collaboration, scientist-practitioners. residency in observed practice sessions and brief learners develop a research proposal. Learners orientation lectures. PSY-R6461 - Extended Seminar I: Interviewing, demonstrate in discussion and practice the ability Testing, and Professional Issues. This two-week PSY-R6466 - Assessment in Counseling: to create strategies to evaluate program extended seminar immediately follows the year-in- Cognitive Testing. This weekend-in-residence effectiveness and deliver empirically supported residence’s opening weekend (see PSY-R6460). provides hands-on experience scoring, analyzing, interventions to meet the unique needs of The seminar provides learning resources and interpreting, and integrating psychological tests programs and relevant stakeholders. experiences to support residency requirements that assess intelligence, achievement, and PSY-R6370 - Crisis Intervention and Risk and training needs in counseling psychology. It developmental abilities. Working in pairs, Assessment. In this weekend-in-residence includes a variety of formal and informal activities counseling learners act as examiners and test learners practice crisis intervention and risk that orient and socialize learners into the takers to gain practical experience with the issues assessment. In lectures and small and large group profession of counseling psychology, the Harold that arise during test administrations. Scoring discussions learners examine therapeutic, legal, Abel School of Psychology, and Capella University. exercises are provided to increase reliability of and ethical issues including Duty to Warn, Learners attend plenary presentations and lectures proper scoring of responses and the calculation of Involuntary Detention, and thorough and participate in small labs that offer training in protocol scores. The weekend-in-residence documentation of records. Role plays with basic interviewing skills, empirically supported emphasizes the integration of results to support feedback provide practice in crisis intervention intervention techniques, and psychological testing diagnostic impressions and to inform treatment skills including the need to consult with colleagues skills. Learners also participate in mentoring and plans. Techniques for writing accurate and following a difficult session. advising sessions, specialization and school succinct psychological reports are reviewed. PSY-R6371 - Extended Seminar II: Consultation, meetings, and social and networking activities. PSY-R6467 - Assessment in Counseling: Supervision, Reports, and Professional Issues. Learners have the opportunity to attend guest Personality Testing. This weekend-in-residence This extended seminar continues the lectures and evening programs. This residency is provides hands-on experience scoring, analyzing, development of the learner’s professional identity taken by all doctoral learners in the counseling interpreting, and integrating personality tests. as a clinical psychologist. In addition to plenary psychology specialization. Techniques for writing accurate and succinct 150 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

psychological reports are reviewed. Learners School Psychology Year-in-Residence professional boundaries and helping relationships. participate in small group discussions, case Learners conduct clinical assessment interview analysis activities, and individual competency PSY-R6560 - Professional Issues in School practice sessions, individually with the instructor assessments. Psychology and Residency Preparation. This and in small groups. Prerequisite(s): PSY-R6560, opening weekend begins the school psychology PSY-R6468 - Research and Empirically-based PSY-R6561, PSY-R6562. year-in-residence. It orients learners to year-in- Practices. This weekend-in-residence covers the PSY-R6564 - School Psychology Counseling Skill residence activities, requirements, and logistics. roles of counseling psychologists as consumers of Development. In this weekend-in-residence This weekend-in-residence introduces a variety of research and as evaluators of counseling learners develop and practice basic counseling concepts and activities aimed at developing the interventions. Learners focus on analyzing and skills within school systems. Learners advance their learner's professional identity as a psychologist interpreting empirical research findings. The counseling skills through demonstration and role- and as a scientist-practitioner. It also initiates the course also covers integrating research findings play related to situations commonly occurring in process of cohort-formation and group cohesion. with current practice and investigating and schools at K-12 levels. Learners also develop skills evaluating counseling techniques and interventions. PSY-R6561 - Extended Seminar I: Assessment, for structuring and guiding group and individual Ethics, and Professional Issues. By engaging in PSY-R6469 - Research Design and counseling sessions and practice some of the skills mock testing sessions, observing testing sessions, Implementation. This weekend-in-residence needed for counseling special needs students and scoring test results, reviewing reports, and taking covers the role of counseling psychologists as for working within multicultural settings. Learners notes from faculty presentations, learners gain researchers. The course focuses on the basics of review and explore the parameters of counseling valuable skills for conducting academic and research design and methods, and it presents conducted by school psychologists including intellectual assessments and for scoring and techniques for writing the methods section of a ethical standards and general legal requirements, interpreting test results. Learners analyze the research proposal. both state and federal as appropriate. knowledge of ethical principles as they relate to Prerequisite(s): PSY-R6560, PSY-R6561, PSY-R6470 - Career and Vocational the practice of school psychology. Discussions PSY-R6562, PSY-R6563. Interventions. This weekend-in-residence focuses include privacy, informed consent, confidentiality, PSY-R6565 - Assessment Demonstrations. In this on the skills needed by counseling psychologists record keeping, due process procedures, ethical weekend-in-residence, through role-plays and for career and vocational counseling. The and legal issues in psycho-educational feedback from an experienced professional residency consists of skills-based activities such as assessments; counseling, working with teachers psychologist and peers, learners develop skills in interviewing, role playing, and analyzing case and parents, and the education of students with administering standardized assessment studies, as well as informational components that disabilities. Learners review the National instruments; following specific, recognized introduce and summarize the skill-based activities. Association of School Psychologists’ Principles for procedures; and assessing and interpreting test Weekend sessions cover administration and Professional Ethics, the American Psychological results. Learners are introduced to and practice interpretation of various career interest Association’s Ethical Principles of Psychologists interpreting assessment results to parents, inventories, career exploration activities, and and Code of Conduct. Working together in small teachers, and other professionals. Through these delivering career and work related workshops. and large groups, learners explore ways to experiences, learners gain the skills necessary for Personal awareness learning assists learners in respond to cases and vignettes that illustrate practicing school psychologists. career exploration as learners near completion ethical principles. Prerequisite(s): PSY7011, Prerequisite(s): PSY-R6560, PSY-R6561, of their doctoral degree. PSY7012, PSY7610, PSY8231. This prerequisite PSY-R6562, PSY-R6563, PSY-R6464. PSY-R6471 - Extended Seminar II: Diversity, applies only to learners who matriculated into Supervision, and Professional Issues. This lab the specialization in July 2005 or later. PSY-R6568 - Personality and Behavioral Assessment. In this weekend-in-residence learners presents an integrative, affirmative model that PSY-R6562 - Academic/Behavioral Interventions. administer and score individual personality and covers the need as well as ethical requirement to In this weekend-in-residence learners explore behavior tests, focusing on the Behavior incorporate individual differences into all aspects specific skills that school psychologists need to Assessment System for Children (BASC), Conners’ of clinical practice and training including coordinate and consolidate efforts at the school Rating Scales-Revised (CRS-R), Kinetic Drawing psychotherapy, consultation, assessment, site that ultimately help children. Learners gain System for Family and School (KDSFS), House- diagnosis, supervision, and teaching. The lab also skills in developing and implementing academic Tree-Person (H-T-P), Roberts Apperception Test covers the complementary roles of receiving and and behavior interventions in an efficient and for Children (RATC), and Sentence Completion providing supervision and consultation. effective manner, using a school instructional team Test. Learners work individually and in small approach. Learners also analyze ways to provide groups to score measures of personality and support for teachers, parents, and students and behavior, interpret the results, and provide a ways to assist with behavior intervention strategies written summary of their interpretation. Learners that help teachers generalize interventions and gain skills in conducting clinical interviews and activities. Prerequisite(s): PSY-R6560, PSY-R6561. behavioral observations; in synthesizing and PSY-R6563 - School Interventions: Basic and interpreting data from teacher, parent, and self- Advanced Interviewing. In this weekend-in- report behavior rating scales, as well as objective residence learners diagnose learning and and projective techniques; and in scoring, emotional problems. They also conduct fact- interpreting, and integrating the results in order to finding and rapport-building clinical assessment make recommendations and write psychological interviews and elicit information needed to make reports. In discussions learners analyze student appropriate diagnoses and individual educational case studies with attention-deficit hyperactivity plan (IEP) goals. Learners explore practices for disorder (ADHD), oppositional defiant disorder interviewing the child, parents, teachers, and other (ODD), depression, anxiety, and conduct disorders. individuals familiar with the child. Learners analyze Prerequisite(s): PSY-R6560, PSY-R6561, interventions during crisis situations as well as the PSY-R6562, PSY-R6563, PSY-R6564, PSY-R6565. ethical issues related to crisis intervention. Other topics include acquiring skills for maintaining 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 151

PSY-R6569 - Functional Behavioral Assessment. School of Business and Technology well as social controversies surrounding In this weekend-in-residence, through the use of e-commerce. This course is oriented towards those guided notes, example exercises, observations, MS Information Technology Courses learners who are not pursuing the system design converting and graphing data and role-playing TS5004 - Technical Communications (4 quarter and programming specialization. interventions, learners gain valuable skills needed credits). This course provides learners with the TS5120 - Project Management for Technology to conduct functional behavioral assessments and necessary skills for communicating technical Professionals (4 quarter credits). Learners in this write behavioral improvement plans. Learners information to various stakeholders in course explore management techniques for analyze behavior and develop interventions to organizations. The focus of the course is on the planning, estimating, and facilitating successful improve behavior, to understand the principles of fundamentals of technical communication in the enterprise Internet, intranet, and extranet COURSE DESCRIPTIONS GRADUATE reinforcement and punishment, to conduct electronic workplace while emphasizing clarity application projects. Topics include defining a structured observations in order to collect data and organization. Learners engage in exercises project, developing work breakdown structures, that can be converted and graphed, and to analyze that focus on technical writing, editing, and online preparing project schedules, and determining how the data to develop appropriate interventions that communication, and a broad range of activities to coordinate the various resources. Special are included in a behavioral improvement plan. including preparing an effective résumé, writing a attention is given to the skills needed to lead and Prerequisite(s): PSY-R6568. technical report, creating professional manage cross-functional and multinational teams PSY-R6570 - Behavioral Interventions. This development plans, and writing a proposal. The in a virtual team environment. This course includes weekend-in-residence helps learners become course presents techniques intended to help methods for managing new application effective school psychologist consultants, focusing learners develop an appreciation for format and development projects as well as the selection, primarily on developing learner skills in creating content and prepare learners for project installation, and integration of third-party software and implementing behavioral interventions and documentation requirements throughout their applications. The course introduces techniques evaluating their effectiveness. The course program and their professional careers. TS5004 that help keep projects on track and enhance team addresses building rapport with teachers and and TS5005 must be taken concurrently by motivation and offers planning, time management, parents, expanding their knowledge-base of master’s learners in their first quarter. Cannot and risk management activities that are useful to interventions, and building a library of professional be fulfilled by transfer or petition. learners throughout their program and resources. Learners discuss topics including TS5005 - Master’s Learner Success Lab (non- professional careers. interventions for externalizing and internalizing credit). This lab is designed to provide new TS5130 - System Development Theory and disorders, social skills training, counseling groups, master’s learners with the knowledge and skills Practice (4 quarter credits). This course focuses parent training, and resistance to intervention. they need to be successful in their academic on the software engineering fundamentals that The course includes extensive use of role-playing. programs. The lab familiarizes learners with the can be applied to enterprise-wide software Prerequisite(s): PSY-R6568, PSY-R6569. Capella online environment, academic standards application development. Advanced techniques PSY-R6571 - Extended Seminar II: Report and best practices, and support resources for requirements analysis, functional specifications, Writing, Treatment Planning, Supervisory, and provided to ensure success. Learners build skills in system design, implementation, testing, and Professional Issues. Learners explore the skills the selection and use of methods, techniques, and maintenance are covered. Topics include necessary for writing psychological/psycho- library resources. TS5005 is taken in the first portability, reusability, prototyping, and educational reports. Learners conduct an analysis quarter in conjunction with TS5004. Cannot be performance management. Learners compare of the characteristics of a good report. Each fulfilled by transfer or petition. theory with actual practice and assess, evaluate, section of a psychological/psycho-educational TS5110 - Enterprise System and Application and apply software development principals or report is introduced and discussed, along with Development (4 quarter credits). This course processes to a professional environment. Prior to basic principles for writing good psychological/ covers dynamic HTML, JavaScript, Java Applets, enrolling in this course, learners should possess psycho-education reports. Learners engage in cascading style sheets, and design templates. a working knowledge of the software report writing practice sessions, individually with The course also includes an introduction to CGI development process. the instructor and in small groups. Learners programming, server side includes (SSI), and TS5140 - System Usability Analysis and Design develop basic skills for presenting assessment and extensible markup language (XML). Learners (4 quarter credits). This course is an overview of evaluation data in a narrative format. Treatment apply their knowledge as they use a professional the theoretical aspects of human-computer plan formats and case examples are discussed. interactive development environment (IDE) to interaction with particular emphasis on giving Learners also discuss scenarios in groups and work develop a Web application, showing mastery of learners practical guidelines, strategies, and on cases individually. Learning supervision skills one or more of the Internet application methods for designing successful user interfaces. appropriate for a school setting are presented. technologies. Prior to enrolling in this course, Learners explore local language considerations for Prerequisite(s): PSY-R6568, PSY-R6569, learners should have a working knowledge of e-business and other enterprise Internet PSY-R6570. Completing PSY-R6571 is contingent both Web site development and programming. applications as well as user-centered design upon passing the formative portfolio review TS5111 - Overview of Enterprise Applications approaches that can be applied to enterprise during the residency. (4 quarter credits). This course provides learners Internet applications using a personal computer with an overview of Web based e-commerce and desktop interface, personal digital assistant (PDA) guidelines for building a Web-based infrastructure interface, cell phone interface, or any smart to support the various parts of an enterprise appliance interface. This course covers techniques (i.e., marketing, operations, etc.). Learners are for analyzing user needs, synthesizing user goals, introduced to the Web by designing and creating and ensuring that the completed application an e-commerce Web site in which both the satisfies customer requirements. technical and business issues of e-commerce TS5150 - Enterprise Application Testing are addressed. Learners also explore the role of (4 quarter credits). This course takes learners standards in supporting the Web and handling through an effective, step-by-step methodology of commercial transactions. Learners examine for testing enterprise Internet applications. It emerging business models for e-commerce as focuses on mission-critical aspects of e-commerce 152 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

Web-based applications, but the methodology can TS5271 - Network Security Solutions for the course is hands-on, with numerous programming be applied to any Internet application. Learners Enterprise (2 quarter credits). This course is exercises to further develop programming skills. are introduced to the quality attributes of Web- designed for network designers, system The course covers Java programming syntax, Java based applications including interesting content, a administrators, and other IT professionals who concepts, data types and methods, classes and unique product or service at a reasonable price, need to develop strategies and countermeasures class hierarchies, Applet and application creation, and swift and reliable fulfillment. Learners gain an against cyber threats to an enterprise network. Java Swing, error handling and exceptions, and appreciation for the importance of systematic This course covers current network security introduces Java Database Connectivity (JDBC). testing to facilitate continuous improvement in solutions to protect an organization from exposure Prerequisite(s): TS5505 or equivalent usability, performance, security, availability, and internally (attacks from within) and externally programming experience in C, C++, C#, Visual interoperability. This course gives learners the (Internet). Learners examine specific strategies to Basic, or other formal programming languages tools and knowledge to ensure their enterprise guard against the most common intrusion upon school approval. Internet application satisfies the expectations of including firewalls, gateways, and proxy servers. TS5503 - Advanced Enterprise System customers. Prior to enrolling in this course, Learners utilize case studies to better understand Development (4 quarter credits). Learners in this learners should have completed TS5130 or the impact of good security solutions. course further explore the topics covered in possess a working knowledge of software Authentication and encryption techniques are TS5110 by examining several mechanisms for development processes or software discussed and lab exercises are used to give interfacing with back-end databases, including engineering principals. learners experience with network security Rapid Application Development (RAD) techniques, TS5151 - Quality Assurance (4 quarter credits). solutions. Prior to enrolling in this course, to support dynamically created Web content from Learners in this course explore the practical learners should take TS5590 or possess a server-side databases. This course covers Active application of quality assurance principles in working knowledge of networking concepts. Server Pages (ASP) and introduces Java Server technology. Tools, techniques, quality TS5500 - Systems Analysis and Design (4 quarter Pages (JSP) and more advanced technologies improvement, and statistical processes for credits). Learners in this course examine the supporting reusable business logic on the server. determining quality assurance are presented. process of analyzing and designing enterprise- Enterprise Java Beans (EJBs) capabilities and Learners examine real-world examples, cases, and wide systems. The course focuses on the contexts for use are also introduced. Course models to evaluate how to apply quality assurance traditional system development methods and content explains distributed object technology in technology. Learners also explore industry offers a review of alternative methods such as and describes how extensible markup language standard quality assurance processes like the object-oriented, rapid application development (XML) is utilized for spontaneous data exchange Software Engineering Institute (SEI) Capability and joint applications development. Learners between two Internet applications. In addition, Maturity Model (CMM) or the American Society for develop a variety of models including data, this course covers mechanisms to improve Quality (ASQ) Six Sigma. This course enables process, network, and object models while gaining performance of Internet applications. Prior to learners to compare quality principles with actual exposure to application architectures and the enrolling in this course, learners should have practices and ultimately apply these principles in design process. Various systems analysis and taken TS5501 or have equivalent experience in their technology professions and organizations. design tools are used as part of the process. database development. Prerequisite(s): TS5110 TS5160 - Business Foundations (4 quarter credits). Learners develop ways to specify and design or equivalent experience in Web development, This course provides IT learners with a foundation systems that help solve business problems and and either TS5502 or TS5538 or equivalent of business concepts. Learners analyze improve business processes. Prior to enrolling in experience upon school approval. organizational structures, operational processes, this course, learners should have completed TS5504 - Wireless Web Design and and financial measures as well as key business TS5130 or possess a working knowledge of Development (4 quarter credits). This course communication concepts and techniques. Through software development processes or software provides an overview of the evolving wireless the analysis and application of fundamental engineering principals. technologies and the Wireless Application business processes, theories, and techniques, TS5501 - Database Analysis and Design Protocol (WAP). Learners use simulation software successful completion of this course helps learners (4 quarter credits). This course introduces to design and debug wireless Web applications better understand how IT integrates with the database analysis, database design, and N-tiered using wireless markup language (WML) or enterprise as a whole. client server database systems. Topics include handheld device markup language (HDML) for TS5270 - Cyber Threats to Enterprise Security database structures, data dictionaries, data Internet-enabled phones. This course introduces (2 quarter credits). This course is designed for IT analysis, normalization, and common database related technologies and includes an overview of managers, executives, network and system applications. Learners develop an application in a mobile telephony architecture. Prior to enrolling administrators, and other IT professionals that popular database system. Advanced discussion in this course learners should possess a working need to assess their organization’s risk to hackers topics include database scripting (SQL), API knowledge of Web development. Completion and cyber terrorists. This course surveys the key interfaces, database connectivity technologies of TS5110 or equivalent experience is good terms and concepts necessary for enterprise (ODBC/JDBC), concurrency control, database preparation for this course. Prior knowledge security, including the tools, techniques, and security, and data warehousing multi-dimensional of XML is useful. strategies that are most often used to break into databases and data mining methods that extract TS5505 - Object-oriented Design and networks and associated databases. Learners useful information from the data warehousing. Development (4 quarter credits). This course become familiar with the basic steps that are used A problem-based approach using SQL is used in introduces object-oriented analysis and design by these attackers. This course enables learners to this course. concepts using the Universal Modeling Language develop a working knowledge and vocabulary for TS5502 - Programming Strategies (4 quarter (UML) and Java programming language, Sound assessing an organization’s security risk from credits). This course provides a foundation for practices for the design, construction, testing and attackers and a framework for creating an learners interested in learning Java. Learners also debugging of object-oriented software action plan. explore the aspects of Java that make it one of the applications are emphasized. The course pays most popular and dynamic programming specific attention to use cases as a means of environments available to the IT professional. The describing behavioral software requirements. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 153

This course also introduces patterns and object- TS5514 - Advanced Graphics and Multimedia TS5518 - Advanced Network Technology - oriented architectures and uses a problem-based (4 quarter credits). Learners in this course build Routing (4 quarter credits). This course is a approach to object-oriented analysis and design competencies for developing interesting Web continuation of TS5507 primarily focusing on concepts. sites containing more complex and interactive designing wide area networks at the advanced 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’ networks based on multi-protocol Internet works. multimedia technologies as part of an assignment knowledge of Web site design and multi-media Upon successful completion of this course, to create a Web interactive animation project. tools like Flash, Fireworks, and Photoshop through learners have a solid understanding of

Activities include illustrating with Flash, using the development of a business-quality Web site. implementing, designing, and configuring large COURSE DESCRIPTIONS GRADUATE animation techniques and special effects. This Learners use the theory behind vector graphic and scalable networks using queuing, tunneling, route course also covers embedding exported Flash image manipulation to more effectively utilize distribution, route maps, BGP, EIGRP, OSPF, and movies into HTML documents for play in a browser. these techniques. Prerequisite(s): TS5506 or route summarization. In addition, learners are Prerequisite(s): TS5110 or equivalent experience equivalent experience in Web site development prepared to take one of the industry certification upon school approval. including experience with Flash, Fireworks, exams. Prior to enrolling in this course, learners Photoshop, and other image processing tools should earn certification as a Cisco Certified TS5507 - Network Technology (4 quarter credits). upon school approval. Network Associate (CCNA). This course presents an overview of network technology. Learners consider video systems, local TS5515 - Advanced Wireless and Mobile TS5520 - Operating System Theory and area networks, wide area networks, wireless Development (4 quarter credits). This course Application (4 quarter credits). This course systems, satellite communications, Internet and emphasizes how aspects of Web technology provides learners with a solid foundation in the World Wide Web, cable networks, and voice (XML, XHTML, and JSP) are used to support operation system principles. Topics include and data communications. The course also interactive wireless Web applications. Learners concepts of resource management, scheduling, introduces learners to Frame Relay, DSL, ATM, explore the wireless application protocol (WAP) in and concurrency management and device SONET, and the OSI Model. The course focuses on detail and ways Web Markup Language (WML) management. The mechanisms used to support understanding the impact of network technologies and WML Script are utilized to create an network interfaces including interfaces to the on the performance of Web-based applications, interactive Web Telephony Application (WTA). The Internet and LANs are also introduced. Learners including security, privacy, and reliability. Learners use of Web Transport Layer Security (WTLS) and explore the concept of administering an operating completing this course develop competencies its importance in developing secure wireless system to gain an understanding of user access associated with the Cisco Certified Network application is also explored. The remainder of the and operating system security. Learners also Associate (CCNA) certification. course is devoted to server side support of explore operating system performance issues to wireless applications. The course presents aspects gain an understanding of the importance of TS5508 - Enterprise System Security (4 quarter of Servlet/JSP that are relevant to WAP, operating system configuration upon application credits). This course provides an overview of particularly the unique support for session performance. Examples are provided from both network security and information systems. This management. Learners use XSLT to transform XML Unix-based and Windows-based operating course is geared for the IT professional tasked with documents into WML to create WAP supported systems. Upon successful completion of the establishing security strategies to protect their Web pages. Learners work through a number of course, learners are able to compare how each organization from exposure to the Internet, or who computer labs to reinforce the above concepts. system implements the key concepts listed above needs to design applications that enable data Prerequisite(s): TS5503 and TS5504 or to be able to determine the applicability of the security, privacy, and confidentiality. Course equivalent experience upon school approval. system to an operational environment. content includes an introduction to firewalls and 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 list networking concepts and skills necessary to plan, course, build on the skills gained from TS5507. of the most frequently used methods for attacking install, configure and manage a local area network The course focuses on the advanced multi-layer a network system and how to defend against them. (LAN). Topics include security, printing, and switching technologies and techniques used by Learners examine case studies to better understand troubleshooting. Upon successful completion of major telecommunication companies to provide the impact of poor security on an enterprise. this course, learners have a solid understanding of advanced switch configuration, Spanning Tree 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 of this course, learners are prepared to take one of programming concepts and now want to explore TS5517 - Network Enterprise Architecture and the industry certification exams. Prior to enrolling some of the advanced Java programming topics. Design (4 quarter credits). This course is a in this course, learners should earn certification The primary focus of this course is on the advanced continuation of TS5516 primarily focusing on the as a Cisco Certified Network Associate (CCNA). features and libraries of the Java2 platform; this enterprise network. Topics include designing Prerequisite(s): TS5507 or equivalent knowledge is essential to programming in the Wide Area Networks (WANs), directory services, experience upon school approval. application server environment. This course connectivity issues and procedures, remote enables learners to create a client-server Java access, network traffic management, network TS5522 - Advanced Network Technology - application utilizing remote method invocation security and monitoring multi-protocol wide area Remote Access (4 quarter credits). This course (RMI) and a swing-based applet interface. networks. Upon successful completion of the enables learners to develop the skills gained from Prerequisite(s): TS5502 or equivalent experience course, learners have a solid understanding of TS5507. The focus of the course is on the upon school approval. network administration at the WAN. In addition, advanced technologies and techniques used to learners are prepared to take one of the industry plan, design, implement, configure, and monitor certification exams. remote access, as well as dial-up techniques that 154 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

provide remote connectivity using PPP, ISDN, better understanding of risk and how to application supported by an industry standard Frame Relay, and authentication. Learners also appropriately apply it to projects. application server utilizing a JSP-based user explore various technologies such as DSL, cable TS5526 - Leadership and Human Resource interface, learn how XML is used to configure an modem, and VPN. Topics in this course are Management (4 quarter credits). This course enterprise component application, and explore commensurate with topics covered in the other focuses on organizational planning, staff the main types of EJBs and when and where to use two advanced network technology courses, acquisition, and team development. Topics include them. The concepts of security relative to TS5521 and TS5523. Upon successful completion assigning project roles, responsibilities, and enterprise components also are discussed. of this course, learners are prepared to take one of reporting relationships; staffing; motivation; Learners completing this course develop the industry certification exams. Prior to enrolling leadership; team development; and conflict competencies associated with the Sun certified in this course, learners should earn certification resolution. Learners gain an understanding of the Web component developer for J2EE platform as a Cisco Certified Network Associate (CCNA). processes required to make effective use of certification and the enterprise architect for J2EE Prerequisite(s): TS5507 or equivalent experience people and resources on a project. The relationship technology certification. Prerequisite(s): TS5503 upon school approval. between human resource management and and TS5513 or equivalent experience upon TS5523 - Advanced Network Technology - project management is explored along with how school approval. Troubleshooting (4 quarter credits). This course it’s related to the project life cycle. The course TS5530 - Component Development - Microsoft enables learners to develop the skills gained from covers techniques for interfacing with project Framework (4 quarter credits). Learners in this TS5507, focusing on the advanced stakeholders, designing effective organizational course examine the architecture of .NET and troubleshooting skills and techniques that are used structures, dealing with conflict on projects, explore how applications utilize this architecture to on large scale and multi-protocol Internet works. communication, and managing stress. Practical create .NET enabled applications. Learners discuss Topics in this course are commensurate with topics self-assessment exercises are used to determine migration from COM to .NET including its covered in the other two advanced network learners’ communication, conflict resolution, and enhanced support for the object-oriented technology courses, TS5521 and TS5522. The leadership styles in addition to power orientation, programming model. The impact of .NET on course emphasizes troubleshooting Ethernets, personality type, and motivation to manage. current Microsoft technologies is also explored. Token Ring, routing, routed ISDN, PPP, Frame TS5527 - Procurement Management (4 quarter The course presents .NET Web services, clarifying Relay, VLAN, and WAN networks and protocols. credits). This course presents major processes its role in supporting Web application Upon successful completion of this course, used in project procurement management, development. Learners gain experience with learners are prepared to take one of the industry including planning, solicitation, source selection, ASP.NET to create a .NET enabled Web certification exams. Prior to enrolling in this contract administration, and contract closeout. application. C# examples are presented in light of course, learners should earn certification as a Learners review each area of the procurement its support for .NET. Learners should have prior Cisco Certified Network Associate (CCNA). process and discuss its salient points. Procurement experience with VBasic.NET or C# prior to taking Prerequisite(s): TS5507 or equivalent experience management is examined from the perspective of this course. Prerequisite(s): TS5503 or equivalent upon school approval. the buyer and seller relationship, including the experience upon school approval. TS5524 - Advanced Project Management processes required to obtain goods and services TS5531 - Security Management Practices (4 quarter credits). This course focuses on based upon project scope. Other project (4 quarter credits). This course enables IT advanced project management topics and management areas that relate to procurement professionals to identify, develop, and implement techniques for successful projects. An initial management are also explored. security policies for an information system and its assessment of learners’ project management TS5528 - Project Integration Management physical environment (i.e., network interface). competencies and skills is conducted along with (4 quarter credits). This course introduces learners Learners explore legal and investigative concepts the establishment of a professional development to key components for project integration regarding information security as well as the plan. The course provides an in-depth look at management and the processes required to necessity for network and physical security. This scope, time, cost, and quality management based ensure that elements of a project are properly course covers proactive practices including upon a case study scenario. The course focuses on coordinated. Learners examine topics such as the business continuity planning and disaster recovery the process of joint project planning sessions to role of the project manager as an integrator, the planning in order to maintain information integrity. increase the effectiveness of project planning. tradeoffs among competing objectives and Learners in this course also explore areas of Learners explore the importance of properly alternatives, the need for a project management operations security and aspects from the recruiting, organizing, and managing the project strategy, and understanding stakeholder disciplines of networking, database management, team and discuss techniques that keep projects on identification and analysis. The importance of a and project management. track through proper monitoring, control, and comprehensive approach to change control is TS5532 - Secure System Development and closeout methods. The course provides tools that reviewed and highlighted. Learners gain an Cryptology (4 quarter credits). Learners in this project managers may use throughout their understanding of overall project management course explore the key concepts of operating professional careers. including successful project implementation; system and application design from the TS5525 - Project Risk Management (4 quarter systems thinking; problem solving; and the skills, perspective of security and examine the credits). Learners in this course examine the roles, and expectations of project managers. importance of securing database access. The important elements of risk management including TS5529 - Component Development - Java course illustrates the importance of software risk planning, identifying risk, quantifying risk, Framework (4 quarter credits). This course development and maintenance processes that impact analysis, development of appropriate introduces the key concepts supporting Web impact security. Further, learners analyze ways that responses, and risk control. Learners gain an enterprise component development through an cryptography addresses the principles, means, appreciation of the systematic process of examination of the key features of Java 2 and methods of disguising information to ensure identifying, analyzing, and appropriately Enterprise Edition (J2EE), a framework for its integrity, confidentiality, and authenticity. responding to project risk. The course covers the developing reusable and portable enterprise Prior to enrolling in this course, learners should probability and consequences of maximizing components. Learners study the architecture of possess a working knowledge of basic algorithm positive events and minimizing the probability and J2EE to understand key components for creating construction. consequences of negative events. Learners have a applications. Learners create a servlet-based 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 155

TS5536 - Ethical and Legal Considerations in schemas, and stylesheets for transforming XML. In prepare a project plan that includes the proposed Information Technology (4 quarter credits). addition, learners discover how to create SOAP topic area, deliverables, completion dates, and This course focuses on the ethical and legal issues messages and integrate services through various the associated learning. Upon approval from their surrounding computer technologies within an Web Service technologies such as WSDL. instructor, learners execute their project plans. organization. Learners use specific case examples Prerequisite(s): TS5503 or equivalent Learners record weekly status on their progress, and projects to explore human dimensions of IT, experience in server-side development and issues, key decisions, and learning. At the and research the relationships between customers, intermediate-level programming in a conclusion of the course, learners complete their partners, and society. Topics include intellectual programming language such as Java, C#, C++, projects and summarize their results on their

property rights, privacy, governmental regulations, or Perl (i.e., TS5513) upon school approval. Capella University Web sites. Prerequisite(s): COURSE DESCRIPTIONS GRADUATE and an individual’s responsibilities in the TS5590 - Web Development and Networks Completion of all required master’s course decision-making process. (4 quarter credits). This course enables learners work. Cannot be fulfilled by transfer or petition. 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 provides an introduction to the C# language and for future courses in the program. This course to implementing C#-based applications using the provides an overview of Web applications and Colloquia and Residencies .NET framework. The course is oriented toward the how they are utilized to support business needs. It COL-R5921 - MS Colloquium Track I. The first learner with some programming experience in also presents the basic concepts of computer master’s residential colloquium is the initial track strongly-typed languages such as C, C++, or Java. networks and various methods of creating and of the residency sequence and should be Starting with the basics of the C# language such as supporting internal and external computer completed during the first two quarters of built-in data types, operators, and control networks. Learners compare various options in enrollment. structures, the course migrates to an introduction Web application development or networks and COL-R5922 - MS Colloquium Track II. The second of how C# implements the foundation of OOP such select the most appropriate solution. Learners colloquia is taken during the second year of as extending classes through inheritance, may choose or be advised to enroll in this enrollment (master’s learners completing in fewer interfaces, and polymorphism. The course covers course. Does not apply toward degree or than three years may take their colloquia more ways to utilize Microsoft’s Visual Studio Integrated certificate total credits. closely together, the second colloquium near the Development Environment (IDE) to create, TS5591 - Programming and Database Systems midpoint of their programs). compile, and deploy C#-based applications. (4 quarter credits). This course enables learners COL-R5923 - MS Colloquium Track III. The third Hands-on lab exercises throughout each unit with limited knowledge of IT to understand colloquia is taken during the third year of provide learners with experience creating and fundamental concepts of IT and to be prepared enrollment (master’s learners completing in fewer debugging C# applications and assemblies. for future courses in their program. An overview of than three years may take their colloquia more Prior to enrolling in this courses, learners should the basic concepts of the software development closely together). have a working knowledge of C, C++, Java, process is presented. Learners become familiar Visual Basic or other formal programming with programming through updating existing COL-R8921 - PhD Colloquium Track I. Track I is language. Completion of TS5505 or equivalent applications with an industry standard taken before completing 56 earned and experience is good preparation for this course. programming language (i.e., Visual Basic). This transferred credits. Learners are strongly TS5539 - Enterprise Database Systems course also provides database principles enabling encouraged to complete this colloquium within (4 quarter credits). This course prepares learners the learner to construct a simple database and their first quarter of enrollment. for designing, managing, and integrating database access its information through an application COL-R8922 - PhD Colloquium Track II. Track II is systems within an enterprise. It focuses on topics interface. Learners modify existing programs to taken as learners are completing 57-72 credits, related to large scale database systems while access a database and develop useful reports. while they are immersed in their required course providing a background in the architecture of Learners are able to compare various options in work. application development and database these systems including transactional processing COL-R8923 - PhD Colloquium Track III. Track III is technology to select the most appropriate and distributed systems. Learners explore taken while learners are completing 73-96 credits solution for their business environment. Learners administrative issues related to these systems, (for HASOP learners, 73-95 credits). Since the final may choose or be advised to enroll in this focusing on system access and security. Learners 24 (or 30) credits earned in the doctoral program course. Does not apply toward degree or also explore the applications of these systems, are tied to the completion of the comprehensive certificate total credits. particularly ERPs (Enterprise Resource Planning examination and dissertation, Track III prepares Systems) and CRMs (Customer Relationship TS5899 - Special Topics in Technology (4 quarter learners for their comprehensive examination Management Systems). Learners also investigate credits). Learners in this course propose and questions, for completing their dissertations, and object-oriented database systems to determine conduct a study of special topics of interest for life after graduation. when their application may be more appropriate related to IT. Appropriate course topics address then relational database systems. an area of study that complement the learner’s Prerequisite(s): TS5501 or equivalent knowledge. past experience and learning objectives. The TS5540 - Introduction to XML and Web Services results of the study must exhibit a graduate-level (4 quarter credits). This course provides a mastery of the topic area. Prerequisite(s): Prior to comprehensive overview of the eXtensible Markup enrolling in this course, a preliminary learning Language (XML) and the fundamental plan must be approved by the school. Cannot technologies that underlie Web services. be fulfilled by petition. Understanding the mechanisms behind XML and TS5990 - Integrative Project (4 quarter credits). Web services is crucial to understanding its This course allows learners to demonstrate potential and effectively implementing these proficiency in integrating learning from their technologies. Learners create XML documents, course work at Capella University. Learners 156 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

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 working guidance regarding Capella University’s Valerie Perkins, EdD with adult learners, Capella’s administrators policies and programs. Faculty Directors bring many years of experience to designing and Patricia Cardenas-Adame, PhD delivering higher education programs. James V. Gambone, PhD Michael J. Miller, MBA Feranda Williamson, EdD Chancellor William B. Harvey, EdD Faculty Chairs Stephen G. Shank Carol Hulce, BS BA, University of Iowa Helene Krivosha (emeritus), BS Eileen Dittmar, MA MA, The Fletcher School Priscilla McNulty (board secretary), JD Keith Morneau, EdD JD, Harvard Law School Sharan B. Merriam, PhD Deborah Snyder, PhD Michael J. Offerman, EdD Susan Stehlik, MS University President Paul Schroeder, MBA Core Faculty Michael J. Offerman Stephen G. Shank (emeritus), JD BA, University of Iowa Sharon Bender, PhD Kimberly Spoor, PhD Karen Bernard, MBA MS, University of Wisconsin-Milwaukee Joan C. Stoner, EdD EdD, Northern Illinois University Paul Gold, MS J. Dennis Hart, MBA Provost Capella Education Company Joseph Johnson, MBA Karen J. Viechnicki Tony J. Christianson, MBA Jerry Minshall, MS BA, Beaver College Gordon A. Holmes, MBA Tina Stavredes, PhD MA, University of Akron S. Joshua Lewis, DPhil School Administration Manager PhD, Kent State University Jody G. Miller, JD Janice Aanenson, MEd Vice President of Learner Support James A. Mitchell, BA School Administration Staff Linda Muehlbauer Jon Q. Reynolds, Jr., MBA BS, University of Minnesota, Stephen G. Shank, JD Juan-Carlos Bates, BA Carlson School of Management David W. Smith, MBA Justin Countryman, BS Jeffrey W. Taylor, BS Michelle Faucher, BA Director of Academic Support Darrell R. Tukua, BS Kevin D. Krier, MBA Trenda Boyum-Breen Greg Thom (secretary), JD Christina Newell BA, Concordia College-Moorhead Kathy Saulton, PhD MS, Winona State University Bachelor’s Academic Advisors EdD, University of Minnesota Jenelle Davis, MS Director of Assessment and Bethany Ford, BS Institutional Research Stacy Garcea, MS Kimberly Pearce Julie McNamara, MS BS, Appalachian State University Kyle Munoz, MA MS, University of North Carolina-Chapel Hill Jill Robole, BS Director of Financial Aid Kate Soutter, BA Tim Lehmann Learner Success Coordinators BA, Concordia College - Moorhead Jason Bauer-Clapp, MA MBA, Capella University Amy Buechler-Steubing, MA Registrar Kelly Kubicek, MA Nancy Penna Meredith McCann, MS BSBA, Midland Lutheran College John Murphy, MSE MS, University of Nebraska, Omaha Nancy Olson, MA 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 157

School Directories, continued

School of Business and Technology School of Business and Technology, continued School of Educationy, continued GOVERNANCE Dean Master’s, MBA, and Certificate Doctoral Academic Advisors Kurt Linberg, PhD Academic Advisors Heather Chritianson, MS Faculty Director Joe Crosby, MA Jonathan Gehrz, MS Barbara Butts Williams, PhD Tracy Griffin, MA Terri Rennick, MA Joe Mitzel, JD Stacey Sculthorp, MA Faculty Chairs Sara Wendinger, MA Kim Smieja, MA Sheila Fournier-Bonilla, PhD Amy Stenson, MA Tsun Chow, PhD Learner Success Coordinators Carley Watts, MA Jack Krichen, MS Amy Buechler-Steubing, MA Robert Rodriguez, PhD John Murphy, MSA Master’s and Certificate John Whitlock, PhD Meredith McCann, MS Academic Advisors Michael Williams, PhD Nancy Olson, MA Andrea Baker, BA Michael Johnson, MA Colloquia Lead/Faculty Development Specialist Leslie Mejia, MA Gary Robinson, PhD School of Education Learner Success Coordinators Core Faculty Dean Amy Buechler-Steubing, MA Steven Brown, DBA James Wold, PhD Meredith McCann, MS Cheryl Bann, MBA Carrie-Beth Schrader, MS Richard Flor, PhD Faculty Directors Stephanie Fraser-Beekman, PhD Ed Gould, EdD Miriam Guthrie, PhD Toni Greif, PhD School of Human Services Kris Jamsa, PhD Harry McLenighan, EdD Nancy Johnson, PhD Colloquia Lead/Faculty Development Specialist Dean Forest Jourden, PhD, JD Keith Johansen, PhD Christopher Cassirer, ScD, MPH Joseph LeVesque, DBA Faculty Chairs Colloquia Lead/Faculty Development Specialist William Reed, PhD Jamie Barron, EdD Charles Tiffin, PhD Shelley Robbins, PhD Kathryn Campbell, EdD Faculty Chairs Rebecca Snarski, MS Phil Corkill, EdD Thomas (Bill) Clyburn, PhD Linda Terry, PhD Beverly Enns, EdD John Darland, PsyD Lawrence K. Wang, PhD Christine Jax, PhD Joanna Oestmann, EdD School Administration Manager Alyce LeBlanc, PhD Interim Faculty Chair Thomas Henderson, MS Adell Newman-Lee, EdD Charles Lorbeer, PhD Nan Thornton, PhD School Administration Staff Core Faculty Margaret Eastman, BA Senior Faculty Wendy Andberg, PhD Emil E. Gerth, BA Elizabeth Bruch, EdD Curtis Brant, PhD Dana Hillesheim, BA Bruce Francis, PhD Amanda Costin, PhD Juanita Ikuta, MS Jerry Halverson, PhD Janice J. Caron, EdD Brian Imholte, BS Mark H. Rossman, EdD Alice Yick Flanagan, PhD Sandy Leppanen, BA Core Faculty Suzanne Holmes, DPA Sara Leiste, MS Marcella Benson-Quaziena, PhD Mee-Gaik Lim, PhD Amy J. Petterson, BS Cheryl Doran, PhD Christopher Lucies, EdD Margaret Pidde Pam Hanfelt, PhD Michele Mannion, PhD Lora Roussanova, MBA Sonja Irlbeck, EdD Ann Meyers, PhD Sandra Running, MA Dennis Mills, PhD Ron Muchnick, PhD Jennifer Wills, BS Larry Reynolds, PhD Sherri Muchnick, PhD Doctoral Academic Advisors Carolyn Rogers, PhD Benjamin Noah, PhD Amy Horton, MEd Leone Snyder, PhD AnnaLynn Schooley, PhD Emily McCreight, MSE Kim Spoor, PhD Jana Whiddon, PhD Bryan Kujawski, MA, MS School Administration Manager School Administration Manager Barbara Pappenfus, MS Michael Higgs, BA Jennifer Morgan, MAT, PMP Jeffrey Scanlon, MSSc Scott Silver, MBC School Administration Staff School Administration Staff Michelle Beinner, MEd Stacey Barenbaum, BA Andrea Dow, MEd Amy Dorn-Fernández, BA Mandy Kaplan, BA Terri Edington, BS Nate Otto, BA Amy Landgren, BA Lucy Reile, BS Beth O’Hara Muller, BA Brenda Samson, BS Eric Nelson, BA Kelly Sundsmo, BA Siri Spong, BS Lisa White, BA Shannon Stordahl, BA 158 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Governance, continued

School Directories, continued

School of Human Services, continued School of Psychology, continued Doctoral Academic Advisors Core Faculty Susan Browender, MA Angela Adams, PhD Sue Monson, MSW, LICSW Sharlene Adams, PsyD Johnna Pennel, MS, NCC Leigh Baldwin, PhD Sue Stirling, MA Rebecca D.B. Behrend, PhD, LP Master’s and Certificate Academic Advisors David Chapman, PsyD Nancy Ackerman, MS Catherine Crews, PhD Mark Cowen, MA Bruce Fischer, PhD, LP, LMFT Jessica Helle-Morrissey, MA Thyra Fossum, PhD Jennifer Koontz, MS Victoria A. Gamber, PhD Kathryn O'Connell, MA Hilda Glazer, EdD Sidney Smith, MS John Gonsiorek, PhD Malcolm Gray, PhD Learner Success Coordinators Chris Heffner, PsyD Erin Holm, MS Robert Jacobs, PsyD John Mabey, MC, NCC Sheldon Kleine, PhD, LP Nancy Olson, MA Gina Langan, PhD Carrie-Beth Schrader, MS Jeffrey Leichter, PhD, LP Marilyn Marks-Frey, PhD, ABPP William Percy, PhD, LP, LMFT Harold Abel School of Psychology Nancy Piotrowski, PhD Dean David Sarnoff, PhD, ABPP Garvey House, PhD Wayland Secrest, PhD Faculty Director of Academic Programs Christine Woolf, PhD Gail Lorenz, PhD School Administration Manager Faculty Director of Professional Programs Kevin Price, MBA Mark Zwingelberg, PsyD School Administration Staff Director of Training Mark Anderson, BA Jody Neuman-Aamlie, PhD, LP Kyle DeLaHunt, BA Kelly Dykstra, MHR Associate Director of Training Tracy Emanoff, MA for Residency Programs Bridget Gaer, BA Laura Jarrett, PhD Benjamin Imker, MA Associate Director of Training Kristin Lang, BA Vesna Hampel-Kozar, PhD, LP Jennifer Meyer, BA PhD Colloquia Lead/Faculty Doctoral Academic Advisors Development Specialist Ellen Carey, MA Randy Johnson, EdD Vera Kovacovic, PhD MS Colloquia Lead Adam Soderlind, MA Reba Glidewell, PhD, LP Master’s and Certificate Faculty Chairs Academic Advisors Dean Ginther, PhD Julie Andreasen, MS Randy Johnson, EdD Katie Gustavson, MA Robert Schnedler, PhD, LP Krystianna Nguyen, MA Fox Vernon, PhD Heather Sorrell, MA Karen Yasgoor, PhD, SPHR Beth Voigt, MBA Interim Faculty Chairs Learner Success Coordinators Laren Winter, EdD Jason Bauer-Clapp, MA Senior Faculty Kelly Kubicek, MA Brian Austin, PhD John Mabey, MC, NCC 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 159

Faculty FACULTY

School of Undergraduate Studies Buresh, Donald, BS, University of Illinois – Chicago; E MA, Boston College; MBA, University of Massachusetts-Lowell Edwards, Lekeesha, BS, South Carolina State Core and Adjunct Faculty University; MBA, DeVry University/Keller Graduate Burkett, William, BS, Palm Beach Atlantic College; School A MS, Nova Southeastern University; PhD, Nova Southeastern University Adams, Katherine, BA, St. Olaf College; MS, Winona State University Butler, Robert, BA, Arizona State University; MA, F University of Colorado-Boulder Flanders, Gordon, BA, Augsburg College; MBA, Adams-Kayes, Anna, BA, Catawba College; MA, The University of Minnesota - Carlson School of George Washington University Buszta, Robert, BS Central Michigan University; MS, University of Phoenix Management Ambrose, Shawn, BA, Shippensburg University of Fok, Matt, BS, California Polytechnic State Pennsylvania; MBA, University of Akron University; MBA, University of San Francisco Andersen, Jill, BA, Augustana College; MS, Cardinal C Franklin, Paul, BS, Rockhurst University; MS, Stritch University Cadogan, Rochelle, BS, University of Wisconsin, University of Missouri – Kansas City; MBA, Keller Ansoorian, Andrew, BS, James Madison University; Stout; ME-PD, University of Wisconsin, La Crosse; Graduate School of Management MS, California State University – San Bernardino PhD, Capella University Froh, James, BS, University of Wisconsin– Oshkosh; Arillo, Lawrence, BA, Montclair State University; Casey, Rickey, BS, University of the Ozarks; MBA, MS, Milwaukee School of Engineering – Milwaukee; MBA, University of Phoenix; JD, Concord University University of Central Arkansas; DBA, Nova PhD, Capella University School of Law Southeastern University Fry, Sheila, BBA, Davenport University; MBA, Baker Armer, Laura, BS, Sam Houston State University; BA, Cattapan, Mary Catherine, BS, University of Illinois- College of Flint Sam Houston State University; MS, University of Chicago; MBA, DePaul University Houston, Clear Lake Chin, Darian, BA, University of Southern California; MA, California State University – Los Angeles; MBA, G B California State University – Los Angeles Godbey, George, BA, Wichita State University; MS, Christiansen, Bryan, BS, The State University of Capella University Barker, Gwen, BS, University of Wisconsin – River New York; MBA, Capella University Gold, Paul, BA, Metropolitan State University; MS, Falls; MBA, University of Minnesota, Twin Cities Chuang, Jo-Yu “Roy”, BS, Tamkang University – St. Mary’s University of Minnesota Graduate School Barton, Brian, BS, Illinois State University-Normal; Taiwan; MS, Ohio State University; MBA, Baker Goldwasser, Robert, BA, University of North MS, Cornell University University Carolina at Chapel Hill; MBA, University of Phoenix Basl, Barbara, BS, Virginia Commonwealth Coito, Deborah, BA, Humboldt State; MFA, Gotches, Gregory, BS, University of Illinois – University; MBA, Virginia Commonwealth University California Institute of the Arts Chicago; MA, University of Illinois – Chicago; MS, Batali, Michael, BS, Central Washington University; Coronna, Mark, BA, University of Wisconsin – Benedictine University MEd, Central Washington University Madison; MS, University of Wisconsin – Madison Baugh, Clifford, BS, San Jose State University; MBA, Cox, Carol, BS, Northern Michigan University; MA, University of Redlands; DBA, Nova Southeastern H Northern Michigan University University Hackett, Jill, BA, Vassar College; EdM, Harvard Crelin, Sheryl, BS, Southern Connecticut State Graduate School of Education; PhD, Union Institute Bender, Sharon, BA, Thomas Edison State College; University; MA, University of Phoenix & University MS, ISIM University; MBA, ISIM University; PhD, Capella University Hadley, Mari, BS, Detroit College of Business- Dearborn; MBA, Detroit College of Business- Benton, Bradley, BS, Morningside College; MBA, D Dearborn University of Nebraska Daniels, Dawn, BS, East Carolina University, Hagedorn, Rodney, BS, Minnesota State University Bernard, Karen, BS, Bemidji State University; MBA, Greenville – Mankato; MBA, Drake University; MS, Iowa State University of North Carolina – Chapel Hill Daniels, Glenn, BS, Washington University, St. Louis, University Blessinger, Patrick, BS, Auburn University; MS, Missouri; MS, University of Texas at Dallas; MBA, Hart, J. Dennis, BS, Ohio State University; MBA, Georgia Institute of Technology University of Texas at Dallas Central Michigan University Bolden-Ingram, Libbia, BS, University of Maryland; Dervis, Jocelyn, BS, University of Central Florida; Hashmi, Ali, BS, University of Maryland; MS, George MS, Central Michigan University MBA, Southeastern University Washington University; MBA, Carnegie Mellon Boyd, Michael, BA, Jacksonville University; MBA, Devillier, John, BS, Florida State University; MA, University University of North Florida California State University-Dominguez Hills; MA, George Washington University Hawes, John, BA, University of California-Santa Brian, Hank, BS, Florida Southern College; MA, Barbara; MIM, Thunderbird, The American Graduate University of Phoenix Dittmar, Eileen, BS, Western Michigan University; School of International Management MA, Western Michigan University Brewer, Jackie, BA, Ottawa University; MA, Ottawa Healy, Richard, A.B., Tufts University; JD, Boston University; Domine, Lawrence, BA, University of Wisconsin – University School of Law Milwaukee; MS, University of Wisconsin – Milwaukee Brown, Mary, CISSP; BS, Metro State University; MS, Helwig, Steven, BS, University of Phoenix; MS, Capella University Dominguez, Cesar, BE, Universidad Tecnologica del Capella University Centro, Valencia, Venezuela; MA, Hamline University Buffkin, Sally, BSBA, University of Wisconsin – Eau Herrera, Jennifer, BA, Dallas Baptist University; Claire; MBA, University of Central Florida Duff, Susan, BA, Illinois Institute of Arts; MA, MBA, Dallas Baptist University University of Phoenix Hilliard, Pearl, BA, Manchester Polytechnic; BA, University of the Witwatersrand; MS, California State University-Northridge; EdD, University of Southern California 160 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty, continued

School of Undergraduate Studies, continued Hines, Ava, BS, Spelman College; MSPH, University McGivern, Michael, BS, Central Connecticut Sherr, Robert, BA/BS, San Diego State University; of North Carolina University; MS, Ransselaer Polytechnic Institute; PhD, MBA, Thunderbird/American Graduate School of Walden University International Management Hoekstra, Perry, BS Minnesota State University; McNamara, Michael, BA, The Johns Hopkins Simmons, Stephen, BS, Central Connecticut State MS, University of St. Thomas University; JD, Boston University Law School; MBA, University; MBA, Florida Metropolitan University Boston University School of Management; LLM, Smith, Mark, BA, Purdue University; MBA, Webster Fordham University Law School J University Minshall, Jerry, BA, Coe College; MS, University of Jerome, Lawrence, BS, Florida State University; MS, Smith, W. James, BS, California State University – Pittsburgh Florida State University San Jose; MA, Brigham Young University Moha, Carla, BA, Western State College of Johnson, Joseph, BS, University of Wisconsin – Snyder, Deborah, BA, Wayne State University; Colorado; MBA, Regis University Stevens Point; MBA, University of Minnesota MBA, Wayne State University; PhD, Wayne State Johnson, Judith, BS, Central Michigan University; Moore, Leslie, BS, Northern Illinois University; MS, University DePaul University MA, Central Michigan University Spjut, Ann, BA, Columbia College; MA, University Johnson, Mary Ellen, BA, Guilford College- Morneau, Keith, BS, Florida Institute of Technology; of Phoenix; DM, University of Phoenix MS, George Mason University; EdD, Pepperdine Greensboro; MBA, Kennesaw State University- Stavredes, Tina, BS, University of Minnesota; MEd, University Kennesaw University of Minnesota; PhD, University of Minnesota K N Stehlik, Susan, BS, University of Wisconsin – Madison; MS, New School University Kiefer, Ann, BS, University of Wisconsin-Stout; MS, Nadeem, Mohammed, BS, Osmania University; MS, University of Wisconsin-Stout Osmania University; MS, National University; PhD, Union Institute & University King, David, MS, Air Force Institute of Technology; T Narjes, Shayne, BS, Mankato State University; MBA, MA, Indiana University; PhD, Indiana University Taylor, Sharon, BA, University of Colorado – University of St. Thomas Kozak, Andrew, BS, United States Naval Academy; Boulder; MBA, Regis University Newell, Susan, BA, Glenville State College; MS, MBA, Nichols College Therrian, Michael, BA, Walsh College; MBA, Walsh University of Maryland Kotsiovos, Jean, BS, University of Illinois; MA, College Noe, Nancy, BS, Portland State University; MA, Governors State University Thomas, Jerry, BS, Mississippi College; MBA, Oregon State University Mississippi College L Tovbin, Paul, BA, Lvov University; MBA, Fordham P University; PhD, Institute of World Economy Lackey, Gregory, BS, University of Redlands; MBA, University of California – Riverside Padula, Laura, BS, Barry University; MBA, Nova Trow, Timothy, BA, University of Oklahoma; MEd, Southeastern University University of Minnesota – Twin Cities Lahoud, Hilmi, BS, Campbell University; MS, Capella University Pal-Freeman, Bill, BA, Park College; MBA, University Tucker, Lewis, BS, Pennsylvania State University; of North Dakota MBA, Columbia University; PhD, Pennsylvania State Landry, Melvin, BS, Southern University at Baton University Rouge; MS, University of Arkansas at Fayetteville; Plante, Julie, BS, University of Wisconsin – River MBA, University of New Orleans Falls; MA, Concordia University – St. Paul Lattas, Robert, BS, DePaul University; MBA, Indiana Priestman, Ian, BA, Lincoln University UK; MBA, V Lincoln University UK University; JD, Indiana University Van Rekom, Petti, BA, University of California – Los LaVake, Jeff, BA, University of Wisconsin – Eau Puza, Gwen, BA, Duquesne University; MA, Angeles; MA, California State University – Los Claire; MBA, University of Minnesota – Twin Cities University of Pittsburgh; MA, Duquesne University Angeles; EdD, University of Southern California Lavelle, Michael, BS, North Dakota State University; MS, University of Mary R W Leary, Margaret, BS, University of Phoenix; MBA, Robinson, Bill (Willie), BS, Cleveland State Wallace, James, BS, United States Military University of Phoenix University; MBA, Baldwin-Wallace College Academy – West Point; MBA, Harvard University Leyba, Michael, BS, Southern Illinois University at Rochester, Donna, BS, Central Michigan University; Watson, Robert, BS, Brigham Young University; Carbondale; EdM, Boston University; EdD, MS, Central Michigan University MBA, Indiana University Pepperdine University Rogers, Debra, BS, University of Phoenix; MS, Waynick, Randall, BA, Michigan State University; Lindgren, Michelle, BS, North Dakota State University of Phoenix; PhD, University of Phoenix MS, Central Michigan University University; MBA, North Dakota State University Rogers, Gary, BA, University of Florida; MA, Wentz, Jan, BA, Gettysburg College; MA, Northern Webster University; PhD, Walden University Illinois University M Whale, Robert, BA, Brigham Young University; Majzner, Gerald, BS, Embry-Riddle Aeronautical S MBA, Loyola Marymount University; MS, Brigham University; MS, Embry-Riddle Aeronautical University Young University Sahlin, Julie, BBA, Campbell University; MS, Central Wilkins, Nancy, BS, St. Cloud State University; MS, Matias, Haziel, BA, Stella Maris College; MBA, Michigan University University of St. Thomas Mercy College Saltsman, Terry, BS, Vanderbilt University; MS, Williams, Travis, BA, California Institute of the Arts; McCracken, Holly, BA, Illinois Wesleyan University – University of Tennessee; PhD, The Union Institute MBA, University of Phoenix Bloomington; MA, University of Illinois – Springfield and University Wonah, Chika, BS, University of Alabama-Normal; Sankovich, Laura, BA, DePaul University; MBA, MBA, Duke University; JD, Duke University; DoM, Webster University University of Phoenix 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 161 FACULTY

School of Business and Technology Bechtold, Brigid, BA, College of Saint Benedict; C MA, St. Cloud State University; MA, Fielding Graduate Institute; PhD, Fielding Graduate Institute Callender, Stephen, BA, Davidson College; MS, Core and Adjunct Faculty Virginia Polytechnic Institute and State University; Beekman, Carl, BS, Indiana University – Terre Haute; EdD, Virginia Polytechnic Institute and State A MS, Indiana University – Terre Haute; PhD, Union University Institute & University Abraham, JoAnn, BA, University of South Dakota; Cammann, Cortlandt, BS, Yale University; M. Phil., MBA, University of St. Thomas Bellamy, Alphonso, BA, Case Western Reserve Yale University; PhD, Yale University University; MS, Purdue University; PhD, Purdue Akhavan-Majid, Roya, BA, University of Minnesota – University Caraballo, Ervin, BA, Inter American University of Twin Cities; MA, University of Minnesota – Twin Cities; Puerto Rico; MBA, Webster University; DBA, Nova PhD, University of Minnesota – Twin Cities Benson, Ronald, BS, University of Iowa; MA, Southeastern University University of Iowa; PhD, University of Iowa Akins, William, BA, San Francisco State University; Chow, Tsun, BS, University of California – Los MS, Kansas State University Berry, Juliana, BS, Clarion University; MA, Saint Angeles; PhD, University of California – Berkeley Francis University; EdD, University of Hartford Almasude, Amar, BA, Evergreen State College; MA, Costello, Richard, BS, North Carolina State Ohio University, Athens; PhD, Ohio University Bigelow, Robert, BA, University of New Mexico; JD, University – Raleigh; MA, North Carolina State Georgetown University Andrews, Letitia, BA, BS Roosevelt University; MEd, University – Raleigh National-Louis University Blagg, Michael, BS, Eastern Illinois University; MBA, Coxon, Valerie, BS, University of Washington; MS, Eastern Illinois University Anthony, Kimberly, BS, East Carolina University, University of Washington; PhD, University of Greenville; MA, Mary Baldwin College; PhD, Capella Bolland, Eric, BA, University of Wisconsin – Washington University Madison; MA, University of Wisconsin – Madison; Cunat, Patricia, BA, University of Wisconsin – DBA, Nova Southeastern University Augspurger, Richard, BS, Ohio State University; Eau Claire; MBA, University of St. Thomas PhD, Northwestern University Born, Apiwan, BS, Chulalongkorn University; MS, Mississippi State University; MBA, Mississippi State Avella, Joseph, BS, Rensselaer Polytechnic Institute; University; PhD, Southern Illinois University D MA, The Catholic University of America; MBA, Davidson, Karen, BS, University of Illinois – Urbana- Capella University; PhD, The Catholic University of Bostain, Nancy, BA, University of Cincinnati; MS, Champaign; MBA, DePaul University America New Mexico Highlands University; PhD, Walden University Davis, Phillip, BS, Texas State University – Corpus Boyd, David, BA, University of Illinois – Urbana- Christi; MS, Texas State University – Corpus Christi; B Champaign; MBA, Golden Gate University; PhD, EdD Nova Southeastern University Babb, Danielle, BS, University of California – Walden University DeCaro, Frank, BBA, St. Francis College; MBA, Riverside; MBA, University of Redlands; PhD, Capella Braye, Rubye, BA, Hollins University; MBA, Boston Long Island University; PhD, New York University University University; PhD, Walden University DeNigris III, John, BS, Indiana University; MBA, Bailey, Barbara, BBA, Georgia State University; MS, Brown, Steven, BS, City College of New York; MBA, Florida Metropolitan University; PhD, Walden Georgia State University; PhD, Georgia State Pace University; DBA, Nova Southeastern University University University Buchen, Irving, BA, New York University; MA, New Dereshiwsky, Mary, BS, Southern Connecticut State Baker, Keith, BS, Purdue University; MBA, University York University; PhD, Johns Hopkins University University; MS, University of New Haven; PhD, of Iowa; MS, Benedictine University; PhD, University of Massachusetts – Amherst Benedictine University Buchman, Joseph, BS, Kelley School of Business – Indiana University; MS, Krannert Graduate School of Dew, Katherine, BA, Colby College; MBA, Babson Bandow, Diane, BS, Iowa State University; MS, Management, Purdue University; PhD, Indiana College; PhD, Walden University National Louis University; MA, Fielding Graduate University DiBella, Anthony, BA, Trinity College; MA, American Institute; PhD, Fielding Graduate Institute Buck, Douglas, BS, Wright State University; MS, University; MBA, University of Rhode Island; PhD, Banescu, B. Chris, BS, New York University; JD, American University; MBA, University of Dayton; Massachusetts Institute of Technology Southwestern University School of Law DPA, Nova Southeastern University Driver, Thomas, BS, Park College; MPA, Golden Bann, Cheryl, BA, University of Minnesota; BS, Burkett, William, BS, Palm Beach Atlantic College; Gate University; MA, Liberty University; PhD, Walden University of Minnesota; MBA, University of MS, Nova Southeastern University; PhD, Nova University St. Thomas Southeastern University Duff, Susan, BA, Illinois Institute of Arts; MA, Barker, Gwen, BA, University of Wisconsin – Butler, Clifford, BS, California State Polytechnic University of Phoenix River Falls; MBA, University of Minnesota University; MBA, Golden Gate University; DBA, Barrow, Lisa, BA, Capital University; MS, Buffalo Nova Southeastern University State College; DM, University of Phoenix E Butts Williams, Barbara, BA, Morgan State Ecker, George, BA, Cornell University; MA, Cornell Bartlett, James, BS, Indiana University of University; MA, Hamline University; MA, Fielding University; PhD, Stanford University Pennsylvania; MEd, Indiana University of Graduate Institute; PhD, Fielding Graduate Institute Pennsylvania; PhD, Louisiana State University Eggersman, Denise, BS, Kennesaw State University; MS, University of Phoenix; PhD, Capella University Barton, Craig, BS, Wayne State University; MS, Central Michigan University; PhD, Wayne State Evans, Mary, BA, University of Connecticut; MBA, University Syracuse University; PhD, Syracuse University Bayer, Sam, BS, University of Florida; PhD, University of Florida 162 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty, continued

School of Business and Technology, continued F Green, Kerry, BS, Central Washington University; I MA, University of Phoenix Fandt, Patricia, BS, University of Georgia; MBA, Igein, Godwin, BBA, University of Texas – El Paso; University of West Florida; PhD, Texas A&M Greif, Toni, BA, Fairfield University; MBA, University MBA, City University – Bellevue; MA, Union Institute University of Connecticut; MA, Fielding Graduate Institute; and University; PhD, Union Institute and University PhD, Fielding Graduate Institute Flor, Richard, BS, University of Wisconsin; PhD, University of Minnesota Gull, Gregory, BS, West Chester University; MA, Pennsylvania State University; PhD, Union Institute & J Florin, Juan, BA, University of Illinois – Urbana- University Jamsa, Kris, BS, United States Air Force Academy; Champaign; MBA, University of Illinois – Urbana- MS, University of Nevada, Las Vegas; MBA, San Champaign; PhD, University of Connecticut Diego State University; PhD, Arizona State University Forbes, Judith, BA, California State University – H Jeddeloh, Steven, BS, Mankota State University; Fullerton; MS, California State University – Fullerton; Hackett, Jill, BS, Vassar College; MEd, Harvard MEd, University of Minnesota – St. Paul, Minnesota; MBA, California State University – Fullerton; PhD, University; PhD, Union Institute MA, Fielding Graduate Institute; PhD, Fielding Claremont Graduate University Haan, Perry, BS, Ohio State University; MBA, Xavier Graduate Institute Fournier-Bonilla, Sheila, BS, Rensselaer Polytechnic University; DBA, University of Sarasota Jin, Zhenu, BA, Shanghai Teachers’ University; MA, Institute; MS, Rensselaer Polytechnic Institute; PhD, University of Houston; MBA, University of Houston; Texas A&M University Hannon, John, BIE, University of Dayton; MBA, University of Dayton; DBA, Nova Southeastern PhD, University of Houston Framan, Ted, BS, University of Southern California; University Johansen, Keith J., BS, University of Minnesota – MBA, University of Texas – Austin Harris, Marilyn, BA, University of Michigan; MA, Minneapolis; MS, Queens College – New York; MA, Francis, J. Bruce, BA, University of Detroit; MA, University of Michigan; PhD, University of Michigan New School for Social Research – New York; PhD, University of Detroit; PhD, University of Michigan – University of Minnesota – Minneapolis Ann Arbor Henry, Kathleen, BS, University of Southern Illinois; MA, Fielding Graduate Institute; PhD, Fielding Johnson, Nancy, BS, University of Minnesota; MBA, Fraser-Beekman, Stephanie, BS, Indiana University; Graduate Institute University of Minnesota; PhD, Walden University MA, Fielding Graduate Institute; PhD, Fielding Jourden, Forest, BA, San Jose State University; Graduate Institute Herr, John, BS, Elizabethtown College; MS, American University; MA, Fielding Graduate PhD, Stanford University; JD, Stanford University Institute; PhD, Fielding Graduate Institute Judson, G. Thomas, BA, Lafayette College; MA, G Hinrichs, M. Virginia, BA, Miami University of Ohio; Lehigh University Gagnon, Sharon, BS, University of Maryland; MS, BS, St. Ambrose University; MM, Northwestern University of Maryland; PhD; Capella University University; MOB, Benedictine University; PhD, Benedictine University K Galvin, Peter, BCom, University of Western Kalidonis, George, BS, Wayne State University; Australia; PhD, University of Western Australia Hirschhorn, Dan, BA, Johns Hopkins University; MS, Johns Hopkins University; JD, Touro Law School MBA, Wayne State University; MA, University of Garber, Michael, BS, University of Toledo; MBA, Illinois at Chicago; PhD, University of Illinois at Illinois Benedictine College; PhD, Benedictine Hiss, Arlene, BS, High Point University; MBA, Azusa Chicago University Pacific University; PhD, United States International University Kariotis, Theodore, BA, University of Calgary – Garsombke, H. Perrin, BS, California State Canada; MA, American University; PhD, University of University – Los Angeles; MBA, University of Hockin, Robert, BA, Moravian College; MA, Athens – Greece California – Los Angeles; PhD, University of University of Minnesota; MBA, University of Kavli, Suzanne, BS, University of North Dakota; MS, California – Los Angeles Pennsylvania; PhD, University of Minnesota North Dakota State University; MS, North Dakota Geren, Brenda, BS, University of Tennessee – Hoekstra, Perry, BS Minnesota State University; MS, State University; PhD, Capella University Chattanooga; MBA University of Tennessee – University of St. Thomas Kellogg, E Susan, BA, University of Cincinnati; MA, Chattanooga; PhD, University of Tennessee – Hollis, Martha, BA, College of William and Mary; Syracuse University; MBA, Loyola College – Knoxville MS, George Washington University; PhD, Arizona Maryland; PhD, Union Institute & University Goel, Shalab, BTech, G.B. Pant University of State University Keup, Linda, BSE, Minot State University; MBA, Agriculture and Technology – India; MS, Purdue Holm, Maudie, BA, Cleveland State University; MEd, University of North Dakota; PhD, University of University; PhD, Purdue University Cleveland Sate University; PhD, Cleveland State Manitoba, Faculty of Management Goldberg, Edward, BS, University of New Haven; University Klingaman, Steve, BA, Syracuse University; MS; MBA, University of New Haven; DM, University of Huber, Dennis, BA, State University of New York at Syracuse University; MS, State University of New Phoenix Buffalo; BS, State University of New York at Buffalo; York at Albany Gordon, Jean, BS, University of Miami; MS, Nova JD, State University of New York at Buffalo; MBA, Klocinski, John, BBA, University of Toledo; MEd, Southeastern University; DBA, Nova Southeastern State University of New York at Buffalo; MA, State University of Toledo; EdS, University of Toledo; PhD, University University of New York at Buffalo; MS, State University of New York at Buffalo; EdM, State University of Toledo Gorriaran, Adolfo, BA, California State University – University of New York at Buffalo; DBA, University Kolberg, Sandra, BA, Western Michigan University; Chico; MBA, Webster University; MPA, Troy State of Sarasota MA, Western Michigan University; PhD, Walden University; DBA, Nova Southeastern University Humphreys, Richard, BA, Cleveland State University Granberry, Kenneth, BS, Florida State University; University; JD, Cleveland State University Kortens, Tony, BS, Massey University – New MS, University of Miami; DIBA, Nova Southeastern Zealand; MA, Fielding Graduate Institute; PhD, University Fielding Graduate Institute Grant, Keith, BS, Davenport University; MA, Krichen, Jack, BS, University of Wisconsin – Central Michigan University; PhD, Union Institute & Milwaukee; MS, University of St. Thomas University 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 163

School of Business and FACULTY Technology, continued Krolik, James, BS, Eastern Michigan University – McCready, Douglas Jackson, BA, University of Nieves, Jose, BA, Cornell University; MEA, George Ypsilanti; MA, Eastern Michigan University – Ypsilanti; Windsor; MS, University of London; PhD, University Washington University; PhD, George Mason PhD, University of Michigan – Ann Arbor of Alberta University Krout, Jill, BSB, University of Minnesota; MBA, McDaniel, Garry, BS, Texas State University; MEd, Nwugwo, Boniface, BS, State University of New University of Minnesota Texas State University; EdD, University of Texas – York; MPA, State University of New York; MS, Austin Rochester Institute of Technology; PhD, Capella University L McGaughey, Nick, BS, University of Chattanooga; MS, University of Tennessee; MBA, Western Laendner, Geoffrey, BS, New York University; MA, Kentucky University; PhD, Walden University; DBA, O New School – New York; PhD, New York University Nova Southeastern University Odumade, Olibunmi, BS, University of Minnesota; Lahoud, Hilmi, BS, Campbell University; MS, McGivern, Michael, BS, Central Connecticut MS, University of Wisconsin – Madison Capella University University; MS, Ransselaer Polytechnic Institute; Orem, Sara, BA, University of Minnesota; MA, Laibe, Michael, BS, Indiana University; MA, Fielding PhD, Walden University United Theological Seminary of the Twin Cities; MA, Graduate Institute; PhD, Fielding Graduate Institute McNaughton, Robert “Drumm”, BS, U.S. Naval Fielding Graduate Institute Larson, Milan, BA, Concordia College – Moorhead; Academy; MA, Fielding Graduate Institute; PhD, MBA, University of Colorado – Denver; PhD, Fielding Graduate Institute University of Nebraska Menon, Shanker, BA, Delhi University – India; MA, P Lasley, Martha, BS, Mansfield University; MBA, Delhi University – India; MBA, University of Mysore – Padula, Laura, BS, Barry University; MBA, Nova Syracuse University India; PhD, University of South Florida – Florida Southeastern University Latham, John, BS, Wayland Baptist University; MBA, Mikell, Ted, BS, Mississippi State University; MBA, Pal-Freeman, Bill, BA, Park College; MBA, University Chapman University; PhD, Walden University Amber University; MM, University of Dallas; PhD, of North Dakota Nova Southeastern University Leahy, Martin, BA, University of New Orleans; MA, Parscal, Tina, BA, Regis College; MSS, University of Fielding Graduate Institute; PhD, Fielding Graduate Miller, Barbara, BA, Vanderbilt University; MA, Colorado – Denver Institute University of Minnesota Perone, Gerald, BS, University of Dayton; MBA, Lees, Martin, BS, McMaster University; MS, Central Minchella, K., BS, Mercy College of Detroit; MEd, Marist College Michigan University; MD, University of Ottawa; PhD, Wayne State University; PhD, Wayne State University Petkovich, Michael, BS, University of Pittsburgh; Walden University Mirabella, James, BS, United States Air Force MA, Michigan State University; MS, University of Lennox, Susan, BA, Douglass College; JD, Harvard Academy; MBA, Auburn University; DBA, Nova Nevada; PhD, University of Minnesota Law School Southeastern University Petrick, Jane, BA, Barnard College; MA, Columbia Lepervanche, Jose, License, Venezuelan Naval Miresan, Mirela, BS and MS, Babes Bolyai University University; MS, State University of New York; PhD, Academy; MS, Massachusetts Institute of Technology – Cluj-Napoca, Romania; MA, Technical University – Saybrook Institute Cluj-Napoca, Romania; MS, Central European LeVesque, Joseph, BA, Our Lady of the Lake University – Budapest, Hungary; PhD, Technical Pizur, Tony, BA, Canisius College; MA, Brown University; MBA, University of Dallas; DBA, University University – Cluj-Napoca, Romania University; PhD, International University of of Sarasota Kyrgyzstan Morgan, James, BBA, University of Wisconsin – Linberg, Kurt, BS, University of Wisconsin – Stout; Milwaukee; MBA, University of Wisconsin – Poindexter, James, BS, University of Southern MS, University of St. Thomas; PhD, Walden University Madison; PhD, Capella University California; MBA, Rochester Institute of Technology; JD, Texas Southern University; PhD, Walden Livingood, Richard, BS, Bob Jones University; MA, Morris, Johnny, BBA, University of Miami; MBA, University Liberty University; PhD, Capella University Nova Southeastern University; PhD, Capella Polakoff, Michael, BA, State University of New York Ludwig, Germain, BA, State University of New York University – Binghamton; MBA, State University of New York – – Buffalo; MS, American University; MA, Columbia Mosely, Alisa, BS, Florida A&M University; MBA, Binghamton; PhD, State University of New York – University; EdD, Columbia University Florida A&M University; PhD, University of Nebraska Binghamton Muchnick, Marc, BA, University of Texas – Austin; Pratt, Keith, BSOE, Wayland Baptist University; MS, M MA, California School of Professional Psychology; Chapman University; MA, Fielding Graduate PhD, California School of Professional Psychology Machnic, John, BA, Niagara University; MA, Ball Institute; PhD, Fielding Graduate Institute State University; PhD, Virginia Polytechnic Institute Mulligan, David, BME, Villanova University; MBA, Price, Tim, BS, Pennsylvania State University; MBA, and State University Duke University; PsyD, Rutgers University University of South Florida; PhD, University of South Manderscheid, Steven, BS, St. Cloud State Murphy, Richard, BS, St. Peters College; MBA, Florida University; MEd, University of Minnesota Fordham University; DBA, Nova Southeastern University Markos, Laura, BA, North Central College – Illinois; R MBA, Northern Illinois University; MA, Fielding Raghavan, Gayathri, BE, University of Madras; MS, Graduate Institute; PhD, Fielding Graduate Institute N Capella University Maronick, Thomas, BA, Saint Thomas Seminary; MS, Natale, Samuel, BA, LaSalle University; MA, Randall, Phillip, BS, Youngstown State University; University of Denver; DBA, University of Kentucky; University of Maryland; MDiv, Weston School of MS, University of Michigan; PhD, University of Akron JD, University of Baltimore School of Law Theology; DPhil, University of Oxford, England Reed, William, BS, Thomas Edison State College; Matias, Haziel, BA, Stella Maris College; MBA, Ness, Lawrence, BS, California State University – MS, Thomas Edison State College; PhD, Union University of St. Thomas Dominguez Hills; MBA, California State University – Institute & University McConnaughey, Cheryl, BA, Rollins College; MS, Dominguez Hills; DBA, Northcentral University Reinke, Gary, BS, University of Wisconsin – University of Central Florida; EdD, University of Newman, Charles, BS, Case Western Reserve LaCrosse; MS, Central Michigan University Central Florida University; MS, University of Southern California; DPS, Pace University 164 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty, continued

School of Business and Technology, continued Richards, Thomas, BA, San Jose State University; Snarski, Rebecca, BA, University of Alaska; MS, W MA, San Jose State University; PhD, University of Capella University Massachusetts Wainio, Lisa, BS, California State University; MA, Solberg-Tapper, Pamela, BS, University of Wisconsin University of Phoenix; MA, Fielding Graduate Ring, Monique, BS, Southern New Hampshire – Superior; MS, College of St. Francis Institute; PhD, Fielding Graduate Institute University; MBA, Southern New Hampshire Sora, Sebastian, BS, Brooklyn College; MBA, Iona University; DBA, Argosy University – Sarasota Walsh, Vicki, BS, Iowa State University; MA, College; DPS, Pace University Campus University of Minnesota; PhD, University of Spangenburg, Janice, BA, Saint Leo College; MS, Minnesota Rivera, Luis, BA, St John’s University; MA, New Troy State University; MA, Fielding Graduate School University; PhD, New School University Wall, April Boyington, BA, Queen's University – Institute; PhD, Regent University Kingston, Ontario; MSW, University of Toronto; PhD, Robbani, Mohammad G., BS, University of Dhaka – Spector, Kathleen, BS, Charter Oak State College; The Union Institute Bangladesh; MS, University of Dhaka – Bangladesh; PhD, Union Institute & University MBA, University of Massachusetts – Amherst; PhD, Wallace, Craig, BS, University of Tennessee; MA, Florida International University Spencer, Joe, BA, Baylor University; MDiv, Temple University of West Florida; PhD, Georgia Institute of Baptist Seminary; MBA, Vanderbilt University; MS, Technology Robbins, Shelley, BS, University of Illinois – Urbana- University of Colorado; DBA, Argosy University Champaign; MBA, University of Chicago; PhD, Wang, Lawrence, BA, Christ’s College; MS, Virginia Northwestern University Spender, J.C., BA, Oxford University; MA, Oxford Commonwealth University; MA, University of University; PhD, Manchester Business School – UK Cincinnati; PhD, University of Cincinnati Robinson, Gary, BA, Southern Illinois University; PhD, Case Western Reserve University Stanford, Naomi, BA, University of Sheffield; MEd, Waters, Rhonda, MEd, Cambridge College; PhD, University of New Castle; MSc, South Bank The Union Institute Robinson, Mary, BS, Duke University: MBA, North University; PhD, University of Warwick – UK Carolina State University; PhD, University of North Waugh, Wendy, BS, Wayne State College; BA, Carolina at Chapel Hill Stauber, Randy, MS, Capitol College Wayne State College; MS. Ed. University of Nebraska – Kearney; MBA, Chadron State College; Rodriguez, Robert, BS, St. Cloud State University; Steiner, Thomas, BA, University of St. Thomas; MS, PhD, Capella University MS, Keller Graduate School of Management; PhD, University of Arizona; PhD, University of Arizona Benedictine University Whipple, Thomas, BS, Eastern Michigan University; Steinhagen, Thomas, BS, University of Cincinnati; MEd, Bowling Green State University; PhD, Bowling Rostal, Pam, BA, College of St. Teresa; BS, MBA, Nova Southeastern University; DBA, Nova Green State University University of Minnesota; MS, University of Southeastern University St. Thomas; PhD, Nova Southeastern University Whitby, Anita, BA, University of Arkansas; JD, Stottlemyer, Diane, BA, Indiana University; MS, University of Arkansas Rovira, Margarita, BS, Georgia Institute of California State University – Dominguez Hills Whitlock, John, BA, St. Mary’s University – San Technology; MS, Georgia Institute of Technology; Superville, Claude, BBA, Florida International MS, Rensselaer Polytechnic Institute; PhD, Antonio; MA, Ball State University; PhD, Bowling University; MS, University of Alabama; PhD, Green State University Rensselaer Polytechnic Institute University of Alabama Whitman, Mary, BA, University of Minnesota – Rowden, Robert, BS, Edison State College; MBA, Szostek, Lynn, BA, Missouri Valley College; MA, Brenau University; PhD, Georgia State University Duluth; MS, University of Minnesota – Duluth; DBA, Antioch University; PhD, The Union Institute University of Sarasota Rusaw, A. Carol, BA, Lake Superior State University; MA, University of Missouri – Kansas City; MPA, Williams, Michael, BM, New England Conservatory Golden Gate University; MA, Hartford Seminary; T of Music; MM, New England Conservatory of Music; MS, Fordham University; PhD, Fordham University EdD, Virginia Polytechnic Institute and State Terry, Linda, BA, Goddard College; MA, Goddard University College; MA, Fielding Graduate Institute; PhD, Fielding Graduate Institute Y S Tidwell, Steve, BBA, Northwood University; MBA, Yellen, Richard, BS, San Jose State; MBA, University Amberton University; DBA, Argosy University – of California – Los Angeles; PhD, University of Sadhwani, Arjan, BA, University of Bombay; B.COM Sarasota Campus and M.COM, University of Bombay; PhD, Michigan Arizona – Tucson State University Tischler, James, BA, Indiana University of Yorkovich, Scott, BS, North Dakota State University; Pennsylvania; MBA, University of Pittsburgh Salinas, Albert, BS, New Mexico State University; MA, Regent University MBA, Harvard University Tousignant, Steven, BS, University of St. Thomas; MS, University of St. Thomas Salmons, Janet, BS, Cornell University; MA, Empire State College Tran, Vincent, BS, Florida Atlantic University; MS, Florida Atlantic University Schreiber, Mary, BBA, Sul Ross University; MBA, Liberty University; PhD, Walden University Tvorik, Stephen, BS, Ohio University; BFA, Ohio University; MA, New Mexico State University; MBA, Schuldes Michael, BS, University of Wisconsin; MS, LaVerne University; PhD, Walden University Naval Postgraduate School; MS Colorado Technical University; DCS, Colorado Technical University Sharghi, Einollah George, BS, National University of V Iran; MS, University of Dallas; DBA, United States van Langen, Cornelus, BA, Brigham Young International University University – Provo; MA, Brigham Young University – Singh, Raj, BS, University of Allahabad; MIE, Asian Provo Institute of Technology; MS, University of Southern Vucetic, Jelena, BS, University of Belgrade; MS, California; PhD, University of Southern California University of Belgrade; MBA, University of Phoenix; Smith, Douglas E., BBA, Western Michigan PhD, University of Belgrade University; MBA, Nova Southeastern University; DBA, Nova Southeastern University 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 165 FACULTY

MBA Coaches Rudner, Mal, BS, United States Air Force Academy; School of Education MS, North Carolina State University; MBA, Harvard Alexander-Stearns, Cheryl, BA, University of Business School; Certified Professional Co-Active Minnesota; Certification for Coaching, Center for Coach, The Coaches Training Institute Character Based Leadership Senior Faculty Schnichels, Barbara, BA, Concordia College – Bruch, Elizabeth, BA, Elmhurst College; MS, Indiana Augspuger, Richard, BS, Ohio State University; PhD, Moorhead; MS, University of Wisconsin – Madison; University – Fort Wayne; PhD, University of Northwestern University; coaching certificates, Institute of Life Coach Training Wisconsin – Madison DePaul University/Linkage, Inc. Solberg-Tapper, Pamela, BS, University of Wisconsin Francis, J. Bruce, BA, University of Detroit; MA, Cerchio, Patrick, BS, Fairleigh Dickinson University; – Superior; MS, University of Saint Francis; Coaches University of Detroit; PhD, University of Michigan – MBA, Fairleigh Dickinson University; Certified Coach Training Institute: Certified Professional CoActive Ann Arbor Program – Coach Training Alliance Coach, International Coaches Federation: Halverson, Jerome, BA, Saint Mary’s University; MA, Jeddeloh, Steven, BS, Mankato State University; Professional Certified Coach, Dale Carnegie Saint Louis University; MEd, Saint Mary’s University; MEd, University of Minnesota – St. Paul; MEd, Training: Certified Trainer PhD, Michigan State University University of Minnesota – St. Paul; MA, Fielding Sumner, Jennifer, BA, Chatham College; MEd, Graduate Institute; PhD, Fielding Graduate Institute University of Pittsburgh; PhD, International College; Rossman, Mark H., BA, New York University; MS, University of Bridgeport; MHL, Ottawa University – Kuentz, Mary, BS, Southern Illinois University- coach training, Personnel Decisions Inc, Center For Ottawa; EdD, University of Massachusetts – Amherst Edwardsville; Certified Professional Co-Active Creative Leadership, and Academy for Coach Coach, The Coaches Training Institute Training Lasley, Martha, BS, Mansfield University; MBA, Woodbridge, Elizabeth, BS, University of Kentucky; Core and Adjunct Faculty Syracuse University; Leadership and Co-Active Certified Professional Co-Active Coach, The A Coaching, The Coaches Training Institute; Executive Coaches Training Institute Adkins, Mac, BA, Heritage Christian University; MA, Coaching, Corporate Coach University Young, Martha, BA, University of Michigan; MBA, Southern Christian University; MDiv, Southern Lennox, Susan, BA, Douglass College; MA in University of Michigan; JD, University of Michigan; Christian University; EdD, Auburn University Organizational Development; PhD in Human Coach Training Certificate, Goldwin Coaching Development from Fielding Graduate University; JD, Almasude, Amar, BA, Evergreen State College; MA, Harvard Law School; Certified Focusing Trainer, The Ohio University, Athens; PhD, Ohio University, Focusing Institute Athens Lindblad, Mark, BA, University of California-Santa Auten, Anne, BA, Michigan State University; MEd, Barbara; MIM, Thunderbird/American Graduate University of Illinois at Urbana-Champaign; PhD, School of International Management; Certified University of Minnesota – Twin Cities Professional Co-Active Coach, The Coaches Training Institute B Miller, Barbara, BA, Vanderbilt University; MA, University of Minnesota; Professional Certificate in Bail, David, BA, University of Cincinnati; MBA, Individual and Organizational Coaching, Hudson University of Phoenix Institute Balch, David, BS, California State University – Los Miner, Louise, BA, Bryn Mawr College; MEd, Angeles; MBA, Pepperdine University; PhD, United Antioch New England Graduate School; Advanced States International University Coaching Training; Mobius, Inc.; The Coaches Barron, Jamie, BS, University of Pittsburgh; MEd, Training Institute Indiana University of Pennsylvania; EdD, Indiana Nelson-Garrison, Marcy, BA, University of Iowa; MA, University of Pennsylvania St. Mary’s University of Minnesota; Certified Bartelme, Lois, BA, Mt. Holyoke College; MA, Professional Co-Active Coach, The Coaches Training University of Alabama; PhD, University of Iowa Institute Bartleson, Eric, BS, Mankato State University; MS, Orem, Sara, BA, University of Minnesota; MA, Mankato State University; PhD, University of United Theological Seminary of the Twin Cities; MA, Minnesota Fielding Graduate Institute; PhD, Fielding Graduate Institute; Certification Intensive, James Flaherty, New Bassett, Caroline, BA, Tufts University; MA, Ventures West. University of Vermont; PhD, University of Iowa Pointer, Todd, BBA, University of Wisconsin-Eau Batchelder, Ann, BS, University of Iowa; MEd, Claire; MA, Saint Mary’s University of Minnesota; Colorado State University; PhD, University of Arizona Certified Professional Co-Active Coach, The Coach Beazley, Jackson, BS, University of Maryland; MA, Training Institute Chapman University; EdD, Arizona State University Benraouane, Sid, BA, University of Algiers; MA, University of Minnesota - Twin Cities; PhD, University of Minnesota, Twin Cities Benson, Tracy, BS, St. Lawrence University; MA, Northern Arizona University; EdD, University of Arizona Benson-Quaziena, Marcella, BS, University of Iowa; MA, University of Iowa; MSW, University of Washington; MA, Fielding Graduate Institute; PhD, Fielding Graduate Institute 166 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty, continued

School of Education, continued Berg-O’Toole, Carol, BS, North Dakota State D G University; MA, University of Minnesota; PhD, University of Minnesota; JD, University of Minnesota Dereshiwsky, Mary, BS, Southern Connecticut State Gable, Karla, BA, Arizona State University; MA, University; MS, University of New Haven; PhD, Arizona State University; MC, Arizona State Bourque, Thomas, BA, Salem State College; MA, University of Massachusetts – Amherst University Villanova University; MST, Regis College; MDiv, University of Saint Michael's College; EdD, University Deubel, Patricia, BS, Ohio University; MS, Ashland Gaskins, Amy, BS, Texas Tech University; MEd, East of San Francisco College; PhD, Nova Southeastern University Central University; EdD, University of Nevada Las Vegas Boyd, Sandy, BA, California State University at DeWitt, Douglas, BA, University of Redlands; MA, Sacramento; MA, Sonoma State University; EdD, University of Redlands; PhD, Claremont Graduate Gibson, Adrienne, BA, Rutgers University; MNS, University of San Francisco University Arizona State University; ScEdD, Curtin University – West Australia Britten, Jody, BS, University of Nebraska; MEd, Dhawan, Amrita, BA, University of Dehli; MA, University of Kansas; PhD, University of Kansas University of Dehli; PhD, Columbia University Giraud, Gerald, BS, Regents College; MA, University of Nebraska – Lincoln; PhD, University of Nebraska – Dickey, Corinne, BA, University of Minnesota; MA, Bronner, Julia, BSN, College of St. Teresa; MS, Lincoln Winona State University; PhD, Capella University University of Minnesota; PhD, University of Minnesota Gould, Edward, BA, California State University; MS, Brown, William R., BBA, Eastern Kentucky University San Diego State University; EdD, University of Doran, Cheryl, BA, California State University – – Richmond; BA, University of Kentucky – Lexington; Nevada – Reno MA, Eastern Kentucky University – Richmond; EdD, Sonoma-Rohnert Park; BBA, Boise State University; Nova Southeastern University MS, Capella University; PhD, Capella University Graham, Gordon, BS, University of Calgary; MS, University of Calgary; PhD, University of Calgary Bruch, Daniel, BA, Carthage College – Kenosha; Dunn, Suzanne, BA, TexasTech University; MS, MA, Northern Illinois University – DeKalb; MDiv, University of North Texas; PhD, University of North Green, Katherine E., BS, Regents College; MS, Troy Concordia Theological Seminary – Fort Wayne; Texas State University; PhD, University of Tennessee DMin, Concordia Theological Seminary – Fort Dusseau, Ray, BS, Martin Luther College; MEd, Greene, Beverly, BA Depaul University; MEd, Wayne; PhD, University of Wisconsin – Madison University of Wisconsin – Milwaukee; PhD, Depaul University; EdD, Depaul University Marquette University Bucchi, Claudia, BA, Trenton State College; MA, Grunwald, Cristie, BS, Texas Tech University; MA, Trenton State College; EdD, Nova Southeastern University of Texas – San Antonio; PhD, University of University E Texas – Austin Bullock, Cheryl, BA, Sangamon State University; Guerrazzi, Elaine R., BS, Illinois State University; Elmore, Robert, BM, Eastern Illinois University – MA, University of Illinois at Urbana-Champaign; PhD, MA, Ohio State University; PhD, Ohio State Charleston; MS, University of Illinois – Urbana; PhD, University of Illinois at Urbana-Champaign University University of Minnesota – Twin Cities Guthrie, Miriam, BA, Lawrence University; MAEd, Emmons, Kate, BA, University of California – Santa Virginia Polytechnic Institute and State University; C Cruz; MA, University of California – Santa Barbara; PhD, Virginia Polytechnic Institute and State PhD, University of California – Santa Barbara Campbell, Kathryn, BA, University of California – University Los Angeles; MS, Dominican University of California; Englesberg, Paul, BA, University of California – EdD, University of the Pacific Berkeley; MAT, University of New Hampshire; MA, Calvin, Chris, BS, University of Louisiana at Yale University; EdD, University of Massachusetts – H Amherst Lafayette; MEd, Texas A&M University; PhD, Texas Ham Garth, Phyllis, BA, Roosevelt University; MA, A&M University Enns, Bev, BA, Bemidji State University; MS, Bemidji Governor’s State University; MSW, University of Clayton, Phyllis, BS, Pittsburg State University; MS, State University; EdS, University of St. Thomas; PhD, Chicago; EdD, Northern Illinois University University of St. Thomas Pittsburg State University; EdS, Pittsburg State Hanfelt, Pam, BA, Ottawa University – Phoenix; MA, University; EdD, University of Arkansas Evans, Karen, BA, University of Maryland College Ottawa University – Phoenix; PhD, Capella University Park; MA, University of South Florida; PhD University Conrad, Rita M., BS, Illinois State University; MEd, Hanson, JoAnn, BA, University of Wisconsin – of Virginia Arizona State University; PhD, Florida State Milwaukee; MA, University of Wisconsin – University Everette, Pauline, BA, Wayne State University; Milwaukee; PhD, University of Wisconsin – Madison MSW, Wayne State University; PhD, Capella Cook, James H., BS/BA, Henderson State University; Hardt, Paul, BS, University of Minnesota – Twin University MBA, Henderson State University; EdD, University of Cities; MEd, University of Minnesota – Twin Cities Arkansas – Little Rock Hargiss, Kathleen, BS, University of Illinois at Corkill, Phil, BA, Wesleyan University; MAEd, F Chicago; MBA, University of Miami; PhD, University Northern Illinois University – DeKalb; EdD, Northern of South Florida Fischer, Joshua T., BA, Oral Roberts University; MA, Illinois University – DeKalb Oral Roberts University; PhD, Oklahoma State Harris-John, Mary, BA, Washington and Jefferson Covington, Marsha, BA, California State University – University College; MA, Washington and Jefferson College; Sacramento; MEd, Montana State University – EdD, University of Pittsburgh – Pittsburgh Campus Fitzgerald, Shawn, BA Lebanon Valley College; Bozeman; EdD, Montana State University – Bozeman MEd, University of Toledo; PhD University of Toledo Hobbs, Stephen, BA, Lakehead University; MS, Crawford, Linda, BA, Emmanuel College; PhD, University of Calgary; EdD, Nova Southeastern Flood, Dennis, BS, University of Nebraska – University of Minnesota – Minneapolis University Omaha; MS, University of Nebraska – Omaha; PhD, Cruz, Norberto, BS, Northwest Missouri State University of Nebraska – Lincoln Hokanson, Brad, BA, Carleton College; BArch, University; MS, Northwest Missouri State University; University of Minnesota – Twin Cities; MArch, Ford, Thomas, BS, Widener University; MBA, EdD, Virginia Polytechnic Institute and State Harvard University; PhD, University of Minnesota – Widener University; EdD, Widener University University Twin Cities Foster, Karin, BA, California State University – Czelusniak, Vernon, BA, St. Leo College; MS, Holzberg, Carol S., BA, McGill University; MA, San Marcos; MS, California State University - Florida International University; PhD, Nova University of Iowa; PhD, Boston University Fullerton Southeastern University 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 167

School of Education, continued FACULTY

Horgen, Jerold, BS, Minnesota State University – Koelln, Rebecca, BA, Augsburg College; MA, McGivern, Michael, BS, Central Connecticut Mankato; MS, Minnesota State University – Mankato; Augsburg College; PhD, University of Minnesota University; MS, Ransselaer Polytechnic Institute; EdS, Minnesota State University – Mankato; EdD, PhD, Walden University Korn, Leslie E., MA, Lesley University; MPH, University of North Dakota Harvard School of Public Health; PhD, Union McGlynn, Maureen, BA, Immaculate Heart College; Howell, Cynthia, BA, College of William and Mary; Institute & University MA, Pacific Oaks College; PhD, Capella University MA, Western Washington University; EdD, Northern Korth, Sharon, BS, Miami University – Oxford; MEd, McIntyre, Melissa, BS, University of Central Texas; Arizona University Miami University – Oxford; EdD, University of MA, University of Phoenix; MA, University of Hruskocy, Carole, BA, Purdue University; MA, Cincinnati Phoenix; PhD, Capella University Purdue University; PhD, Purdue University Kozoll, Charles, BS, University of Michigan; MA, McLenighan, Harry, BA, University of Minnesota – Hughes, Gail, BSc, University of Minnesota – Twin Boston University; EdD, Columbia University Twin Cities; MA, University of St. Thomas; EdD, Cities; MA, University of Minnesota – Twin Cities; University of St. Thomas Kuo-Newhouse, Amy M., BA, National Kaohsung PhD, University of Minnesota – Twin Cities Normal University; ME-PD, University of Wisconsin – McNeil-Hueitt, Teronda, BA, Methodist College; River Falls; PhD, University of Minnesota – Twin Cities MS, Central Michigan University; MS, Capella I University; PhD, Capella University Medley, Michael R., BS, University of Phoenix; Ingman, Ann, BA, California State University – Long L MBA, University of Phoenix; EdD, Pepperdine Beach; MA, United States International University – Lacey, Tracey, BS, University of Georgia; MS, University Irvine; EdD, United States International University – Southern Polytechnic State University; PhD, Capella San Diego Menzel, Lydia, BA, University of Connecticut; MA, University University of Connecticut; EdD, Harvard University Irlbeck, Sonja, BS, Montana State University – Lane, Carla, BS, Washington University; MA, Bozeman; MA, University of Minnesota – Twin Cities; Merrill, Herbert, BA, State University of New York Webster University; EdD, University of Missouri – EdD, University of Minnesota – Twin Cities at Buffalo; MEd, State University of New York at St. Louis Buffalo; MS, State University of New York at Buffalo; Lane, Molly M., BA, Purdue University; MS, Purdue EdD, Columbia University J University; PhD, Purdue University Mills, Dennis W., BA, Western Washington Jacobs, Howard R., BA, Fairleigh Dickinson Lawrence, Dennis, BA, Rockhurst University; MA, University; MEd, Western Washington University; University; MA, Montclair State University; PhD, University of Kansas; EdD, University of Kansas PhD, University of Minnesota – Twin Cities Walden University LeBlanc, Alyce, BMus, Oberlin College – Oberlin; Minchella, K., BS, Mercy College of Detroit; MEd, Javetz, Esther, BA, Tel Aviv University; MA, Ohio Staatsexamen, Hochschule für Musik – Cologne, Wayne State University; PhD, Wayne State University State University; PhD, Ohio State University Germany; MS, University of Southern California – Misite, Phyllis, BS, Framingham State College; MA, Los Angeles; PhD, Old Dominion University – Jax, Christine, BA, University of Minnesota; MA, Boston College; PhD, Boston College Norfolk Hamline University; PhD, University of Minnesota Mondell, Kathleen, BSJ, Ohio University; MA, Lee, Tyjaun, BSS, Ohio University – Athens; MEd, Johansen, Keith J., BS, University of Minnesota – University of Toledo; PhD, University of Toledo Ohio University – Athens; PhD, Ohio University – Minneapolis; MS, Queens College – New York; MA, Athens Morales, Carlota, BEd, University of Miami; MEd, New School for Social Research – New York; PhD, University of Miami; EdD, University of Miami University of Minnesota – Minneapolis Lessner, Janet E., BA, University of Michigan; MA, University of Iowa; PhD, University of Iowa Mottaz, Carole, BA, University of Lancaster – Johnson, Diane, BA, Mercer University; MA, Nova Lancaster, England; BS, University of Wisconsin – Southeastern University – Fort Lauderdale; MEd, Loring, Ruth, BA, Baylor University; MEd, University River Falls; MST, University of Wisconsin – River Nova Southeastern University of North Texas; PhD, University of North Texas Falls; EdD, University of St. Thomas Munns, Carol J., BS, Bemidji State University; MA, K M College of St. Thomas; EdD, University of St. Kays, Elena, BFA, Centenary College; MA, East Marin, Patricia, BS, University of Toronto; MA Thomas Stroudsberg University; PhD, Capella University University of British Columbia; EdD, University of Musial, Diann, BA, Rosary College; MA, Roosevelt British Columbia Keener, Barbara, BA, The Colorado College; MS, University; EdD, Northern Illinois University Miami University – Ohio; MA, University of Marschhausen, John, BA, Wittenberg University; Myer, Russ, BS, University of Pittsburgh; MS, Wyoming; MEd, University of Florida MS, University of Dayton University of Pittsburgh; PhD, Capella University Kelley, Lisa, BS, Spalding University; MEd, University Matias, Haziel, BA, Stella Maris College; MBA, Myers, Carmen, BA, University of South Florida; of Nevada – Las Vegas; EdS, University of Georgia University of St. Thomas MEd, North Carolina State University; PhD, Florda Kijas, Jo, BA, University of Adelaide; MA, University Mayberry, Ed, BS, Northern Illinois University – State University – Tallahassee of Melbourne; PhD, University of Technology - DeKalb; MS, Northern Illinois University – DeKalb; Sydney EdD, Northern Illinois University – DeKalb N Kirby, William, BS, Towson State University; PhD, McCoy, Douglas, BS, Illinois State University; MS, Newman-Lee, Adell, BA, Western Illinois University; University of Maryland College Park Illinois State University; EdD, Northern Illinois MA, Western Illinois University; EdD, Northern University Klein, Bernard, BA, Los Angeles State University; Illinois University BS, San Jose State University; MA, Los Angeles McCracken, Holly, BA, Illinois Wesleyan University – State University; PhD, Walden University Bloomington; MA, University of Illinois – Springfield Klimoski, Victor J., BA, Saint John’s University; MA, McDaniel, Heather, BS, Florida Southern College; Saint John’s University; MS, St. Cloud State MS Nova Southeastern University; EdD, Nova University; PhD, University of Minnesota Southeastern University Knauft, Miliska, BS, Maryville College; MBA, San McDermott, James, BS, North Dakota State Diego State University; EdD, University of Missouri – University; MS, University of Texas – Tyler; EdD, St. Louis Texas A&M University 168 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty, continued

School of Education, continued O Rogers, Carolyn B., BS, Morgan State University; Stone, Suki, BA, National College of Education; MS, MA, University of South Carolina – Columbia; PhD, University of Wisconsin – Milwaukee; PhD, San O’Brien, Stephen, MEd, Virginia Commonwealth Capella University Diego State University and Claremont Graduate University; MEd, University of Virginia; EdD, Virginia School Polytech Institute and State University Ronneberg, Jeffrey, BA, Augsburg College; MS, Minnesota State University – Mankato; EdD, Strickland, Cyd, BA, Antioch University; MA, Olsen-Murray, Jo, BS, University of Wisconsin – University of Minnesota – Twin Cities Fielding Graduate Institute; PhD, Fielding Graduate Superior; MS, University of Wisconsin – Superior; Institute EdD, University of St. Thomas Rossman, Maxine, BS, New York University; MS, University of Bridgeport; EdD, University of Suter, Marcia, BA, University of Northern Colorado; Onderdonk, James C., BA, The College of William Massachusetts MA, University of Nebraska – Lincoln; MS, University and Mary; MS, Old Dominion University; PhD, Old of Nebraska – Lincoln; PhD, Capella University Dominion University Rostal, Pam, BA, College of St. Teresa; BS, University of Minnesota; MS, University of St. Swenk, Jean, BA, Pitzer College; MA, University of Orth, Judith, BS, Indiana University at Bloomington; Thomas; PhD, Nova Southeastern University California at Davis; MA, Stanford University; PhD, MS, Indiana University at Bloomington; PhD, Stanford University University of Pittsburgh – Pittsburgh Campus Ruff, William, BS, Colorado State University; MA, Webster University; MA, University of Texas – San Antonio; EdD, University of Texas – San Antonio T P Rusaw, A. Carol, BA, Lake Superior State University; Taylor, Susan S., BS, University of Minnesota; MS, MA, University of Missouri – Kansas City; MPA, Palma de Schrynemakers, Gladys, BA, Saint John’s Florida State University; PhD, Florida State University College; MS, City College of New York; MA, Golden Gate University; MA, Hartford Seminary; Columbia University; EdD, Columbia University EdD, Virginia Polytechnic Institute and State Thornton, Nan, BA, College of St. Catherine; MS, University Washington University; PhD, Arizona State University Perry, David, BEd, University of Saskatchewan; MA, Gonzaga University; MA, Gonzaga University; PhD, Ryser, Rudolph, BA, Washington State University; Tierney, Erika, BA, University of Colorado – Boulder; Gonzaga University/Texas A&M University PhD, Union Institute & University MA, University of Colorado – Boulder; PhD, University of Minnesota – Twin Cities Persky, Barry, BA, Brooklyn College; MS, Brooklyn College; MS, Bank Street College; PhD, New York S Trapani, Michael, BA, Stetson University; MS, Nova University Southeastern University; EdD, Nova Southeastern Sabet, Behrooz, BSc, Tehran College of Economics, University Phillips, Elaine, BS, Southern Illinois University; MA, Tehran; MEd, State University of New York – Buffalo; Turner, Terilyn, BS, Ohio State University; MA, Ohio Indiana University; MA, University of St. Thomas; EdD, State University of New York – Buffalo EdS, University of Minnesota State University; PhD, University of North Carolina – Schreiber, Nancy, BA, Oberlin College; MA, Chapel Hill Price, Bill, BA, Bethel College; MSW, Washington University of Detroit; PhD, University of Detroit University - St. Louis; EdS, University of Minnesota – Twin Cities; EdD, University of Minnesota – Twin Shannon, Ed, BA, Lewis University; MS, Lewis V Cities University; EdD, Northern Illinois University Van Erp, Nancy, BA, University of Minnesota – Sheedy, Patrick, BA, College of St. Theresa; JD, Morris; MA, University of Saint Thomas; PhD, St. Mary’s University; PhD, Marquette University R Capella University Shepherd, Glenn, BS, University of North Carolina - Ratcliff, Terry, BS, University of Idaho – Moscow; Greensboro; BS, Appalachian State University; MEd, MEd, Arizona State University – Tempe; EdD, Elon College; EdD, North Carolina State University – W University of California – Berkley Raleigh Wall, David, BS, Oklahoma State University; BS, Ray, Ted, BS, University of North Carolina – Sims, Roderick, BA, Macquarie University; Diploma Oklahoma State University; MS, University of Tulsa; Pembroke; MA, University of North Carolina – of Education, Sydney Teacher’s College; MA, PhD, University of Tulsa Pembroke; EdD, Nova Southeastern University Macquarie University; PhD, University of Wollongong Walling, Griffin, BS, Hobart College; MS, State Reason, Casey, BA, Bowling Green State University; Smith, Michele, BA, Creighton University; MEd, University of New York – Albany; EdD, State MA, Bowling Green State University; PhD, Bowling Ohio University – Main Campus; PhD, Ohio University of New York – Albany Green State University University – Main Campus Ward, Jason, BA, Florida State University; MA, Reason, Lisa, BEd, University of Toledo; MEd, Singh, Raj, BS, University of Allahabad; MIE, Asian University of Phoenix; EdD, Nova Southeastern Bowling Green State University Institute of Technology; MS, University of Southern University Redden, Charlotte, BA, Indiana State University – California; PhD, University of Southern California Wellington, Eric R., BA, Youngstown State Terre Haute; MA, University of Denver; MA, Snyder, Leonard, BA, Metropolitan State University; University; MA, West Chester University; PhD, University of Colorado – Denver; PhD, University of MA, University of Minnesota – Twin Cities Capella University Denver Snyder, Leone, BS, University of Minnesota – Twin Welstead, Callie, BA, Fordham University; MEd, Redfield, Kristin, BA, University of North Carolina – Cities; MEd, University of Minnesota – Twin Cities; Beaver College; PhD, Walden University Greensboro; MA, University of North Carolina – PhD, Capella University Greensboro; EdD, Regent University Wencel, Janice, BA, Elmira College; MS, Florida Spencer, Pamela, BS, Mercer University; MA, State University – Tallahassee; PhD, Florida State Reed, John, BS, University of Idaho; MEd, George Washington University University – Tallahasse Whitworth College Spoor, Kimberly, BA, College of St. Scholastica; White-Johnson, Adair, BA, Daemen College; MEd, Reynolds, Larry, BSEd, Washington University – St. EdM, Harvard Graduate School of Education; PhD, State University of New York at Buffalo; PhD, State Louis; MSEd, Washington University – St. Louis; PhD, Capella University University of New York at Buffalo University of Oregon – Eugene Steel, Tammy, BA, University of Phoenix; MA, Wilcox, Bonita, BS, Edinboro State College; MEd, Riley Ordu, Sharon, BA, Georgia State University – National Universtiy Edinboro State College; PhD, University of Pittsburg Atlanta; MEd, West Georgia College – Carrollton; EdS, West Georgia College – Carrollton; EdD, South Williams, Julia M., BS, University of Minnesota – Carolina State University – Orangeburg Twin Cities; MA, University of St. Thomas 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 169

School of Education, continued FACULTY Wold, James, BA, St. Mary’s University; MS, School of Human Services Coker, Kelly, BA, University of North Carolina at University of St. Thomas; PhD, Vanderbilt University Greensboro; MA, Appalachian State University; PhD, University of North Carolina at Greensboro Wold, William F., BA, Saint Mary’s College; MA, College of Saint Thomas; MA, Saint Mary’s Core and Adjunct Faculty Coppola, Nicholas, BSc, Liverpool University, University; EdD, Saint Mary’s University A England; BA, State University of New York, Potsdam; MSA Central Michigan University; MHA, Baylor Woods, Manuel, BA, University of Minnesota; MEd, Allen, Carolyn, BA, Pennsylvania State University; University; PhD, Virginia Commonwealth University – University of Hartford; PhD, University of Minnesota MSS, Bryn Mawr College; MA, Temple University; Richmond Wordell, Jennifer, BA, Bridgewater State College; PhD, Temple University Costin, Amanda, BA, University of Vermont; MEd, MA, Bridgewater State College Andberg, Wendy, BA, University of Minnesota; MA, University of Virginia; PhD, Kent State University Worthington, Janet, BA, University of Chicago; MA, University of Minnesota; PhD, University of Cox, Beth, BA, University of California – Berkeley; University of Iowa – Iowa City; PhD, Florida State Minnesota MPA, California State University – Long Beach; PhD, University – Tallahassee Arnason, Phyllis, BS, Virginia Commonwealth University of Southern California Worthington, Michael T., BS, Campbell College; University; MS, University of North Carolina at MSE, University of Wisconsin – Superior; PhD, Chapel Hill; EdD, George Washington University. Capella University Auxier, C.R., BA, Graceland College; MS, Central D Missouri State University; MA, Adams State College; Darland, John, BA, Hamline University; MPP, PhD, Idaho State University Z Humphrey Institute of Public Affairs; PsyD, Minnesota School of Professional Psychology Zerwekh, JoAnn, BSN, University of Arizona – Dean, Willie, BS, University of Memphis; MBA, Tucson; MSN, University of Texas - Arlington; EdD, B University of Nebraska at Omaha; PhD, University of East Texas State University - Commerce Bennett, Patricia, BS, San Francisco State Minnesota – Twin Cities Zuba, Marge Tye, BA, St. Mary-of-the-Woods University; MA, Fielding Graduate Institute; PhD, Dobbert, Duane, BA, Albion College; MA, Michigan College; MSW, University of Illinois – Chicago; PhD, Fielding Graduate Institute State University; PhD, Capella University Northern Illinois University – DeKalb Bemker, Mary, BS, Indiana University; BS, Spalding College; MS, Indiana University; PsyD, Spalding Duchac, Neil, BS, University of Dayton; MS, University; MS, University of Alabama – Birmingham; University of Dayton; PhD, University of Toledo DSN, University of Alabama – Birmingham Durante, Joan, BA, Florida Atlantic University; Bird, Douglas, BS, University of Wisconsin; MS, MSW, Barry University; PhD, Barry University Gannon University; PhD, Capella University Durham, Alexis, BA, New College; MA, University Bishop, Michael, BA, Lubbock Christian University; of Pennsylvania; PhD, University of Pennsylvania MS, Texas Woman’s University; PhD, Texas Woman's University E Bivens, Nicola, BS, South Carolina State University; MS University of North Carolina – Charlotte; EdD, Ellyson, Mary Ellen, BA, Mount Mercy College; MA, Nova Southeastern University University of Northern Iowa; PhD, University of Iowa Brant, Curtis, BA, Kent State University; MA, Embar-Seddon, Ayn, BS, University of Pittsburgh; Bowling Green State University; PhD, Bowling Green BA, University of Pittsburgh; MA, Edinboro State University University of Pennsylvania; PhD, Indiana University of Pennsylvania Brehm, William, BA, State University of New York, Albany; MS, Springfield College; PhD, Walden Emerick, Timothy, BA, California State University; University BTh, L.I.F.E. Bible College; MDiv, Azusa Pacific University; MA, California State University; PhD, Burke, Darrell, BS, Auburn University; MS, State Saybrook Graduate Research Institute University of New York, Stony Brook; PhD, Virginia Commonwealth University Esmail, Ashraf, BA, Louisiana State University – Baton Rouge; MA, Georgia State University; EdD, Burke, Sloane, BS, California State University – Union Institute and University Northridge; MS, University of North Texas; PhD, Texas Woman's University F C Fahr, Alicia, BA, Penn State – University Park; MEd, Penn State – University Park; PhD, Western Caron, Janice J., BS, University of New Hampshire; Michigan University MEd, Salem State University; EdD, Sarasota University Flanagan, Alice Yick, BA, Williams College; MSW, Columbia University; PhD, University of California, Carter, Hellen, BA, Arizona State University; MS, Los Angeles Northern Arizona University; PhD, Walden University Forrest, Sandy, BS Florida International University; Cassirer, Christopher, BA, Rutgers College, Rutgers MEd, Florida International University; MS, University University; MPH, Yale University School of Medicine; of Texas – Austin; PhD, University of Texas ScD, John’s Hopkins University, School of Public Health Freville, Michael, BS, Western Kentucky University; MS, U.S. Army War College; MA, Western Kentucky Clyburn, Thomas W., BA, Eckerd College; MA, University; PhD, University of Kentucky Vermont College of Norwich University; PhD, Walden University 170 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty, continued

School of Human Services, continued G L Noah, Benjamin, BS, State University of New York; MS, Eastern Washington University; PhD, Walden Gardner, Jolynn, BS, Iowa State University; MA, Lester, Cherri, BS, University of Wyoming; MS, University Ohio State University; PhD, Ohio State University University of Wyoming; PhD, University of Wyoming Noronha, Lavina, BA, Mangalore University, India; Gonzales, Dana, BS, University of Central Arkansas; Lim, Mee-Gaik, BS, University of Montevallo; MA, MSW, Mangalore University, India; PhD Mangalore MS, University of Arkansas – Little Rock; PhD, Southwestern Baptist Seminary; PhD, Texas Woman’s University, India; PhD, University of Illinois Urbana – University of Arkansas University Champaign Goulet, Wayne, BA, St. John’s College; MDIV, St. Lorbeer, Charles, BA, Florida State University; MSW, John’s College; MA, Northern Arizona University; Florida State University; PhD, Walden University PhD, Northern Arizona University O Lucies, Christopher, BS, Lesley College; MS, Lesley College; EdD, University of Sarasota O’Boyle, Irene, BS, Central Michigan University; MA, Central Michigan University; PhD, Union Institute & H Lutterman, Maureen, BS, South Dakota State University University; MS, South Dakota State University; PhD, Harding, Deborah, BS, Texas Tech University; MA, University of Wyoming O’Malley, Angie, BS, Purdue University; MA, West Texas A&M University; PhD, Texas Tech Montclair State University; PhD, Oklahoma State University University Harvan, Jill, BA, Keene State College; MEd, Central M Oestmann, Joanna, BA, Eckerd College; MA, Connecticut State University; MSW, Barry University; Maione, Paul, BA, State University of New York; MA, Georgia State University; EdD, University of Sarasota PhD, University of Georgia Hofstra University; PhD, Nova Southeastern Oomen, Jody, BA, Brigham Young University; MS, Ho, Truc-Nhu, BA, University of Michigan – University Brigham Young University; PhD, Texas Woman’s Ann Arbor; MA, California State University at Mannion, Michele, BA, Boston College; MEd, University Sacramento; PhD, Rutgers University Harvard University; PhD, Pennsylvania State Holland, Mia, BA, University of Massachusetts – University Dartmouth; MEd, Bridgewater State College; EdD P McDougall, Betsy, BS, University of North Dakota – Nova Southeastern University Grand Forks; MS University of North Dakota – Grand Palloff, Rena, BA, University of Wisconsin – Holmes, Suzanne, BA, University of California; MA, Forks; PhD, University of North Dakota – Grand Madison; MSSW, University of Wisconsin – George Washington University; DPA, University of Forks Milwaukee; MA, Fielding Graduate Institute; PhD, LaVerne Fielding Graduate Institute Mentor, Ken, BS, Central Michigan University; MA, Hotaling, Marjorie, BA, Allegheny College; MEd, Central Michigan University; PhD, Syracuse Pascarella, Joseph, BA, Rowan University; MA, John Kuntztown University; EdS, Ball State University; University Jay College of Criminal Justice; PhD, City University EdD, Ball State University of New York Meyers, Ann, BME, Wittenberg University; MA, Ball Howard, Ronald, MS, Florida A&M University; PhD, State University; PhD, Walden University Piccolino, Adam, BA, University of Minnesota – Twin Florida State University Cities; MA, Minnesota School of Professional Miller, Kathryn, BA, University of Texas – San Psychology; PsyD, Minnesota School of Professional Hurd, Debra, BA, University of Arkansas; MPA, Antonio; MS, St. Mary’s University; PhD, St. Mary’s Psychology University of Arkansas; PhD, University of Arkansas University Pietrzak, Dale, BS, Minnesota Bible College; MA, Hurd, F. Coy, BA, Arkansas State University; MPA, Minelli, Mark, BS, Central Michigan University; MA, University of South Dakota; EdD, University of South University of Arkansas; PhD, University of Arkansas Central Michigan University; MPA, Western Michigan Dakota University; PhD, Union Institute & University Pilkington, Cyndra, BS, Armstrong Atlantic State J Moore, Deborah, BA, York College: MS, Fordham University; MS, Georgia Southern University; MA, University; PhD, Capella University Fielding Graduate Institute; PhD, Fielding Graduate Jeffrey, Christina, BA, University of Plano; MA, Moore, Julia, BS, University of Houston; MS, Institute University of Alabama – Huntsville; PhD, University University of Houston; MS University of Houston; of Alabama – Huntsville PhD, Mississippi State University Johnson, Kit, BA, College of New Rochelle; MA, R Muchnick, Ron, BS, University of Missouri; MA, Manhattanville College; EdD, Florida Atlantic Lindenwood College; MS, Nova Southeastern Ross, William, BA, Luther College; MA, Northern University; PhD, Barry University University; PhD, Nova Southeastern University Arizona University; EdD, Texas Southern University Jones, Lynn, BA, Drew University; MSW, Yeshiva Muchnick, Sherri, BA, University of Missouri; MS, Rounds-Bryant, Jennifer, BS, Northern Illinois University; PhD, Yeshiva University University of Missouri; PhD, St. Louis University University; MA, University of North Carolina; PhD, University of North Carolina Muldrow, Edward, BA, Philander Smith College; K MHA, Governors State University; MSW, University Russ-Trent, Lana, BA, Florida Atlantic University; MS, Nova Southeastern University; PhD, Nova Kavanaugh, Frank, BA, Lake Forest University; PhD, of Houston; PhD, University of Houston Southeastern University Union Institute & University Kepford, Lori, BA, Bluffton College; MA, Bowling N Green State University; PhD, Bowling Green State S Nelson, H. Wayne, BA, Portland State University; University MA, Portland State University; MA, California State Schooley, AnnaLynn, BA, Western Illinois University; Kitaeff, Jack, BA, Brooklyn College; MS, State University; MBA, City University; PhD, Oregon State MS, Nova Southeastern University; PhD, Nova University of New York; MA, Brooklyn College; PhD, University Southeastern University University of Mississippi Nelson, Kimberly, BA, Minot State University; MS, Sessoms, Isaiah, BA, Kentucky State University; MA, Kochanowski, Yvonne, BA, Mundelein College; Eastern Washington University; PhD, University of California Lutheran College; PhD, Cornell University MBA, Loyola University of Chicago; MPA, University Northern Colorado Stechschulte, Paula, BS, Eastern Michigan of Southern California; DPA, University of Southern University; MS, Central Michigan University; PhD, California Capella University 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 171

School of Human Services, continued FACULTY Stein, Jack, BS, Union College; MSW, New York Harold Abel School Of Psychology C University; PhD, Walden University Caffaro, John, BA, Long Island University; MA, Stone, Melissa, BA, University of Virginia; MA, Senior Faculty United States International University; PhD, Fielding University of Virginia; PhD, California Institute of Graduate Institute Integral Studies Austin, Brian, BA, Monmouth College; MS Ed, Cameron, William, BA, California State University – Southern Illinois University; PhD, Southern Illinois Stretch, LoriAnn, BA, Longwood University; MA, Sacramento; MA, California State University – University; postdoctoral certificate in Clinical Longwood University; PhD, North Carolina State Sacramento; PhD, Texas Christian University University Psychology, University of North Carolina – Greensboro Chapman, David, AB, University of Missouri; MA, Sullivan, John, BS, Lynn University; MS, National- Luther Theological Seminary; MA, University of St. Lewis University; PhD, Capella University Thomas; PsyD, University of St. Thomas Core and Adjunct Faculty Szymkowiak, Ken, BA, Temple University; MA, Chappell, Kelley, BA, University of South Carolina; University of Hawaii; PhD, University of Hawaii A MA, University of South Carolina; PhD, University of Acadia, Phyllis, BA, The City College of Liberal Arts South Carolina T and Science; MS, The City College; MA, Fielding Contreras, Carlos, BA, University of Texas – Austin; Graduate Institute; PhD, Fielding Graduate Institute MA, University of Texas – Austin; PhD, University of Tetu, William, BS, United States Military Academy; Texas – Austin MS, University of Kansas; MBA, Boston University; Ackerman, Rosalie, BS, Iowa State University; MS, PhD, Argosy University Iowa State University; PhD, Iowa State University Cooke, Phyliss, BA, Baldwin Wallace College; MA, Adams, Angela, BS, University of Alabama – Cleveland State University; PhD, Kent State Thauberger, Gerald, BA, University of California – University Berkeley; MS, California State University – Hayward; Birmingham; MS, University of Nevada – Las Vegas; PhD, University of Phoenix PhD, University of Missouri – Columbia Cooper, Mark, BS, Youngstown State University; Adams, Sharlene, BA, Manchester College; MS, MA, Towson State University; PhD, Kent State Tiffin, Charles, BAS, Guilford College; MA, Duke University University; PhD, Union Institute & University Northeastern State University; PsyD, Forest Institute of Professional Psychology Craig, Jeanne Anne, BS, Ball State University; MEd, Anderson, Justin, BA, University of Minnesota – University of Washington; PhD, Fielding Graduate W Duluth; MS, Boston University; PhD, University of Institute Walker, Charles, BA, California State University – St. Thomas Crawford, Theresa, BS, Ohio State University; MS, Northridge; MA, Phillips Graduate Institute; PhD, Astacio, Victor, BA, Central Bible College; MS, Ohio State University; PsyD, University of Denver Pacifica Graduate Institute Miami Institute of Psychology; PsyD; Carlos Albizu Cree, Lisa, BA, Southern Illinois University; MA, Ward, Susan, BS, University of Wyoming; MS, Idaho University; PhD, Carlos Albizu University Roosevelt University; PhD, California School of State University; PhD, University of Virginia Professional Psychology Wederski, Lonnie, BA, Ottawa University; MBA, B Crews, Catherine, BA, Newcomb College of Tulane University of Phoenix; PhD, Walden University University; MA, University of Kentucky; PhD, Baldwin, Leigh, BA, Western Kentucky University; University of Kentucky Weiss, Margo, BS, Florida International University; MS, Eastern Kentucky University; EdS, University of MS, Barry University; PhD, Nova Southeastern Kentucky – Lexington; PhD, University of Kentucky – Crocker, Ruth, BS, Saint Joseph’s College; MS, University Lexington University of Wisconsin – Milwaukee; MS University of Wisconsin – Stout; PhD Saybrook Graduate Whiddon, Jana, BS, Florida Southern College; MS, Bangert, Arthur, BA, Kent State University; MS, School Troy State University-Florida Region; PhD, Barry Youngstown State University; EdD, University of University South Dakota; EdS, University of Nebraska-Kearney Wilson, Jeannette, BS, Manchester College; MS, Baumberger, Julie, BS, Dakota State University; D Ohio State University; PhD, University of Tennessee MEd, South Dakota State University; EdD, University Damiani, Joseph, BA, Ohio Northern University; Woods, Manuel, BA, University of Minnesota; MEd, of South Dakota MSW, University of Michigan; PsyS, Center for University of Hartford; PhD, University of Minnesota Bausch, Kenneth, BA, Duns Scotus College; MA, Humanistic Studies; PhD, Union Institute & University Worthington, Michael T., BS, Campbell College; State University of West Georgia; PhD, Saybrook MSE, University of Wisconsin – Superior; PhD, Graduate School Research Center DiMatteo, Donna, BA, University of San Diego; MS Capella University Behrend, Rebecca, BA, Gustavus Adolphus College; California School of Professional Psychology – San MDiv, Moravian Theological Seminary; MSE, Diego; MS (2nd), California School of Professional University of Wisconsin; PhD, Walden University Psychology – San Diego; PhD, California School of Z Professional Psychology – San Diego Benedict, Norma, BA, University of Arizona; MSW, Zimmermann, Sandra, BA, University of California, Arizona State University; PhD, Walden University Drogosz, Lisa, BA, Ohio University; MA, The Santa Barbara; MSW, University of California – University of Akron; PhD, The University of Akron Los Angeles; PhD, Walden University Bertrand, Art, BS, Westfield State College; MA, American International College; PhD, University of Duva, Chris, BA, California State University; MA, Connecticut California State University; PhD, University of British Columbia Brashears, Michael, BA, Azusa Pacific University; MA, Azusa Pacific University; PsyD, Azusa Pacific University E Brue, Alan, BA, State University of New York – New Eckstein, Daniel, BA, Presbyterian College; MA, Paltz; MA, University of Florida; EdS, University of University of South Carolina; PhD, University of Florida; PhD, University of Florida South Carolina Eckstein, Donna, BS, Presbyterian College; MS, Georgia State University; PhD, Alliant International University – San Diego 172 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty, continued

School of Psychology, continued Enright, Mary, BA, University of Wisconsin-Madison; Greenstone, James, BA, University of Oklahoma; Johnson, Randy, BA, Valdosta State University; MA, University of Wisconsin – Madison; PhD, BS, Northwestern California University School of MRC, University of Florida; EdD, Argosy University University of Wisconsin – Madison Law; MS, North Texas State University; EdD, University of North Texas – K F Grillo, Joseph, BA, The American University; PsyD, The American School of Professional Psychology Kavar, Louis, BA, Dusquesne University; MA, Fischer, Bruce, BA, University of Minnesota; MS, (Argosy University – Washington DC) Dusquesne University; PhD, University of Pittsburgh University of Minnesota; PhD, University of Klein, Richard, BA, Ohio State University; MA, Kent Minnesota State University; PhD, Kent State University Fisher, Deborah, BA, Boise State University; MA, H Kleine, Sheldon, BA, Temple University; MA, Idaho State University; PsyD, University of Northern Hall, Tawanna, BS, University of Alabama; MS, Troy Trenton State College; PhD, Purdue University Colorado State University; EdS, Troy State University; PhD, Florida State University Kostere, Kim, BA, Mercy College; MA, Center for Flynn, John, BS, State University of New York – Humanistic Studies; PsyS, Center for Humanistic Cortland; MS, Indiana University; EdD, Indiana Handley, Kevin, BS, Virginia Tech; MA, Fairleigh Studies; PhD, Union Institute & University University Dickinson University; PhD, Fairleigh Dickinson University Kostere, Sandra, BA, Madonna College; MA, Center Fossum, Thyra, BS, Gustavus Adolphus College; MS, for Humanistic Studies; PsyS, Center for Humanistic Penn State University Park; PhD, Penn State Harper, Elizabeth, BA, Chapman University; MA, Studies; PhD, Union Institute & University University Park Southern Methodist University; PhD, Southern Methodist University Krebs, Krista, BA, University of Nebraska; MS, Iowa Frieder, Susan, BS, University of California – State University; PhD, Iowa State University Los Angeles; MA, Alliant International University – Harris, Sandra, BA, California State University; MEd, San Diego; PhD, Alliant International University – Auburn University; MA, California State University; San Diego PhD, Auburn University L Harris-Britt, April, BA, University of North Carolina La Civita, Lori, BA, Western Illinois University; MS, G at Chapel Hill; MA, University of North Carolina at Capella University; PhD, Capella University Chapel Hill; PhD, University of North Carolina at Gamber, Victoria, BA, University of Oklahoma; PhD, Chapel Hill Langan, Gina, BA, Oakland University; MA, Wayne University of Pittsburgh State University; PhD, Wayne State University Heffner, Chris, BA, Malone College; MS, Nova Gibson, William, BA, Gannon University; MA, The Southeastern University; PsyD, Nova Southeastern Leichter, Jeff, BS, University of California – Irvine; New School for Social Research – New York; PhD, University MA, California School of Professional Psychology; St. John’s University PhD, California School of Professional Psychology Henderson, Davis, BA, University of Georgia; MSW, Gillies, Bruce, BS State University of New York – University of South Carolina – Columbia; PhD, The Leslie-Toogood, Adrienne, BA, University of Albany; MA, United States International University – University of Memphis Manitoba, MA, University of Manitoba, PhD, San Diego; MS, United States International University of Manitoba Holdwick, Daniel, BA, Northern Michigan University; University – San Diego; PsyD, Alliant International PhD, University of Arkansas Levinskas, Antanas, BA, Governors State University; University – San Diego MA, Arizona State University; PhD, Arizona State House, Garvey, BS, Texas Christian University; MS, Ginther, Dean, BA, DePauw University; MA University Texas A&M University; PhD, Texas A&M University University of Illinois – Urbana-Champaign; PhD, Loehrer, Rebecca, BA, Baylor University; MS, University of Illinois – Urbana-Champaign Huenefeld, Nancy, BA, University of Arizona; MS, Radford University; PhD, Texas A&M University University of Kentucky – Lexington; PhD, Glazer, Hilda, BA, Beaver College; MS, University of Pennsylvania State University Longo, Nancy, BA, University of Southern California; North Texas; EdM, Rutgers, The State University; MEd, University of Southern California; PhD, EdD, Rutgers, The State University University of Southern California Glidewell, Reba, BA, Arkansas Tech University; MS, I Lorenz, Gail, BA, Carleton College; MA, University University of Southern Mississippi; PhD, University of Inserto, Fathiah, Diploma, University of Singapore; of Minnesota; PhD, University of Minnesota Southern Mississippi MA, Fielding Graduate Institute; PhD, Fielding Golin, Daniel, BA, Vassar College; MS, Colorado Graduate Institute State University; PhD Colorado State University M Isenhart, Carl, BA, DePauw University; MS, Indiana Gonsiorek, John, BA, State University of New York; State University; MBA, University of St. Thomas; Makatura, Tim, BA, Youngstown State University; MA, University of Minnesota; PhD, University of PsyD, University of Denver MS, Youngstown State University; PhD, Illinois Minnesota Institute of Technology Malpass, Diane, BA, California State University; MA, Gontarz, Michael, BA, University of Dallas; MS Ed, J University of Wisconsin-LaCrosse; EdD, Indiana Pepperdine University; PhD, Pepperdine University University; CAGS, University of Wisconsin – LaCrosse Jacobs, Robert, BA, William Paterson College; MA, Malpass, John, BS, United States Military Academy University of Southern California; MA, United States Graham, Robert, BS, Buffalo State College; MS, – West Point; MS, Indiana University; MA, Central International University; PsyD, United States Canisius College; EdD, University of Sarasota Michigan University; MS, West Coast University; International University MBA, Pepperdine University; PhD, University of Gray, Malcolm, BS, Oklahoma State University; MA, James, Catherine, BA, Metropolitan State College; Southern California Oklahoma State University; PhD, University of MA, University of Colorado; PhD, Walden University Colorado – Boulder Marks-Frey, Marilyn, BA, Roosevelt University; MS, Jarvis, Sara, BA, University of Florida; MEd, Illinois Institute of Technology; PhD, Illinois Institute Greene, David, BA, University of Utah – Salt Lake University of Florida; EdS, University of Florida; PhD, of Technology City; BS, University of Utah – Salt Lake City; MA, Union Institute & University California School of Professional Psychology – Mills, John, BA, University of Delaware; M.Ed., San Diego; PhD, California School of Professional Jean, Rojeanne, BA, Florida International University; University of Delaware; MS, Indiana University of Psychology – San Diego MS, Florida International University; PhD, Union Pennsylvania; PhD, State University of New York at Institute & University Buffalo 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 173

School of Psychology, continued FACULTY

Murphy, Annemarie, BA, State University of New Shen, Jeff, BS, Soochow University, Suzhou, China; Williams, Lloyd C, BA, Earlham College; MS, York; MS, Rutgers University; PhD, Rutgers University MS, St. John’s University; PhD, St. John’s University Southern Connecticut State University; M.Div, Yale University; DMin, Christian Theological Seminary; Murrey, Gregory, BA, Brigham Young University; Small, Linwood, BA, Wesleyan University; MA, PhD, Union Institute & University MHA, Brigham Young University; MS, Washington University of Florida; PhD, University of Florida State University; PhD, Washington State University St. Germaine, Jacquelyn, BS, Old Dominion Williamson, Gordon, BA, University of Portland; MS, University; MSEd, Old Dominion University; MA, Portland State University; PhD, University of Maryland N Pepperdine University; PhD, University of Arizona Stacks, James, BS, East Texas State University; MS, Winter, Laren, BS, Kansas State University; MS, Nocita, Andrew, BA, Michigan State University; MA, Texas A&M University; PhD, Texas A&M University Kansas State University; MDiv, The University of Miami University; PhD, Miami University South Sewanee, EdD, University of Northern Styles, Deborah, BFA, Emerson College; MFA, Colorado University of San Diego; MA, California Institute of O Integral Studies; PsyD, California School of Wolskee, Patricia, BA, Catholic University of Professional Psychology America; MA, Catholic University of America; PhD, Ottomanelli, Gennaro, BS, Manhattan College; MS, Catholic University of America Fordham University; PhD, New York University Styles, Douglas, BA, University of California-Santa Cruz; MA, California Institute of Integral Studies; Woolf, Christine, BA, Oglethorpe University; MA, PsyD, California School of Professional Psychology – University of South Florida; EdS, University of South P Alameda Florida; PhD, University of South Florida Peck, Deborah, BS, University of Nebraska – Sumpter, Roy, BA, Bob Jones University; MS, Lincoln; PhD, Capella University Florida State University; PhD, Florida State Y University Percy, Bill, BA, St. John’s College; MA, Goddard Yasgoor, Karen, BA, University of Cincinnati; MA, College; PhD, Union Institute & University Pepperdine University; PhD, Walden University Pimpinelli, Angelo, BA, University of South Florida; T MS, Nova Southeastern University; PhD, Union Terlizzi, Charlene, BA, Mundelein College; MA, Institute & University Z Adler School of Professional Psychology; PsyD, Zwingelberg, Mark, BS, University of Minnesota – Piotrowski, Nancy A., BA, Rice University; MA, Adler School of Professional Psychology University of Houston – University Park; PhD, Twin Cities; MS, University of Wisconsin – Madison; Trent, James, BS, Middle Tennessee State University of Houston – University Park PsyD, Florida Institute of Technology University; MA, University of Mississippi; PhD, Posner, Rita, BA, Fairleigh Dickinson University; MA, University of Mississippi Fairleigh Dickinson University; PhD, Seton Hall Troiani, Joseph, BA, Northeastern Illinois University; University MHSA, Governors State University; MA, Fielding Premo, William, BA, Cardinal Stritch College; MA, Graduate Institute; PhD, Fielding Graduate Alfred Adler Institute; PhD, Walden University Institute; MSSI, Joint Military Intelligence College Trunk, Barry, BA, University of California – Los R Angeles; MA, California State University – Long Beach; PhD, Ohio State University Reddout, Jeffery, BS, Cornell University; MS, Syracuse University; PhD, Syracuse University Reed, Linda, BS, Wright State University; MS, V Wright State University; PhD, Walden University Vail, Thomas, BS, Florida State University; MTh, Harding Graduate School of Theology; PhD, Saybrook Institute S Van Haveren, Richard, BS, Carroll College; MSEd, Santonastasi, Antonio, BS, University of Maryland; University of Miami; PhD, Oklahoma State MHR, University of Oklahoma; PhD, Walden University University Vernon, Fox, BA, Stanford University; PhD, Santoro, Gina, BA, Salisbury State University; MA, University of Southern California Towson University; PhD, University of South Florida Vogele-Welch, Deborah, BA, Hawaii Pacific Sarnoff, David, BA, Harvard University; MS, University; MA, Professional School of Psychological University of Kentucky; PhD, University of Kentucky – Studies; PhD, Union Institute & University Lexington Schatzman, Bard, BA, Westminster College; MS, Central Missouri State University; PhD, University of W Missouri – Columbia Warren, Stephanie, BA, Duke University; MS, Schnedler, Robert, BA, Florida State University; MS, University of Pittsburgh; PhD, University of Washington State University; PhD, Washington State Pittsburgh University Washington, Craig, BS, Indiana State University; Schneider, Steven, BA, Southern Illinois University; MS, Indiana State University; EdD, University of MS, Southern Illinois University; PhD, University of Massachusetts Wisconsin – Madison Wilkinson, Lee, BA, Syracuse University; MS, State Secrest, Wayland, BA, University of California – University of New York; EdS, Nova Southeastern Santa Cruz; MA, University of Oregon; PhD, University; EdD, University of Sarasota University of Oregon 174 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

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

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