Business Education Human Services Psychology Technology Capella University Course Catalog 2003-2004

2003-2004 University Catalog

Volume 03-04, No. 1 | July 2003

Volume 03-04, No. 1 July 2003

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

222 South 9th Street 20th Floor Minneapolis, Minnesota 55402 1-888-CAPELLA (227-3552) www.capella.edu

Table of Contents Welcome to Capella University ...... 5 Continuous Enrollment ...... 15 About Capella University ...... 6 Course Formats ...... 15 Online Courses Mission Statement ...... 6 Directed Study Courses Educational Philosophy ...... 6 Course Load ...... 15 University History ...... 6 Description of Credit Awarded ...... 15 Affirmative Action ...... 6 Continuing Education Credits Ownership of University ...... 6 Disability Accommodations ...... 15 Institutional Accreditations ...... 6 Discrimination, Harassment General Overview ...... 7 and Assault ...... 15 Academic Program Options ...... 7 Dissertation and Thesis Publishing . . .16 Course Formats ...... 7 Dissenrollment, Suspension, Capella's Commitment to the Expulsion ...... 16 Learners’ Success ...... 7 Drug and Alcohol Policy ...... 17 Residential Colloquia ...... 7 Grades ...... 17 Learner Support Services ...... 7 Grading Procedures Letter Grades Computer Requirements ...... 8 “S” Grading Scale Admissions Policies ...... 9 Grades Common to Both Scales Admissions Requirements ...... 9 Other Grades Grades in Repeated Courses Admissions Components ...... 9 Grade Appeals Admission Decisions ...... 10 Graduation and Commencement . . . . .19 Offer of Admission Requirements Full Admission Undergraduate Honors Pending Admission Application to Graduate Provisional Admission Application for Certificate Denial of Admission Commencement International Applicants ...... 10 Intellectual Property ...... 20 Prior Learning Assessment ...... 10 Leave of Absence ...... 20 CLEP/DANTES ACE Limitations of Registrations with Petition for Credit for Undergraduates a Single Faculty Member ...... 20 Petition for Credit for Graduate Studies Multiple Degree Program Enrollments 20 Transfer of Credit ...... 11 Problem Resolution ...... 20 Credits Earned at Prior Institutions For Arizona Learners Credits Earned at Capella as a For Georgia Learners Non-degree Learner Professional Licensure and Credits Earned at Capella as a Certification ...... 20 Certificate Learner Research at Capella University ...... 21 Truth in Information ...... 11 Residential Colloquia ...... 21 Academic and Other Residential Colloquia and the University Policies ...... 12 Year-in-Residence Academic Calendar ...... 12 Psychology Year-in-Residence Academic Freedom ...... 13 Satisfactory Academic Progress . . . .22 Academic Honesty ...... 13 Time Limits for Degrees and Academic Records (Privacy and Certificates ...... 22 Record Retention) ...... 13 Transferability of Capella Credits . . . .22 Definition of an Academic Record Financial Aid ...... 23 Right to Inspect and Review Right to Request Amendment Satisfactory Academic Progress Disclosure of Personally Identifiable Policy for Financial Aid ...... 23 Information Scholarships ...... 23 External Requests Veterans’ Educational Benefits ...... 23 Retention of Academic Records Tuition and Fees ...... 24 Complaints BS, MBA, MS and Certificate Comportment in Public Discussion PhD and Human Interactions ...... 14 Sustaining Tuition Consensual Relationships ...... 14 Employer Reimbursement Contact Information for Learners . . . .14 1-888-CAPELLA www.capella.edu Capella University 3

Special Business Office Hold ...... 25 Professional Licensure and Table of Contents, Certification ...... 36 continued Tuition Refunds ...... 25 PhD Learners School of Education Degree Programs . .37 BS/MBA/MS Learners Doctor of Philosophy (PhD) Refund Schedule Specializations ...... 37 Georgia Resident Refund Policy Leadership for K-12 Programs Wisconsin Residents Refund Policy Leadership for Higher Education ABLE OF CONTENTS Refund Procedure for Financial Aid Advanced K-12 Teaching T Recipients Postsecondary and Adult Education Fees ...... 26 Professional Studies in Education Official Transcript Fee Instructional Design for Online Learning Residential Colloquium Fee Training and Performance Improvement Application Fees Master of Science (MS) School of Business ...... 27 Specializations ...... 39 About the School of Business ...... 28 Leadership for K-12 Programs Leadership for Higher Education Mission Statement ...... 28 Advanced K-12 Teaching Degree Programs ...... 28 Postsecondary and Adult Education Doctor of Philosophy (PhD) Professional Studies in Education Master of Science (MS) Teaching Online Master of Business Instructional Design for Online Learning Administration (MBA) Curriculum and Instruction with Bachelor of Science (BS) Technology Focus Certificates Training and Performance Improvement Undergraduate General Education Certificates ...... 42 Professional/National Affiliations or Teaching Online Accreditations ...... 29 Instructional Design for Online Learning School of Business Degree Programs . .30 Training and Performance Improvement Leadership for K-12 Programs Post Doctor of Philosophy (PhD) in Master’s Certificate Organization and Management ...... 30 General Program School of Human Services ...... 43 Human Resource Management About the School of Human Services . . .44 Information Technology Management Mission Statement ...... 44 Leadership Degree Programs ...... 44 Master of Science (MS) in Organization Doctor of Philosophy (PhD) and Management ...... 32 Master of Science (MS) General Program Certificates Human Resource Management Information Technology Management Professional Licensure and Leadership Certification ...... 44 Master of Business Administration School of Human Services (MBA) ...... 33 Degree Programs ...... 45 Bachelor of Science (BS) Doctor of Philosophy (PhD) in Business ...... 33 Specializations ...... 45 General Program General Human Services Management and Leadership Criminal Justice E-Business Counseling Studies Human Resource Management Health Care Administration Marketing and Sales Management of Non-Profit Agencies Social Work and Community Services Graduate Certificates ...... 34 Human Resource Management Master of Science (MS) Information Technology Management Specializations ...... 47 Leadership General Human Services Criminal Justice School of Education ...... 35 Counseling Studies About the School of Education ...... 36 Health Care Administration Mission Statement ...... 36 Management of Non-Profit Agencies Social Work and Community Services Degree Programs ...... 36 Marital, Couple, and Family Doctor of Philosophy (PhD) Counseling/Therapy Master of Science (MS) Mental Health Counseling Certificates 4 Capella University 1-888-CAPELLA www.capella.edu

Certificates ...... 50 Field Training ...... 62 Table of Contents, Addictions Counseling Overview of Practicum continued Criminal Justice Overview of Internship Diversity Studies School of Technology ...... 63 Health Care Administration Management of Non-Profit Agencies About the School of Technology ...... 64 Marriage and Family Services Mission Statement ...... 64 Professional Counseling Degree Programs ...... 64 Social and Community Services Social Work Master of Science (MS) in Urban School Services Information Technology Bachelor of Science (BS) in Harold Abel School of Psychology . . . . .51 Information Technology About the Harold Abel School General Education in the of Psychology ...... 52 Bachelor of Science Degree Mission Statement ...... 52 Certificates Harold Abel School of Psychology Professional/National Affiliations Degree Programs ...... 52 or Accreditations ...... 65 Doctor of Philosophy (PhD) School of Technology Degree Programs 66 Master of Science (MS) Master of Science (MS) Program . . . .66 Certificates General Program Professional Licensure and Master of Science (MS) Certification ...... 52 Specializations ...... 66 Harold Abel School of Psychology Information Security Degree Programs ...... 53 Network Architecture and Design Doctor of Philosophy (PhD) Project Management and Leadership Specializations ...... 53 System Design and Programming Addiction Psychology Bachelor of Science (BS) Program . . .68 Clinical Psychology General Degree Counseling Psychology Bachelor of Science (BS) Educational Psychology Specializations ...... 68 Family Psychology Graphics and Multimedia General Psychology Network Technology Health Psychology Project Management Industrial/Organizational Psychology Web Application Development Sport Psychology Undergraduate Certificates ...... 69 Master of Science (MS) Specializations ...... 56 Foundations in Information Technology Addiction Psychology Graphics and Multimedia Clinical Psychology Information System Quality Assurance Counseling Psychology Network Technology Educational Psychology Web Application Development Family Psychology Web Application Project Management General Psychology Web Application Security Health Psychology Undergraduate Course Descriptions . . .71 Industrial/Organizational Psychology Sport Psychology Graduate Course Descriptions ...... 76 Specialist Certificate in School Residencies and Colloquia ...... 107 Psychology Continuing Education Courses . . . . .108 Certificates ...... 59 Governance ...... 110 Specialist Certificate in School Administration ...... 110 Psychology Industrial/Organizational Psychology Administrative Directories ...... 110 Executive Human Resource Faculty ...... 112 Management and Consultation Senior Faculty ...... 112 Organizational Testing and Assessment Executive Development Core and Adjunct Faculty ...... 112 Sport Psychology MBA Coaches ...... 118 Academic Residencies ...... 60 State Regulatory Residential Colloquia Information ...... 120 Clinical and Counseling Psychology Rights to Change Year-in-Residence Requirements ...... 120 School Year-in-Residence Parts I and II 1-888-CAPELLA www.capella.edu Capella University 5

A Message from the President Welcome to Capella University

Many of our learners initially choose Capella University because it is an accredited, online university. Our 24/7 class “schedule” allows learners to attend classes at an accredited university without sacrificing their work or their family commitments. But after one course, their reasons for attending Capella University change.

Our learners talk about feeling personally transformed by 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 own critical thinking skills. At Capella, learners discover a learning experience where academic content relates specifically to the learners’ own Michael Offerman, EdD professions and professional goals, and where they can apply the knowledge and President, Capella University experience gained immediately in their work.

Our learners and graduates tell us that we have “redefined higher education” by providing support services that minimize logistical hurdles. The day-to-day details associated with higher education are minimized by online access to services that include academic advising, course registration, financial aid resources, and the Johns Hopkins Library System.

We tell our learners that the Capella Way is what higher education should be for working adults. Thank you for joining us.

Michael J. Offerman, EdD President, Capella University 6 Capella University 1-888-CAPELLA www.capella.edu

About Capella University

Mission Statement and traditional curriculum did not Capella’s interactive learning experience The mission of Capella University is to correspond with the professional goals of has helped over 7,000 learners and alumni extend access to high quality bachelor’s, mature adults. He envisioned a barrier-free achieve educational and professional goals. master’s, doctoral, and certificate programs university that people could attend from It is a place where people have been for adults who seek to maximize their remote locations—like their own homes— awakened and transformed by knowledge, personal and professional potential. This at their convenience. interaction, and success. Today, Capella is a national leader in defining academic mission is fulfilled through innovative In 1993, Dr. Harold Abel, an experienced quality in an online environment, and is programs that are responsive to the needs leader in higher education and former one of the fastest growing e-learning of adult learners and involve active, president of three universities, joined institutions in the world. engaging, challenging, and relevant Mr. Shank to serve as founding president learning experiences offered in a variety and academic leader of Capella. Affirmative Action of delivery modes. Dr. Abel assembled premier faculty, built Capella University is an affirmative action Educational Philosophy graduate curricula, and guided the employer. University toward academic accreditation. Capella University has a passionate Ownership of University commitment to providing its learners In 1997, during the presidency of Dr. Bruce Capella University is wholly owned by with a profound learning experience. Francis, Capella achieved accreditation by Capella Education Company, a Minnesota This commitment provides the base for the The Higher Learning Commission of the corporation. Capella Way of Learning. The Capella Way North Central Association of Colleges and involves the delivery of relevant and Schools. Institutional Accreditations practical knowledge, the use of varied The University, initially called “The Capella University is accredited by learning approaches to allow for different Graduate School of America” (TGSA), The Higher Learning Commission of the learning styles and strengths, inclusion of offered master’s and doctoral degree North Central Association of Colleges the learners’ knowledge and experiences in programs in management, education, and and Schools (NCA), 30 N. LaSalle St., the learning exchange, and places limited human services. Two years after Suite 2400, Chicago, IL 60602-2504. demands on learners to come together in accreditation, TGSA became Capella the same time and place. The Capella Way University and within three years the is characterized by active learning involving Schools of Business, Education, Human teamwork and collaboration, creation of Services, Psychology, and Technology were learning communities, and the provision of established. In addition to certificate, excellent learner support services. The goal master’s, and doctoral degrees across five of the Capella Way is to provide learners schools, Capella launched bachelor’s with knowledge and skills that have completion programs in the Schools of immediate impact, an efficient path to Business and Technology in 2001. improve their professional value, and an intimate and profound learning experience. The idea of accessible education for adults has grown into a vigorous and viable University History university with more than 80 specializations In 1992, Stephen Shank, former CEO of and degree programs. The quality leader in Tonka Corporation, provided the vision, online education, Capella’s competency- leadership, and initial funding for the based educational model provides learners incorporation of a distance-learning with theoretical knowledge as well as the institution. Looking for a business professional skills that correspond with opportunity for the 21st century, Mr. Shank real-world practice. Experienced scholar/ observed that adults were underserved by practitioners from throughout the country traditional universities. Attending classes bring high academic standards and industry- was difficult or impossible for working adults intelligence to each courseroom. due to employment and family obligations 1-888-CAPELLA www.capella.edu Capella University 7

General Overview

Academic Program Options chart their paths to the successful assist at 1-888-CAPELLA (227-3552), Capella University offers upper division completion of their degrees. option 7 or by emailing University GENERAL OVERVIEW degree completion Bachelor of Science Capella’s academic advisors and faculty strive Services. (BS), Master of Science (MS), Master of to provide the environment and support • Academic Advisors – Academic advisors Business Administration (MBA), and necessary for a successful learning experience. work with learners to orient them to Doctor of Philosophy (PhD) degrees. Capella so they feel comfortable in their Residential Colloquia Course Formats new learning environment. Advisors Courses are offered online and in directed All doctoral programs, clinically-focused MS guide learners as they create a degree study (independent study) formats. Online programs, and some post master’s certificate completion plan (DCP) and provide courses typically are twelve weeks in length. programs require learners to attend assistance while enrolled at Capella. Any learner may register for an online residential colloquia offered in various Academic advisors’ contact information course. Directed study courses are available locations. Colloquia provide opportunities can be found through iGuide’s Advising only to doctoral learners in the Schools of for learners to become familiar with Capella’s and Resources section. resources, learn research methodology, and Business, Education, and Human Services. • Academic Records – The Office of prepare for navigating the comprehensive In the directed study courses, learners work Academic Records maintains academic and dissertation process. one-on-one with a faculty tutor. Additional records as learners progress through their details and requirements related to each of It is through these face-to-face encounters courses and degree programs at Capella these course formats can be found in the that learners further participate in Capella’s University. Their mission is to provide Academic and Other University Policies learning community by networking, accurate, up to date transcript information section of this catalog, or on iGuide at discussing course work, projects, and research whenever it is needed. Learners may www.capella.edu. issues with other learners and faculty. request official transcripts, and view and Capella hopes that the sense of community Capella's Commitment to the print their unofficial transcripts any time Learners’ Success developed during residential colloquia will by logging in to their iGuide account at endure throughout the program and www.capella.edu. Capella University is committed to helping become an essential part of the learners’ learners succeed. To that end, the University • Alumni Center – Alumni benefit from success experience. Additional details has developed a unique combination of networking opportunities, professional regarding the colloquium content and course work and support services intended employment information, discounted requirements can be found on iGuide. to facilitate a strong start for learners. The courses, continued use of library resources, following are some of the things new Learner Support Services and the opportunity for free attendance at education industry trade shows where learners can expect: For day-to-day needs, Capella’s learner Capella is exhibiting. • Online Orientation. support services are available online • Bookstore – Textbooks and software may • An outstanding first course that sets the through iGuide, via email, and through be purchased through the bookstore stage for the rest of their program. toll-free calls within the United States. accessible through iGuide. • Learner Success Lab. Taken in • iGuide – iGuide makes it easy for learners • Enrollment Services – Enrollment service conjunction with their first course, learners to access Capella’s services in one directors guide applicants step-by-step receive the information and guidance convenient place. It’s an individualized, through the admissions and enrollment they need to be successful and connect to instant interface where learners can processes. Call 1-888-CAPELLA the Capella community. Learners assess register for classes, apply for financial (227-3552), option 8. various skills, including writing, computer, assistance, view a transcript, and access a and time management. The results of variety of other convenient services. • Faculty Mentor – Doctoral learners work these assessments provide learners and iGuide can be found at www.capella.edu. with a faculty mentor who assists them in Capella with guidance in determining the • University Services – If questions the development and completion of the most appropriate path for them to follow concerning registration, courses, access, comprehensives and dissertation. The to ensure success. The final outcome of financial aid, billing, or technical faculty mentor also advises learners on the lab is the approval of a degree problems are not answered in iGuide, course selection, success strategies, and completion plan (DCP) where learners University Services staff are available to professional issues. 8 Capella University 1-888-CAPELLA www.capella.edu

General Overview, continued

• Financial Aid – Financial aid counselors • Learner Ambassadors – Learner can get assistance using the library by can help learners explore all options for ambassadors are selected Capella learners sending an email to the Capella librarian financing their education. The Capella who have agreed to help others succeed at or by calling the librarian at online financial aid center is the source of Capella. Learners may make contact with 1-888-375-8221. information for federal loans, special aid a learner ambassador through iGuide. • Technical Support – Learners experiencing programs, and employer tuition • Library – Capella provides access to the technical issues, computer questions, or reimbursement. See the finances section Capella University Library, an online problems, may call 1-888-CAPELLA on iGuide for more information or call university research library, through a (227-3552), option 7 or email 1-888-CAPELLA (227-3552), option 7. cooperative arrangement with Johns University Services. • Learner Accounts – The learner accounts Hopkins University. Services include • Writing Support – Writing is the primary team is responsible for ensuring accurate, access to specialized library databases, form of communication at Capella. To timely billing of learners’ accounts for electronic books, hard copy books, and improve and assure effective tuition costs, employee reimbursement, other library resources. In addition, a communication, Capella provides and financial aid disbursements. Questions research librarian is available to help seminars, writing courses, online tutoring, about statements or billing activity may be acquire articles, books, and documents and a collection of writing tips and answered by calling University Services at unavailable through other sources. The techniques through the online Academic 1-888-CAPELLA (227-3552), option 7 library is accessible through iGuide’s Success Center in iGuide’s Advising and or by emailing Learner Accounts. Advising and Resources section. Learners Resources section.

Computer Requirements

All Learners Minimum Requirements Recommended Internet Connection 56K Modem Broadband Email Capabilities E-mail Client MS Outlook or Outlook Express Unique email address (5+ MB of email storage) (not shared by others in learners’ family or company) (HTML email capabilities) Software Word Processor MS Word 97, 98 or 2000 or XP AntiVirus software Plug-–ins (Free Downloads) Adobe Acrobat Reader 4 (www.adobe.com) Adobe Acrobat Reader 5 Flash Player 6 Shockwave Player 8.5 Shockwave Player 8 (www.macromedia.com) Real Player 8 QuickTime 5 (www.apple.com) Windows Media Player 9 QuickTime 6 Peripherals Speakers Speakers Sound Card Sound Card Video Card capable of 800x600 pixel resolution Video Card capable of 1024x768 pixel resolution

PC Minimum Requirements Recommended Processor Pentium 500 MHz Pentium 1GHz RAM 64 MB 128 MB Browser MS Internet Explorer 5.0 MS Internet Explorer 6.0 (only 1 needed) Netscape Communicator 6.0 AOL 5

MACINTOSH Minimum Requirements Recommended Processor G3 500 MHz G4 800 MHz RAM 128 MB 256 MB Browser MS Internet Explorer 6 Netscape Navigator 7 on OS X 10.2.3 (only 1 needed) Netscape Communicator 6.0

• Specific courses or programs may have particular requirements. • AntiVirus software and firewalls may require adjustment to access certain features.

THE SCHOOL OF TECHNOLOGY REQUIREMENTS • Backup storage, such as a zip drive or writeable CD-ROM. • 3 GB of hard disk space. 1-888-CAPELLA www.capella.edu Capella University 9

Admissions Policies

Admissions Requirements Capella University has established criteria for admission as outlined below. Meeting the minimum requirements does not guarantee admission. Applicants accepted provisionally are granted full admission when specific conditions have been met. ADMISSIONS POLICIES Minimum grade point Capella average (GPA) on a 4.0 scale Degree from each previous institution Minimum Level of Education Completed Admissions Requirements Master’s degree from a regionally accredited School of Education PhD in Leadership for K-12 Programs: PhD 3.0 institution OR an internationally recognized institution 3 years of licensed teaching experience required School of Psychology PhD applicants to the clinical counseling psychology specialization: minimum of 3 years professional work experience in the field of psychology Bachelor’s degree from a regionally accredited School of Education MS in Leadership for K-12 Programs: MS 2.7 institution OR an internationally recognized institution 3 years of licensed teaching experience required Bachelor’s degree from a regionally accredited MBA 2.7 institution OR an internationally recognized institution Associate’s degree OR a minimum of 90 quarter credits BS 2.0 (60 semester credits) of lower division undergraduate course work from a regionally accredited institution OR an internationally recognized institution Completion of general education requirements which include at least 6 quarter credits in each of the areas of communications, math and science, social science, and humanities, as part of an overall requirement of 45 total general education credits Provisional admittance may be granted for prospects with 60-89 quarter credits and those missing general education requirements

Post Master’s 3.0 Master’s degree from a regionally accredited institution OR School of Education post master’s certificate in Leadership Certificate an internationally recognized institution for K-12 Programs: 3 years of licensed teaching experience required School of Psychology’s post master’s certificate programs: Master’s degree in psychology required Post Baccalaureate 2.7 Bachelor’s degree from a regionally accredited institution OR Certificate an internationally recognized institution Undergraduate 2.0 Completion of 45 quarter credits of lower division School of Technology: 2-3 years work experience in a Certificate undergraduate course work from a regionally accredited business or information technology field requiring institution OR an internationally recognized institution written communications

Admissions Components Applicants apply for admission using Capella’s online application tool, eAdmissions. Through eAdmissions applicants pay the application fee(s) and provide demographic information, professional history, academic history, and a goal statement. Additional materials are required as outlined below. International eAdmission Official Transcript Teaching Applicants: Application Acknowledgement from previous Letters of Acknowledgement Experience Faculty Proof of English School Components Agreement institutions Recommendation Form Form Interview Equivalency

Business ✓✓ ✓ ✓ Technology ✓✓ ✓ ✓ Education ✓✓ ✓ ✓Leadership for ✓ K-12 Programs – 3 years licensed teaching experience required Human Services ✓✓ ✓Mental Health ✓ Mental Health ✓ Counseling and Counseling and Marital, Couple Marital, Couple and Family and Family Counseling/Therapy Counseling/Therapy specializations only specializations only Psychology ✓✓ ✓ ✓✓ PhD applicants for ✓ Clinical Psychology, and Counseling Psychology; Certificate applicants for Specialist Certificate in School Psychology only 10 Capella University 1-888-CAPELLA www.capella.edu

Admissions Policies, continued

Admission Decisions quarter credits (60 semester credits), or if fluency, Capella requires a score of at least Offer of Admission the general education requirements have 550 on the written version of TOEFL (Test Once all materials have been received, not been completed. Provisionally admitted of English as a Foreign Language) or at a final application decision is made and learners may register for Capella University least 213 on the computer version, with a applicants are offered full admission, courses but must complete the additional score of 4.0 or higher on the TWE (Test of provisional admission, or are denied admission. required credits from Capella University or Written English). another accredited institution and submit Prior Learning Assessment Full Admission official transcripts before graduation from The applicant is offered admission to the Capella University. Capella University recognizes the past school. All admission requirements have professional accomplishments of our been met at time of decision. This offer of Provisional admission may apply to MS learners and offers a number of alternatives admission is valid for 90 days. Failure to start learners in the School of Technology, for additional credit. the program within that period may result in requiring them to complete the CLEP/DANTES rescinding the offer of admission. foundational courses prior to full admission into the master's program. MS learners Capella accepts credit from national testing Pending Admission without sufficient IT knowledge and programs, which are reviewed by ACE Applicants who have not submitted all experience may be required to successfully toward lower division requirements. Learners required admission materials may be granted complete one or more of the following meeting the credit-granting score standard pending admission. In order for pending courses: will earn the credits in the appropriate admission to be granted, however, there general education curriculum area or TS3100 - Fundamentals of Web must be some evidence that the academic receive credits toward the additional lower Application Development requirements have been met. For example, division requirement. Credit by exam will pending admission may be granted on the TS3130 - Fundamentals of Database not be accepted as transfer credit toward strength of a learner’s copy of a transcript or Systems upper division requirements. Learners are a letter from an institutional registrar TS3140 - Fundamentals of Programming limited to fulfilling 50% of their lower indicating that a degree has been earned. division requirements with credit by exams. Learners admitted in this category have 60 TS3150 - Fundamentals of Network The College-Level Examination Program® days from their program start date to submit Systems (CLEP) allows learners to earn undergraduate all required documentation and are allowed Applicants who lack skills in all four credit by examination for knowledge they to register for their second quarter only upon fundamental areas may be asked to may have gained through independent completion of their application. Failure to complete the Foundations in Information study, professional development, or non- complete the application may result in the Technology certificate prior to enrolling in credit adult courses. Depending on the learner being disenrolled from the University. the MS program. exam subject, a satisfactory score can result Provisional Admission Denial of Admission in the awarding of three to 12 credits. Applicants who do not meet entrance The Admissions Committee has the Capella also grants undergraduate credit for requirements may be granted provisional authority to recommend to the Executive successfully completing military Defense admission if evidence from other criteria Director that an applicant be denied Activity for Non-traditional Education provides strong support for the applicant’s admission to the school. In the event of Support (DANTES) exams and DSSTs capacity to succeed and benefit from study denial of admission, the applicant has the (DANTES Subject Standardized Tests). in the specialization or area of study. Upon right to appeal this decision to the successful completion of the provisional ACE Executive Director or designate. requirement, the learner’s provisional Capella grants the maximum undergraduate admission status will be removed. International Applicants credit recommended by the American Council on Education (ACE) for military Undergraduate applicants may be granted International applicants must have training, college-level course work, corporate provisional admission if it is determined that attended an internationally recognized training programs, and business related their transfer credits meet or exceed 60 institution. Applicants for whom English is certifications. quarter credits (40 semester credits) but fall a second language must provide evidence of below the minimum requirement of 90 English proficiency. To demonstrate 1-888-CAPELLA www.capella.edu Capella University 11

Petition for Credit for Undergraduates institutions will be reviewed as part of the Applicants applying to the Leadership in Capella provides BS learners an opportunity admissions process. Capella will admit and K-12 Programs School of Education post

to petition for credit for evidence of previous accept transfer of credit from some non- master’s certificate with previous post master’s ADMISSIONS POLICIES learning using the following guidelines: regionally accredited institutions based on coursework with a grade of “B” or better 1. The combination of transferred courses alternate accreditations. from a regionally accredited or internationally and petitioned courses cannot exceed Course numbers under 100 indicate remedial recognized school may transfer up to 12 8 courses (48 credits) of the 96 required courses and are not accepted for collegiate quarter credits (three courses) toward the upper-division credits. lower division credit. post master’s certificate program. 2. Learners must prepare a separate petition Credits from prior learning assessment Credits Earned at Capella as a document for each course they are issued by other universities such as petition Non-degree Learner petitioning for credit. for credit courses, portfolio assessments, or Learners may enroll in up to three courses 3. The petition for credit processing fee per credit by exam are not accepted as transfer for which they meet the pre-requirements course of $300 is non-refundable. credit at Capella University. without being admitted to a degree or certificate program at Capella University. Courses taken at other institutions may not For details regarding the petition process, These courses (no more than three) may be be transferred into certificate programs, contact the Office of Enrollment Services considered for transfer into an established except for the post master’s certificate in by calling 1-888-CAPELLA (227-3552), degree program if the learner is later Leadership for K-12 Programs. option 8, or see additional petition for admitted to a program. Transfer of credit credit information on iGuide. Capella schools reserve the right to limit decisions are based on applicability to the Petition for Credit for Graduate Studies the number of courses transferred in toward program and are made by the school. As specific degree requirements. Capella provides MS learners in the School transfer credits, these credits count against of Technology an opportunity to petition Applicants with previous undergraduate the limit on the number of credits learners for credit as evidence of previous learning course work with a grade of “C” or may transfer into their degree program. using the following guidelines. Further better from a regionally accredited or Credits Earned at Capella as a information on petition for credit is internationally recognized school may Certificate Learner available on iGuide. transfer 90 quarter credits (60 semester Learners completing a certificate at Capella 1. The combination of transferred courses credits) of lower division courses or an and later enrolling in a degree program may and petitioned courses cannot exceed associate’s degree plus an additional 48 transfer all relevant courses into the degree 5 courses. upper division quarter credits toward program. Distribution of these credits in the BS. 2. Learners must prepare a separate petition fulfilling degree requirements is established document for each course they are Applicants with previous graduate course by each school. These credits do not count petitioning for credit. work with a grade of “B” or better from a against the limit on the number of credits learners may transfer into their degree 3. The petition for credit processing fee per regionally accredited or internationally program. course of $300 is non-refundable. recognized school may transfer up to 12 quarter credits (three courses) toward the A petition process is also available for Many Capella certificates include the same MS, 12 quarter credits (four courses) toward selected courses in the School of Business. basic or introductory course. Learners the MBA, and up to 48 quarter credits earning multiple certificates may not apply Once credit has been accepted by Capella (12 courses) toward the PhD. a single course to more than one certificate. through the petition process at the master’s Applicants applying to the School of level, the credit will also be accepted into Psychology with previous graduate course Truth in Information Capella doctoral programs. Each school will work with a grade of “B” or better from a If unexplained discrepancies appear between determine how that transfer credit is regionally accredited or internationally statements or documents provided to Capella applied to program requirements. recognized school may transfer up to 15 University as a part of admissions materials Transfer of Credit quarter credits (three courses) toward the and information otherwise obtained, applicants may be rejected for admission, Credits Earned at Prior Institutions MS, and up to 50 quarter credits (10 courses) toward the PhD. admission may be revoked, or learners may All transcripts received from regionally be dismissed. accredited or internationally recognized 12 Capella University 1-888-CAPELLA www.capella.edu

Academic and Other University Policies

Academic Calendar

SUMMER QUARTER 2003 FALL QUARTER 2003 WINTER QUARTER 2004 SPRING QUARTER 2004 ACADEMIC DEADLINES July August September October November December January February March April May June Course Registration Starts 4/10/03 4/10/03 4/10/03 7/10/03 7/10/03 7/10/03 10/9/03 10/9/03 10/9/03 1/8/04 1/8/04 1/8/04

Quarter and Monthly Start Courses Begin 7/7/03 8/4/03 9/1/03 10/6/03 11 / 3 /03 12/1/03 1/5/04 2/2/04 3/1/04 4/5/04 5/3/04 6/7/04 (8 AM CT)

Quarter and Monthly Start Course 7/9/03 8/6/03 9/3/03 10/8/03 11 / 5 /03 12/3/03 1/7/04 2/4/04 3/3/04 4/7/04 5/5/04 6/9/04 Registration Ends

Last Day to Drop Quarter or Monthly Start Course 7/18/03 8/15/03 9/12/03 10/17/03 11/14/03 12/12/03 1/16/04 2/13/04 3/12/04 4/16/04 5/14/04 6/18/04 without "W"

Mid-quarter 8/18/03 11/17/03 2/16/04 5/17/04 Courses Begin

Mid-quarter Course 8/20/03 11/19/03 2/18/04 5/19/04 Registration Ends

Last Date to Drop Mid-quarter Course 8/29/03 11/28/03 2/27/04 5/28/04 without “W”

Last Date to Midpoint of the course: 6th week for 12-–week courses; 4th week for 8-–week courses; 3rd week for 6-–week courses Drop a Course

FINANCIAL DEADLINES — See specific refund policy for Georgia and Wisconsin residents in the Tuitions and Fees section.

Last Day to Drop Quarter and Monthly Start Course with 7/11/03 8/8/03 9/5/03 10/10/03 11 / 7 /03 12/5/03 1/9/04 2/6/04 3/5/04 4/9/04 5/7/04 6/11/04 100% Refund

Last Day to Drop Quarter and Monthly Start Course with 7/18/03 8/15/03 9/12/03 10/17/03 11/14/03 12/12/03 1/16/04 2/13/04 3/12/04 4/16/04 5/14/04 6/18/04 80% Refund

Last Day to Drop Quarter and Monthly Start Course with 7/25/03 8/22/03 9/19/03 10/24/03 11/21/03 12/19/03 1/23/04 2/20/04 3/19/04 4/23/04 5/21/04 6/25/04 60% Refund

Last Day to Drop Mid-quarter Course 8/22/03 11/21/03 2/20/04 5/21/04 with 100% Refund

Last Day to Drop Mid-quarter Course 8/29/03 11/28/03 2/27/04 5/28/04 with 80% Refund

Last Day to Drop Mid-quarter Course 9/5/03 12/5/03 3/5/04 6/4/04 with 60% Refund

NOTE: All courses starting on dates other than the quarter start, monthly start, or mid-quarter start dates are not directly represented in this chart. For such courses, the following deadlines apply: 1) the last date to drop without a “W” for all courses is on the 12th calendar day of the course. 2) the last date to drop all courses is the midpoint of the course. The last date to drop with a 100% refund for all courses is on the 5th calendar day of the course. Stated refund dates apply to online learners only. 1-888-CAPELLA www.capella.edu Capella University 13 General Information

Headline

Academic Freedom Academic Records (Privacy and are subject to disciplinary action, they may Capella University is committed to freedom Record Retention) inspect and review their academic records, of expression and inquiry, and strives to Capella University grants learners their full but not receive a copy of any records or promote an atmosphere in which rigorous rights as provided by the Family Educational direct that a copy of their transcript be sent academic dialogue is maintained, while Rights and Privacy Act of 1974 (FERPA). to another person. FERPA protects learners’ privacy and respect for collegiality, common etiquette, The University is not required to permit provides learners with the right to inspect and diversity is embraced. inspection and review of the following and review their education records. records: Academic Honesty Disclosure of rights provided by FERPA at ACADEMIC AND OTHER UNIVERSITY POLICIES Capella University considers academic Capella University can also be found in a) Financial information submitted by the honesty one of its highest values. Learners iGuide. Questions regarding FERPA should learners’ parents. are expected to be the sole authors of their be addressed to the registrar. b) Confidential letters and recommendations work. Learners should never represent the for which learners have waived their Definition of an Academic Record work or ideas of someone else as their own. right of access. An academic record is defined as a record, Use of another’s ideas must be accompanied electronic or otherwise, that is directly Right to Request Amendment by specific citation and reference. The related to a learner and is maintained by Learners have the right to request the disciplinary consequences of plagiarism and Capella University or a party acting for the amendment of their education records other forms of academic dishonesty include University, except for the following: where they believe information is inaccurate non-acceptance of work submitted, written or misleading. Learners seeking amendment reprimands or other disciplinary action, and a) Those portions of a record that contain of an education record should write the possible dismissal. Similarly, due to the ease information regarding other learners; registrar, clearly identifying the part of the of accessing information via the Internet b) Medical and psychological records that record they want amended, and specifying and the expected integration of learning are maintained only in connection with why it is inaccurate or misleading. If the concepts with practical application, Capella provision of treatment to the learners; University decides not to amend the record extends the concept of academic integrity c) Records that contain information related as requested by learners, the University will to include issues of copyright and trademark to persons after said persons are no notify the learners of the decision and violation as well as misuse or misappropriation longer learners at the University; advise the learners of their right to a of company-owned and protected materials. d) Employment records of persons used only hearing regarding the request for amendment. Plagiarism is the theft of someone else’s for purposes related to employment, Learners whose request for amendment is ideas and work. Whether learners copy unless said persons are employed at the denied following a hearing have the right to verbatim or simply rephrase the ideas of University because of their status as place in their academic record a statement another without properly acknowledging learners; setting forth the reason for disagreeing with the source, the theft is the same. In the e) Records created by and kept in sole the decision. Additional information preparation of work submitted to meet possession of an individual staff member regarding the hearing procedures will be course requirements, whether a draft or a that are not accessible to any other provided to learners when notification is final version of a paper or project, learners individual except a substitute. provided of the decision to deny the request must take great care to distinguish their for an amendment of the learners’ academic own ideas and language from information Right to Inspect and Review records. derived from sources. Sources that should Learners have the right to inspect and Disclosure of Personally Identifiable be acknowledged include published primary review their education records within 45 Information and secondary materials, electronic media, days of the day the University receives a The University shall obtain the learners’ and information and opinions gained request for review. Learners should submit written consent before disclosing personally directly from other people. Additional written requests that identify the record(s) identifiable information from learners’ information on academic honesty can be they wish to inspect. The registrar will education records except for: found on iGuide. make arrangements for access and notify the learners how the records may be a) Disclosure to school officials with inspected. If learners have an overdue legitimate educational interests; financial obligation to the University or b) Directory information. 14 Capella University 1-888-CAPELLA www.capella.edu

Academic and Other University Policies, continued

School officials are persons employed by the schedule under the supervision of the unprofessional or appear to be unprofessional University in administrative, supervisory, registrar. The retention schedule provides are inconsistent with the University's academic or research, or support staff authorized retention periods for the records educational mission. It is essential that positions, academic advisors, mentors, tutors, they describe and grants authorization to those in a position of authority or power persons or companies with whom the dispose of academic records upon the not abuse, nor appear to abuse, the authority University has contracted, persons serving expiration of the applicable retention period. or power with which they are entrusted. on the board of directors, learners serving Complaints Faculty, staff, and administrators shall not on an official committee (such as a Learners have the right to file a complaint engage in consensual relationships with disciplinary or grievance committee), or with the U.S. Department of Education learners whenever an individual has a persons assisting other school officials in concerning alleged failures by Capella professional “position of authority” or performing their tasks. School officials have University to comply with the requirements “power differential” with respect to learners a legitimate educational interest if officials of the Family Education Rights and Privacy in such matters as teaching a course, need to review education records in order to Act of 1974. facilitating a residential colloquium, or in fulfill their professional responsibility. Upon otherwise evaluating, supervising, mentoring, request, the University discloses education The name and address of the Office that or advising learners as part of academic records without consent to officials of administers Family Educational Rights and activities. another school in which learners seek or Privacy Act is: intend to enroll. Family Policy Compliance Office A violation of this policy will result in disciplinary action. Should a consensual Capella University defines directory U.S. Department of Education relationship develop, or appear likely to information as the following: 600 Independence Avenue, S.W. Washington, DC 20202-4605 develop, while the faculty member, staff • Learner name person, or administrator is in a position of • State or country of residence Comportment in Public Discussion authority, the individual shall terminate the • Email address and Human Interactions position of authority and disclose the • Field of study Capella University is committed to open, matter to his or her supervisor. • Degrees received frank, and insightful dialogue in all of its Learners who feel that they are being • Dates of attendance courses, residencies, and other venues of invited or expected to participate in a interaction and communication. Diversity Learners may restrict the disclosure of relationship in violation of this policy has many manifestations, including directory information by completing and should immediately report that matter to diversity of thought, opinion, and values. submitting the appropriate online form the executive director of the school. All Capella University expects all members of available on iGuide. Capella University reports will be promptly investigated and its community to be respectful of diverse annually advises learners of this option, and appropriate action will be taken. No learners perspectives and to refrain from making its repercussions, as part of its annual making a good faith report will be subject inappropriate, demeaning, or harassing FERPA notification. to retaliation. Additional information comments in course discussions and regarding the policy on consensual External Requests personal interactions, including electronic relationships can be found on iGuide. The University maintains a record of external communications. Conduct in public requests for learners’ education records, discussions and human interactions should Contact Information for Learners except for directory information, and of the be guided by common sense, collegiality, Learners are responsible for keeping their disposition of the requests. The University and basic etiquette. Violations of the contact information accurate and up-to- may disclose academic records to authorized University’s comportment policy may result date. Learners’ information may be updated agencies and appropriate institutions as in disciplinary action. Additional information at any time on iGuide or via University specified in the FERPA policy found on on comportment can be found on iGuide. Services. The primary form of official iGuide. Consensual Relationships communication from Capella University is Retention of Academic Records through email. Learners are required to Capella University seeks to maintain a Academic records may not be destroyed or maintain active email addresses with professional educational environment. otherwise disposed of without authority of Capella to ensure receipt of important Actions of faculty members, staff, and the University’s approved records retention communications. academic administrators that are 1-888-CAPELLA www.capella.edu Capella University 15

Continuous Enrollment Directed Study Courses established by the Provost. See Transfer Degree-seeking learners are expected to Directed study is offered for doctoral learners of Credit section for more information. only within the established quarter calendar maintain continuous enrollment until all Continuing Education Credits schedule, with starts scheduled only for the requirements are fulfilled. This status can Capella University is approved by the first day of a quarter. Learners matriculating be maintained as follows: American Psychological Association to after July 1, 2003 will be allowed to take up offer continuing education for psychologists. • Capella University operates on a July 1 to 25 percent of their Capella course work Capella University maintains responsibility through June 30 calendar year. Four in the directed study format. The School of for the programs. Courses that provide this quarters of course offerings are scheduled Psychology does not offer directed study

education are offered by The Harold Abel ACADEMIC AND OTHER UNIVERSITY POLICIES each year. courses. School of Psychology and are awarded CE • BS, MS, MBA and Psychology PhD Course learning plans must be negotiated credits rather than quarter credit. The learners are expected to participate in at before the quarter start to assure that number of CE credits awarded is indicated least three of the four quarters per year. learners have maximum calendar time to with the course descriptions and will not Individual learners may select one quarter complete the course. If a directed study appear on the learners’ academic transcripts. of inactivity each year but cannot take course has not been completed by the end A certificate of completion is available from two consecutive quarters off, even if the of the quarter in which it was begun, learners the school. quarters are in different academic years. receive an Incomplete. If the course is not Disability Accommodations • PhD learners in Business, Education and completed by the end of the following Human Services may select one quarter quarter, a grade of either “F” or “NS” is Capella University is committed to of inactivity during their program. entered on the transcript and an “F” affects extending access to adult learners and Additional periods of inactivity are the learners’ grade point average. Directed acknowledges that some adult learners have granted at the discretion of the School study learners must follow the established special accommodation needs. Capella Executive Director’s Office. University policy for enrolling, dropping, University recognizes and fulfills its obligation • Learners must notify the University of or withdrawing. to provide reasonable accommodations their intent to take a quarter off in under the Americans with Disabilities Act advance of the quarter start. Learners Course Load of 1990 (ADA), the Rehabilitation Act of who fail to maintain continuous Learners may not register for more than 1973 and similar state laws. three concurrent courses. Exceptions may enrollment will be disenrolled from the Documentation of the disability is required be granted by the academic advisor or University. Information on continuous from an appropriate professional and faculty mentor, or executive director. enrollment can be found on iGuide. learners must make a written request for Course Formats Description of Credit Awarded accommodations. The University’s ADA coordinator will review this information, Online Courses Capella University operates on the quarter seek additional information through Capella University is committed to offering system so all courses, including transfer interactive discussion with the learner and high-quality academic programs. Essential courses, are awarded credit based on quarter if necessary, evaluate available and to high quality is the necessity of fostering equivalency. Learners are awarded credit for reasonable accommodations, and notify an interactive teaching and learning successful completion of courses at Capella faculty of needed accommodations. Learners environment. High quality online courses and by transferring course work from an who have a disability and would like to are constructed around an interactive model accredited institution. Transfer credit is request reasonable academic of communication in which faculty and assessed from an official transcript from the accommodations, should go to iGuide’s learners actively contribute to one another’s transfer institution; if the transfer institution Policies and Procedures for Learners with learning through critical dialogue, integrative operates on a semester system, the credits Disabilities section for more information. learning, collaborative learning, and regular will be converted by the University to faculty feedback regarding learners’ knowledge quarter credits. There are a maximum Discrimination, Harassment and acquisition, skill building, and attainment number of credits that will be accepted in Assault of the intended course outcomes. Successful transfer by the University; this number varies Capella University prohibits and will not participation in an online course requires by school and degree. Transfer courses assessed tolerate discriminatory practices or the active, not passive, participation by learners. to fill requirements must meet the criteria harassment or assault of any members of the 16 Capella University 1-888-CAPELLA www.capella.edu

Academic and Other University Policies, continued

University community and prohibits all Harassment – Harassment encompasses and all applicable master’s degree learners forms of discrimination in its activities and any behavior that is unwanted resulting in to publish theses written in partial fulfillment programs. Capella University supports a hostile environment including conduct of their master’s degree. The objectives of federal and state laws which prohibit that has the purpose or effect of interfering this policy are to: discrimination against any person because of with the individual’s academic performance, • Empower the University to disseminate race, color, religion, national origin, age, or of causing one to feel intimidated from new knowledge and increase the sex, disability, sexual orientation, marital expressing their perspectives. availability of our learners’ research status, or status with regard to public Sexual Harassment – Sexual harassment is to scholars. assistance. Harassment is a type of a form of unlawful discrimination and is • Provide learners with the opportunity to discrimination. Sexual harassment of defined as unwelcome sexual advances, publish and understand issues associated learners is prohibited under Title IX of the requests for sexual favors, and other verbal with publishing. Education Amendments of 1972 and the or physical conduct of a sexual nature that Minnesota Human Rights Act. Procedures • Preserve our learners’ dissertations and unreasonably interferes with learners’ for addressing discrimination, harassment, theses electronically in a secure venue. academic performance. and assault can be found on iGuide. To achieve these objectives, all learners Assault – Assault is the commission of an Discrimination – Discrimination is the must agree to the following in order for act with the intent to cause fear in another segregation or separation of individuals their dissertations and theses to fulfill of immediate bodily harm or death, or the based on race, gender, age, ethnicity, religion, degree requirements. intentional infliction or attempt to inflict national origin, disability, sexual orientation, bodily harm upon another. Sexual assault is Capella University shall have a perpetual, marital status, status with regard to public forced sexual activity without the expressed royalty-free, right: assistance, or any other characteristic consent of both parties. • To make copies and distribute the protected under applicable federal, state, or dissertations and theses as part of Capella local law. Discriminatory practices include Dissertation and Thesis Publishing University’s normal dissertation/thesis any instances of differential treatment or Capella University requires all doctoral review process; behavior that interferes with learners’ full learners to publish dissertations written in participation in this university community. partial fulfillment of their doctorate degree

Disenrollment, Suspension, Expulsion Learners may be disenrolled, suspended or expelled as outlined in the specific policies referenced in the table below. A more complete description of these policies is presented in this catalog under Academic and Other University Policies. Learners who are disenrolled or suspended are eligible to return when stated conditions have been met. Learners who are expelled are not eligible for readmission.

Status Related Policy or Procedure Conditions for Return Contact Disenrolled Satisfactory Academic Progress Eligible to apply for readmission Enrollment Services one year after dismissal. Continuous Enrollment If three or fewer consecutive quarters of Three or fewer consecutive quarters non-enrollment, then no conditions. of non-enrollment: University Services If more than three consecutive quarters More than three consecutive quarters of non-enrollment, then eligible to apply of non-enrollment:Enrollment Services for re-admission. Special Business Office Hold Eligible to return when account paid in full. Three or fewer consecutive quarters of non-enrollment: University Services Eligible to return when account paid in full. More than three consecutive quarters of non-enrollment: Enrollment Services Suspended Academic Honesty; Comportment; As specified in official university University Services Discrimination and Harassment, notification to learners. Inappropriate Behavior Expelled Academic Honesty; Comportment; Not eligible for readmission. Not applicable Discrimination and Harassment, Inappropriate Behavior 1-888-CAPELLA www.capella.edu Capella University 17

• To place a copy of the dissertations and Capella will report all offenses to the course syllabi or course learning plan theses on Capella University’s Web site appropriate law enforcement authorities. (CLP). A grade of “C” is awarded two (2) or archived Proquest/UMI; quality points toward the learner’s GPA. Additional drug and alcohol policy • To make the dissertations and theses information can be found on iGuide. • A grade of “D” is assigned to available, including providing copies, if undergraduate courses in which learners requested, to accreditors, regulators, and Grades demonstrate limited course participation other outside groups who ask to review Grades are provided for all courses taken at and/or submit materials that marginally the dissertations and theses; and Capella University. Letter grades are the meet the instructors’ expectations default grades. As an exception to the described in the course syllabi. A grade of • To do anything else with respect to the ACADEMIC AND OTHER UNIVERSITY POLICIES dissertations and theses that is required default grades, learners may request and “D” is awarded one (1) quality point by law, regulation, or accreditors; and receive a Satisfactory/Not Satisfactory grade toward the learner’s GPA. The grade of in the Schools of Business, Education, and “D” is for undergraduate level learners • Subject to the learners’ advance approval, Human Services. The Schools of Psychology only. which shall not be unreasonably withheld and Technology do not use grades of or delayed, Capella University shall have • A grade of “I” (Incomplete) may be Satisfactory/ Not Satisfactory. the right to publish the dissertations and granted by a faculty member at the theses. Grading Procedures request of learners who have met all The University offers online courses and participation requirements and completed Capella University strongly encourages directed study courses. Online courses follow all assignments except the final paper or learners to include a copyright notice on syllabi. Directed studies follow course learning project. A grade of “I” is not awarded their dissertations and theses, and to plans (CLP) that incorporate specific quality points and is not included in register their dissertations and theses with requirements and are based on curriculum learners’ GPAs. Incompletes are included the United States Copyright Office. guides. The University grading policy applies as attempted credits but not as earned Drug and Alcohol Policy to both online courses and directed study. credits. When learners complete the final papers/projects prior to the end of the Capella University is committed to providing Letter Grades following quarter, the grades will be a learning environment free of alcohol • A grade of “A” is assigned to courses in changed to the appropriate letter grades abuse, illegal use of alcohol and other illegal which the learners demonstrate both high (“A”, “B”, etc.) and will be awarded the drugs, and abuse of prescribed drugs/substances involvement and substantive course corresponding quality points. If the final that is associated with impaired performance. participation and submit materials that papers/projects are not completed prior to The unlawful possession, use, or distribution exceed the instructor’s expectations the end of the following quarter, learners of illicit drugs and alcohol by individuals on described in the syllabi or course learning will be assigned a final grade of “F.” property owned, leased, or rented by plan (CLP). A grade of “A” is awarded • A grade of “F” is assigned to courses in Capella University, or as part of any of the four (4) quality points toward the which learners demonstrate limited, activities of the University, is strictly learner’s GPA. prohibited. The use of alcohol by learners minimal, or no course participation • A grade of “B” is assigned to courses in of drinking age on property owned, leased, and/or submit materials that do not meet which learners demonstrate both active or rented by Capella University, or as part the instructor’s expectations described in and knowledgeable course participation of any of the activities of the University, is the syllabi or course learning plan (CLP). and submit materials that meet instructor’s prohibited, unless part of a University It is also used for learners who had been expectations described in the syllabi or sponsored event or otherwise approved in assigned an “I”, but did not meet all the course learning plan (CLP). A grade of writing by the Provost. Conduct in violation course requirements by the end of the “B” is awarded three (3) quality points of this policy will subject violators to one or following quarter. A grade of “F” is toward the learner’s GPA. more of the following sanctions: awarded zero (0) quality points and affects • A grade of “C” is assigned to courses in the learner’s GPA. It counts toward • Issuance of a formal warning which learners demonstrate both adequate attempted credits but not earned credits. • Placement on probationary status and competent course participation and “S” Grading Scale • Suspension submit materials that minimally meet the In order to be graded on an “S” (Satisfactory) instructors’ expectations described in the • Expulsion from the University and “NS” (Not Satisfactory) basis in a 18 Capella University 1-888-CAPELLA www.capella.edu

Academic and Other University Policies, continued

course in which such grading is permitted, • A grade of “IP” (In Progress) is does not affect the total credits on the learners in online courses must make a assigned to doctoral comprehensive transcript. request in writing to instructors within the examination or dissertation courses in Grades Common to Both Scales first week of the course. cases where learners require additional • A grade of “W” (Withdrawal) is quarters in which to complete all In directed study courses, learners may assigned to courses which learners drop components of the course. A grade of request to be graded on an “S” and “NS” from the thirteenth (13th) calendar day “IP” is not awarded quality points and is basis when the course learning plan (CLP) of the course through the midpoint of not included in the learner’s GPA. “IP” is submitted. the course (6th week for twelve-week grades do not count toward attempted courses, 4th week for eight-week courses, • A grade of “S” (Satisfactory) is assigned credits nor earned credits. When learners 3rd week for six-week courses). to courses in which learners demonstrate complete all course components, the both active and knowledgeable course grade will be changed to “S.” • A grade of “HM” (Military Hold) is assigned to courses during which learners participation and submit materials that • A grade of “NG” (No Grade) is assigned have been called to active military duty meet the instructor’s expectations to doctoral comprehensive examination and serves as a placeholder for the learner described in the course syllabi or CLP. or dissertation courses for all course until they return to the course. A grade The “S” grade is equivalent to a letter registrations subsequent to the initial of “HM” is not awarded quality points grade of “B” or better. It is not awarded registration. A grade of “NG” is not and is not included in the learner’s GPA. quality points and is not included in the awarded quality points and is not included It does not count toward attempted nor learner’s GPA. It counts toward attempted in the learner’s GPA. It does not count earned credits. and earned credits. toward attempted nor earned credits and • A grade of “IS” (Incomplete) may be requested by learners who have met all participation requirements and completed Grade Value Summary all assignments except the final papers or Counts as Counts as Grading Quality attempted earned Included in Included projects. A grade of “IS” is not awarded Scale points credits credits total credits in GPA Defaults To quality points and is not included in the LETTER GRADE: learner’s GPA. It counts toward attempted A4YES YES YES YES credits but not earned credits. When B3YES YES YES YES learners complete the final papers/projects C2YES YES YES YES prior to the end of the following quarter D1YES YES YES YES the grade will be changed to an “S.” If the final papers/projects are not completed F0YES NO NO YES prior to the end of the following quarter, I YES NO NO NO F learners will receive final grades of “NS.” “S” GRADING SCALE: • A grade of “NS” (Not Satisfactory) is S YES YES YES NO assigned to courses in which learners IS YES NO NO NO NS demonstrate limited, minimal, or no NS YES NO NO NO course participation and/or submit IP NO NO NO NO materials that do not meet the instructors’ NG NO NO NO NO expectations described in the syllabi or course learning plan (CLP). It is also GRADES COMMON TO BOTH SCALES: assigned to courses in which learners have W YES NO NO NO been assigned an “IS” but do not meet all HM NO NO NO NO the course requirements by the end of the OTHER GRADES: following quarter. It is not awarded quality PC NO NO YES NO points and is not included in the learner’s TNONOYES NO GPA. It counts toward attempted credits VR NO NO NO NO but not earned credits. 1-888-CAPELLA www.capella.edu Capella University 19

Other Grades cannot be resolved, a written petition is • No grade lower than a C • A grade of “PC” (Petition for Credit) is sent to the Executive Director. The complete • No course may be repeated assigned to courses for which learners procedure for grade appeal can be found on successfully petition a school for credit of iGuide. Application to Graduate previous work experience. A grade of Only undergraduate or master’s learners Graduation and Commencement “PC” is not awarded quality points and is enrolled in their final courses, or doctoral not included in the learner’s GPA. It does Requirements learners in dissertation form and style not count toward attempted nor earned Graduation requirements are specified in review are eligible to apply for graduation. credits and only affects the total credits the catalog in effect at the time learners The application for graduation is completed on the transcript. matriculate into their degree program. The online via iGuide. A graduation audit is ACADEMIC AND OTHER UNIVERSITY POLICIES degree completion plan (DCP) is completed completed at the time learners apply to • A grade of “T” (Transfer) is assigned to by learners in the first course and outlines graduate. If learners have completed all courses which are taken at another the specific courses learners plan to take to academic requirements for graduation, their institution but are accepted for credit at complete their degree requirements as well degree will be conferred. If learners are Capella. A grade of “T” is not awarded as the quarter in which they plan to take currently enrolled in the final courses quality points and is not included in the each course. Upon completion of all necessary to complete their academic learner’s GPA. It does not count toward academic requirements, learners are eligible requirements, the Office of Academic attempted nor earned credits and only for graduation. Academic requirements Records will certify the learners for affects the total credits on the transcript. include successful completion of all graduation and give them the opportunity • A grade of “VR” (Verified Residency) course(s) and residency requirements stated to apply to participate in the next is assigned to courses in which learners in the catalog, as well as completion of the commencement ceremony. have attended and met a residency minimum number of quarters required for Application for Certificate requirement. A grade of “VR” is not their program with a current Capella GPA Certificate learners are eligible to apply for awarded quality points and is not included of 3.0 for graduate learners and 2.0 for their certificates once they are enrolled in in the learner’s GPA. It does not count undergraduate learners. toward attempted nor earned credits. the final course(s) required for their Undergraduate Honors program. The application for receipt of the Note: The grade of “NC” (No Credit) was Capella University seeks to recognize the certificate is completed online via iGuide. assigned to courses prior to April 1, 2003. superior accomplishments of its learners. Certificate recipients are not eligible to A grade of “NC” is not awarded quality points Learners at the bachelor’s level may be participate in the commencement and is not included in the learners’ GPAs. It eligible to graduate with honors based on ceremony. counts toward attempted credits but not earned attaining the following grade point averages: credits. Commencement Graduation with Honor: Graduation and commencement are not the Grades in Repeated Courses Cum Laude: 3.500-3.749 same. Learners graduate at the time their When a course is repeated by the learner, Graduation with High Honor: degree is conferred and this conferral date the highest grade earned is substituted in Magna Cum Laude: 3.7500-3.849 appears on their transcript. Commencement the credit and GPA computations. A course is the ceremony that celebrates the can only be repeated one time. Graduation with Highest Honor: awarding of the degree. Participation in the Summa Cum Laude: 3.850 or better Grade Appeals commencement ceremony is optional. All The grade appeal process has been This distinction will be noted on the degree recipients who have graduated since established by the University and is learner’s transcript and diploma. Honors the last commencement ceremony and available on iGuide. If learners choose to will be determined at the time of learners who are currently certified for appeal a grade, appeals must take place graduation and will consider only academic graduation are eligible to participate. during the quarter following the completion work done at Capella. In order to qualify for Learners who plan to participate must of the course. these honors, the following requirements complete the commencement application must be met: and order academic regalia to wear during Learners who feel that a grade has been the ceremony. assigned capriciously should first confer • No class taken under S/NS option with the faculty member. If the problem • No incompletes 20 Capella University 1-888-CAPELLA www.capella.edu

Academic and Other University Policies, continued

Intellectual Property agreement. Information that is subject to can utilize one course instructor for no Capella University respects intellectual an obligation of confidentiality may not more than five courses. be used in any part of the Capella property rights, and expects and requires Multiple Degree Program Enrollments that Capella University learners do so also. University learning process, including but Learners may not pursue more than one To ensure that faculty, learners and Capella not limited to Web postings, materials Capella degree program concurrently. University live up to this standard, Capella prepared for a course, dissertation work, Certificates may be completed at the same University has adopted this policy regarding and comprehensive exams. time that learners are enrolled in a degree intellectual property and the use of • Of course, to the degree that applicable program. confidential information in course work: laws or regulations provide for • Learners will generally continue to own confidentiality, such as in connection Problem Resolution all of their intellectual property in their with certain learners’ records and Capella University strives to assure that fair course work. This includes, for example, financial aid, Capella University will treatment occurs in the resolution of disputes copyrights in written work and patents for abide by such laws or regulations. between learners and University employees inventions. There may, however, be • Faculty members do not have authority and contractors. The commitment includes exceptions to this general principle that to modify this policy. Capella University impartial examination of the facts, prompt will be addressed on a case-by-case basis therefore recommends that prior to decisions, and appeal processes for review (e.g., when learners are working on disclosing any information to faculty as outlined in the procedures section of this faculty sponsored research where members, learners ensure that the policy. Additional information on problem participation is contingent upon the information being disclosed is not the resolution can be found on iGuide. learners assigning certain of their confidential information of a third party. For Arizona Learners intellectual property rights and/or Learners should apply for patent If a complaint cannot be resolved after maintaining certain information as a protection for any patentable inventions exhausting the institution’s problem trade secret of Capella University or of and advise the faculty member to whom resolution procedure, the learner may file the faculty member). Further, as is set information is disclosed of the patent a complaint with the Arizona State Board forth in the section, Dissertation and application and the scope thereof. for Private Postsecondary Education, 1400 Thesis Publishing, learners must grant Leave of Absence W. Washington, Room 260, Phoenix, AZ Capella University limited rights to 85007, (602) 542-5709. Learners must dissertations and theses. Under exceptional circumstances learners may be granted an official leave of absence contact the state board for further details. • In accordance with Capella University’s from the University. In order to be granted educational privacy policy, learners may For Georgia Learners a leave, learners must provide evidence not violate other parties’ rights in If a complaint cannot be resolved after that circumstances beyond their control connection with their course work. For exhausting the institution’s problem prohibit their continued attendance and example, plagiarism or other forms of resolution procedure, the learner may file that they expect to return to the copyright infringement are forbidden, as a complaint with the Georgia Nonpublic University. No more than one leave per is the disclosure of another party’s Postsecondary Education Commission, 12-month period can be granted and leaves confidential information or trade secrets. 2189 Northlake Parkway, Building 10, cannot exceed 180 days in length. The Suite 100, Tucker, GA 30084-4113, • To ensure that Capella University start and end dates of official leaves of (770) 414-3235. Learners must contact continues to respect learners’ rights, as a absence must coincide with the start and the Commission for further details. matter of policy, Capella University and end of quarters. For further information faculty members may not and will not on leave of absence see iGuide. Professional Licensure and accept information from learners under an Certification obligation of confidentiality. Types of Limitations of Registrations with a Capella University offers academic programs Single Faculty Member information that could be subject to leading to advanced degrees in a number of confidentiality requirements include To maximize doctoral learners’ exposure to fields for which professional practice requires information obtained from an employer, faculty diversity in theory, practice, ideas licensure or certification by state, local, or unpatented inventions, and information and values, doctoral learners must select at obtained pursuant to a nondisclosure least five different course instructors and 1-888-CAPELLA www.capella.edu Capella University 21

professional boards. However, because the risks greater than those normally encountered. MS learners in the clinically-focused licensing or certification standards vary, To that end, it delegates to each school the programs in the School of Human Services Capella University makes no representation, authority and responsibility to conduct the take two 10-day residencies. In the School warranty, or guarantees that successful first review to determine whether the of Psychology, MS learners in the clinically- completion of the course of study will permit application involves potential harm or not. focused programs take three one-week MS the learner to obtain licensure or certification. The IRB process is intended to safeguard colloquia, typically offered simultaneously Learners who enroll in a Capella University the welfare of the participants without with the residential colloquia for doctoral degree program, in a field for which causing undue obstruction to the research. learners. professional practice requires any type of In addition, the University’s IRB reviews

Post master’s certificate learners in Leadership ACADEMIC AND OTHER UNIVERSITY POLICIES licensure or certification, are solely all requests to use Capella’s learners, for K-12 Programs in the School of Education responsible for determining and complying faculty, or staff as participants in proposed take one one-week colloquium. with state, local or professional licensure research studies. and certification requirements. These In general, residencies (except the year-in- Additional information on IRB can be learners are also responsible for taking the residence) should be coordinated with length found on iGuide. steps necessary to satisfy those requirements. of time in the program and (for doctoral Capella University requires all learners in Residential Colloquia learners) credit completion. Learners are these programs to sign a form of Residential Colloquia and the responsible for managing their schedules Acknowledgment and Understanding of the Year-in-Residence and obligations so they can participate in a Curriculum as part of the admission process Capella University requires academic timely and appropriate manner. in which the learners agree it is their residency experiences for all doctoral Track 1 is taken within the first year of responsibility to understand and to comply programs, clinically-focused MS programs, enrollment (or before transferring in and with licensing and certification laws and and some post master’s certificate programs. completing 56 credits). However, all regulations. Additional information on Residencies enable face-to-face contact learners are strongly encouraged to professional licensure and certification can among faculty and learners, and provide complete Track 1 within the first quarter of be found on iGuide. skills training for learners preparing for enrollment, because this track focuses on Research at Capella University clinically-focused careers in human services critical success skills and provides an or psychology. Taken by most doctoral and introduction to Capella-specific resources, Capella University recognizes its clinically-focused MS learners, the policies, and procedures. MS Learners institutional responsibility to respect and residential colloquia are outcome-based, receive specific clinically-focused skills protect the rights of individuals involved as sequenced, and aligned with the training at residencies. human participants in research. All developmental needs of the learners. The learners, faculty, and staff who undertake Track 2 is taken in the second year (or colloquia foster community building and research studies that grow out of their within 57-72 doctoral credits of course provide knowledge and skill development affiliation with the University are required work) while learners are immersed in their that will support success in the learners’ to obtain institutional approval prior to core course work. Psychology MS learners programs. Doctoral learners in clinical and undertaking the research. Persons who take the second colloquium around the counseling psychology, and specialist propose research designed to develop or mid-point of their programs. This residency certificate learners take the year-in- contribute to generalizable knowledge are week provides learners with the opportunity residence rather than residential colloquia. expected to submit applications to their to apply the theories, techniques, and skills respective schools to determine if they Residencies should be completed at the they've developed in their core course work. involve the use of human participants appropriate time in a learner’s program of For doctoral learners, equally as important without potential harm. study. All learners should identify and in this stage of learning are the principles account for all academic residency associated with intermediate and advanced The University’s Institutional Review Board requirements by working closely with their research methodologies. MS learners practice (IRB) is charged with the responsibility to advisor. Doctoral learners should include more advanced clinically-focused skills. assess all research proposals involving the residential colloquia (or year-in-residence) potential harm to human participants Track 3 is taken by doctoral learners in the in their degree completion plan (DCP). related to psychological, social, or physical third year (or between 73-96 credits), and for psychology MS learners, prior to field 22 Capella University 1-888-CAPELLA www.capella.edu

Academic and Other University Policies, continued

supervised training (practicum) or the completion rate for satisfactory academic Financial aid eligibility will be reinstated capstone project. Since the final 24 credits progress requires that undergraduates when learners meet the cumulative (25 in School of Psychology) earned in the complete a minimum of two (2) out of standards for satisfactory academic progress. doctoral program are tied to the completion every three (3) attempted credits. Graduate Learners may appeal the loss of financial of the Comprehensives and Dissertation, learners are required to complete a minimum aid or disenrollment from the University. Track 3 prepares learners for their of one (1) out of every two (2) attempted Capella reserves the right to withhold comprehensive questions and for completing credits. Undergraduates cumulative attempted financial aid and/or dismiss from the their dissertation. quarter credits may not exceed 150% of the University learners who register for courses program requirements as described in the Psychology Year-in-Residence but make no progress for two or more catalog. Learners who exceed this limit will As part of an increasingly interpersonal and consecutive terms. no longer be eligible for financial aid. face-to-face training experience, PhD learners Time Limits for Degrees and in the School of Psychology clinical or Academic progress will be measured four Certificates counseling specializations, as well as MS times each academic year. Learners’ academic and specialist certificate learners in school progress is measured after the first two Capella University has established psychology, take the year-in-residence quarters of attendance at the university. minimum and maximum enrollment (rather than the residential colloquia), Grades such as W, I, NS, and NC, will be periods for its programs. Learners may not typically during their second year of calculated in the quantitative measure, but complete their respective programs in a enrollment. The details of this requirement do not impact the learner’s GPA. Repeated shorter time period than the minimum are outlined in the School of Psychology courses will be counted as attempted credits. listed and they may not take longer to section on residencies. complete the program than the maximum. Initially, learners who do not meet either Satisfactory Academic Progress measure are placed on probation for two See chart below. (2) terms, during that time learners will be Capella University requires all learners to Transferability of Capella Credits make satisfactory progress in their academic eligible for financial aid. All other financial Capella University is accredited by The programs. Satisfactory academic progress is aid restrictions apply. At the end of that Higher Learning Commission of the North determined through two measures—grade probationary period, learners will have an Central Association of Colleges and point average (GPA) and course completion additional two (2) terms of attendance to Schools (NCA). The transferability of rate. continue without financial aid. At the end of these four (4) terms of probation, learners credits to other institutions is solely at the The GPA measure requires that learners who are not making satisfactory academic discretion of that institution. maintain a cumulative grade point average progress will be disenrolled from the of 3.0 or better for graduate work and 2.0 University. or better for undergraduate work. The

Time Limits (in Quarters) for Completion of Degrees and Certificates

EDUCATION HUMAN SERVICES PSYCHOLOGY TECHNOLOGY BUSINESS PROGRAM Minimum Maximum Minimum Maximum Minimum Maximum Minimum Maximum Minimum Maximum Undergraduate and Post Baccalaureate Certificate None 8 None 8 None 8 None 8 None 8 Post Master’s Certificate 4 16 4 16 Bachelor of Science (BS) 4244 24 Master of Science (MS) 4 16 4 16 4 16 4 16 4 16 Masters in Business Administration (MBA) 412 Doctor of Philosophy (PhD) 8 28 8 28 8 28 8 28

Capella University adheres to maximum time limits for certificate and degree completion unless specifically waived for extenuating reasons by the Executive Director of the school involved. Minimum time limits may not be waived. 1-888-CAPELLA www.capella.edu Capella University 23

Financial Aid

Capella University offers assistance to those independent study and payments are made Additional information for veterans can be FINANCIAL AID who would like to secure educational only after completion of individual courses, found on the Capella University Web site funding to help finance their academic as reported to the VA by Academic Records section, U.S. Armed Forces. program. Learners can find out more about at the end of each academic quarter. Capella reserves the right to change these financial aid by contacting the financial aid To receive veterans’ educational benefits requirements if there are changes in the office at 1-888-CAPELLA (227-3552), learners must meet the following credits structure of a particular program. option 7, or by visiting the Capella Web based upon program of study: site section, Financial Aid. BS learners must complete a minimum of Undergraduate certificate learners are currently not eligible for veterans’ educational benefits. Satisfactory Academic Progress 12 quarter credits (two 6-credit undergraduate Policy for Financial Aid level courses) in that quarter. The date of Federal and state laws require learners to course completion is determined by the last make satisfactory academic progress during day of the quarter. Those who do not their period of enrollment to remain complete at least 12 credits per quarter will eligible for financial aid. In compliance not be entitled to receive full-time benefits with federal and state regulations, Capella for that quarter. University has established policies for all MS/MBA learners must complete a learners regarding satisfactory academic minimum of eight (8) quarter credits (two progress, academic probation, academic four-credit courses for MS or two 3-credit progress review, and the appeals process. courses for the MBA) in that quarter. These policies are described in detail in the Those who do not complete the required previous catalog section and within the credits per quarter will not be entitled to Academic Policies and Procedures section receive full-time benefits for that quarter. found on iGuide. PhD learners must complete a minimum Scholarships of four (4) credits during each quarter to Capella has three scholarship options qualify for full-time benefits. The date of available. Capella offers the Robert Ford course completion is determined by the last Scholarship, and has scholarships available day of the quarter. to learners from organizations such as the National Science Foundation. Thirdly, Graduate Certificate learners must complete free scholarship search engines are available a minimum of eight (8) credits per quarter on iGuide. This scholarship information to qualify for full-time benefits. The date of can be found on the Capella Web site course completion is determined by the last section, Scholarship and Fellowship Programs. day of the quarter. In order to receive veterans’ education Veterans’ Educational Benefits benefits, all post high school transcripts Capella University is approved by the must be submitted to the Office of Minnesota State Approving Agency for Enrollment Services prior to enrollment. veterans’ educational benefits. Eligible Learners who fail to satisfy the learners may apply for benefits by calling requirements for veteran’s educational the Veterans Administration Office for benefits are personally responsible for assistance at 1-800-827-1000. The original tuition payments. application should be mailed to Capella University’s Office of Academic Records. With respect to these benefits, Capella University’s program is considered 24 Capella University 1-888-CAPELLA www.capella.edu

Tuition and Fees

Tuition PhD prior to the start of the quarter or month BS, MBA, MS and Certificate For PhD learners in business, human with which charges are associated. Learners in BS, MBA, MS, and certificate services, and education, tuition is charged American Express, Discover, MasterCard, programs pay tuition on a course-by-course quarterly on a flat rate, not on a per course Visa, wire transfer, paper checks, and basis. Payment is due at the time of course basis. New PhD learners who enter the e-check (electronic payment via checking registration. American Express, Discover, program after the beginning of a quarter pay account) are accepted. For information MasterCard, Visa, wire transfer, paper prorated tuition for that quarter. PhD related to financial aid, please refer to the checks and e-check (electronic payment via learners may choose a yearly prepayment Financial Aid section. option. Learners wanting more information checking account) are accepted. For Psychology doctoral learners pay tuition on on yearly prepayment should contact information related to financial aid, please a course-by-course basis. refer to the Financial Aid section. University Services at 1-888-CAPELLA (227-3552), option 7. Payment is due

Tuition and Fees

The following charges are in effect as of the date this catalog was printed and are subject to change. For current pricing visit the Capella University Web site at www.capella.edu. See applicable schools’ degree programs. BUSINESS TECHNOLOGY EDUCATION HUMAN SERVICES PSYCHOLOGY ALL PROGRAMS Application Fee (non-refundable) $50 $50 $50 $50 $50 International Application Fee – includes International transcript evaluation $150 $150 $150 $150 $150 (non-refundable)

BACHELOR OF SCIENCE (BS) PROGRAM Petition for Credit Per Course (non-refundable) $300 $300 Tuition Per 6-Credit Course $1,500 $1,500 BS Graduation Fee $250 $250

MASTER OF BUSINESS ADMINISTRATION (MBA) PROGRAM Tuition Per 3-Credit Course $1,575 MBA Graduation Fee $350

MASTER OF SCIENCE (MS) PROGRAM Petition for Credit Per Course (non-refundable) $300 $300 Tuition Per 4-Credit Course $1,630 $1,630 $1,275 $1,275 Tuition Per 5-Credit Course $1,445 Residential Colloquium per week* $1,350 $1,350 MS Graduation Fee $350 $350 $350 $350 $350

DOCTOR OF PHILOSOPHY (PHD) PROGRAM Quarterly Tuition $3,570 $3,570 $3,570 Tuition Per 5-Credit Course $1,735 Residential Colloquium per week* $1,350 $1,350 $1,350 $1,350 Year-in-Residency — Weekend-in-Residence (9) $1,700 Year-in-Residency — Extended Seminars (2 weeks) $2,700 PhD Graduation Fee $450 $450 $450 $450

CERTIFICATE PROGRAM Tuition Per Undergraduate Course $1,500 Tuition Per Graduate Course $1,630 $1,275 $1,275 $1,445

* Learners are responsible for food, travel and lodging for all residential colloquia. 1-888-CAPELLA www.capella.edu Capella University 25

Sustaining Tuition should refer to the course drop and program entitled to a pro rata refund as follows.

While it is anticipated that doctoral learners withdrawal for MS learners for their refund (All percentages are based on the total TUITION AND FEES will complete their program in four years policy. number of calendar days in the course.) (on average), accommodation is made for For PhD learners who graduate, tuition will % of Total Tuition those who take longer to complete their Calendar Days Refund be prorated to reflect the actual graduation final project (comprehensive paper, 1 day - 5% 95% date. The tuition refund schedule is integrative project, or dissertation). 6% - 10% 90% determined by the time elapsed from 11 % - 25% 75% To be considered for tuition accommodation, quarter or course start date. 26% - 50% 50% doctoral learners must have completed four PhD learners in the Schools of Business, 51% + No refund full years of active enrollment and have Education, or Human Services who drop a completed all course work (the comprehensive As part of this policy, Capella University course do not receive a refund. paper, the research proposal and the may retain an administrative fee of no more dissertation are not required to be completed). BS/MBA/MS Learners than $150. This administrative cost may be Learners meeting these criteria will be Learners who completely withdraw from in addition to the percentage of tuition, charged a sustaining tuition amount equal Capella University or an individual course which may be retained by the institution as to $500 per quarter. will have their tuition refunded according provided above. to the refund schedule in this section The Employer Reimbursement Learners should notify Capella if they wish application fee of $50 ($150 for international) Learners receiving tuition assistance from to withdraw from a program or drop a course. is non-refundable. their employers must arrange for payment of Refunds are calculated by the date their tuition to Capella prior to the start of There are no refunds for books or supplies. notification is received from the learner, their course(s). This policy does not unless the learner immediately contacts Refund Schedule Capella requesting an earlier withdrawal currently affect learners receiving veteran’s The following schedule applies to learners assistance, active Armed Forces learners, or date and providing acceptable verification residing in locations other than Wisconsin that no academically significant interaction learners whose employers arrange for a or Georgia: direct invoice from Capella. Direct bill occurred after the requested date. Capella invoicing must be completed prior to the Withdrawal or Drop Date Tuition University issues the appropriate refund in From the Class Start Date Refund full to the learner within a maximum of start of the course and when no grade is 5 business days 100% thirty (30) days of notification. All or a required by the employer. 10 business days 80% portion of the refund will be used to pay 15 business days 60% Special Business Office Hold grants, loans, scholarships or other financial Remainder of the term No refund All learners with a past due balance from aid in conformity with federal and state laws. the prior quarter greater than $1,000 will be Georgia Residents Refund Policy Wisconsin Residents Refund Policy placed on Special Business Office Hold The refund policy applicable to Georgia Regulations in the State of Wisconsin (SBOH). While on SBOH, learners will students is the Capella University require Capella University to apply a not be granted access to University activities, institutional refund policy or the following separate refund policy to Wisconsin learners. personnel or services; including advisors, minimum refund policy as stipulated by Refund credits will be processed in two mentors, courses, library, or any other Georgia law, whichever is more favorable to steps. Each may be reflected on separate services of the University. Access will be the learner. days and/or separate monthly statements. restored and billing will resume when the Prior to beginning classes, the applicant Capella’s refund will be recorded first, and account balance is current. receives a full refund of all monies if he or Wisconsin’s refund (if applicable) will be Tuition Refunds she requests it within three (3) business recorded as a second line item. All refunds days after making a payment to Capella PhD Learners will be applied within forty (40) days of the University. PhD learners who completely withdraw withdrawal date. The policy is as follows: from Capella University or their doctoral A learner who withdraws or is disenrolled Learners residing in Wisconsin will receive program have their tuition refunded on a after the start date of a course, but before a full refund of all tuition money paid if prorated basis. Psychology doctoral learners 50% of the course term has passed, is they withdraw from a course within a three- 26 Capella University 1-888-CAPELLA www.capella.edu

Tuition and Fees, continued

business-day cancellation period from the Fund policy regulations for any federal aid Residential Colloquium Fee course start date. not earned. Details of actual refund This fee is paid for each colloquium calculations are available upon request from attended by the learners. Learners are Learners who withdraw or are disenrolled the Office of Financial Aid. Financial aid responsible for food, travel, and lodging for after the start date of a course, but before funds will be returned to the appropriate all colloquia and commencement. 60% of the course term has passed, are agency in the following order: entitled to a pro rata refund as follows. (All percentages are based on the total • Unsubsidized Federal Stafford Loans number of calendar days in the course.) • Subsidized Federal Stafford Loans % of Total Tuition The amount of the refund is in direct Calendar Days Refund correlation to the learners’ approved 4th day - 9% 90% withdrawal date as determined by the 10% - 19% 80% Office of Academic Records. If learners 20% - 29% 70% 30% - 39% 60% withdraw from Capella and have received 40% - 49% 50% financial aid, specific requirements will be 50% - 59% 40% followed. These can be found on the 60% + No refund Capella University Web site at tuition refund procedure. As part of the percentage breakdown, Capella may retain a one-time administrative Fees fee of no more than $100. Learners will Application Fees receive the tuition credit within 40 days of Applicants must complete the online withdrawal date. payment section of the application. Credit card or U.S. banking account (e-check) Learners must notify the institution by payment is required with the online phone or in writing of their intention to application. withdraw from courses. The effective date of the withdrawals will be the date notifications The amount of the application fee will be are received by the institution. All or a automatically determined based on portion of refunds will be used to pay grants, information provided. The fee for loans, scholarships, or other financial aid in international applicants is $150, which conformity with federal and state law. includes $100 for international academic review. The fee for domestic U.S. Refund Procedure for Financial Aid applicants is $50. Recipients Learners receiving financial aid should All application fees are nonrefundable. contact the Office of Financial Aid before Official Transcript Fee canceling enrollment and requesting a Learners in good standing may request refund. They may be required to pay back copies of an official transcript for a fee of all or part of the financial aid award prior to $5. Requests can be made via iGuide or receiving any refund from Capella University. learners may contact University Services at All refund requests must be made in 1-888-CAPELLA (227-3552), option 7. writing. Postmark dates will determine the Capella University reserves the right to date of the request. Financial aid recipients withhold an official transcript of learners who completely withdraw from a course or a who are not in good financial standing with program prior to the 60% point of a term the institution. are subject to the Federal Return of Title IV 1-888-CAPELLA www.capella.edu Capella University 27

School of Business

From the Executive Director Welcome to the School of Business. The competitive environment for business is SCHOOL OF BUSINESS continually and rapidly changing, and Capella University’s School of Business provides you, the adult working professional, with the competencies and leadership skills you need to be an effective professional in this global business environment. Our curriculum and courses are designed to have an immediate impact on your work, no matter where you are in your professional career.

The School of Business has created an innovative set of programs that support an integrated approach to solving important business problems. We want to prepare reflective, ethical, and responsible leaders who can thrive in and shape the changing global, multicultural, and complex organizational environments in which we work. Our focus is on redefining management education for adult learners. Shelley R. Robbins, PhD Executive Director The School of Business faculty are scholar-practitioners who have both academic and business experience. With deep knowledge and passion for their subject areas, their ability to link theory, research, and practice, and their experience working with business professionals, they are there to support you in achieving your personal goals, and transforming your lives and your careers. We aim to create a rewarding and intimate learning experience with measurable results, immediate impact, and increased professional value for our learners.

Shelley R. Robbins, PhD Executive Director 28 Capella University 1-888-CAPELLA www.capella.edu

About the School of Business

Mission Statement Master of Business Administration (MBA) Undergraduate General Education The mission of the Capella University The mission of the Master of Business The bachelor’s degree program provides a School of Business is to provide cutting- Administration degree is to turn experienced comprehensive set of general education edge management and leadership education managers into effective leaders. The MBA courses for learners who have not yet which transforms the personal and degree focus is on practical content, completed that aspect of their program. professional effectiveness of adult working relevant skills, and job related behaviors Capella University believes that every professionals, enabling them to achieve that are critical for success in today’s educated adult should possess a breadth their career goals. Our competency-based, competitive environment. Additionally, the of knowledge which includes general online degree programs help learners to learning experience blends a supportive education foundation areas such as: have both immediate and long-term impact coaching process, individualized assessments, communications, math/science, social in their work. We provide learners with the and self-reflection, with the rigor of sciences, and humanities. This breadth of framework and skills to identify solutions to academic standards and a deep commitment knowledge is essential for adults to develop resolve complex organizational problems to adult-centered learning. The faculty and the intellectual, behavioral, and moral using an ethical and socially responsible coaches who support the curriculum are principles needed to be participants and approach. experienced scholars and practitioners who contributors to the larger society. are committed to learner success. Degree Programs The University expresses this commitment Bachelor of Science (BS) through its adult learner-centered Doctor of Philosophy (PhD) The School of Business bachelor’s degree educational philosophy and its engagement The Organization and Management PhD completion program integrates the mastery of learners in learning processes requiring program prepares today’s emerging scholar- of business fundamentals with practical the development of problem solving, practitioners, enabling them to advance the application in a rich, interactive learning critical thinking, and integration skills. fields of business, management, and environment that will enhance learners’ leadership through the integration of theory, The undergraduate program is specifically abilities to impact personal and organizational original research, and practice. The program committed to fostering these guiding effectiveness in their chosen specialization. teaches learners to develop and apply principles through its professional practice cutting-edge theories to current and Our BS in Business curriculum focuses not and incorporating the following complex organizational applications. only on providing a sound grounding in Professional Thinking Habits throughout Doctoral learners will learn how to employ management and leadership, human the curriculum: the best management theories, research resource management, e-business, and sales • Complementary Thinking – Explore and practices, and social science principles and marketing, but also provides an integrate multiple points of view. within the context of their profession. integrated approach to the enterprise, • Connected Seeing – View reality as an preparing learners to work in collaboration Master of Science (MS) interdependent system of things, ideas, with diverse workgroups and functional The Organization and Management MS and relationships. areas. Throughout the curriculum there is program prepares learners to advance their • Collaborative Teamwork – Accomplish an emphasis on developing key Professional leadership role within their field by solving common purpose by integrating personal Thinking Habits for business professionals, real-world problems through the application initiative and group cohesion. such as critical thinking, ethical decision- of theory and practice. The MS degree making, collaboration and other strategic • Constructing Meaning – Acquire and equips experienced professionals, leadership skills in addition to functional expertise. synthesize diverse sources of knowledge experts, and management educators with to enrich understanding. the specialized knowledge, management Certificates • Conceptual Clarity – Express thoughts, skills, and strategic business focus they need Certificates earned from the Capella ideas, and concepts by interpreting the to confront the challenges inherent in University School of Business are designed known, the unknown, and the managing today’s complex organizations. to provide an opportunity for business unknowable. professionals to gain new knowledge and skills through concentrated graduate-level • Communicating Effectively – Practice programs of study in the area of interest. effective professional communication styles to inform, influence, and promote interaction. 1-888-CAPELLA www.capella.edu Capella University 29

• Courageous Action – Make well Professional/National Affiliations or supported decisions and take action in Accreditations

ambiguous situations. Capella University is a chapter member of SCHOOL OF BUSINESS • Caring Empathy – Nurture relationships Sigma Beta Delta, a business honorary with others by promoting unity, valuing society. Membership is open to learners in individual perspectives, and practicing undergraduate and graduate business ethics. programs who meet stated requirements for academic achievement. • Conversational Reflection – Reflect on professional practices through prior experiences, critical evaluation, and learning conversations. • Continuous Learning – Value every experience as an opportunity for continuous lifetime learning.

Specializations offered in the School of Business

Specializations Degree Programs General PhD, MS, MBA, BS Human Resource Management PhD, MS, BS, Certificate

Information Technology Management PhD, MS, Certificate

Leadership PhD, MS, Certificate

E-Business BS

Management and Leadership BS

Marketing and Sales BS 30 Capella University 1-888-CAPELLA www.capella.edu

School of Business Degree Programs

Doctor of Philosophy (PhD) in Six Comprehensive and Three Specialization Organization and Management Dissertation Courses 24 quarter credits Courses 12 quarter credits OM9994 * Doctoral Comprehensive OM7120 Diversity and Culture in the Examination I Workplace General Program OM9995 * Doctoral Comprehensive OM7130 Conflict Management and Examination II Negotiation Learners in the general program may select OM9996 * Dissertation Research I OM7140 Succession Planning courses and electives from one or more OM9997 * Dissertation Research II OM7220 Organization Structure and Design specializations, provided that they meet the OM9998 * Dissertation Research III OM7230 Human Resource Development general requirements for the program and any OM7240 Compensation and Reward prerequisites for the courses. It is expected that OM9999 * Dissertation Research IV Strategies the electives learners choose will provide a Total 120 quarter credits OM7250 Recruitment, Selection, and coherent foundation for their research in an Assessment organizational or management topic of their OM7260 Human Resource Information Systems choosing. General management electives are Human Resource Management offered in areas such as finance, marketing, and The curriculum in the HRM specialization provides Eight Elective Courses 32 quarter credits operations to provide a context for further study learners with the leading theories and practices Choose from any 7000 or 8000-level Organization and research beyond the areas of HR management, for human resource management in a complex and Management courses listed in the graduate IT management, and leadership. Completing the and global business environment. Learners will course descriptions. Learners may select up to two graduate-level electives from another Capella PhD in the general program will prepare receive training as scholar-practitioners school. learners to lead, consult, or teach in the field of conducting and applying research across a wide management from an informed, strategic viewpoint, spectrum of HR topics. Completing the PhD in One Professional Practice Course 4 quarter credits creating practical solutions to real-world problems. this specialization will prepare learners to lead, OM8910 * Teaching Practice Seminar OR Residency requirement(s): consult, or teach in the field of HR management from an informed, strategic viewpoint, creating OM8920 * Leadership Practice Seminar OR Three one-week residential colloquium sessions, OM8930 * Consulting Practice Seminar practical solutions to real-world problems. one per year for three years. Six Comprehensive and Seven Core Courses + Lab 28 quarter credits Residency requirement(s): Dissertation Courses 24 quarter credits OM8004 Managing and Organizing People Three one-week residential colloquium sessions, OM9994 * Doctoral Comprehensive one per year for three years. OM8005 Doctoral Learner Success Lab Examination I (non-credit) Seven Core Courses + Lab 28 quarter credits OM9995 * Doctoral Comprehensive OM8010 Principles of Organization Theory OM8004 Managing and Organizing People Examination II and Practice OM8005 Doctoral Learner Success Lab OM9996 * Dissertation Research I OM8012 Strategy (non-credit) OM9997 * Dissertation Research II OM7020 Marketing Strategy and Practice OM8010 Principles of Organization Theory OM9998 * Dissertation Research III and Practice OM7040 Accounting and Financial OM9999 * Dissertation Research IV Management OM8012 Strategy Total 120 quarter credits OM7050 Ethics and Social Responsibility OR OM7020 Marketing Strategy and Practice OM7060 Strategic Information Technology OM7040 Accounting and Financial Management Management OM7080 Statistical Research Techniques OM7050 Ethics and Social Responsibility OR Three Research Courses 12 quarter credits OM7060 Strategic Information Technology Management OM8021 * Management Theory Creation OM7080 Statistical Research Techniques OM8022 * Survey of Applied Research Methods Three Research Courses 12 quarter credits OM8025 * Advanced Qualitative Research OR OM8021 * Management Theory Creation OM8026 * Applied Multivariate Modeling OM8022 * Survey of Applied Research Tw o Doctoral Seminars 8 quarter credits Methods Choose any two online doctoral seminars from OM8025 * Advanced Qualitative Research OR Leadership, Information Technology, or Human OM8026 * Applied Multivariate Modeling Resource Management specializations. Tw o Doctoral Seminars 8 quarter credits Eleven Elective Courses 44 quarter credits OM8201 Theories of Executive Human Choose from any 7000 or 8000-level Organization Resource Management and Management courses listed in the graduate OM8202 The HR Executive as Strategic course descriptions. Learners may select up to Partner two graduate-level electives from another Capella school. One Professional Practice Course 4 quarter credits OM8910 * Teaching Practice Seminar OR OM8920 * Leadership Practice Seminar OR OM8930 * Consulting Practice Seminar

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA www.capella.edu Capella University 31

PhD Specializations, continued Information Technology Management Eight Elective Courses 32 quarter credits Three Specialization Courses 20 quarter credits Choose from any 7000 or 8000-level Organization OM7120 Diversity and Culture in the Workplace The IT Management specialization investigates the and Management courses listed in the graduate contemporary theories and practices that today’s OM7130 Conflict Management and Negotiation course descriptions. Learners may select up to SCHOOL OF BUSINESS OM7140 Succession Planning organizations are using to gain a strategic two graduate-level electives from another Capella advantage through the deployment of information school. OM7150 Leading the High Performance Organization technology. Learners develop the process skills One Professional and subject matter knowledge needed to excel as Practice Course 4 quarter credits OM7160 Leading for Transformational Change scholar-practitioners and leaders in this growing OM8910 * Teaching Practice Seminar OR OM7170 The Developing Leader field. This specialization equips learners with the OM8920 * Leadership Practice Seminar OR Eight Elective Courses 32 quarter credits tools needed to address complex problems in the OM8930 * Consulting Practice Seminar Choose from any 7000 or 8000-level Organization planning, development, and management of Six Comprehensive and and Management courses listed in the graduate information technology in the fast moving Dissertation Courses 24 quarter credits course descriptions. Learners may select up to two graduate-level electives from another Capella environment of modern organizations. Completing OM9994 * Doctoral Comprehensive school. the PhD in this specialization will prepare learners Examination I to lead, consult, or teach in the field of IT OM9995 * Doctoral Comprehensive One Professional management from an informed, strategic viewpoint, Examination II Practice Course 4 quarter credits creating practical solutions to real-world problems. OM9996 * Dissertation Research I OM8910 * Teaching Practice Seminar OR Residency Requirement(s): OM8920 * Leadership Practice Seminar OR OM9997 * Dissertation Research II OM8930 * Consulting Practice Seminar Three one-week residential colloquium sessions, OM9998 * Dissertation Research III one per year for three years. Six Comprehensive and OM9999 * Dissertation Research IV Dissertation Courses 24 quarter credits Seven Core Courses + Lab 28 quarter credits Total 120 quarter credits OM9994 * Doctoral Comprehensive OM8004 Managing and Organizing People Examination I OM8005 Doctoral Learner Success Lab OM9995 * Doctoral Comprehensive (non-credit) Leadership Examination II OM8010 Principles of Organization Theory This specialization prepares the leaders of today's OM9996 * Dissertation Research I and Practice complex organizations by exploring and applying OM9997 * Dissertation Research II OM8012 Strategy cutting-edge leadership theory and its application OM9998 * Dissertation Research III OM7020 Marketing Strategy and Practice to the challenges facing the scholar-practitioner. OM9999 * Dissertation Research IV OM7040 Accounting and Financial Completing the PhD in this specialization will Total 120 quarter credits Management prepare learners to lead, consult, or teach in the OM7050 Ethics and Social Responsibility OR field of leadership from an informed, strategic OM7060 Strategic Information Technology viewpoint, creating practical solutions to real- Management world problems. OM7080 Statistical Research Techniques Residency Requirement(s): Three Research Courses 12 quarter credits Three one-week residential colloquium sessions, OM8021 * Management Theory Creation one per year for three years. OM8022 * Survey of Applied Research Methods Seven Core Courses + Lab 28 quarter credits OM8025 * Advanced Qualitative Research OR OM8004 Managing and Organizing People OM8026 * Applied Multivariate Modeling OM8005 Doctoral Learner Success Lab Tw o Doctoral Seminars 8 quarter credits (non-credit) OM8301 Survey of Research Literature in OM8010 Principles of Organization Theory Information Technology OM8012 Strategy Management Infrastructure OM7020 Marketing Strategy and Practice OM8302 Survey of Research Literature in Information Technology Planning OM7040 Accounting and Financial and Delivery Management Three Specialization OM7050 Ethics and Social Responsibility OR Courses 12 quarter credits OM7060 Strategic Information Technology Management OM7315 Advances in Information Technology OM7080 Statistical Research Techniques OM7320 System Planning and Delivery Three Research Courses 12 quarter credits OM7330 Project Planning, Management, and Financial Control OM8021 * Management Theory Creation OM7340 Managing IT Professionals OM8022 * Survey of Applied Research Methods OM7350 Software Engineering Management OM8025 * Advanced Qualitative Research OR OM8026 * Applied Multivariate Modeling OM7360 Knowledge Management Tw o Doctoral Seminars 8 quarter credits OM7399 Topics in IT Management OM8101 Theories of Leadership OM8102 Leading at the Top: The Upper Echelon

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 32 Capella University 1-888-CAPELLA www.capella.edu

School of Business Degree Programs, continued

Master of Science (MS) in Five Specialization Courses 20 quarter credits Five Specialization Courses 20 quarter credits Organization and Management OM5210 Human Resource Management OM7060 Strategic Information Technology Choose four from the following: Management OM5110 Leadership Choose four from the following: General Program OM7120 Diversity and Culture in the Workplace OM7315 Advances in Information Technology OM7320 System Planning and Delivery Learners in the MS program in Organization and OM7130 Conflict Management and Negotiation Management may choose a general MS program, OM7140 Succession Planning OM7330 Project Planning, Management, and Financial Control which can include elective courses from any OM7220 Organization Structure and Design OM7340 Managing IT Professionals of the areas of specialization offered. General OM7230 Human Resource Development OM7350 Software Engineering Management management electives are offered in areas such OM7240 Compensation and Reward Strategies OM7360 Knowledge Management as finance, marketing, and operations to provide a OM7250 Recruitment, Selection, and context for developing management expertise Assessment OM7399 Topics in IT Management beyond the areas of HR management, IT OM7260 Human Resource Information Systems One Integrative Course 4 quarter credits management, and leadership. Completing the One Integrative Course 4 quarter credits OM5990 * Integrative Project: Organizational general program will prepare learners to take on Leadership and Change Management OM5990 * Integrative Project: Organizational leadership or consulting roles within the fields of Leadership and Change Management Total 48 quarter credits business or management. Total 48 quarter credits Six Core Courses + Lab 24 quarter credits OM5004 People at Work Leadership OM5005 Master’s Learner Success Lab Information Technology Management This specialization introduces learners to diverse (non-credit) Master’s learners in this specialization are techniques that successful leaders deploy in OM7020 Marketing Strategy and Practice interested in moving beyond roles as individual leading and managing today's global, high OM7040 Accounting and Financial Management contributors or first-level supervisors to middle velocity organizations. Course content directly OM7050 Ethics and Social Responsibility and senior management positions in IT impacts mid-career professionals interested in leading in government, for-profit and not-for-profit OM5020 Data Analysis and Decision Making organizations. To take on this expanded for Managers responsibility, they need to acquire the strategic organizations through assessment, skill-building and the review of applicable theories available to OM5040 Strategic Planning business perspective required to interact them as managers. Completing this specialization Five Elective Courses 20 quarter credits effectively both with their peers in the broader organization, and with senior management; round will prepare learners to take on leadership or Choose from any 5000 or 7000-level Organization management roles within a variety of businesses and Management courses listed in the graduate out their understanding of information technology and organizations. course descriptions. and how they condition the use of systems within One Integrative Course 4 quarter credits organizations; master the fundamental processes Six Core Courses + Lab 24 quarter credits through which organizations effectively deploy OM5990 * Integrative Project: Organizational OM5004 People at Work Leadership and Change Management information systems; and master the particular OM5005 Master’s Learner Success Lab challenges involved in managing IT functions (non-credit) Total 48 quarter credits and staff. OM7020 Marketing Strategy and Practice The Information Technology Management OM7040 Accounting and Financial Management Human Resource Management specialization assumes that learners come to the OM7050 Ethics and Social Responsibility The HR Management specialization targets mid- program with a fundamental understanding of IT OM5020 Data Analysis and Decision Making level managers who aspire to HR executive and it equips them with the additional skills they for Managers leadership roles in the organization. The course need to manage complex IT organizations. OM5040 Strategic Planning work prepares a leader to solve real-world human Six Core Courses + Lab 24 quarter credits Five Specialization Courses 20 quarter credits resource challenges from a strategic perspective. OM5004 People at Work OM5110 Leadership Throughout the curriculum learners enhance their OM5005 Master’s Learner Success Lab Choose four from the following: human resource management skills and (non-credit) OM7120 Diversity and Culture in the Workplace knowledge and acquire the tools needed to OM7020 Marketing Strategy and Practice OM7130 Conflict Management and Negotiation become strategic business partners with their OM7040 Accounting and Financial Management peers and senior managers in their organizations. OM7140 Succession Planning OM7050 Ethics and Social Responsibility OM7150 Leading the High Performance Six Core Courses + Lab 24 quarter credits OM5020 Data Analysis and Decision Making Organization OM5004 People at Work for Managers OM7160 Leading For Transformational Change OM5005 Master’s Learner Success Lab OM5040 Strategic Planning OM7170 The Developing Leader (non-credit) One Integrative Course 4 quarter credits OM7020 Marketing Strategy and Practice OM5990 * Integrative Project: Organizational OM7040 Accounting and Financial Leadership and Change Management Management Total 48 quarter credits OM7050 Ethics and Social Responsibility OM5020 Data Analysis and Decision Making for Managers OM5040 Strategic Planning

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA www.capella.edu Capella University 33

Master of Business Bachelor of Science (BS) BUS3060 Fundamentals of Finance and Accounting Administration (MBA) in Business BUS4801 Ethics and Enterprise SCHOOL OF BUSINESS Capella’s MBA program responds directly to the The BS in business is a 96-credit degree BUS4802 Change Management needs of the marketplace with an integrated completion program. See Admissions Policies Three Specialization Courses 18 quarter credits curriculum focusing on core business knowledge for a description of degree requirements. BUS4011 * Virtual Team Collaboration and professional effectiveness competencies. The BUS4012 * Leadership in Organizations program builds essential skills required to achieve General Program BUS4013 * Organizational Structure, Learning, long-term business results. MBA learners are Learners in the general program develop the and Performance challenged to stretch beyond what is expected business, interpersonal, and professional Tw o Elective Courses 12 quarter credits and are given impact assignments that can be thinking skills to impact organizational Choose any two business (BUS) courses listed immediately applied in the workplace. Learners effectiveness across all functional levels of under other BS in Business specializations. create and develop a blueprint and portfolio of organizations in manufacturing, service, Tw o Capstone Courses 12 quarter credits skills for how to be an effective leader. Because of professional, and government arenas. Learners BUS4991 * Integrated Action Learning I - Project the transforming nature of this MBA curriculum, select elective courses based on their individual Planning and Action Learning Plan learners are better prepared to reposition professional needs. BUS4992 * Integrated Action Learning II - Project themselves for success in their careers. Nine Core Courses + Lab 54 quarter credits Completion and Final Report Professional Effectiveness Coaching SM BUS3004 Developing Your Business Perspective Total 96 quarter credits Capella's MBA Professional Effectiveness Coaching BUS3005 Undergraduate Learner Success Lab process helps learners focus on the areas where (non-credit) they need to stretch to become more effective BUS3010 Fundamentals of Management and E-Business managers, apply what they've learned to impact Leadership Learners develop the e-business, interpersonal, their current job, and reposition themselves to BUS3020 Fundamentals of E-Business and professional thinking skills to lead e-business advance toward future goals. Learners have the BUS3030 Fundamentals of Marketing and Sales planning and execution, and impact organizational option to establish a relationship with a BUS3040 Fundamentals of Human Resource effectiveness as leaders and managers at all professional coach who will help facilitate this Management levels in manufacturing, service, professional, and growth process through quarterly one-on-one BUS3050 Fundamentals of Organizational government arenas. coaching sessions. Communication Nine Core Courses + Lab 54 quarter credits Tw o Foundation Courses 6 quarter credits BUS3060 Fundamentals of Finance and BUS3004 Developing Your Business Perspective Tak en first and in sequence: Accounting BUS3005 Undergraduate Learner Success Lab MBA9010 Professional Effectiveness: Stretch, BUS4801 Ethics and Enterprise (non-credit) Impact, Reposition BUS4802 Change Management BUS3010 Fundamentals of Management and MBA9020 Leading for Results Five Elective Courses 30 quarter credits Leadership Seven Business Core Courses 21 quarter credits Choose from any business (BUS) courses listed in BUS3020 Fundamentals of E-Business MBA9110 Marketing and Brand Management the undergraduate course descriptions. BUS3030 Fundamentals of Marketing and Sales MBA9120 Sales and Customer Relationship Tw o Capstone Courses 12 quarter credits BUS3040 Fundamentals of Human Resource Management BUS4991 * Integrated Action Learning I - Project Management MBA9130 Operations and Process Management Planning and Action Learning Plan BUS3050 Fundamentals of Organizational Communication MBA9140 Financial Management BUS4992 * Integrated Action Learning II - Project Completion and Final Report BUS3060 Fundamentals of Finance and MBA9150 Strategy Total 96 quarter credits Accounting MBA9160 Managing Information Assets and BUS4801 Ethics and Enterprise Technology BUS4802 Change Management MBA9170 Regulatory and Ethical Environment Management and Leadership of Business Three Specialization Courses 18 quarter credits Learners develop the management, interpersonal, Six Professional Effectiveness BUS4021 * E-Business Technology Infrastructure Core Courses 18 quarter credits and professional thinking skills to impact BUS4022 * E-Business Technology Sourcing, organizational effectiveness as leaders and MBA9210 Building Relationships Marketing and Sales managers at all levels in manufacturing, service, MBA9220 Developing and Coaching Others BUS4023 * E-Business Project Implementation professional, and government arenas. MBA9230 Leading Teams Tw o Elective Courses 12 quarter credits Nine Core Courses + Lab 54 quarter credits MBA9240 Facilitating Change Choose any two business (BUS) courses listed BUS3004 Developing Your Business Perspective under other BS in Business specializations. MBA9250 Leveraging Workplace Diversity BUS3005 Undergraduate Learner Success Lab MBA9260 Negotiating for Results Tw o Capstone Courses 12 quarter credits (non-credit) BUS4991 * Integrated Action Learning I - Project One Capstone Course 3 quarter credits BUS3010 Fundamentals of Management and Planning and Action Learning Plan MBA9300 *Judgment, Planning and Action Leadership BUS4992 * Integrated Action Learning II - Project Total 48 quarter credits BUS3020 Fundamentals of E-Business Completion and Final Report BUS3030 Fundamentals of Marketing and Sales Total 96 quarter credits BUS3040 Fundamentals of Human Resource Management BUS3050 Fundamentals of Organizational Communication

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 34 Capella University 1-888-CAPELLA www.capella.edu

School of Business Degree Programs, continued

BS in Business, continued Human Resource Management BUS3060 Fundamentals of Finance and Information Technology Management Accounting Learners develop the HR management, This certificate prepares managers to plan, BUS4801 Ethics and Enterprise interpersonal, and professional thinking skills to develop, and manage information technology BUS4802 Change Management manage talent, develop intellectual capital, work systems and skilled technology professionals in in networked relationships, deal with continuous Three Specialization Courses 18 quarter credits today’s complex business environment. Business change, and impact organizational effectiveness BUS4031 * Marketing, Sales, and Channel and technical professionals alike will gain new as HR leaders and managers at all levels in Management insight into how to manage technology priorities manufacturing, service, professional, and BUS4032 * Customer Psychology and Marketing and oversee the optimization of information government arenas. Research systems. Learners will also develop the skills to BUS4033 * Brand Identity and Marketing Nine Core Courses + Lab 54 quarter credits transform narrow technical initiatives into Communication tangible, enterprise-wide goals. BUS3004 Developing Your Business Perspective Tw o Elective Courses 12 quarter credits BUS3005 Undergraduate Learner Success Lab Four Courses 16 quarter credits Choose any two business (BUS) courses listed (non-credit) OM7060 Strategic Information Technology under other BS in Business specializations. BUS3010 Fundamentals of Management and Management Leadership Tw o Capstone Courses 12 quarter credits Choose three from the following: BUS3020 Fundamentals of E-Business BUS4991 * Integrated Action Learning I - Project OM7315 Advances in Information Technology Planning and Action Learning Plan BUS3030 Fundamentals of Marketing and Sales OM7320 System Planning and Delivery BUS4992 * Integrated Action Learning II - Project OM7330 Project Planning, Management, and BUS3040 Fundamentals of Human Resource Completion and Final Report Management Financial Control Total 96 quarter credits BUS3050 Fundamentals of Organizational OM7340 Managing IT Professionals Communication OM7350 Software Engineering Management BUS3060 Fundamentals of Finance and OM7360 Knowledge Management Accounting Graduate Certificates OM7399 Topics in IT Management BUS4801 Ethics and Enterprise Total 16 quarter credits BUS4802 Change Management NOTE: Certification and Certificates: an important Three Specialization Courses 18 quarter credits distinction. The School of Business offers a variety BUS4043 * Compensation and Benefits of certificates. University-sponsored certificates Leadership represent an advanced course of study in a Management The certificate in leadership prepares individuals specific discipline which is intended to enhance BUS4044 * Legal Issues in Human Resource to successfully guide organizations and effectively knowledge. However, obtaining a University- Management manage the process of organizational change. BUS4045 * Recruitment, Retention and awarded certificate is not equivalent to Four Courses 16 quarter credits Development “certification.”The term certification refers to the official mandate awarded by a state regulatory OM5110 Leadership Tw o Elective Courses 12 quarter credits board or professional organization to an individual Choose three from the following: Choose any two business (BUS) courses listed for a specific professional practice. under other BS in Business specializations. OM7120 Diversity and Culture in the Workplace Tw o Capstone Courses 12 quarter credits Human Resource Management OM7130 Conflict Management and Negotiation BUS4991 * Integrated Action Learning I - Project OM7140 Succession Planning The certificate in human resource management Planning and Action Learning Plan OM7150 Leading the High Performance helps human resources professionals develop a BUS4992 * Integrated Action Learning II - Project Organization thorough understanding of the behavioral and Completion and Final Report OM7160 Leading for Transformational Change management theories critical to mastering OM7170 The Developing Leader Total 96 quarter credits fundamental competencies in the field and apply Total 16 quarter credits them to work settings. Marketing and Sales Four Courses 16 quarter credits Learners develop the marketing and sales, OM5210 Human Resource Management interpersonal, and professional thinking skills to Choose three from the following: lead customer-focused marketing and sales efforts OM5110 Leadership and impact organizational effectiveness as leaders OM7120 Diversity and Culture in the Workplace and managers at all levels in manufacturing, OM7130 Conflict Management and Negotiation service, and professional arenas. OM7140 Succession Planning Nine Core Courses + Lab 54 quarter credits OM7220 Organization Structure and Design BUS3004 Developing Your Business Perspective OM7230 Human Resource Development BUS3005 Undergraduate Learner Success Lab OM7240 Compensation and Reward Strategies (non-credit) OM7250 Recruitment, Selection, and BUS3010 Fundamentals of Management and Assessment Leadership OM7260 Human Resource Information BUS3020 Fundamentals of E-Business Systems BUS3030 Fundamentals of Marketing and Sales Total 16 quarter credits BUS3040 Fundamentals of Human Resource Management BUS3050 Fundamentals of Organizational Communication

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA www.capella.edu Capella University 35

School of Education

From the Executive Director Welcome to the School of Education at Capella University. Our programs are about you,

your needs, and the impact that you want to make in your world. Specializations in the SCHOOL OF EDUCATION School of Education focus on three important areas: educational leadership, teaching, and instructional technology and performance improvement.

Capella’s educational leadership specializations prepare individuals to assume important leadership roles in K-12 and higher education. The competency-based programs are aligned with nationally recognized external standards, preparing leaders for public and private schools, community colleges, four-year institutions, the military, human service organizations, and religious organizations. By meeting the rigorous standards set forth by the Minnesota Board of School Administrators, Capella’s Leadership for K-12 Programs specialization has received unconditional approval to endorse learners for Minnesota James Wold, PhD principal and superintendent licensure. This specialization has also been approved by the Executive Director Arizona State Board of Education. The approvals in Minnesota and Arizona will facilitate the licensure of Capella graduates in many other states as well. Learners are responsible for contacting their state board to find out their state’s licensing requirements.

Capella’s teaching specializations support the continued growth of best practice in teaching. Our Professional Studies in Education specialization offers learners the opportunity to customize their program to meet specific career needs beyond the bachelor’s degree. Our other teaching specializations—Advanced K-12 Teaching, Postsecondary and Adult Education, and Teaching Online—allow motivated educators to reach the next step in their professional careers while balancing their busy professional schedules.

Capella’s instructional technology and performance improvement specializations allow learners to choose among three emergent options that integrate technology with learning. The Curriculum and Instruction with Technology Focus, Instructional Design for Online Learning, and Training and Performance Improvement specializations uniquely combine research and technology with a common goal—to improve performance in teaching and learning.

We are excited that you have chosen Capella University School of Education. The future is in your hands and we want to help shape that future. Our Capella Promise calls for “a passionate commitment to a profound learning experience.” If you are passionate about your learning and want to make a difference in the learning of others, we welcome you to the School of Education at Capella University.

James Wold, PhD Executive Director 36 Capella University 1-888-CAPELLA www.capella.edu

About the School of Education

Mission Statement Professional Licensure and The mission of the School of Education is Certification to provide relevant, competency-based, Capella University offers academic programs innovative learning experiences that have leading to advanced degrees in a number of immediate, profound, professional impact fields for which professional practice empowering learners to distinguish requires licensure or certification by state, themselves by their contributions to the local, or professional boards. However, thinking and development of the because the licensing or certification organizations they serve. School of standards vary, Capella University makes Education learners prepare for the no representation, warranty, or guarantees challenges, opportunities and demands of that successful completion of the course of contemporary education by engaging in study will permit the learner to obtain programs both rigorous and relevant, licensure or certification. Learners who programs in which learner progress is enroll in a Capella University degree constantly assessed against recognized, program, in a field for which professional respected professional standards. practice requires any type of licensure or certification, are solely responsible for Degree Programs determining and complying with state, Doctor of Philosophy (PhD) local or professional licensure and The School of Education’s Doctor of certification requirements. These learners Philosophy degree expands previous learning are also responsible for taking the steps and fosters the critical thinking, research, necessary to satisfy those requirements. and problem solving skills practicing Capella University requires all learners in professionals need to excel as reflective these programs to sign a form of scholar-practitioners and bold, innovative, Acknowledgment and Understanding of ethical leaders in a global society. the Curriculum as part of the admission Master of Science (MS) process in which the learners agree it is their responsibility to understand and to The School of Education’s master’s degree comply with licensing and certification integrates current recognized theory and laws and regulations. Additional best practice with practical application in a information on professional licensure and collaborative environment where support certification can be found on iGuide. and mutual achievement enhance learners’ abilities to excel as practitioners in their chosen specializations. Specializations offered in the School of Education

Certificates Specializations Degree Programs The School of Education’s certificate Leadership for K-12 Programs PhD, MS, Certificate programs provide learners with recognized, Leadership for Higher Education PhD, MS relevant competencies that will have an Advanced K-12 Teaching PhD, MS immediate positive impact on their Postsecondary and Adult Education PhD, MS professional lives. Professional Studies in Education PhD, MS Teaching Online MS, Certificate Instructional Design for Online Learning PhD, MS, Certificate Curriculum and Instruction with Technology Focus MS Training and Performance Improvement PhD, MS, Certificate 1-888-CAPELLA www.capella.edu Capella University 37

School of Education Degree Programs

Doctor of Philosophy (PhD) ED901 Internship in Educational ED8111 The Historical and Social Foundations Administration (8 quarter credits) OR of Education Specializations ED903 Internship for the Superintendency ED812 The Governance of Educational (8 quarter credits) Institutions SCHOOL OF EDUCATION Leadership for K–12 Programs HS8400 School-Community Relations ED824 Climate and Structure of Learning PSY8710 Principles of Organizational Environment Learners with a specialization in Leadership for Psychology ED901 Internship in Educational K-12 Programs develop the critical thinking, Total 120 quarter credits Administration (8 quarter credits) research, and problem solving skills educators HS834 Ethnic and Cultural Awareness need to excel as reflective scholar-practitioners and bold, innovative, ethical leaders in K-12 Learners seeking Capella endorsement for K-12 PSY8710 Principles of Organizational principal licensure must take both ED853 and ED854. Psychology educational administration. The curriculum prepares learners to meet nationally recognized Learners seeking licensure in states not requiring an Or choose any graduate level course. leadership standards internship, or who already have an administrative Total 120 quarter credits license, may petition the school for permission to Residency Requirement(s): replace the internship with two courses from the Three one-week residential colloquium sessions, elective options. Advanced K–12 Teaching one per year for three years. Admission to the Leadership for K-12 Programs The specialization in Advanced K-12 Teaching Eight Core Courses + Lab 32 quarter credits specialization requires three years licensed teaching provides master teachers with the tools needed ED8004 Societal and Cultural Change experience. to understand and effectively address complex ED8005 Doctoral Learner Success Lab issues and to conduct research in K-12 classrooms. (non-credit) Leadership for Higher Education The integration of teaching theory and application ED8113 Advanced Study in Research Methods with problem-solving skills positions master ED9994 * Doctoral Comprehensive Examination I Learners in the doctoral program in Leadership teachers to excel as scholar-practitioners and ED9995 * Doctoral Comprehensive Examination II for Higher Education prepare themselves to guide leaders. postsecondary, human service, military, and ED9996 * Dissertation Research I Residency Requirement(s): religious organizations by acquiring the knowledge ED9997 * Dissertation Research II Three one-week residential colloquium sessions, and skills that characterize bold, innovative, ED9998 * Dissertation Research III one per year for three years. ethical leaders. ED9999 * Dissertation Research IV Ten Core Courses + Lab 40 quarter credits Residency Requirement(s): Eight Specialization Courses 32 quarter credits ED8004 Societal and Cultural Change Three one-week residential colloquium sessions, ED7541 Teacher Supervision and Evaluation ED8005 Doctoral Learner Success Lab one per year for three years. ED8111 The Historical and Social Foundations (non-credit) Eight Core Courses + Lab 32 quarter credits of Education ED7701 Educational Philosophy and Change ED8004 Societal and Cultural Change ED814 Evaluating the Effectiveness of the ED815 Future of Education ED8005 Doctoral Learner Success Lab Educational Process ED8113 Advanced Study in Research Methods (non-credit) ED820 Principles of Educational ED9994 * Doctoral Comprehensive Examination I Administration ED8113 Advanced Study in Research Methods ED9995 * Doctoral Comprehensive Examination II ED822 The Funding of Educational Institutions ED9994 * Doctoral Comprehensive Examination I ED9996 * Dissertation Research I ED823 Education and the Law ED9995 * Doctoral Comprehensive Examination II ED9997 * Dissertation Research II ED825 Curriculum Development ED9996 * Dissertation Research I ED9998 * Dissertation Research III ED853 * Elementary School Administration OR ED9997 * Dissertation Research II ED9999 * Dissertation Research IV ED854 * Secondary School Administration ED9998 * Dissertation Research III Four Specialization Courses 16 quarter credits One Internship Course 8 quarter credits ED9999 * Dissertation Research IV ED7542 The Politics of K-12 Education ED901 Internship in Educational Administration Ten Specialization Courses 40 quarter credits ED7700 Learning Theory and the Educational ED903 Internship for the Superintendency ED7540 Leadership in Higher Education Process Tw elve Elective Courses 48 quarter credits ED814 Evaluating the Effectiveness of the ED7712 Classroom Assessment in Education Choose twelve from the following: Educational Process ED838 Teaching and Learning with Diverse ED815 The Future of Education: ED7543 The Superintendency (required for Populations those seeking superintendent license) Topics and Trends Sixteen Elective Courses 64 quarter credits ED7542 The Politics of K-12 Education ED825 Curriculum Development Recommended electives: ED7545 Special Education Administration ED834 Higher Ed and the Law ED7580 Theory and Development of Multiple ED837 Funding and Managing Education ED7560 Innovative Leadership Intelligences Enterprises ED7692 Strategies for Building Online ED7705 Curriculum Design with Technology Learning Communities ED840 The Politics of Higher Education ED8111 The Historical and Social Foundations ED841 The History of Higher Education ED7819 Grantsmanship of Education ED855 Higher Education Administration ED815 The Future of Education: ED825 Curriculum Development Topics and Trends ED857 Personnel Administration HS8402 Teacher-Student Behavior Management ED824 The Climate and Structure of the Tw elve Elective Courses 48 quarter credits HS8403 Social Skills for At-Risk Students Learning Environment Recommended electives: Or choose any graduate level course. ED853 * Elementary School Administration OR ED7541 Teacher Supervision and Evaluation ED854 * Secondary School Administration Total 120 quarter credits ED7692 Strategies for Building Online Learning Communities ED7713 Student Advising and Retention ED7819 Grantsmanship

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 38 Capella University 1-888-CAPELLA www.capella.edu

School of Education Degree Programs, continued

PhD Specializations, continued Postsecondary and Adult Education Professional Studies in Education ED7620 Theoretical Basis of Instructional Design The Postsecondary and Adult Education Learners with a specialization in Professional ED815 The Future of Educational Institutions: specialization prepares professionals in community Studies in Education combine prior knowledge Topics and Trends OR college, college, university, corporate and other and experience with required competencies that ED8111 The Historical and Social Foundations adult education environments as scholar- serve as the theoretical framework supporting of Education practitioners. This specialization equips their program of study. Learners select elective ED851 Principles of Learning and professionals with the teaching skills, theory, and courses that meet their unique professional goals. Instructional Design research skills to become leaders who can make This specialization is ideal for learners who want ED852 Ethics and Social Responsibility in significant contributions in their classrooms and to combine a strong base of theoretical knowledge Distance Education educational settings. with an individualized focus to conduct research ED8113 Advanced Study in Research Methods Residency Requirement(s): in K-12, postsecondary, and adult learning ED9994 * Doctoral Comprehensive Examination I environments. Three one-week residential colloquium sessions, ED9995 * Doctoral Comprehensive Examination II one per year for three years. Residency Requirement(s): ED9996 * Dissertation Research I Ten Core Courses + Lab 40 quarter credits Three one-week residential colloquium sessions, ED9997 * Dissertation Research II one per year for three years. ED8004 Societal and Cultural Change ED9998 * Dissertation Research III Ten Core Courses + Lab 40 quarter credits ED8005 Doctoral Learner Success Lab ED9999 * Dissertation Research IV (non-credit) ED8004 Societal and Cultural Change Five Specialization Courses 20 quarter credits ED7701 Educational Philosophy and Change ED8005 Doctoral Learner Success Lab Choose from the following : ED815 Future of Education (non-credit) ED7210 The Delivery of Distance Education ED8113 Advanced Study in Research Methods ED7701 Educational Philosophy and Change ED7211 * Designing Online Instruction ED9994 * Doctoral Comprehensive Examination I ED815 Future of Education ED722 Interface Design ED9995 * Doctoral Comprehensive Examination II ED8113 Advanced Study in Research Methods ED9994 * Doctoral Comprehensive Examination I ED724 Project Management for Multimedia ED9996 * Dissertation Research I Development ED9995 * Doctoral Comprehensive Examination II ED9997 * Dissertation Research II ED7503 Instructional Media Tools ED9996 * Dissertation Research I ED9998 * Dissertation Research III ED7505 Evaluation and Assessment of ED9999 * Dissertation Research IV ED9997 * Dissertation Research II Instructional Design Four Specialization Courses 16 quarter credits ED9998 * Dissertation Research III ED846 * Instructional Design for Distance ED7590 Critical Thinking in Adult Education ED9999 * Dissertation Research IV Learning ED814 Evaluating the Effectiveness of the Tw o Specialization Courses 8 quarter credits Tw elve Elective Courses 48 quarter credits Educational Process ED7700 Learning Theory and the Educational Recommended courses: ED829 Theory and Methods of Educating Process OR ED7212 Administration and Leadership of Adults ED829 Theory and Methods of Educating Distance Education Programs Adults ED838 Teaching and Learning with Diverse ED7580 Theory and Development of Multiple Populations OR ED7712 Classroom Assessment in Education Intelligences ED7715 Multiculturalism as a Process OR ED814 Evaluating the Effectiveness of the ED7691 Tools and Techniques for Online Sixteen Elective Courses 64 quarter credits Educational Process Learning Recommended electives: ED7692 Strategies for Building Online Eighteen Elective Courses 72 quarter credits ED7580 Theory and Development of Multiple Learning Communities Choose any graduate level course. Intelligences ED7641 Needs Assessment: Model and ED7690 Critical Skills for Facilitating Online Total 120 quarter credits Procedures Learning The following electives are available for PhD ED7691 Tools and Techniques for Online Instructional Design for Online learners as directed study: Learning Learning ED7493 Internship for Instructional Design for ED7692 Strategies for Building Online Learning Online Learning ED7700 Learning Theory and the Educational The PhD specialization in Instructional Design for ED7494 Special Topics for Instructional Design Process Online Learning prepares professionals to lead for Online Learning ED7703 Student Development, Challenges and and manage instructional challenges in a variety ED7495 Research Strategies and Methodologies Successes of online settings in educational institutions, for Online Learning ED7711 Course Design and Development corporations, the military, healthcare and ED7496 * Advanced Instructional Design ED7712 Classroom Assessment in Education government agencies. This comprehensive course ED7497 * Storyboarding for Instructional Design of study gives equal importance to design and ED7713 Student Advising and Retention ED7499 * Needs Analysis for Instructional Design delivery of adult instruction. This specialization ED7716 Faculty Leadership ED7693 Curriculum Development for Online prepares learners to practice the application of Learning ED8111 The Historical and Social Foundations instructional design theory to real world problems. of Education Or choose any graduate level course. Residency Requirement(s): ED7819 Grantsmanship Total 120 quarter credits Three one-week residential colloquium sessions, ED824 Climate and Structure of Learning one per year for three years. Environment ED828 Intellectual Development and Learning Thirteen Core Courses + Lab 52 quarter credits Styles Across the Lifespan ED8004 Societal and Cultural Change ED836 The Collaborative Nature of Adult ED8005 Doctoral Learner Success Lab Education (non-credit) ED839 International Aspects of Adult Education ED7504 Leadership for Instructional Design Or choose any graduate level course. 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 39

PhD Specializations, continued Tr aining and Performance Master of Science (MS) Leadership for Higher Education Improvement Specializations The masters program for Leadership for Higher The Doctor of Philosophy in Education with a Education integrates current, recognized theory specialization in Training and Performance Leadership for K–12 Programs and best practice with practical application— SCHOOL OF EDUCATION Improvement is designed for experienced career the basis of Capella's scholar practitioner model— professionals who wish to advance to leadership Learners in Capella's masters program in K-12 to prepare learners to excel as leaders in roles such as chief learning officer, training Leadership are introduced to the theory and best postsecondary, human service, military, and director, professor or manager of learning and practice they will need to demonstrate to excel in religious organizations. performance improvement. Required courses like the demanding, exciting, fast-paced world of K-12 Three Core Courses + Lab 12 quarter credits educational administration. The curriculum Managing Training and Performance Improvement ED5004 Societal and Cultural Change prepares learners to meet naturally recognized will broaden and deepen the learner’s understanding ED5005 Master’s Learner Success Lab leadership standards. of both strategic and tactical issues that are (non-credit) important to the success of any performance Three Core Courses + Lab 12 quarter credits ED5006 Survey of Research Methodology improvement intervention. The entire doctoral ED5004 Societal and Cultural Change ED5990 Integrative Project experience is designed to help create reflective ED5005 Master’s Learner Success Lab Eight Specialization Courses 32 quarter credits scholar-practitioners and innovative thinkers with (non-credit) ED7540 Leadership in Higher Education advanced skills in critical thinking, research, and ED5006 Survey of Research Methodology ED815 The Future of Education: problem solving. The curriculum is based on ED5990 Integrative Project ASTD’s Human Performance Improvement model. Topics and Trends Six Specialization Courses 24 quarter credits ED834 Higher Ed and the Law Residency Requirement(s): ED7541 Teacher Supervision and Evaluation ED837 Funding and Managing Education Three one-week residential colloquium sessions, ED8111 The Historical and Social Foundations Enterprises one per year for three years. of Education ED840 The Politics of Higher Education Fourteen Core Courses + Lab 56 quarter credits ED820 Principles of Educational Administration ED841 The History of Higher Education ED8004 Societal and Cultural Change ED822 The Funding of Educational Institutions ED855 Higher Education Administration ED8005 Doctoral Learner Success Lab ED823 Education and the Law (non-credit) ED857 Personnel Administration ED853 Elementary School Administration OR One Elective Course 4 quarter credits ED502 Survey of Human Resource ED854 Secondary School Administration Recommended electives: Development Research One Internship Course 8 quarter credits ED7541 Teacher Supervision and Evaluation ED7210 The Delivery of Distance Education ED901 Internship in Educational Administration ED7692 Strategies for Building Online ED7530 A Historical Perspective and ED903 Internship for the Superintendency Philosophy of Adult Education Learning Communities One Elective Course 4 quarter credits ED7631 Introduction to Training and ED7819 Grantsmanship Performance Systems Choose from the following courses: ED8111 The Historical and Social Foundations ED7674 Managing Training and Performance ED7542 The Politics of K-12 Education of Education Improvement ED7545 Special Education Administration ED814 Evaluating the Effectiveness of the ED7673 The Future of Corporate and Technical ED7692 Strategies for Building Online Educational Process Training: Topics and Trends Learning Communities ED824 The Climate and Structure of the ED8113 Advanced Study in Research Methods ED812 The Governance of Educational Learning Environment ED9994 * Doctoral Comprehensive Examination I Institutions ED825 Curriculum Development ED9995 * Doctoral Comprehensive Examination II ED814 Evaluating the Effectiveness of the ED901 Internship in Educational Educational Process Administration (8 quarter credits) ED9996 * Dissertation Research I ED818 The Future of Teaching and Learning: Or choose any graduate level course. ED9997 * Dissertation Research II Issues for the Educational Leader Total 48 quarter credits ED9998 * Dissertation Research III ED824 Climate and Structure of Learning ED9999 * Dissertation Research IV Environment Four Specialization Courses 16 quarter credits ED825 Curriculum Development Choose from the following: ED853 Elementary School Administration ED830 Coaching for High Performance ED854 Secondary School Administration ED839 International Aspects of Adult ED857 Personnel Administration Education Total 48 quarter credits ED851 Principles of Learning and Instructional Design ED7641 Needs Assessment: Models and Learners seeking Capella endorsement for K-12 Procedures principal licensure must take both ED853 and ED854. ED7652 Evaluating Training and Performance Learners seeking licensure in states not requiring an Improvement Systems internship may petition the Faculty Director for ED7662 Designing Training and Performance permission to replace the internship with two courses Solutions from the elective course options. ED7672 Delivery Systems for Training and The focus of the integrative project for Leadership in Performance Improvement K-12 Programs will be “No Child Left Behind” legislation. Elective Courses 48 quarter credits Choose any graduate level course. Internship Admission to the Leadership for K-12 Programs courses may be selected to fulfill up to 8 quarter specialization requires three years licensed teaching credits of the elective requirement. experience. Total 120 quarter credits * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 40 Capella University 1-888-CAPELLA www.capella.edu

School of Education Degree Programs, continued

MS Specializations, continued Advanced K–12 Teaching Postsecondary and Adult Education Professional Studies in Education The specialization in Advanced K-12 Teaching The specialization in Postsecondary and Adult The specialization in Professional Studies in integrates current teaching theory and best Education is designed for mid-career professionals Education prepares learners to excel as faculty practices with practical application to prepare mid- in community college, college, university, corporate members in a variety of educational environments. career teachers with prior teaching experience to and other adult education environments who After mastering a general set of required excel as master teachers. The program culminates wish to enhance their teaching skills by integrating competencies that build upon previous knowledge with a capstone experience, the integrative project. current theory and reflective practice within adult and experience, learners select elective Five Core Courses + Lab 20 quarter credits educational settings. competencies that meet their unique educational ED5004 Societal and Cultural Change Five Core Courses + Lab 20 quarter credits and professional goals. ED5005 Master’s Learner Success Lab ED5004 Societal and Cultural Change Five Core Courses + Lab 20 quarter credits (non-credit) ED5005 Master’s Learner Success Lab ED5004 Societal and Cultural Change ED5006 Survey of Research Methodology (non-credit) ED5005 Master’s Learner Success Lab ED5990 Integrative Project ED5006 Survey of Research Methodology (non-credit) ED7701 Educational Philosophy and Change ED5990 Integrative Project ED5006 Survey of Research Methodology ED8111 The Historical and Social Foundations ED7701 Educational Philosophy and Change ED5990 Integrative Project of Education ED8111 The Historical and Social Foundations ED7701 Educational Philosophy and Change Five Specialization Courses 20 quarter credits of Education ED8111 The Historical and Social Foundations ED7700 Learning Theory and the Educational Five Specialization Courses 20 quarter credits of Education Process ED7700 Learning Theory and the Educational Tw o Specialization Courses 8 quarter credits Choose four from the following courses: Process ED814 Evaluating the Effectiveness of the ED7580 Theory and Development of ED829 Theory and Methods of Educating Educational Process OR Multiple Intelligences Adults ED7712 Classroom Assessment in Education ED7712 Classroom Assessment in Education Choose three from the following courses: ED7700 Learning Theory and the Educational Process OR ED825 Curriculum Development ED7590 Critical Thinking in Adult Education ED829 Theory and Methods for Educating ED814 Evaluating the Effectiveness of the ED814 Evaluating the Effectiveness of the Adults Educational Process Educational Process Five Elective Courses 20 quarter credits ED838 Teaching and Learning with Diverse ED828 Intellectual Development and Populations Learning Styles across the Lifespan Choose any graduate level course. Tw o Elective Courses 8 quarter credits ED836 The Collaborative Nature of Adult Total 48 quarter credits Education Recommended electives: ED838 Teaching and Learning with Diverse ED7690 Critical Skills for Facilitating Online Populations Teaching Online Learning Tw o Elective Courses 8 quarter credits This specialization incorporates leading educational ED7542 The Politics of K-12 Education Recommended electives: theory and research with the skills and knowledge ED7691 Tools and Techniques for Online required in the online environment. Learners will Learning ED7580 Theory and Development of Multiple Intelligences develop online facilitation skills, strategies for ED7692 Strategies for Building Online Learning ED7690 Critical Skills for Facilitating Online building and sustaining online communities, and ED815 The Future of Education: Topics and Learning become equipped with the skills to develop online Trends ED7691 Tools and Techniques for Online curriculum. This specialization is ideal for the mid- HS8402 Teacher-Student Behavior Management Learning career educator who wishes to focus on online HS8403 Social Skills for At-Risk Students ED7692 Strategies for Building Online teaching. Or choose any graduate level course. Learning Six Core Courses + Lab 24 quarter credits Total 48 quarter credits ED7703 Student Development, Challenges ED5004 Societal and Cultural Change and Successes ED5005 Master’s Learner Success Lab ED7711 Course Design and Development The focus of the integrative project for Advanced K-12 (non-credit) Teaching will be “No Child Left Behind” legislation. ED7713 Student Advising and Retention ED5006 Survey of Research Methodology ED7716 Faculty Leadership ED5990 Integrative Project ED815 The Future of Education: ED7701 Educational Philosophy and Change Topics and Trends ED8111 The Historical and Social Foundations ED824 Climate and Structure of Learning of Education Environment ED7700 Learning Theory and the Educational ED839 International Aspects of Adult Process OR Education ED829 Theory and Methods of Educating Or choose any graduate level course. Adults 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 41

MS Specializations, continued Five Specialization Courses 20 quarter credits Curriculum and Instruction with Tr aining and Performance ED7690 Critical Skills for Facilitating Online Te c hnology Focus Improvement Learning The specialization in Curriculum and Instruction The Master’s in Education with a specialization

ED7692 Strategies for Building Online Learning SCHOOL OF EDUCATION Communities with Technology Focus prepares P-12 educators as in Training and Performance Improvement is reflective practitioners who apply technology in the intended for professionals in roles that include ED7693 Curriculum Development for Online Learning design of innovative curriculum and instructional training specialists, career counselors, instructional models. Collaborative, project-based lessons designers, sales trainers, adult educators and ED7699 Practical Applications for Online Teaching provide applications of the internet and performance improvement consultants. Through interactive multimedia for success-based student courses such as Needs Assessment: Models and ED852 Ethics and Social Responsibility in Distance Education learning. Self-assessment of technology Procedures, learners will obtain an in-depth competencies through web-based professional understanding of and ability to apply human One Elective Course 4 quarter credits portfolio planning is a critical component of this performance technology in order to improve Recommended Electives: program. organizational productivity. The curriculum will ED7691 Tools and Techniques for Online also help learners to clarify and define their career Learning Five Core Courses + Lab 20 quarter credits ED5004 Societal and Cultural Change purpose and professional strengths. Frequent ED814 Evaluating the Effectiveness of the interactions with experienced faculty and peer Educational Process ED5005 Master’s Learner Success Lab (non-credit) professionals will deepen the learners’ grasp of ED7712 Classroom Assessment in Education recognized theory and best practices, while ED5006 Survey of Research Methodology Or choose any graduate level course. preparing them for more challenging job ED5990 Integrative Project Total 48 quarter credits responsibilities. The curriculum is based on ED7700 Learning Theory and the Educational ASTD’s Human Performance Improvement model. Process Five Core Courses + Lab 20 quarter credits Instructional Design for ED814 Evaluating the Effectiveness in the Online Learning Educational Process ED5004 Societal and Cultural Change ED5005 Master’s Learner Success Lab The MS specialization in Instructional Design for Five Specialization Courses 20 quarter credits (non-credit) Online Learning prepares professionals working Tak en first and in sequence: ED5006 Survey of Research Methodology in educational institutions, corporations, the ED7704 Reflective Professional Development military, healthcare and government agencies to Planning and Action Research ED5990 Integrative Project achieve a high level of competency in ED7705 * Curriculum Design with Technology ED7631 Introduction to Training and Performance Systems instructional design in order to advance their Tak en in any order: (Prerequisite for specialization) careers and serve their organizations. The course ED7706 * Multimedia for Teaching and Learning work prepares instructional designers to solve ED7673 The Future of Corporate and Technical ED7707 * Instructional Models and Assessment Training: Issues and Trends real world problems based on theory and practice Strategies Five Specialization Courses 20 quarter credits in the field. ED7708 * The Internet for Teaching and Learning ED7641 Needs Assessment: Models and Five Core Courses + Lab 20 quarter credits Tw o Elective Courses 8 quarter credits Procedures ED5004 Societal and Cultural Change Recommended electives: ED7652 Evaluating Training and Performance ED5005 Master’s Learner Success Lab ED7210 Delivery of Distance Education Improvement Systems (non-credit) ED7400 Technology Strategies for Brain-Based ED7662 Designing Training and Performance ED5006 Survey of Research Methodology Learning Solutions ED5990 Integrative Project ED7580 Theory and Development of Multiple ED7672 Delivery Systems for Training and ED815 The Future of Educational Institutions: Intelligences Performance Improvement Topics and Trends OR ED7591 Different Ways of Learning Choose one from the following: ED8111 The Historical and Social Foundations ED7690 Critical Skills for Facilitating Online ED502 Survey of Human Resource of Education Learning Development Research ED851 Principles of Learning and ED7691 Tools and Techniques for Online ED7210 The Delivery of Distance Education Instructional Design Learning ED7530 A Historical Perspective and Five Specialization Courses 20 quarter credits ED7692 Strategies for Building Online Philosophy of Adult Education Choose from the following: Learning Communities ED7674 Managing Training and Performance ED7210 The Delivery of Distance Education ED7716 Faculty Leadership Improvement ED7211 * Designing Online Instruction ED7715 Multiculturalism as a Process ED828 Intellectual Development and ED722 Interface Design ED838 Teaching and Learning with Diverse Learning Styles Across the Lifespan ED724 Project Management for Multimedia Populations ED830 Coaching for High Performance Development Or choose any graduate level course. Tw o Elective Courses 8 quarter credits ED7503 Instructional Media Tools Total 48 quarter credits Choose any graduate level course. ED7504 Leadership for Instructional Design Total 48 quarter credits ED7505 Evaluation and Assessment of Instructional Design ED7620 Theoretical Basis of Instructional Design ED846 * Instructional Design for Distance Learning ED852 Ethics and Social Responsibilities in Distance Education Tw o Elective Courses 8 quarter credits Choose any graduate level course. * Denotes courses that have required prerequisite(s). Total 48 quarter credits Refer to the course descriptions for further detail. 42 Capella University www.capella.edu 1-888-CAPELLA

School of Education Degree Programs, continued

Certificates Tr aining and Performance Leadership for K-12 Programs Improvement Post Master’s Certificate Teaching Online The Certificate in Training and Performance This post master’s certificate is designed for Improvement is designed for individuals in the learners seeking principal and/or superintendent The courses in this certificate focus directly on roles of training coordinator, educational licensure in Minnesota. The State’s requirements various aspects of teaching online, including specialist, training and development specialist, for licensure are the most rigorous in the nation. facilitation skills, curriculum design, community team coordinator and instructional designer. The coursework, internship and residential building strategies, and application of online Learners receive an in-depth introduction to the colloquia deliver Minnesota’s 21 principal and theory. This certificate prepares teachers to teach Human Performance Improvement model of eight superintendent competencies to prepare online courses. business, performance and cause analysis; and learners to qualify for licensure and to succeed Four Courses 16 quarter credits intervention design, implementation and in K-12 administration. ED7690 Critical Skills for Facilitating Online evaluation. Recipients of this certificate program Residency Requirement(s): Learning obtain practical knowledge and skills that can be One one-week colloquium session ED7692 Strategies for Building Online immediately applied to the resolution of a wide Tw o Core Courses + Lab 8 quarter credits Learning Communities range of workplace training and performance ED7693 Curriculum Development for Online improvement challenges. ED8004 Societal and Cultural Change Learning ED8005 Doctoral Learner Success Lab Five Courses 20 quarter credits ED7699 Practical Applications for Online (non-credit) ED7631 Introduction to Training and Teaching ED8113 Advanced Study in Research Methods Performance Systems Total 16 quarter credits OR ED7641 Needs Assessment: Models and ED814 Evaluating the Effectiveness of the Procedures Educational Process Instructional Design for Online ED7652 Evaluating Training and Performance Eight Specialization Courses 32 quarter credits Improvement Systems Learning ED820 The Principles of Educational ED7662 Designing Training and Performance Administration This certificate is designed to provide instructional Solutions design professionals with immediate skills and ED822 The Funding of Educational ED7672 Delivery Systems for Training and Institutions knowledge for direct application to projects in a Performance Improvement wide range of online settings within corporate ED823 Education and the Law Total 20 quarter credits organizations or educational institutions. ED825 Curriculum Development Four Courses 16 quarter credits ED853 Elementary School Administration ED851 Principles of Learning and ED854 Secondary School Administration Instructional Design ED8111 The Historical and Social Foundations Choose three from the following courses: of Education ED722 Interface Design ED7541 Teacher Supervision and Evaluation ED724 Project Management for Multimedia One Internship Course 8 quarter credits Development ED901 Internship in Educational Administration ED7211 * Designing Online Instruction OR ED903 Internship for the Superintendency ED7503 Instructional Media Tools Total 48 quarter credits ED7504 Leadership for Instructional Design ED7505 Evaluation and Assessment of Instructional Design Learners who wish to add endorsements to an existing Total 16 quarter credits license must do additional fieldwork. To expand an elementary or secondary license to K-12, learners need to complete a second, 200-hour internship. To add a principal endorsement to a superintendent endorsement (or vice versa), the internship is 320 hours (MR, 3512.0200, Subp. 3.). In addition, learners who seek the superintendent’s license must take an additional course, (ED7543 The Superintendency).

For principalship licensure, learners completing ED901 must include 320 hours of supervised field experience.

For superintendency licensure, learners completing ED903 must include 320 hours of supervised field experience.

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. www.capella.edu 1-888-CAPELLA Capella University 43 General Information

School of Human Services

From the Executive Director As one of the founding schools at Capella University, the School of Human Services continues to design and offer advanced programs of academic study and real world experience needed by today’s professionals. SCHOOL OF HUMAN SERVICES The school provides graduate study in eight areas of specialization including Master of Science study in two areas of clinical counseling specializations. Our “leading edge” 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, demand attention, and require increased human resource commitment for workable solutions to be found. To be an effective agent of social change, professionals confronting these problems need advanced education that deliberately and constructively prepares them for this role. Pamela Patrick, PhD Acquisition of graduate education is part of a change process that impacts society. Adults Executive Director who seek advanced education have a vision that guides them to push beyond personal limits and to pursue goals that, at times, seem unattainable. In Capella University’s distance education learning environment that is supportive, stimulating, and sensitive to diversity and multiculturalism, individual goals for graduate education can be achieved. Such an environment makes dreams come true, a vision for a better society a possibility, and individual academic accomplishment 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 graduate degree dream a reality.

Pamela Patrick, PhD Executive Director 44 Capella University 1-888-CAPELLA www.capella.edu

About the School of Human Services

Mission Statement Professional Licensure and necessary to satisfy those requirements. The Capella University School of Human Certification Capella University requires all learners in Services mission is to impact social change Capella University offers academic these programs to sign a form of within specific professional areas of practice programs leading to advanced degrees in a Acknowledgment and Understanding of as well as within American social systems. number of fields for which professional the Curriculum as part of the admission To accomplish this mission, the School practice requires licensure or certification process in which the learners agree it is provides highly relevant graduate education by state, local, or professional boards. their responsibility to understand and to to adult learners in clinical and non-clinical However, because the licensing or comply with licensing and certification areas of human service delivery. Graduates certification standards vary, Capella laws and regulations. Additional of the School of Human Services degree University makes no representation, information on professional licensure and programs implement this mission by warranty, or guarantees that successful certification can be found on iGuide. applying academic knowledge and expertise completion of the course of study will in a variety of institutional, agency, permit the learner to obtain licensure or community, and educational settings. certification. Learners who enroll in a Capella University degree program, in a Degree Programs field for which professional practice Doctor of Philosophy (PhD) requires any type of licensure or The Capella University School of Human certification, are solely responsible for Services Doctor of Philosophy degree determining and complying with state, program mission is based on the scholar- local or professional licensure and practitioner model that guides graduates in certification requirements. These learners the acquisition and application of advanced are also responsible for taking the steps theory, research, critical thinking, and leadership proficiencies necessary to affect Specializations offered in the School of Human Services social change. Master of Science (MS) Specializations Degree Programs The Capella University School of Human General Program PhD, MS Services Master of Science degree program Criminal Justice PhD, MS, Certificate mission is to prepare graduates to assume Counseling Studies PhD, MS positions as agents of social change and Health Care Administration PhD, MS, Certificate leadership as they enter the profession or Management of Non-Profit Agencies PhD, MS, Certificate discipline. Marital, Couple, and Family Counseling/Therapy MS Mental Health Counseling MS Certificates Social Work and Community Services PhD, MS, Certificate The Capella University School of Human Addictions Counseling Certificate Services Certificate program mission is to Diversity Studies Certificate provide concentrated discipline specific Marriage and Family Services Certificate knowledge that is directly applicable to Professional Counseling Certificate human services professionals. Social Work Certificate Urban School Services Certificate 1-888-CAPELLA www.capella.edu Capella University 45

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 address doctoral preparation for human services the complex issues surrounding criminal behavior, professionals who seek career advancement General Human Services prevention and intervention programming, and within the counseling professions. The Counseling The specialization in General Human Services development of public policy strategies at the Studies specialization is ideal for licensed SCHOOL OF HUMAN SERVICES provides optimal opportunity to construct a community, state, and national levels. This is counseling professionals and those who seek program of studies that meets the needs of the designed for professionals with a master’s degree positions in educational, consultative and human services professionals. Included in this in human services, psychology, or a related social leadership roles in agency, institutional, public, or specialization is required course work that sciences field, the PhD with a specialization in private human services settings. This specialization provides a foundation upon which a distinctive Criminal Justice is ideal for learners who desire is not designed to meet licensure requirements program of studies can be positioned. Emphasis advanced study and research in the field and wish for the counseling professions. is on the acquisition of advanced academic skill to advance their careers to academic, supervisory Residency Requirement(s): sets that prepare the graduate to teach, consult, or administrative levels. Graduates are prepared Three one-week residential colloquium sessions, and contribute to diverse professions and for leadership, research, and consulting positions one per year for three years. disciplines. that will make an impact on systems of criminal Sixteen Core Courses + Lab 64 quarter credits justice. Residency Requirement(s): HS8004 Advanced Research in Adult Three one-week residential colloquium sessions, Residency Requirement(s): Development and Behavior one per year for three years. Three one-week residential colloquium sessions, HS8005 Doctoral Learner Success Lab Fifteen Core Courses + Lab 60 quarter credits one per year for three years. (non-credit) HS8004 Advanced Research in Adult Fourteen Core Courses + Lab 56 quarter credits HS831 Psychopathology: Assessment and Development and Behavior HS8004 Advanced Research in Adult Treatment HS8005 Doctoral Learner Success Lab Development and Behavior HS839 Theories of Psychotherapy (non-credit) HS8005 Doctoral Learner Success Lab HS841 Group Counseling and Psychotherapy HS811 Biological Basis of Behavior (non-credit) HS854 Child and Adolescent Counseling HS815 Professional and Scientific Ethics HS811 Biological Basis of Behavior HS878 Family in the Social Context HS817 Social Systems HS8106 Epistemology of Practice Knowledge HS879 Life Planning and Career Development HS818 Scope of Human Services HS8100 Fundamentals to Social Science HS8111 Quantitative Research Methods in the HS8111 Quantitative Research Methods in the Research Human Services Human Services HS8370 The Criminal Mind HS8112 Advanced Qualitative Research Methods HS8112 Advanced Qualitative Research Methods HS8111 Quantitative Research Methods in the HS8113 Advanced Study in Research Methods HS8113 Advanced Study in Research Methods Human Services HS9994 * Doctoral Comprehensive Examination I HS8300 Diversity in the Workplace HS8112 Advanced Qualitative Research Methods HS9995 * Doctoral Comprehensive Examination II HS9994 * Doctoral Comprehensive Examination I HS8113 Advanced Study in Research Methods HS9996 * Dissertation Research I HS9995 * Doctoral Comprehensive Examination II HS9994 * Doctoral Comprehensive Examination I HS9997 * Dissertation Research II HS9996 * Dissertation Research I HS9995 * Doctoral Comprehensive Examination II HS9998 * Dissertation Research III HS9997 * Dissertation Research II HS9996 * Dissertation Research I HS9999 * Dissertation Research IV HS9998 * Dissertation Research III HS9997 * Dissertation Research II Seven Specialization Courses 28 quarter credits HS9999 * Dissertation Research IV HS9998 * Dissertation Research III HS825 Human Sexuality Fifteen Elective Courses 60 quarter credits HS9999 * Dissertation Research IV HS845 Grief and Bereavement Counseling Choose any graduate level course(s). Nine Specialization Courses 36 quarter credits HS864 Contemporary Issues in Compulsive Total 120 quarter credits HS8210 Issues in Police-Community Relations and Addictive Behaviors HS8371 Race/Culture in Criminal Justice HS870 Transpersonal Counseling and HS8372 Criminal Behavior: A Sociological Psychotherapy Primus HS8200 Forensic Counseling HS8373 Understanding Criminology HS8500 Advanced Theory and Research in HS8374 Current Research on Violent Behavior Counseling Studies HS8375 Deviance: The Interactionist Perspective HS8501 Contemporary Issues in Counseling HS8376 Correlates of Crime Studies HS8377 The Penal System: Its Role in the Seven Elective Courses 28 quarter credits U.S. Society Choose any graduate level course(s). HS847 Applied/Clinical Sociology Services Total 120 quarter credits Seven Elective Courses 28 quarter credits Choose any graduate level course(s). Total 120 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 46 Capella University 1-888-CAPELLA www.capella.edu

School of Human Services Degree Programs, continued

PhD Specializations, continued Health Care Administration Management of Non–Profit Agencies Social Work and Community Services The specialization in Health Care Administration The specialization in Management of Non–Profit The specialization in Social Work 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. Designed specialization offers advanced study and research social workers or licensed professional counselors, for experienced professionals with a master’s in order to lead non-profit agencies. Included in who wish to teach, pursue advanced research, degree in health care services, business, public this specialization is course work that addresses administer programs or supervise clinicians. This administration, or a related field, this PhD contemporary issues impacting the non-profit specialization provides advanced study of specialization is ideal for learners who seek agency such as financial management, marketing, contemporary issues impacting social work and doctoral preparation for roles as researchers, public policy, advocacy, and human resource community services as well as preparation to educators, administrators, or consultants. management. Graduates of this program are assume leadership roles as social change agents Residency Requirement(s): prepared to assume leadership positions within at community, state and national levels. Additionally, Three one-week residential colloquium sessions, non-profit agencies, serve as consultants, and graduates are prepared to teach, engage in one per year for three years. fulfill roles as educators. research, and provide consultation services within Fifteen Core Courses + Lab 60 quarter credits Residency Requirement(s): the field. This specialization is not designed to meet licensure requirements for the social work HS8004 Advanced Research in Adult Three one-week residential colloquium sessions, Development and Behavior one per year for three years. professions. HS8005 Doctoral Learner Success Lab Fifteen Core Courses + Lab 60 quarter credits Residency Requirement(s): (non-credit) HS8004 Advanced Research in Adult Three one-week residential colloquium sessions, HS8111 Quantitative Research Methods in the Development and Behavior one per year for three years. Human Services HS8005 Doctoral Learner Success Lab Fourteen Core Courses + Lab 56 quarter credits HS8112 Advanced Qualitative Research Methods (non-credit) HS8004 Advanced Research in Adult HS8114 Operations in Health Care Systems HS8107 Marketing and Public Relations for Development and Behavior HS8115 Managing Human Capital in Health Non-Profit HS8005 Doctoral Learner Success Lab Care Environments HS8108 Financial Analysis and Reporting for (non-credit) HS8116 Financial Analysis in the Health Care Non-Profit Executives HS8106 Epistemology of Practice Knowledge Systems HS8109 Non-Profit Public Policy and Advocacy HS8100 Fundamentals to Social Science HS8117 Strategic Management of Health Care HS8111 Quantitative Research Methods in the Research Reimbursement Systems Human Services HS8111 Quantitative Research Methods in the HS8118 Health Policies Analysis and Strategy HS8112 Advanced Qualitative Research Human Services HS8113 Advanced Study in Research Methods Methods HS8112 Advanced Qualitative Research Methods HS9994 * Doctoral Comprehensive Examination I HS8113 Advanced Study in Research Methods HS8113 Advanced Study in Research Methods HS9995 * Doctoral Comprehensive Examination II HS893 Management of Human Service Agencies HS815 Professional and Scientific Ethics HS9996 * Dissertation Research I HS889 Role and Function of Boards and CEO’s HS8300 Diversity in the Workplace HS9997 * Dissertation Research II HS9994 * Doctoral Comprehensive Examination I HS9994 * Doctoral Comprehensive Examination I HS9998 * Dissertation Research III HS9995 * Doctoral Comprehensive Examination II HS9995 * Doctoral Comprehensive Examination II HS9999 * Dissertation Research IV HS9996 * Dissertation Research I HS9996 * Dissertation Research I Seven Specialization Courses 28 quarter credits HS9997 * Dissertation Research II HS9997 * Dissertation Research II HS8502 Health Care Strategic Planning and HS9998 * Dissertation Research III HS9998 * Dissertation Research III Management HS9999 * Dissertation Research IV HS9999 * Dissertation Research IV HS8503 Health Systems Analysis and Evaluation Seven Specialization Courses 28 quarter credits Eight Specialization Courses 32 quarter credits HS8504 Law and Health Care Administration HS7501 Fundraising Strategies for Non-Profit HS811 Biological Basis of Behavior HS8505 Ethic and Decision Making in Health Organizations HS813 Social Influences of Behavior Care HS7502 Grant Proposal Development and HS845 Grief and Bereavement Administration HS8506 Leading Organizational Change in HS847 Applied/Clinical Sociology Services Health Care Systems HS8508 Ethics for Non-Profit Executives HS853 Prevention and Causes of Child Abuse HS8507 Management of Marketing in Health HS8509 Law and Non-Profit Organizations HS876 Methods of Family Research Care HS8510 Integration of Community Outreach HS8102 History of Social Welfare HS7500 Quality Improvement and and Non-Profit Programming Organizational Performance in HS8511 Resource Management in Non-Profit HS8103 Principles and Practice of Social Work Health Care Organizations Eight Elective Courses 32 quarter credits Eight Elective Courses 32 quarter credits HS8512 Organizational Assessment and Choose any graduate level course(s). Choose any graduate level course(s). Program Evaluation in Non-Profit Total 120 quarter credits Organizations Total 120 quarter credits Eight Elective Courses 32 quarter credits Choose any graduate level 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 47

Master of Science (MS) Criminal Justice Counseling Studies Specializations The specialization in Criminal Justice prepares The specialization in Counseling Studies is professionals to understand and effectively designed for professionals in the counseling, address the complex issues surrounding criminal psychology or sociology fields who wish to General Human Services behavior. This is designed for caseworkers, advance in their field, and for those wishing to The specialization in General Human Services is probation and parole officers, juvenile specialists, enter the human services profession. Graduates SCHOOL OF HUMAN SERVICES designed for professionals seeking advanced law enforcement professionals, and federal with this specialization pursue career opportunities graduate education in a flexible, inclusive government agents who wish to advance their in public or private human services settings or academic curriculum. Included in this careers in corrections, criminal justice or the continue into the doctoral program. The Counseling specialization is required course work that judicial system. The criminal justice course work Studies specialization is not designed to meet provides a foundation upon which a distinctive emphasizes acquisition of knowledge, leadership, licensure requirements for the counseling program of studies can be positioned. Learners and research that prepare professionals to impact professions. are provided the maximum level of elective social change. Ten Core Courses + Lab 40 quarter credits courses so that course selection may be based on Nine Core Courses + Lab 36 quarter credits HS5004 Survey of Research in Human personal areas of interest, unique professional HS5004 Survey of Research in Human Development and Behavior areas of concentration, and traditional as well as Development and Behavior HS5005 Master’s Learner Success Lab contemporary areas of study and research within HS5005 Master’s Learner Success Lab (non-credit) the human services field. (non-credit) HS5006 Survey of Research Methodology Seven Core Courses + Lab 28 quarter credits HS5006 Survey of Research Methodology HS5990 * Integrative Project HS5004 Survey of Research in Human HS5990 * Integrative Project HS814 Theories of Personality Development and Behavior HS8101 Social Change and Public Policy HS815 Professional and Scientific Ethics HS5005 Master’s Learner Success Lab HS8211 Practice of Probation, Parole and (non-credit) HS818 Scope of Human Services Community Corrections HS5006 Survey of Research Methodology HS821 Mental Health Counseling HS8212 History of the Juvenile Criminal HS834 Ethnic and Cultural Awareness HS5990 * Integrative Project Justice System HS815 Professional and Scientific Ethics HS837 Counseling and Guidance with HS827 Juvenile Delinquency Diverse Populations HS817 Social Systems HS834 Ethnic and Cultural Awareness HS838 Counselor as Scientist-Practitioner HS818 Scope of Human Services HS883 Adult Criminal Justice System Tw o Elective Courses 8 quarter credits HS834 Ethnic and Cultural Awareness Three Elective Courses 12 quarter credits HS840 Counseling and Guidance with Children Five Elective Courses 20 quarter credits HS813 Social Influences of Behavior HS848 Health Care Counseling HS823 Philosophy of Social Work HS817 Social Systems HS853 Prevention and Causes of Child Abuse HS827 Juvenile Delinquency HS818 Scope of Human Services HS858 Mental Health and Aging HS836 Utilization of Community Resources HS836 Utilization of Community Resources HS861 Dual Diagnosis HS840 Counseling and Guidance with Children HS853 Prevention and Causes of Child Abuse HS866 Compulsive Behavior and Disturbance HS850 Mind/Body Healing Practices HS854 Child and Adolescent Counseling of the Self HS854 Child and Adolescent Counseling HS861 Dual Diagnosis Problems HS875 Family Systems Approach to Addictive HS866 Compulsive Behavior and the HS866 Compulsive Behavior and Disturbance Behaviors Disturbance of the Self of the Self HS899 Special Topics in Human Services HS869 Families, Systems, and Healthcare HS875 Family System Approach to Total 48 quarter credits HS870 Transpersonal Counseling and Compulsions and Addictions Psychotherapy HS899 Special Topics in Human Services HS875 Family Systems Approach to HS901 Supervised Practicum Compulsive and Addictive Behavior Total 48 quarter credits HS878 The Family in Social Context HS879 Life Planning and Career Developments HS881 Health in the Workplace HS886 Health Care Communication HS899 Special Topics in Human Services Total 48 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 48 Capella University 1-888-CAPELLA www.capella.edu

School of Human Services Degree Programs, continued

MS Specializations, continued Health Care Administration HS5006 Survey of Research Methodology HS866 Compulsive Behavior and Disturbance HS817 Social Systems of the Self The specialization in Health Care Administration HS869 Families, Systems, and Healthcare prepares health care professionals including HS5990 * Integrative Project HS878 Family in the Social Context administrators, nurses, analysts, care givers, and HS8300 Diversity in the Workplace researchers to successfully manage and lead HS5102 Non-Profit Organization and HS879 Life Planning and Career Development health care organizations. The Health Care Management HS883 Adult Criminal Justice System Administration specialization focuses on the HS5103 Strategic Planning for Non-Profit HS893 Management of Human Services mastery of fundamental health care knowledge Organizations Agencies needed to serve as change agents and to HS5104 Accounting and Economics for HS899 Special Topics in Human Services strengthen the delivery of services to consumers. Non-Profit Management HS8211 Practice of Probation, Parole and Nine Core Courses + Lab 36 quarter credits HS5105 Human Resources and Volunteer Community Corrections Management of Non-Profit HS5004 Survey of Research in Human HS8300 Diversity in the Workplace Development and Behavior Three Elective Courses 12 quarter credits Total 48 quarter credits HS5005 Master’s Learner Success Lab HS5500 Multi-Cultural Issues in Health Care (non-credit) HS5502 Non-Profit Entrepreneurship Marital, Couple, and Family HS5006 Survey of Research Methodology HS7501 Fundraising Strategies for Non-Profit HS5100 Health Care Management Organizations Counseling/Therapy HS5101 Health Care Finance HS7502 Grant Proposal Development and The mission of the Marital, Couple, and Family Administration HS5990 * Integrative Project Counseling/Therapy specialization is to prepare HS818 Scope of Human Services qualified adult learners to assume positions as HS880 Contexts and Models of Health HS836 Utilization of Community Resources counselor professionals in agency, community, HS885 Managed Care and Health Services HS849 Health Advocacy in the Community and private practice settings. Learners receive HS886 Health Care Communication: Providers academic preparation in family systems and life and Receivers HS8801 Health Care and the Law HS881 Health in the Workplace cycle dynamics as well as clinical training designed HS8801 Health Care and the Law to instill high standards for professional practice HS884 Stress Management in Organizations Three Elective Courses 12 quarter credits based on established counselor ethical standards HS886 Health Care Communication HS5500 Multi-Cultural Issues in Health Care of practice and sensitivity to the complex family HS5501 Health Infomatics HS889 Role and Function of Boards and systems needs of a multicultural and ethnically CEO’s HS7500 Quality Improvement and diverse society. To accomplish this goal: HS893 Management of Human Service Organizational Performance in • Faculty use a family systems approach to Health Care Agencies HS899 Special Topics in Human Services educate and prepare counseling practitioners. HS817 Social Systems Learners are prepared to use knowledge about Total 48 quarter credits HS818 Scope of Human Services human development and behavior and to apply HS8300 Diversity in the Workplace principles of family development, marital HS848 Health Care Counseling Social Work and Community Services relations, and family dynamics as counselor HS849 Health Advocacy in the Community professionals The specialization in Social Work and Community HS8800 Long Term Care Services is designed for professionals in the • Learners are also prepared with the range of HS881 Health in the Workplace human services field at entry levels who wish to experiences typically associated with HS884 Stress Management in Organizations advance their careers. Graduates of this application for licensure or certification within HS893 Management of Human Service Agencies specialization are prepared to assume leadership the profession HS889 Role and Function of Boards and CEO’s roles in social and community service agencies in The primary goal of the specialization in Marital, HS899 Special Topics in Human Services both private and publicly funded agencies and Couple, and Family Counseling/Therapy is to Total 48 quarter credits organizations. This specialization is not designed prepare competent professional practitioners to to meet licensure requirements for the social provide systems-based approaches to counseling work professions. individuals, families, and couples. The expected Management of Non–Profit Agencies Nine Core Courses + Lab 36 quarter credits impact of this program is the improved access to The specialization in Management of Non-Profit HS5004 Survey of Research in Human professionals who address family issues, problems, Agencies is designed for professionals including Development and Behavior and dynamics for parents, children, adolescents, mental health workers, social service workers, HS5005 Master’s Learner Success Lab and the elderly. health care professionals, employment specialists, (non-credit) This specialization contains course work and and case workers who wish to move into HS5006 Survey of Research Methodology clinical experience; see Clinical Experience. administrative or supervisory positions. Included HS5990 * Integrative Project Residency Requirement(s): in this specialization is course work that addresses HS8101 Social Change and Public Policy Two 10-day residencies contemporary issues impacting the non-profit HS8102 History of Social Welfare Fourteen Core Courses 52 quarter credits agency such as financial management, grant HS818 Scope of Human Services writing, advocacy, and human resource HS500 MS Program Completion Strategies in HS823 Philosophy of Social Work Human Services (Required first course) management. This specialization prepares HS834 Ethnic and Cultural Awareness (2 quarter credits) graduates to assume leadership roles in non-profit HD501 Survey of Research in Human agencies. HS836 Utilization of Community Resources Development and Behavior Three Elective Courses 12 quarter credits Nine Core Courses + Lab 36 quarter credits HS5006 Survey of Research Methodology HS835 Aging and Death HS5004 Survey of Research in Human HS5107 Principles of Psychopathology: HS845 Grief and Bereavement Development and Behavior Diagnosis and Treatment HS5005 Master’s Learner Success Lab HS853 Prevention and Causes of Child Abuse (non-credit) * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA www.capella.edu Capella University 49

MS Specializations, continued

HS5106 Assessment, Tests, and Measures • Learners are prepared to apply expertise in HS841 Group Counseling and Psychotherapy HS5992 * Integrative Project (2 quarter credits) psychological development, interpersonal HS852 Personal Growth Seminar HS814 Theories of Personality relations, professional ethics and standards of HS879 Life Planning and Career Development practice, and clinical psychopathology HS815 Professional and Scientific Ethics Four Specialization Courses 16 quarter credits HS821 Mental Health Counseling • Learners are prepared with the range of HS5108 Foundations of Addictive and HS834 Ethnic and Cultural Awareness experiences associated with application for Compulsive Behavior SCHOOL OF HUMAN SERVICES HS839 Theories of Psychotherapy licensure or certification within the profession HS849 Health Advocacy in the Community HS841 Group Counseling and Psychotherapy The primary goal of the specialization in Mental HS869 Families, Systems, and Healthcare HS852 Personal Growth Seminar Health Counseling is to prepare competent mental HS871 Marriage and Family Systems HS879 Life Planning and Career Development health counselor professionals to provide care to Six Clinical Courses 24 quarter credits the expanding population of consumers in need Four Specialization Courses 16 quarter credits All courses below require a 12-week online of such services. Through completion of this HS854 Child and Adolescent Counseling course plus the residency and field training course work and clinical experience, increased requirements listed. HS872 Marriage and Marital Therapy access to well-prepared professionals is HS9000 * Clinical Laboratory (4 quarter credits HS876 Methods of Family Research accomplished and increased direct services are plus 10 day residency) HS877 Family Therapy Theory and Methods made available to individuals, families, and HS9001 * Clinical Laboratory (4 quarter credits Six Clinical Courses 24 quarter credits groups in an increasingly diverse and plus 10 day residency) All courses below require a 12-week online course multicultural society. HS9002 * Clinical Practicum (4 quarter credits plus the residency and field training requirements This specialization contains course work and plus 100 contact hours) listed. clinical experience; see Clinical Experience. HS9031 * Clinical Internship I (4 quarter credits HS9000 * Clinical Laboratory (4 quarter credits plus 300 contact hours) Residency Requirement(s): plus 10 day residency) HS9032 * Clinical Internship II (4 quarter credits Two 10-day residencies HS9001 * Clinical Laboratory (4 quarter credits plus 300 contact hours) Fourteen Core Courses 52 quarter credits plus 10 day residency) HS9033 * Clinical Internship III (4 quarter credits HS9002 * Clinical Practicum (4 quarter credits HS500 MS Program Completion Strategies in plus 300 contact hours) Human Services (Required first course) plus 100 contact hours) Total 92 quarter credits HS9031 * Clinical Internship I (4 quarter credits (2 quarter credits) plus 300 contact hours) HD501 Survey of Research in Human HS9032 * Clinical Internship II (4 quarter credits Development and Behavior Capella University does not, and cannot, plus 300 contact hours) HS5006 Survey of Research Methodology guarantee licensure. These programs are HS9033 * Clinical Internship III (4 quarter credits HS5107 Principles of Psychopathology: intended to prepare the learner to sit for their plus 300 contact hours) Diagnosis and Treatment state's licensure exam. Attainment of state license is the learner's responsibility. Each Total 92 quarter credits HS5106 Assessment, Tests, and Measures learner must determine the requirements of each HS5992 * Integrative Project (2 quarter credits) state in which the learner seeks to be licensed HS814 Theories of Personality Capella University does not, and cannot, and is responsible for compliance with those guarantee licensure. These programs are HS815 Professional and Scientific Ethics requirements. intended to prepare the learner to sit for a typical HS821 Mental Health Counseling state's licensure exam. Attainment of state HS834 Ethnic and Cultural Awareness license is the learner's responsibility. Each HS839 Theories of Psychotherapy learner must determine the requirements of each state in which the learner seeks to be licensed and is responsible for compliance with those requirements. Clinical Experience Master of Science degree learners enrolled in the Mental Health Counseling, and Marital, Couple, and Mental Health Counseling Family Counseling/Therapy specializations complete six clinical courses as a requirement of their The mission of the Mental Health Counseling specialization. The clinical experience consists of online courses and supervised laboratory specialization is to advance the skills of qualified practice/client interactions as follows: adult learners to assume positions as mental The Clinical Laboratories (HS9000 and HS9001) are online courses combined with corresponding health counselors in institutional, community, and two 10-day residencies (60 contact hours each). The residencies provide clinical skills development private practice settings. Learners receive academic coordinated with an online course. preparation designed to impart theoretical, The Practicum (HS9002) is an online course and 100 hour clinical experience. Skills learned and research, and practice knowledge appropriate to practiced in the clinical residencies are applied to a mental health setting where the practicum is the counselor professional role in contemporary completed. society. Clinical training and experience components of the program provide practical The Clinical Internship (HS9031, HS9032, and HS9033) consists of three online courses that learning opportunities that instill high standards accompany the internship. Each internship experience has a 300-hour hands-on learning experience for ethical standards of practice and sensitivity to at an agency/program that provides agreed upon clinical learning experiences as an intensive field the complex mental health needs of a multicultural experience. The internship represents a significant time of learning and applying clinical and diverse society. To accomplish this goal: proficiencies that is critical to the provision of mental health counseling, and marital, couple, and family counseling/therapy services. • Faculty incorporate knowledge and experience in individual and group counseling methods to Learners should consult the School of Human Services practicum-internship handbook for details prepare practitioners competent to address about the clinical experience. contemporary mental health needs

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 50 Capella University 1-888-CAPELLA www.capella.edu

School of Human Services Degree Programs, continued

Certificates Health Care Administration Social and Community Services The certificate in Health Care Administration is The certificate in Social and Community Services is designed for professionals who desire greater Addictions Counseling designed for professionals who want to increase their knowledge in the social, philosophical, knowledge in the fundamentals of social and The certificate in Addictions Counseling is designed economic and administrative aspects of health community services. for professionals in agencies or in private practice care administration, including managed care and Four Courses 16 quarter credits who want to build their knowledge related to workplace health. HS823 Philosophy of Social Work substance abuse, addictions and compulsive Four Courses 16 quarter credits HS836 Utilization of Community Resources behaviors. HS869 Families, Systems, and Healthcare HS847 Applied/Clinical Sociology Four Courses 16 quarter credits HS880 Contexts and Models of Health HS878 Family in the Social Context HS864 Contemporary Issues in Compulsive HS881 Health in the Workplace and Addictive Behavior Treatment Total 16 quarter credits HS885 Managed Care and the Health Services HS865 Group Therapy and Compulsive and Industry Addictive Behavior Total 16 quarter credits Social Work HS866 Compulsive Behavior and Disturbance of the Self The certificate in Social Work is designed for professionals who desire greater preparation and HS867 Intervention with Compulsive and Management of Non–Profit Agencies Addictive Behavior knowledge in the fundamentals of social work. The certificate in Management of Non-Profit Total 16 quarter credits Four Courses 16 quarter credits Agencies provides professionals with a HS8100 Fundamentals to Social Science Research foundation of knowledge required to manage HS8101 Social Change and Public Policy non-profit agencies today. The certificate Criminal Justice HS8102 History of Social Welfare addresses leadership issues, organizational The certificate in Criminal Justice is designed for behavior, and financial management. HS8103 Principles and Practices of Social Work professionals who want to increase their Total 16 quarter credits knowledge in human services as it relates to the Four Courses 16 quarter credits criminal justice system. The certificate addresses HS889 Role and Function of Boards and CEO's key issues and concepts in juvenile delinquency, HS5103 Strategic Planning for Non-Profit Urban School Services Organizations the juvenile and adult criminal justice system, and The certificate in Urban School Services is forensic counseling. HS5102 Non-Profit Organization and designed for professionals who desire to obtain Management Four Courses 16 quarter credits general knowledge, necessary to be successful HS7502 Grant Proposal Development and HS827 Juvenile Delinquency with poor, minority, and streetwise children and Administration HS883 Adult Criminal Justice System adolescents who populate the majority of our Total 16 quarter credits HS8200 Forensic Counseling inner-city schools and neighborhoods. HS8212 History of the Juvenile Criminal Justice Four Courses 16 quarter credits System Marriage and Family Services HS840 Counseling and Guidance with Children Total 16 quarter credits The certificate in Marriage and Family Services is designed for human services professionals and HS8400 School-Community Relations HS8402 Teacher-Student Behavior Management Diversity Studies therapists who want to increase their knowledge and capabilities in marital and family therapy. HS8403 Social Skills for At-Risk Students The certificate in Diversity Studies is designed for Four Courses 16 quarter credits Total 16 quarter credits professionals who desire greater understanding of the ethnic, gender and cultural demographic HS871 Marriage and Family Systems changes underway that are impacting and will HS872 Marriage and Marital Therapy continue to impact industry, schools, military, HS876 Methods of Family Research government, and other sectors of American society. HS877 Family Therapy: Theories and Methods ED838 Teaching and Learning with Diverse Total 16 quarter credits Populations HS834 Ethnic and Cultural Awareness Professional Counseling HS8300 Diversity in the Workplace The certificate in Professional Counseling is HS837 Counseling and Guidance with designed for professionals who want to develop Diverse Populations knowledge of assessment and treatment of Total 16 quarter credits mental health issues. Four Courses 16 quarter credits HS814 Theories of Personality HS815 Professional and Scientific Ethics HS821 Mental Health Counseling HS5107 Principles of Psychopathology: Diagnosis and Treatment Total 16 quarter credits 1-888-CAPELLA www.capella.edu Capella University 51

Harold Abel School of Psychology

From the Executive Director Welcome to the Harold Abel School of Psychology at Capella University. We have designed programs in psychology to provide you with the educational experience you SCHOOL OF PSYCHOLOGY desire while meeting national standards within organized psychology.

One may choose to study in the professional track areas of clinical, counseling or school psychology. Masters degrees are offered in each of these areas, and one can also study for the Doctor of Philosophy (PhD) degree in clinical or counseling psychology. Our doctoral curriculum has been designed to reflect the academic areas required of APA-accredited programs.

One may also choose to study in the academic track areas of addiction, educational, family, general, health, industrial/organizational, or sport psychology. Master’s and Doctor of Philosophy degrees are offered in each of these areas. These programs are designed to Bruce Weiss, PhD provide an outstanding education in fields of psychology that are playing increasingly Executive Director important roles in our society. The workplace and the classroom are two crucial aspects of our culture that can benefit greatly from the participation of persons highly educated in psychological principles. These program areas are not intended to provide the necessary educational requirements for a graduate to become licensed as a practitioner psychologist, but will provide the background for individuals to apply psychological principles in many different environments. We at the School of Psychology believe that there is no limit to the range of psychosocial arenas than can benefit from the application of psychological principles and the raising of psychological consciousness.

Capella’s flexible online format and supportive learning community are designed to help learners acquire new skills and competencies while maintaining other commitments. It is a model that is proving to be effective and often results in more interaction between teachers and learners, and between learners, than usually occurs in the traditional classroom. This educational model is designed to help you think critically, achieve your professional goals, and help to make an immediate impact in your world.

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

Bruce Weiss, PhD Executive Director 52 Capella University 1-888-CAPELLA www.capella.edu

About the Harold Abel School of Psychology

Mission Statement Master of Science (MS) Professional Licensure and The mission of the Harold Abel School of The master’s program in the Harold Abel Certification Psychology is to improve the quality of life School of Psychology is designed for Capella University offers academic programs by training and educating adult learners to individuals seeking an introduction to the leading to advanced degrees in a number of be psychology practitioners providing field of psychology. Master’s learners begin fields for which professional practice requires assistance to individuals, groups, and their socialization to the profession through licensure or certification by state, local, or families as well as psychologists who apply basic foundation courses in psychology and professional boards. However, because the psychological principles to a wide range of contact with faculty who are also seasoned licensing or certification standards vary, psychosocial environments such as the professionals in the field. Some master’s Capella University makes no representation, workplace, school systems, organizations specializations require residency and field warranty, or guarantees that successful and communities. The school subscribes to a experiences which provide opportunity for completion of the course of study will scholar-practitioner model of educating the application of knowledge and skills permit the learner to obtain licensure or psychologists which requires learners to learned in the online courses. Those certification. Learners who enroll in a apply theoretical and research knowledge to programs without residency requirements Capella University degree program, in a practice. The competency-based focus more heavily on the academic aspect field for which professional practice requires educational model is taught by skilled of psychology, rather than the practice. any type of licensure or certification, are psychological practitioners who are qualified Specializations prepare learners to solely responsible for determining and to teach at the graduate level and are successfully enter a doctoral program in complying with state, local or professional experienced in the application of their psychology. licensure and certification requirements. These learners are also responsible for knowledge. Certificates taking the steps necessary to satisfy those The Harold Abel School of Psychology Harold Abel School of Psychology requirements. Capella University requires Degree Programs offers certificate programs that are designed all learners in these programs to sign a form to assist professionals in developing Doctor of Philosophy (PhD) of Acknowledgment and Understanding of additional knowledge in psychology. The Harold Abel School of Psychology the Curriculum as part of the admission However, obtaining one of these certificates doctoral program endorses the scholar- process in which the learners agree it is is not equivalent to certification.The term practitioner model of education. As a their responsibility to understand and to certification refers to the official mandate competency-based program, each program comply with licensing and certification laws awarded by a state regulatory board or at the PhD level has identifiable knowledge and regulations. Additional information on professional organization to an individual sets, academic and intellectual skills, and professional licensure and certification can for a specific professional practice. practice proficiencies that learners complete. be found on iGuide. Professional track programs designed for those individuals interested in seeking licensure as a psychologist require field Specializations offered in the Harold Abel School of Psychology training and residency experiences and provide opportunity for application of those Specializations Degree Programs proficiencies. Individuals with interests in Addiction Psychology PhD, MS the academic track programs develop and Clinical Psychology PhD, MS enhance their intellectual, academic, and Counseling PhD, MS practice proficiencies in areas such as Educational Psychology PhD, MS teaching, administration and research. Family Psychology PhD, MS General Psychology PhD, MS Health Psychology PhD, MS Industrial/Organizational Psychology PhD, MS, Certificate School Psychology MS, Specialist Certificate Sport Psychology PhD, MS, Certificate 1-888-CAPELLA www.capella.edu Capella University 53

Harold Abel School of Psychology Degree Programs

Doctor of Philosophy (PhD) Clinical Psychology Tw o Elective Courses 10 quarter credits Choose from the graduate level courses in the Doctoral learners in clinical psychology typically Specializations School of Psychology. plan to seek licensure as professional psychologists in their states and therefore need to be familiar Comprehensive Examination 5 quarter credits Addiction Psychology with the license requirements of their state PSY8920 * Comprehensive Examination - Doctoral Doctoral graduates in this area frequently pursue psychology boards. Some graduates pursue careers Research Proficiency 20 quarter credits careers as substance abuse program administrators, in teaching, research, program administration, or PSY9301 * Dissertation Research I program evaluators, college/university professors, consulting. PSY9302 * Dissertation Research II and consultants. Some graduates continue to Degree Requirements: PSY9303 * Dissertation Research III

practice under their current licenses as chemical HAROLD ABEL SCHOOL OF PSYCHOLOGY - Clinical PhD learners start their program only in PSY9304 * Dissertation Research IV dependency counselors or professional counselors. the first month of the quarter and complete Total 145 quarter credits These degree requirements are not designed for PSY7021 and PSY7022 before other courses. licensure as a professional psychologist. - Three years of full-time enrollment (at least nine Residency Requirement(s): quarters with ten or more credits). Counseling Psychology Three one-week residential colloquia; see the - Complete 30 credits before starting the year-in- Doctoral learners in counseling psychology typically following section on Academic Residencies for residence. more details. intend to seek a license to practice professional - Full-time enrollment during year-in-residence psychology and must be familiar with the Fifteen Required (at least 30 credits). licensure requirements of their state psychology Courses + Lab 75 quarter credits Residency Requirement(s): boards. Some graduates of this program choose PSY7021 Foundations of Psychology – Doctoral A year-in-residence; see the following section on to apply for licensure as a professional counselor Learners Academic Residencies for more details. and therefore need to be familiar with the separate PSY7022 Doctoral Learner Success Lab Field Training Requirements: licensure requirements in their states. In addition (non-credit) 1000 total practicum hours and 2000 pre-doctoral to providing counseling services to individuals PSY7110 History and Systems of Psychology internship hours; see the following section on and groups, graduates will be prepared to work PSY7230 Adolescent Psychology OR field training for more details. with non-profit organizations or government PSY7240 Adult Psychology OR Eighteen Required agencies, to teach at the undergraduate or graduate PSY8810 Geriatric Psychology Courses + Lab 90 quarter credits level, to conduct program evaluations, to offer PSY7320 Advanced Biological Psychology * PSY7021 Foundations of Psychology – Doctoral consulting services, and to provide supervision PSY7410 Psychology of Learning OR Learners of other mental health professionals. PSY7421 Cognitive/Affective Psychology PSY7022 Doctoral Learner Success Lab Degree Requirements: PSY7520 Social Psychology OR (non-credit) - Counseling PhD learners start their program PSY7530 Group Psychology OR PSY7110 History and Systems of Psychology PSY7540 Multicultural Perspectives in only in the first month of the quarter and Human Behavior PSY7210 Lifespan Development complete PSY7021 and PSY7022 before other courses. PSY7610 Tests and Measurements PSY7320 * Advanced Biological Psychology - Three years of full-time enrollment (at least nine PSY7625 * Advanced Inferential Statistics OR PSY7421 Cognitive/Affective Psychology quarters with ten or more credits). PSY7630 Qualitative Analysis PSY7520 Social Psychology - Complete 30 credits before starting the year-in- PSY7640 Methods of Clinical Inquiry OR PSY7540 Multicultural Perspectives in residence. PSY7656 * Advanced Research Methods Human Behavior - Full-time enrollment during year-in-residence (at PSY8210 Principles of Psychopathology OR PSY7625 * Advanced Inferential Statistics least 30 credits). PSY8560 Principles of Family Pathology PSY7656 * Advanced Research Methods Residency Requirement(s): PSY8410 Substance Abuse Therapies PSY8220 * Advanced Psychopathology A year-in-residence; see the following section on PSY8420 Multicultural Issues in Addiction OR PSY8230 * Psychological Testing Academic Residencies for more details. PSY8430 Issues and Trends in Addiction/ PSY8240 * Advanced Psychological Testing Compulsion Treatments Field Training Requirements: PSY8310 Theories of Psychotherapy PSY8440 Substance Abuse Program Evaluation 1000 total practicum hours and 2000 pre-doctoral PSY8315 Research in Psychotherapy and PSY8510 Family Systems Theories internship hours; see the following section on Empirically Supported Treatments field training for more details PSY8620 Environmental Health and Behavior PSY8330 Ethics and Standards of Professional Eighteen Required Four Elective Courses 20 quarter credits Practice Courses + Lab 90 quarter credits Choose from the graduate level courses in the PSY8371 Strategies of Clinical Supervision and PSY7021 Foundations of Psychology – Doctoral School of Psychology, excluding practicum and Consultation Learners internship. PSY8392 * Doctoral Practicum I PSY7022 Doctoral Learner Success Lab Comprehensive Examination 5 quarter credits PSY8394 * Doctoral Practicum II (non-credit) PSY8920 * Comprehensive Examination - Doctoral Internship 20 quarter credits PSY7110 History and Systems of Psychology Research Proficiency 20 quarter credits PSY8401 * Internship I PSY7210 Lifespan Development PSY9301 * Dissertation Research I PSY8402 * Internship II PSY7310 Biological Basis of Behavior PSY9302 * Dissertation Research II PSY8403 * Internship III PSY7421 Cognitive/Affective Psychology PSY9303 * Dissertation Research III PSY8404 * Internship IV PSY7520 Social Psychology PSY9304 * Dissertation Research IV PSY7540 Multicultural Perspectives in Total 120 quarter credits Human Behavior PSY7625 * Advanced Inferential Statistics

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 54 Capella University 1-888-CAPELLA www.capella.edu

School of Psychology Degree Programs, continued

PhD Specializations, continued

PSY7656 * Advanced Research Methods PSY7656 * Advanced Research Methods Eight Elective Courses 40 quarter credits PSY8090 Counseling Theories PSY8110 Teaching Psychology Choose from the graduate level courses in the PSY8093 Professional Standards and Ethics of PSY8140 Mentoring Psychological Research School of Psychology, excluding practicum and internship. Counseling PSY8330 Ethics and Standards of Professional PSY8220 * Advanced Psychopathology Practice Comprehensive Examination 5 quarter credits PSY8230 * Psychological Testing Five Elective Courses 25 quarter credits PSY8920 * Comprehensive Examination – Doctoral PSY8240 * Advanced Psychological Testing Choose from the graduate level courses in the Research Proficiency 20 quarter credits PSY8371 Strategies of Clinical Supervision and School of Psychology, excluding practicum and PSY9301 * Dissertation Research I Consultation internship. PSY9302 * Dissertation Research II PSY8510 Family Systems Theories Comprehensive Examination 5 quarter credits PSY9303 * Dissertation Research III PSY8392 * Doctoral Practicum I PSY8920 * Comprehensive Examination – Doctoral PSY9304 * Dissertation Research IV PSY8394 * Doctoral Practicum II Research Proficiency 20 quarter credits Total 120 quarter credits Internship 20 quarter credits PSY9301 * Dissertation Research I PSY8401 * Internship I PSY9302 * Dissertation Research II General Psychology PSY8402 * Internship II PSY9303 * Dissertation Research III General Psychology is offered to those learners PSY8403 Internship III PSY9304 * Dissertation Research IV * who prefer flexibility in designing and PSY8404 * Internship IV Total 120 quarter credits individualizing their education by selecting from Tw o Elective Courses 10 quarter credits a wide range of course offerings. These degree Choose from the graduate level courses in the Family Psychology requirements are not designed for licensure School of Psychology. as a professional psychologist. Doctoral learners in family psychology receive Comprehensive Examination 5 quarter credits Residency Requirement(s): advanced education in the application of PSY8920 * Comprehensive Examination - Doctoral Three one-week residential colloquia; see the psychological principles—especially systems Research Proficiency 20 quarter credits following section on Academic Residencies for oriented perspectives—to families. Doctoral PSY9301 * Dissertation Research I more details. learners frequently pursue careers as university Tw elve Required PSY9302 * Dissertation Research II professors, researchers, consultants, program Courses + Lab 60 quarter credits PSY9303 * Dissertation Research III administrators, and/or continue to practice as PSY7021 Foundations of Psychology – Doctoral PSY9304 * DissertationResearch IV marriage and family therapists under their existing Learners Total 145 quarter credits MFT licenses. These degree requirements are PSY7022 Doctoral Learner Success Lab not designed for licensure as a professional (non-credit) psychologist. Educational Psychology PSY7110 History and Systems of Psychology Residency Requirement(s): PSY7210 Life Span Development Doctoral learners will acquire a broad base of Three one-week residential colloquia; see the PSY7421 Cognitive/Affective Psychology information about learning, lifespan development, following section on Academic Residencies for testing, research methods, and data analysis. more details. PSY7510 Psychology of Personality Course contents include adult learning, instructional Eleven Required PSY7520 Social Psychology design, and computer mediated instruction, as Courses + Lab 55 quarter credits PSY7540 Multicultural Perspectives in Human Behavior well as the levels of child, adolescent, adult, and PSY7021 Foundations of Psychology – Doctoral geriatric psychology. Learners frequently pursue Learners PSY7610 Tests and Measurements careers in teaching, administration, research, or PSY7022 Doctoral Learner Success Lab PSY7625 * Advanced Inferential Statistics consulting. These degree requirements are not (non-credit) PSY7630 Qualitative Analysis designed for licensure as a professional PSY7210 Lifespan Development OR PSY7656 * Advanced Research Methods psychologist. PSY7220 Child Psychology OR PSY8330 Ethics and Standards of Professional Residency Requirement(s): PSY7230 Adolescent Psychology OR Practice PSY7240 Adult Psychology OR Seven Elective Courses 35 quarter credits Three one-week residential colloquia; see the PSY8810 Geriatric Psychology following section on Academic Residencies for Choose from graduate level courses, excluding PSY7410 Psychology of Learning OR more details. practicum and internship. PSY7421 Cognitive/Affective Psychology Fourteen Required PSY7520 Social Psychology OR Comprehensive Examination 5 quarter credits Courses + Lab 70 quarter credits PSY7530 Group Psychology OR PSY8920 * Comprehensive Examination – Doctoral PSY7021 Foundations of Psychology – Doctoral PSY7540 Multicultural Perspectives in Human Research Proficiency 20 quarter credits Learners Behavior PSY9301 * Dissertation Research I PSY7022 Doctoral Learner Success Lab PSY7610 Tests and Measurements (non-credit) PSY9302 * Dissertation Research II PSY7625 * Advanced Inferential Statistics OR PSY9303 * Dissertation Research III PSY7210 Life Span Development PSY7630 Qualitative Analysis PSY9304 * Dissertation Research IV PSY7240 Adult Psychology PSY7640 Methods of Clinical Inquiry OR PSY7410 Psychology of Learning PSY7656 * Advanced Research Methods Total 120 quarter credits PSY7421 Cognitive/Affective Psychology PSY8510 Family Systems Theories PSY7520 Social Psychology PSY8530 Family Therapy PSY7540 Multicultural Perspectives in Human PSY8540 * Current Issues and Methods in Family Behavior Research PSY7610 Tests and Measurements PSY8560 Principles of Family Pathology PSY7625 * Advanced Inferential Statistics PSY7630 Qualitative Analysis

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA www.capella.edu Capella University 55

PhD Specializations, continued Health Psychology Industrial/Organizational Psychology Sport Psychology Doctoral learners specializing in health The specialization in Industrial/Organizational This specialization is designed for learners psychology apply their education to the Psychology is designed for learners interested in interested in the application of psychological development and administration of wellness behavior in the workplace and other organizational principles to working with amateur and promotion and disease prevention programs in a settings. Learners in this specialization are professional athletes concerning issues of variety of settings. Teaching health psychology at interested in leadership issues, group development, performance enhancement, motivation, and stress the undergraduate and graduate levels is also an organizational change strategies, motivational and management. A related area of interest is option. Many health professionals engage in performance enhancement concerns, and human performance recovery following injury. Doctoral primary research, program evaluation, and health resource management (including employee learners frequently are interested in the

practice surveys. These degree requirements are support services). Doctoral graduates typically application of sport psychology theory and HAROLD ABEL SCHOOL OF PSYCHOLOGY not designed for licensure as a professional pursue positions as consultants in business, research findings to college/university teaching, psychologist. government, and higher education. These degree working with amateur and professional teams, Residency Requirement(s): requirements are not designed for licensure as a and administering fitness programs. Some sport Three one-week residential colloquia; see the professional psychologist. psychologists consult with executives and following section on Academic Residencies for Residency Requirement(s): managers regarding the application of motivation more details. Three one-week residential colloquia; see the and performance enhancement principles to Fourteen Required following section on Academic Residencies for business and industrial settings. These degree Courses + Lab 70 quarter credits more details. requirements are not designed for licensure as a PSY7021 Foundations of Psychology – Doctoral Sixteen Required professional psychologist. Learners Courses + Lab 80 quarter credits Residency Requirement(s): PSY7022 Doctoral Learner Success Lab PSY 7021 Foundations of Psychology – Doctoral Three one-week residential colloquia; see the (non-credit) Learners following section on Academic Residencies for more details. PSY7210 Lifespan Development OR PSY7022 Doctoral Learner Success Lab PSY7220 Child Psychology OR (non-credit) Thirteen Required PSY7230 Adolescent Psychology OR PSY7240 Adult Psychology Courses + Lab 65 quarter credits PSY7240 Adult Psychology OR PSY7310 Biological Basis of Behavior PSY7021 Foundations of Psychology – Doctoral PSY8810 Geriatric Psychology Learners PSY7421 Cognitive/Affective Psychology PSY7410 Psychology of Learning OR PSY7022 Doctoral Learner Success Lab PSY7421 Cognitive/Affective Psychology PSY7520 Social Psychology (non-credit) PSY7520 Social Psychology OR PSY7530 Group Psychology PSY7210 Lifespan Development OR PSY7530 Group Psychology OR PSY7610 Tests and Measurements PSY7230 Adolescent Psychology OR PSY7540 Multicultural Perspectives in PSY7620 Inferential Statistics PSY7240 Adult Psychology Human Behavior PSY7656 * Advanced Research Methods PSY7410 Psychology of Learning OR PSY7610 Tests and Measurements PSY8330 Ethics and Standards of Professional PSY7421 Cognitive/Affective Psychology PSY7625 * Advanced Inferential Statistics OR Practice PSY7520 Social Psychology OR PSY7630 Qualitative Analysis PSY8710 Principles of Organizational PSY7530 Group Psychology OR PSY7640 Methods of Clinical Inquiry OR Psychology PSY7540 Multicultural Perspectives in Human Behavior PSY7656 * Advanced Research Methods PSY8720 Psychology of Leadership PSY7610 Tests and Measurements PSY8610 Principles of Health Psychology PSY8730 Consultation Psychology PSY7625 * Advanced Inferential Statistics OR PSY8620 Environmental Health and Behavior PSY8740 Personnel Psychology PSY7630 Qualitative Analysis PSY8630 Health Care Delivery PSY8750 Managing Psychological Services PSY8640 Community Psychology PSY7640 Methods of Clinical Inquiry OR PSY8765 * Testing and Assessment in Workplace PSY7656 * Advanced Research Methods PSY8650 Innovative Health Care Practices Psychology PSY8840 Principles of Sport Psychology PSY8660 Coping with Chronic Physical Illness Three Elective Courses 15 quarter credits PSY8841 Performance Enhancement in Sport PSY8670 Cognitive/Affective Basis of Physical Choose from the graduate level courses in the PSY8842 Applied Sport Psychology Illness School of Psychology, excluding practicum and Five Elective Courses 25 quarter credits internship. PSY8843 Exercise Psychology Choose from the graduate level courses in the Comprehensive Examination 5 quarter credits PSY8844 Psychology of Injury School of Psychology, excluding practicum and PSY8920 * Comprehensive Examination – Doctoral PSY8845 Current Issues in Sport Psychology internship. Research Proficiency 20 quarter credits Six Elective Courses 30 quarter credits Comprehensive Examination 5 quarter credits PSY9301 * Dissertation Research I Choose from the graduate level courses in the PSY8920 * Comprehensive Examination - Doctoral School of Psychology, excluding practicum and PSY9302 * Dissertation Research II internship. Research Proficiency 20 quarter credits PSY9303 * Dissertation Research III Comprehensive Examination 5 quarter credits PSY9301 * Dissertation Research I PSY9304 * Dissertation Research IV PSY9302 * Dissertation Research II PSY8920 * Comprehensive Examination – Doctoral Total 120 quarter credits PSY9303 * Dissertation Research III Research Proficiency 20 quarter credits PSY9304 * Dissertation Research IV PSY9301 * Dissertation Research I Total 120 quarter credits PSY9302 * Dissertation Research II PSY9303 * Dissertation Research III PSY9304 * Dissertation Research IV Total 120 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 56 Capella University 1-888-CAPELLA www.capella.edu

School of Psychology Degree Programs, continued

Master of Science (MS) Clinical Psychology PSY7620 Inferential Statistics PSY7650 Research Methods Specializations Master’s learners admitted to clinical psychology typically intend to pursue a doctoral degree Some PSY8090 Counseling Theories graduates may pursue licenses as psychological PSY8091 Group Counseling Addiction Psychology assistants or technicians, and therefore need to PSY8092 Counseling Skills and Procedures Master’s learners admitted to addiction psychology be familiar with these licensure requirements of PSY8210 Principles of Psychopathology typically express an interest in the treatment of their state psychology boards. However, these PSY8230 * Psychological Testing addictions or other compulsive disorders. Most learners will not be eligible for the independent PSY8391 * Master’s Practicum I states regulate the practice of chemical dependency practice of psychology, and these degree PSY8393 * Master’s Practicum II counseling and related substance abuse services. requirements do not prepare graduates for Research Proficiency 5 quarter credits Learners are responsible for determining whether licensure as psychologists. PSY9150 * Master’s Final Project meeting these degree requirements will prepare Residency Requirement(s): them to apply for appropriate certification. These Total 70 quarter credits Three one-week MS residential colloquia; see the degree requirements are not intended to prepare following section on Academic Residencies for graduates for licensure as a professional counselor more details. or psychologist. Educational Psychology Tw elve Required Residency Requirement(s): None Courses + Lab 60 quarter credits Learners pursuing this master’s frequently are planning to teach at the community college level Nine Required Courses + Lab 45 quarter credits PSY7011 Foundations of Psychology – Master’s or work with people in various levels of lifespan PSY7011 Foundations of Psychology – Master’s Learners development from early childhood through aging Learners PSY7012 Master’s Learner Success Lab adults. Learners might be interested in PSY7012 Master’s Learner Success Lab (non-credit) understanding the role of computer mediated (non-credit) PSY7210 Lifespan Development instructional strategies in the educational PSY7230 Adolescent Psychology OR PSY7310 Biological Basis of Behavior process, adult learning in general, instructional PSY7240 Adult Psychology OR PSY7542 Ethics and Multicultural Issues PSY8810 Geriatric Psychology design, or the stages of development at different PSY7610 Tests and Measurements ages. These degree requirements are PSY7520 Social Psychology OR not PSY7620 Inferential Statistics PSY7530 Group Psychology OR intended to prepare graduates for licensure as a PSY7540 Multicultural Perspectives in Human PSY7650 Research Methods professional counselor or psychologist. Behavior PSY8210 Principles of Psychopathology Residency Requirement(s): None PSY7610 Tests and Measurements PSY8230 * Psychological Testing Ten Required Courses + Lab 50 quarter credits PSY7640 Methods of Clinical Inquiry OR PSY8312 Clinical Interventions PSY7011 Foundations of Psychology – Master’s PSY7650 Research Methods PSY8391 * Master’s Practicum I Learners PSY8210 Principles of Psychopathology OR PSY8393 * Master’s Practicum II PSY7012 Master’s Learner Success Lab PSY8560 Principles of Family Pathology Research Proficiency 5 quarter credits (non-credit) PSY8330 Ethics and Standards of Professional PSY9150 Master's Final Project PSY7210 Lifespan Development Practice * PSY7410 Psychology of Learning PSY8410 Substance Abuse Therapies Total 65 quarter credits PSY7421 Cognitive/Affective Psychology PSY8420 Multicultural Issues in Addiction OR PSY7520 Social Psychology PSY8430 Issues and Trends in Addiction/ Counseling Psychology Compulsion Treatments PSY7540 Multicultural Perspectives in Human Behavior Three Elective Courses 15 quarter credits Master’s learners admitted to counseling psychology typically intend to pursue a doctoral PSY7610 Tests and Measurements Choose from the graduate level courses in the School of Psychology, excluding practicum and degree. Some MS graduates may pursue licenses PSY7620 Inferential Statistics internship. as psychological assistants or technicians, and PSY7630 Qualitative Analysis therefore need to be familiar with these licensure Research Proficiency 5 quarter credits PSY7650 Research Methods requirements of their state psychology boards. Tw o Elective Courses 10 quarter credits PSY9101 * Master’s Integrative Project However, these learners will not be eligible for Choose from the graduate level courses in the Total 65 quarter credits the independent practice of psychology or School of Psychology, excluding practicum and counseling, and these degree requirements do internship. not prepare graduates for licensure as Research Proficiency 5 quarter credits psychologists. PSY9101 * Master’s Integrative Project Residency Requirements: Total 65 quarter credits Three one-week MS residential colloquia; see the following section on Academic Residencies for more details. Thirteen Required Courses + Lab 65 quarter credits PSY7011 Foundations of Psychology – Master’s Learners PSY7012 Master’s Learner Success Lab (non-credit) PSY7210 Lifespan Development PSY7542 Ethics and Multicultural Issues PSY7610 Tests and Measurements

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA www.capella.edu Capella University 57

MS Specializations, continued Family Psychology General Psychology Health Psychology Master’s degree graduates in family psychology This area offers learners flexibility in designing Master’s learners pursuing health psychology frequently are interested in teaching family and personalizing their education since some frequently are interested in the application of related courses at community colleges, working as individuals enter graduate school uncertain about health psychology principles and research findings program administrators in family and child their professional and occupational plans. Learners to health promotion and illness prevention guidance clinics, or working as non-clinical can choose this course of study as an opportunity programs such as those offered by public health workers in other settings. These degree to explore the curriculum and later decide to apply departments and medical facilities. MS graduates requirements are not intended to prepare to a different specialization. These degree may seek teaching positions at the community graduates for licensure as a professional requirements are not intended to prepare graduates college level. These degree requirements are

counselor or psychologist. for licensure as a professional counselor or not intended to prepare graduates for licensure as HAROLD ABEL SCHOOL OF PSYCHOLOGY Residency Requirement(s): None psychologist. a professional counselor or psychologist. Eight Required Courses + Lab 40 quarter credits Residency Requirement(s): None Residency Requirement(s): None PSY7011 Foundations of Psychology – Master’s Nine Required Courses + Lab 45 quarter credits Eight Required Courses + Lab 40 quarter credits Learners PSY7011 Foundations of Psychology – Master’s PSY7011 Foundations of Psychology – Master’s PSY7012 Master’s Learner Success Lab Learners Learners (non-credit) PSY7012 Master’s Learner Success Lab PSY7012 Master’s Learner Success Lab PSY7210 Lifespan Development OR (non-credit) (non-credit) PSY7220 Child Psychology OR PSY7210 Lifespan Development PSY7310 Biological Basis of Behavior PSY7230 Adolescent Psychology OR PSY7410 Psychology of Learning PSY7410 Psychology of Learning OR PSY7240 Adult Psychology OR PSY7421 Cognitive/Affective Psychology PSY8810 Geriatric Psychology PSY7421 Cognitive/Affective Psychology PSY7610 Tests and Measurements PSY7520 Social Psychology OR PSY7520 Social Psychology PSY7530 Group Psychology OR PSY7540 Multicultural Perspectives in Human PSY7640 Methods of Clinical Inquiry OR PSY7540 Multicultural Perspectives in Human Behavior PSY7650 Research Methods Behavior PSY7610 Tests and Measurements PSY8610 Principles of Health Psychology PSY7610 Tests and Measurements PSY7620 Inferential Statistics PSY8620 Environmental Health and Behavior PSY7640 Methods of Clinical Inquiry OR PSY7650 Research Methods PSY8630 Health Care Delivery PSY7650 Research Methods Three Elective Courses 15 quarter credits Four Elective Courses 20 quarter credits PSY8510 Family Systems Theories Choose from graduate level courses, excluding Choose from the graduate level courses in the PSY8530 Family Therapy practicum and internship. School of Psychology, excluding practicum and internship. PSY8540 Current Issues and Methods in Family Research Proficiency 5 quarter credits Research Research Proficiency 5 quarter credits PSY9101 * Master’s Integrative Project Four Elective Courses 20 quarter credits PSY9101 * Master’s Integrative Project Total 65 quarter credits Choose from the graduate level courses in the Total 65 quarter credits School of Psychology, excluding practicum and internship. Research Proficiency 5 quarter credits PSY9101 * Master’s Integrative Project Total 65 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 58 Capella University 1-888-CAPELLA www.capella.edu

School of Psychology Degree Programs, continued

MS Specializations, continued Industrial/Organizational Psychology School Psychology Specialist Certificate in School Learners interested in the application of Master's learners are typically interested in Psychology organizational behavior principles and research practicing as school psychologists in public and This certificate is designed for graduates of the findings to the workplace and other organizational private settings. Learners who are interested in MS degree in the school psychology specialization. settings will choose this course of study. Learners preparing to apply for state or national certification Those who earn the specialist certificate typically use the application of leadership theories, group as a school psychologist will need to enroll in are preparing to apply for a license or a certificate development, conflict management, and both the Master's and Specialist Certificate in to practice as a school psychologist. The 50 organizational change strategies in pursuit of school psychology. Completion of the MS degree quarter credits required for the specialist entry level management positions in human alone does not adequately prepare learners as a certificate are intended to complement the resources, business services, and industry. These school psychologist. Learners also need to know master’s program in school psychology. Therefore, degree requirements are not intended to prepare their specific state requirements to ensure these learners who complete the master’s and specialist graduates for licensure as a professional programs meet their state requirements. certificate in school psychology will have counselor or psychologist. Residency Requirement(s): completed a 120 quarter credit program of study Residency Requirement(s): None School Year-in-Residence, Part I; see the following in school psychology. Eleven Required section on Academic Residencies for more details. Residency Requirement(s): Courses + Lab 55 quarter credits Thirteen Required School Year-in-Residence, Part II; see the following PSY7011 Foundations of Psychology – Master’s Courses + Lab 65 quarter credits section on Academic Residencies for more details. Learners PSY7011 Foundations of Psychology – Master’s Seven Required Courses 35 quarter credits PSY7012 Master’s Learner Success Lab Learners PSY7310 Biological Basis of Behavior (non-credit) PSY7012 Master’s Learner Success Lab PSY8150 Learning Disabilities in the Classroom PSY7110 History and Systems of Psychology (non-credit) PSY8210 Principles of Psychopathology PSY7210 Lifespan Development PSY7210 Lifespan Development PSY8232 * Psychological Assessments for School PSY7410 Psychology of Learning PSY7225 Child and Adolescent Psychology Psychologists II PSY7610 Tests and Measurements PSY7421 Cognitive/Affective Psychology PSY8332 * Advanced Methods in School Psychology PSY7650 Research Methods PSY7540 Multi Cultural Perspectives in Human PSY8336 Organization and Operation of PSY7620 Inferential Statistics Behavior the School PSY8710 Principles of Organizational Psychology PSY7610 Tests and Measurements PSY8383 * School Psychology Practicum PSY8720 Psychology of Leadership PSY7612 * Functional Based Assessment Internship 15 quarter credits PSY8730 Consultation Psychology PSY7620 Inferential Statistics PSY8385 * School Psychology Internship I PSY8740 Personnel Psychology PSY7650 Research Methods PSY8386 * School Psychology Internship II One Elective Course 5 quarter credits PSY8231 * Psychological Assessments for School PSY8387 * School Psychology Internship III Psychologists I Choose from the graduate level courses in the Total 50 quarter credits School of Psychology, excluding practicum and PSY8331 Principles of School Psychology internship. PSY8335 Consultation and Collaboration in the Research Proficiency 5 quarter credits School PSY8337 Legal and Ethical issues in the School PSY9101 * Master’s Integrative Project Research Proficiency 5 quarter credits Total 65 quarter credits PSY9150 * Master’s Final Project Total 70 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 59

MS Specializations, continued Sport Psychology Certificates Executive Human Resource Master’s learners in this area are frequently school- Management and Consultation based coaches, physical education teachers, or Specialist Certificate in School Six Required Courses 30 quarter credits individuals working in parks and recreation Psychology PSY7210 Lifespan Development OR departments who wish to gain current theory and PSY7240 Adult Psychology research knowledge associated with performance This certificate is designed for graduates of the PSY7530 Group Psychology OR enhancement, individual and team motivation, MS degree with a specialization in school PSY8720 Psychology of Leadership OR injury recovery, and stress management as it psychology. Those who earn the specialist PSY8730 Consultation Psychology applies to amateur athletes. Some of these certificate typically are preparing to apply for a PSY8160 Strategies for Career and Life

learners are interested in the application of these license or a certificate to practice as a school Planning OR HAROLD ABEL SCHOOL OF PSYCHOLOGY principles to settings such as fitness/health clubs, psychologist. The 50 quarter credits required for PSY8780 Psychology of Organizational sports camps, and resort-based wellness programs. the specialist certificate are intended to Ergonomics in the Workplace OR These degree requirements are not intended to complement the master’s program in school PSY8790 Workplace Safety and Health Psychology prepare graduates for licensure as a professional psychology. Therefore, learners who complete the PSY8710 Principles of Organizational Psychology counselor or psychologist. master’s and specialist certificate in school PSY8740 Personnel Psychology Eleven Required psychology will have completed a 120 quarter PSY8765 * Testing and Assessment in Workplace Courses + Lab 55 quarter credits credit program of study in school psychology. Psychology OR PSY7011 Foundations of Psychology – Master’s Minimal Educational Requirements(s): PSY8785 Compensation and Benefits Planning Psychology Learners Master’s degree in psychology Total 30 quarter credits PSY7012 Master’s Learner Success Lab Residency Requirement(s): (non-credit) School Year-in-Residence, Part II; see the following PSY7210 Lifespan Development section on Academic Residencies for more details. Organizational Testing and PSY7310 Biological Basis of Behavior Seven Required Courses 35 quarter credits Assessment PSY7410 Psychology of Learning PSY7310 Biological Basis of Behavior Five Required Courses 25 quarter credits PSY7540 Multicultural Perspectives in Human PSY8150 Learning Disabilities in the Classroom Behavior PSY7210 Lifespan Development OR PSY8210 Principles of Psychopathology PSY7610 Tests and Measurements PSY7240 Adult Psychology PSY8232 * Psychological Assessments for School PSY7620 Inferential Statistics PSY7530 Group Psychology OR Psychologists II PSY8720 Psychology of Leadership OR PSY7650 Research Methods PSY8332 * Advanced Methods in School PSY8730 Consultation Psychology PSY8840 Principles of Sport Psychology Psychology PSY7650 Research Methods PSY8841 Performance Enhancement in Sport PSY8336 Organization and Operation of the PSY8710 Principles of Organizational Psychology School PSY8842 Applied Sport Psychology PSY8765 * Testing and Assessment in Workplace One Elective Course 5 quarter credits PSY8383 * School Psychology Practicum Psychology Choose from the graduate level courses in the Internship 15 quarter credits One Elective Course 5 quarter credits School of Psychology, excluding practicum and PSY8385 * School Psychology Internship I Choose from the graduate level courses in the internship. PSY8386 * School Psychology Internship II School of Psychology, excluding practicum and Research Proficiency 5 quarter credits PSY8387 * School Psychology Internship III internship. PSY9101 * Master’s Integrative Project Total 50 quarter credits Total 30 quarter credits Total 65 quarter credits Industrial/Organizational Psychology Executive Development Six Required Courses 30 quarter credits Industrial/Organizational Psychology offers three certificates. Each certificate provides a foundation PSY7240 Adult Psychology OR PSY8160 Strategies for Career and Life Planning in industrial/organizational psychology plus emphasis in a specialized area within that field. PSY7530 Group Psychology OR PSY8770 Performance Enhancement and These certificates provide an opportunity for a Motivation learner to develop and expand their skills to work PSY8710 Principles of Organizational in the area of I/O consulting. It is important to Psychology choose the most appropriate certificate to meet PSY8720 Psychology of Leadership one’s professional needs. Because the certificates share some of the same course work, only one PSY8730 Consultation Psychology certificate can be awarded per individual. These PSY8765 * Testing and Assessment in Workplace certificates are not designed to prepare learners Psychology for a license to practice as a psychologist. Total 30 quarter credits Minimal Educational Requirement(s): Master’s degree in psychology or a related field.

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 60 Capella University 1-888-CAPELLA www.capella.edu

School of Psychology Degree Programs, continued

Certificates, continued Sport Psychology Academic Residencies In addition to formal instruction and practice, learners will have the opportunity to experience The majority of individuals pursuing this keynote addresses by Capella faculty and other certificate, currently work in the field and expect to The Harold Abel School of Psychology offers experts; group sessions that allow faculty and enhance their understanding of the application of residencies that supplement coursework and help learners to interact as a community of scholars; psychological principles to work with high school, learners to develop identities as professionals in and individualized advising sessions with faculty college, amateur, and/or professional athletes. This the field of psychology. Residency is an essential to support your individual learning plan and certificate is not designed to prepare learners for a component of a graduate degree in psychology at assess academic progress. license to practice as a psychologist. Capella University. Residencies are required in all doctoral programs, in the clinical, counseling and Minimal Educational Requirement(s): school psychology MS degree programs, and in Clinical and Counseling Psychology Bachelor’s degree the specialist certificate in school psychology. The Year-in-Residence Four Required Courses 20 quarter credits Harold Abel School of Psychology has two types This is a requirement for the PhD learners in PSY8840 Principles of Sport Psychology of residencies: the residential colloquia and the Clinical and Counseling psychology. PSY8841 Performance Enhancement in Sport year-in-residence. The clinical and counseling year-in-residence PSY8842 Applied Sport Psychology requirement includes: PSY8843 Exercise Psychology Residential Colloquia • Complete at least 30 credits (including Tw o Elective Courses 10 quarter credits This is a requirement for: transferred credits) prior to starting year-in- Choose from the graduate level courses in the • PhD learners in Addiction, Educational, Family, residence; School of Psychology, excluding practicum and General, Health, Industrial/Organizational, and internship • Enroll full-time during the year (be enrolled Sport psychology programs. each quarter, and take no fewer than 30 credits Total 30 quarter credits • MS learners in Clinical and Counseling during the year); psychology programs. • Demonstrate readiness for internship as The residency requirement for these programs is defined in the Residencies Handbook, published satisfied by attendance at three one-week each year; colloquia (called Track 1, Track 2, and Track 3). PhD • Complete no fewer than 1250 hours of learners are required to attend one week each psychological study, training, and interaction year for the first three years of their programs, with faculty and other graduate psychology and MS learners take all three tracks prior to learners during the year. These hours will be starting their master’s final or integrative projects. broken down as follows: It is recommended that all learners attend the first colloquium (Track 1) within the first two quarters • At least 500 hours of formally scheduled of enrollment. face-to-face instruction with clinical or counseling psychology faculty and learners, Through the residential colloquia, Capella demonstrating proficiency in assessment, learners gain a stronger sense of academic intervention, efficacy evaluation, ethics and community by networking and discussing diversity, professional practice, and other coursework, projects, and research issues face-to- competencies of clinical or counseling face with fellow learners and faculty. This psychology. experience provides a learning environment that fosters the application of critical thinking and • At least 150 additional hours of informal face- integrated knowledge to professional and to-face meetings with other psychologists research issues. and psychology learners (both inside and outside of the School of Psychology) The following content areas will be covered at engaging in discussion, study, research, or each of the residencies: other scholarly activities commonly Area 1: Developing the Scholar-practitioner associated with doctoral training in Area 2: Critical Analysis Skills professional psychology. These additional hours, which must be documented in a way Research Skills Area 3: approved by the director of residence and the Area 4: Professional Communication Skills executive director of the Harold Abel School Area 5: Development of Learning Communities of Psychology, should include: Area 6: Psychology-specific content and – At least 25 hours of informal face-to-face offerings scholarly activities with fellow learners in the school of psychology, but should take These content areas will offer graded place outside the formally scheduled events workshops—with Track 1 offering foundational and meetings of the residency year; workshops in the six areas; Track 2 offering intermediate workshops in the six areas; and – At least 25 hours of face-to-face scholarly Track 3 offering advanced workshops in the six activities with other faculty members or areas. Topics including effective psychological practicing psychologists (who do not need interviews, approaches to assessment, to be affiliated with the school of professional issues, ethics, diversity, and trends psychology), outside the formally in psychology will be covered at each of the scheduled events and meetings of the colloquia. residency year; 1-888-CAPELLA www.capella.edu Capella University 61

Academic Residencies, continued

– At least 50 hours of direct engagement in The clinical and counseling psychology year-in- • In addition, MS learners must complete all professional societies or organizations residence has three fundamental objectives: outcome documentation and obtain approval dedicated to the promotion of the 1. To provide face-to-face training and practice from the directors of residence and training, profession and practice of psychology. opportunities in those clinical practice the chair of the school psychology program, • At least 650 hours during the residency year proficiencies identified as core competencies and their mentors. of direct engagement in the scholarly study of necessary to demonstrate readiness for B. Specialist certificate learners complete Part II of clinical and counseling psychology. "Direct internship and for practice. These skills are the school psychology year-in-residence: engagement in scholarly study" is defined as associated with the courses in individual, • No fewer than 210 hours of contact over a participation in the courseroom; course- group, and family therapy; risk assessment and six-month period between January and June, required or course-related reading, writing, crisis intervention; advanced diagnostics and including attendance at: HAROLD ABEL SCHOOL OF PSYCHOLOGY research, or skills practice; and any other treatment planning; cognitive, achievement, activities approved by a course instructor in a adaptation, personality, and neuropsychological – Three school psychology weekends-in- psychology course in the School of Psychology. testing and assessment; supervision and residence (Psy-R 6345 through 6347) typically offered January through March and; • Successfully complete the portfolio review. consultation; efficacy and outcome evaluation; and ethical applications and diversity. – The school YR Extended Seminar II • Apply for internship through the Association Proficiency is developed in the areas of (Psy-R 6350 ) typically offered in June. of Psychology Postdoctoral and Internship relationship issues, assessment abilities, • In addition, certificate learners must complete Centers (APPIC) process, and complete the intervention abilities, elements of practice, roles comprehensive examination before or in the all outcome documentation and obtain of the psychologist, systematic evaluation approval from the directors of residence and same quarter that the APPIC application is abilities (outcome and evaluation-related made. (Learners must receive approval from training, the chair of the school psychology research), consultation and supervision, ethical program, and their mentors. the director of training to apply for a non- applications, diversity-specific interventions, The school psychology year-in-residence should APPIC internship.) and reflective practice skills. The demonstration not be confused with either the practicum or the of practice proficiencies is oriented to a The 500 hours of formally scheduled meetings of internship requirements. All specialist certificate determination of the learner’s readiness for the year-in-residence take place over a period not learners in school psychology will complete at internship, which is evaluated throughout the to exceed 13 months, and include: least one (and perhaps more) practicum (which is year-in-residence and summarized in the • The clinical or counseling YR Extended a supervised field training experience entirely portfolio review. Seminar I in the beginning of the second year distinct and separate from the year-in-residence), of the program (Psy-R 6300 for clinical, 2. To develop the network of relationships within and an internship (three quarters of field training Psy-R 6320 for counseling) typically in June, the community of psychologists that promotes under external supervision taken after the year-in- followed by; the learners’ identification with the profession residence). of psychology and development of an attitude • Nine consecutive weekends-in-residence of lifelong learning and reflective practice. By The School Psychology Year-in-Residence, Parts I (Psy-R 6301 through Psy-R 6309 for clinical; preparing and giving presentations, participating and II, three fundamental objectives: Psy-R 6321through Psy-R 6329 for counseling) in workshop activities, informal social and typically August through March, followed by; 1. To provide face-to-face training and opportunities intellectual discussions with other learners and in those school psychology practice proficiencies • The clinical or counseling YR Extended faculty, and creating advising and mentoring identified as core competencies necessary to Seminar II at the end of the second year (Psy- opportunities with resident faculty members, demonstrate readiness for internship and for R 6310 for clinical; Psy-R 6330 for counseling) learners will participate in the range of academic practice. These skills are associated with the typically in June. and intellectual activities common to courses required in the school psychology • Completion of the portfolio review and departmental life in all programs in psychology. program. Proficiency is developed in the areas approval of the directors of residence and 3. To demonstrate the behaviors, attributes, and of relationship issues, assessment abilities, training, the chair of the program, and the ethical characteristics congruent with the role intervention abilities, elements of practice, roles mentor. and identity of the professional psychologist. of the psychologist, systematic evaluation abilities (outcome and evaluation-related The year-in-residence should not be confused School Year-in-Residence Parts I and II research), consultation and supervision, ethical with either the practicum or the internship applications, diversity-specific interventions, requirements. In addition to the year-in-residence, This is a requirement for the MS and Specialist Certificate learners in school psychology. and reflective practice skills. The demonstration PhD learners in clinical or counseling psychology of practice proficiencies is oriented to a will complete a practicum (a period of supervised A. MS learners in school psychology complete determination of the learner’s readiness for field training separate and distinct from the year- Part I of the school psychology year-in- internship, which is evaluated throughout the in-residence), and the internship (a full year of residence: year-in-residence and summarized in the supervised field experience taken after the year-in- • No fewer than 240 hours of contact over a portfolio review. residence). Prior to the internship, learners will period not to exceed six months (typically complete the year-in-residence and will achieve 2. To develop the network of relationships within June through December), including the community of psychologists that promotes approval of their dissertation proposal by the attendance at: mentor. the learners’ identification with the profession – The school YR Extended Seminar I, a two- of psychology and development of an attitude week residency (Psy-R 6340), typically in of lifelong learning and reflective practice. By June of the year, followed by; preparing and giving presentations, participating – Four school psychology weekends-in- in workshop activities and informal social and residence (Psy-R 6341 – 6344) typically intellectual discussions with other learners and offered August through November. 62 Capella University 1-888-CAPELLA www.capella.edu

School of Psychology Degree Programs, continued

Academic Residencies, continued faculty, and creating advising and mentoring Field Training Specialist Certificate in School Psychology opportunities with resident faculty members, The internship occurs after all course work for the learners will participate in the range of academic Introduction to Field Training certificate has been completed and is the last and intellectual activities common to opportunity for practical training prior to the Field training is one of the most important parts departmental life in all programs in psychology. granting of the specialist certificate. Internship is of the educational experience. Learners take the 3. To demonstrate the behaviors, attributes, and a full-time, on-site commitment which takes place theory and skills learned in the course work and ethical characteristics congruent with the role over one academic year and also includes residencies and apply them in a professional and identity of the professional psychologist. enrollment in the accompanying course(s). setting under supervision. Given the level of importance associated with field training The first step for all learners with regard to Schedules of the Years-in-Residence experiences, learners will benefit greatly from internship is to review the practicum-internship The schedules of the following year’s year-in- planning ahead in search for appropriate training handbook. Learners must follow the guidelines residence will be published as early as possible by experiences. and the application process stated in the the director of residence. As currently planned, the practicum-internship handbook. Learners are To assist learners, the Field Training Office has year-in-residence begins in late June each year required to locate and arrange internship sites developed a practicum-internship handbook with the Extended Seminar I and continues which must be approved by the director of which reviews basic requirements and the through the various weekends-in-residence from training using the application in the practicum- application process. The director of training August through March, concluding in the internship handbook. reviews all applications and will approve following June with the Extended Seminar II. applications which meet the standards set by Field Training Requirements Capella University. Additional field training resources can be accessed on iGuide including a PhD in Clinical and Counseling Psychology detailed time line to assist with the understanding Practicum of this process. • Approved practicum application. Overview of Practicum • A minimum of 1000 contact hours plus the online course work in PSY8392 and PSY8394. A practicum learner is viewed as a person who is at a site to learn a new competency in the degree Internship program. In general, a practicum is a training • Approved internship application. experience which occurs in the second or third • Full-time site placement with a minimum of year of the program and learners should plan on 2000 contact hours and the online coursework being at a site for two days a week for in PSY8401, PSY8402, PSY8403, and PSY8404. approximately six months while enrolled in the These must be completed sequentially over a accompanying course(s).The first step for one year period. learners with regard to practicum is to review the practicum-internship handbook. Learners must • Learners are enrolled full-time. follow the guidelines and the application process MS in Clinical and Counseling Psychology stated in the practicum-internship handbook. Practicum Overview of Internship • Approved practicum application Doctoral degree • A minimum of 600 contact hours and the The pre-doctoral internship occurs in the final coursework in PSY8391 and PSY8393. years of the doctoral program and is the last Internship opportunity for practical training prior to the • Internship not required. granting of the degree. Internship is a full-time, on-site commitment which takes place over a Specialist Certificate in School Psychology calendar year and includes enrollment in the Practicum accompanying course(s).The pre-doctoral • Approved practicum application. internship is viewed critically by licensing boards and future employers. All learners apply for an • A minimum of 600 contact hours and the internship through the Association of Psychology course work in PSY8383. Postdoctoral and Internship Centers (APPIC) Internship process. APPIC is a matching service which • Approved internship application. requires minimum standards such as a • Full-time site placement with a minimum of commitment to training, a didactic component, 1200 contact hours and the online coursework in and at least two interns. Internships developed PSY8385, PSY8386, and PSY8387. These courses outside of the APPIC process must be considered must be completed sequentially during the equivalent when compared to the criteria listed internship. for APPIC. This equivalency is determined by the director of training when considering the approval of the non-APPIC internship site. Note: Field training hours and supervisor credential Additional information about the APPIC process requirements vary across states and Canadian can be found at APPIC.org. provinces. Learners are responsible for determining the specific licensing requirements for any state or province in which they plan to seek licensure. 1-888-CAPELLA www.capella.edu Capella University 63

School of Technology

From the Executive Director

Just as the relationship between consumers and technology changed during the Internet

revolution of the 1990’s, so did the relationship between business and technology. SCHOOL OF TECHNOLOGY Information technology is now considered an integral function within corporations, essential to everything from workplace productivity, to customer relationship management, to developing new business models. As a result, there is a high demand for IT professionals who can contribute at all levels, and apply their technology knowledge to solve organization- wide problems. Accordingly, IT has become a very popular and competitive field.

Where a two-year degree or technical certification was once all that was required, now a four-year college degree or even a graduate degree is needed to advance. The Capella University School of Technology is committed to equipping you with the skills, knowledge Kurt Linberg, PhD and credentials you need to be successful and achieve your goals in an IT career. Our Executive Director degree programs, certificates and professional development courses present current technology within the context of business thinking and practice, preparing you for whatever IT-related career path you choose. Our online learning format gives you hands- on experience with the most up-to-date technologies and applications, and connects you to a worldwide learning community of IT professionals who are eager to network and share experiences. We believe that we offer a unique program that combines a strong technical emphasis with a close connection to the real world of IT practice.

Kurt Linberg, PhD Executive Director 64 Capella University 1-888-CAPELLA www.capella.edu

About the School of Technology

Mission Statement with specializations in System Design and for Credit option allows learners to move The School of Technology carefully Programming, Network Architecture and through the BS program quickly without integrates theory with practice skills to help Design, or Information Security. In addition, taking courses on subjects they already professionals learn the latest IT technologies the Master of Science in Information know. Technology degree with a specialization in as well as techniques they need to make a The courses learners select will build a deep Project Management and Leadership gives positive impact professionally and within knowledge of current IT tools and learners a broader understanding of greater society. The goal is to provide practices, while preparing them to gain new technology within the context of societal professionals with the skills they need to certifications they may need. During the and organizational forces. The program conquer both the technical and business program, learners will gain hands-on access teaches the higher-level managerial skills challenges they encounter on a daily basis. to the applications they are learning about, they would typically learn at a business and get the chance to demonstrate their The School of Technology is one of five school, while keeping them up-to-speed new skills. When they are finished, learners schools within Capella University designed with the newest applications being used by will have a BS degree that validates their to provide working professionals with leading corporations. Courses are taught by professional status, and a portfolio of their relevant, competency-based, innovative faculty who are leaders in the development course work that demonstrates their learning experiences. The School of and operation of enterprise systems. Guided mastery of the latest software, Web tools, Technology is housed within the Division by their academic advisors and faculty, and other applications. of Business and Technology and offers a learners will craft a sequence variety of unique specializations in the areas of courses building to a final project that General Education in the Bachelor of of Web application development, project applies their learning to the real-world Science Degree management, network technology, graphics challenge of their choice. Capella University’s undergraduate and multimedia, and information security. programs seek to develop responsible Meanwhile, interactions with fellow IT individuals who combine intellectual Degree Programs learners will expand learners’ perspectives, curiosity with career competency, Master of Science (MS) in both within their field and around the integrated with opportunities to broadly Information Technology globe. They will also apply their course explore professional content within a value The Capella University Master of Science work to work-related Internet systems driven curriculum. This is accomplished (MS) in Information Technology degree is challenges in the Virtual Lab, immediately through a high degree of personal attention specifically designed to help learners master increasing their credibility and effectiveness in an intellectually stimulating distance the skills and acquire the knowledge needed in their jobs. By the end of the MS program, and online learning environment. to advance their careers and make significant learners will have a Master of Science degree contributions through enterprise-wide systems. in IT that reflects advanced technical skills, We believe that every educated adult and expertise in such high demand areas as should possess a breadth of knowledge The Master of Science degree program programming, software engineering, Web which includes general education allows learners to efficiently complete their development, database development, and foundation areas such as: communications, studies for a degree and focus on courses network infrastructure. math/science, social sciences, and that teach the skills they need. Learners can humanities. This breadth of knowledge is supplement existing graduate course work Bachelor of Science (BS) in essential for adults to develop the by submitting their previous industry Information Technology intellectual, behavioral and moral certifications and relevant IT work The School of Technology has designed an principles needed to be participants and experience for college credit. The Petition upper-division Bachelor of Science degree contributors to the larger society. for Credit option allows learners to move program that allows the learners to through the MS program quickly without efficiently complete their studies for a Further, we believe that it is through taking courses on subjects they already know. degree, and focus on courses that teach the general education and an emphasis on the skills they need. Learners can supplement liberal arts that adult learners are set free to For the IT professional who wants to lead in their associate’s degree or prior college think independently across a broad range of the design and deployment of secure Web course work by submitting previous industry ideas, to develop the ability to reason and applications and network technologies, certifications and relevant IT work to make informed judgments within the Capella University offers a Master of experience for college credit. The Petition context of professional development. Science degree in Information Technology 1-888-CAPELLA www.capella.edu Capella University 65

The undergraduate program is specifically commitment to meeting the diverse and Professional/National Affiliations committed to fostering these guiding changing needs of the learner and of the or Accreditations principles through its professional practice larger society. The University expresses this Capella University is a charter member of and incorporating the following Ten commitment through its adult learner- the Society for Information Technology SCHOOL OF TECHNOLOGY Thinking Habits of Mind, Heart, and centered educational philosophy and its Education. This national organization, Imagination throughout the curriculum: engagement of the learners in learning under the guidance of Association of • Complementary Thinking – Discover processes requiring the development of Computing Machinery (ACM), Special new perspectives by exploring and problem solving, critical thinking, and Interest Group on IT Education (SIGITE), integrating multiple points of view integration skills. and the Accreditation Board for Engineering and Technology (ABET), • Connected Seeing – View reality as an Certificates develops accreditation guidelines and interdependent system of things, ideas, The School of Technology offers certificates sample curriculum for IT degree programs. and relationships for professionals who seek to enhance their • Collaborative Teamwork – Collaborate skills and knowledge. Certificate courses to accomplish common purpose by can be taken on a part-or full-time basis integrating personal initiative and group and typically are completed within 2-3 cohesion quarters. All certificates are 30 quarter credits and may be transferred into the • Constructing Meaning – Construct Capella Bachelor of Science degree program meaning by acquiring and synthesizing if learners later desire to pursue a degree. diverse sources of knowledge to enrich Those enrolled in Capella University’s understanding Bachelor of Science in Information • Conceptual Clarity – Express thoughts, Technology may also take the certificate ideas, and concepts by interpreting the courses for academic credit. The executive known, the unknown, and the director of the School of Technology may unknowable approve course substitutions within a • Communicating Effectively – Practice specific certificate based on learners’ past effective professional communication experiences and learning objectives. styles to inform, influence, and promote interaction • Courageous Action – Make well Specializations offered in the School of Technology supported decisions and take action in Specializations Degree Programs

ambiguous situations General Information Technology MS, BS

• Caring Empathy – Nurture relationships Information Security MS with others by promoting unity, valuing Network Architecture and Design MS individual perspectives, and practicing ethics Project Management and Leadership MS • Conversational Reflection – Reflect on System Design and Programming MS professional practices through prior Graphics and Multimedia BS, Certificate experiences, critical evaluation, and Network Technology BS, Certificate learning conversations Project Management BS

• Continuous Learning –Value every Web Application Development BS, Certificate

experience as an opportunity for Foundations in Information Technology Certificate continuous lifetime learning Information System Quality Assurance Certificate Academic programs combined with the Web Application Project Management Certificate wisdom and experience of its faculty together underpin the University’s Web Application Security Certificate 66 Capella University 1-888-CAPELLA www.capella.edu

School of Technology Degree Programs

Master of Science (MS) Program TS5522 Advanced Network Technology - Master of Science (MS) Remote Access TS5523 Advanced Network Technology - Specializations General Degree Program Troubleshooting Capella University's Master of Science (MS) TS5524 Advanced Project Management Information Security program in Information Technology helps working TS5525 Project Risk Management Information Technology professionals need an in- IT professionals acquire the intellectual capital and TS5526 Leadership and Human Resource depth knowledge of emerging security threats technical skills to make significant, far-reaching Management and solutions to ensure that networks and contributions to their organizations. It is also ideal TS5527 Procurement Management computer systems are secure. Today, they are for those with BS degrees in other fields looking TS5528 Project Integration Management responsible for developing information security to enter the IT industry at a senior contributor or TS5529 Component Development-Java and disaster recovery plans that proactively managerial level. Framework protect the enterprise. This specialization prepares Learners can select a specialization in Information TS5530 Component Development-Microsoft technical leaders to identify, develop and Security, Network Architecture and Design, Project Framework implement highly secure networks that will Management and Leadership, or System Design TS5531 Security Management Practices support organizational goals. It combines both and Programming. Learners may choose to obtain TS5532 Secure System Development and technical and a policy-level course work. The greater breadth in understanding IT topics by Cryptology curriculum was designed around the leading selecting the following general program. TS5599 Special Topics in Technology security certification. OR Seven Core Courses + Lab 28 quarter credits Seven Core Courses + Lab 28 quarter credits Choose two, 2-credit intensive study courses in TS5004 Technical Communications TS5004 Technical Communications place of one, 4-credit elective course: TS5005 Master’s Learner Success Lab TS5005 Master’s Learner Success Lab TS5230 Evolving Legal Issues for IT (non-credit) (non-credit) Professionals TS5110 Enterprise System and Application TS5110 Enterprise System and Application TS5250 Overview of the eXtensible Markup Development Development Language (XML) TS5120 Project Management for Technology TS5120 Project Management for Technology TS5270 Cyber Threats to Enterprise Security Professionals Professionals TS5271 Network Security Solutions for the TS5130 System Development Theory and TS5130 System Development Theory and Enterprise Practice Practice TS5280 Advanced Java Practicum TS5140 System Usability Analysis and Design TS5140 System Usability Analysis and Design Total 48 quarter credits TS5150 Enterprise Application Testing TS5150 Enterprise Application Testing TS5990 Integrative Project TS5990 Integrative Project Five Elective Courses 20 quarter credits Five Specialization Courses 20 quarter credits Choose five from the following: Choose five of the following courses: TS5500 Systems Analysis and Design TS5507 Network Technology TS5501 Database Analysis and Design TS5508 Enterprise System Security TS5502 Programming Strategies TS5509 Legal Considerations in Information TS5503 Advanced Enterprise System Technology Development TS5510 Ethical Considerations in Technology TS5504 Wireless Web Design and Development Applications TS5505 Object Oriented Design and TS5520 Operating System Theory and Development Application TS5506 Graphics and Multimedia TS5525 Project Risk Management TS5507 Network Technology TS5531 Security Management Practices TS5508 Enterprise System Security TS5532 Secure System Development and Cryptology TS5509 Legal Considerations in Information OR Technology Choose two, 2-credit intensive study courses in TS5510 Ethical Considerations in Technology place of one, 4-credit specialization course: Applications TS5270 Cyber Threats to Enterprise Security TS5511 Organizational Impacts to Technology TS5271 Network Security Solutions for the Adoption Enterprise TS5512 Enterprise System Integration Total 48 quarter credits TS5513 Advanced Programming Strategies TS5515 Advanced Wireless and Mobile Development TS5516 Client Server Architecture and Design TS5517 Network Enterprise Architecture and Design TS5518 Advanced Network Technology-Routing TS5520 Operation System Theory and Application TS5521 Advanced Network Technology - Switching 1-888-CAPELLA www.capella.edu Capella University 67

MS Specializations, continued Network Architecture and Design Project Management and Leadership System Design and Programming Organizations need systems design and Information technology professionals who will be The Internet and Web have spurred innovative programming personnel, but without a secure in high demand by global enterprises and ideas for new business applications, creating and high performing network infrastructure, a entrepreneurial start-ups must be able to master higher demands on technical professionals. Many business cannot be successful. Network project management and risk management skills. companies estimate that their greatest demand SCHOOL OF TECHNOLOGY professionals ensure that networks are designed These professionals need to understand the new for information technology professionals will fall and maintained to support the success of an Internet and Web technologies, the key in the area of programming, software, and organization. They are responsible for making the organizational and societal issues impacting engineering, Web development and database right connections for the Internet, intranets, and technology and understand how to effectively development. The System Design and Programming extranets; including designing and maintaining motivate individuals and teams. The Project specialization helps prepare technical leaders with local area networks, and wide area networks. They Management and Leadership specialization helps the skills necessary to design and implement high are also responsible for developing and prepare technical leaders and managers with the quality applications that meet the needs of implementing the organizations information skills necessary to successfully lead multiple business. security plan and disaster recovery plan. The technology projects that span across dispersed Seven Core Courses + Lab 28 quarter credits Network Architecture and Design specialization geographical areas. TS5004 Technical Communications helps prepare technical leaders with the skills Seven Core Courses + Lab 28 quarter credits TS5005 Master’s Learner Success Lab necessary to design and implement high quality TS5004 Technical Communications (non-credit) networks that meet the needs of business. TS5005 Master’s Learner Success Lab TS5110 Enterprise System and Application Seven Core Courses + Lab 28 quarter credits (non-credit) Development TS5004 Technical Communications TS5110 Enterprise System and Application TS5120 Project Management for Technology TS5005 Master’s Learner Success Lab Development Professionals (non-credit) TS5120 Project Management for Technology TS5130 System Development Theory and TS5110 Enterprise System and Application Professionals Practice Development TS5130 System Development Theory and TS5140 System Usability Analysis and Design TS5120 Project Management for Technology Practice TS5150 Enterprise Application Testing Professionals TS5140 System Usability Analysis and Design TS5990 Integrative Project TS5130 System Development Theory and TS5150 Enterprise Application Testing Five Specialization Courses 20 quarter credits Practice TS5990 Integrative Project Choose five of the following courses: TS5140 System Usability Analysis and Design Five Specialization Courses 20 quarter credits TS5500 Systems Analysis and Design TS5150 Enterprise Application Testing Choose five of the following courses: TS5501 Database Analysis and Design TS5990 Integrative Project TS5500 Systems Analysis and Design TS5502 Programming Strategies Five Specialization Courses 20 quarter credits TS5508 Enterprise System Security TS5503 Advanced Enterprise System Choose five of the following courses: TS5509 Legal Considerations in Information Development TS5507 Network Technology Technology TS5504 Wireless Web Design and TS5508 Enterprise System Security TS5510 Ethical Considerations in Technology Development TS5509 Legal Considerations in Information Applications TS5505 Object Oriented Design and Technology TS5511 Organizational Impacts to Technology Development TS5510 Ethical Considerations in Technology Adoption TS5506 Graphics and Multimedia Applications TS5512 Enterprise System Integration TS5510 Ethical Considerations in Technology TS5516 Client Server Architecture and Design TS5524 Advanced Project Management Applications TS5517 Network Enterprise Architecture and TS5525 Project Risk Management TS5512 Enterprise System Integration Design TS5526 Leadership and Human Resource TS5513 Advanced Programming Strategies TS5518 Advanced Network Technology - Management TS5515 Advanced Wireless and Mobile Routing TS5527 Procurement Management Development TS5521 Advanced Network Technology - TS5528 Project Integration Management TS5516 Client Server Architecture and Design Switching TS5599 Special Topics in Technology TS5517 Network Enterprise Architecture and TS5522 Advanced Network Technology - OR Design Remote Access Choose two, 2-credit intensive study courses in TS5520 Operating System Theory and TS5523 Advanced Network Technology - place of one, 4-credit specialization course: Application Troubleshooting TS5230 Evolving Legal Issues for IT TS5529 Component Development-Java TS5599 Special Topics in Technology Professionals Framework OR TS5270 Cyber Threats to Enterprise Security Choose two, 2-credit intensive study courses in TS5530 Component Development-Microsoft place of one, 4-credit specialization course: Total 48 quarter credits Framework TS5270 Cyber Threats to Enterprise Security TS5599 Special Topics in Technology OR TS5271 Network Security Solutions for the Choose two, 2-credit intensive study courses in Enterprise place of one, 4-credit specialization course: Total 48 quarter credits TS5250 Overview of the eXtensible Markup Language (XML) TS5280 Advanced Java Practicum Total 48 quarter credits 68 Capella University 1-888-CAPELLA www.capella.edu

School of Technology Degree Programs, continued

Bachelor of Science (BS) Bachelor of Science (BS) Network Technology Program Specializations Our specialization in Network Technology provides learners with the skills they need to take certification The BS in business is a 96-credit degree tests in the areas of network administration, completion program. See Admissions Policies Graphics and Multimedia network design and network security from for a description of degree requirements. As the world continues moving toward Web- Microsoft, Cisco and other leading technology enabled applications, significant demand exists for organizations. Some key technologies will be General Degree technically proficient professionals who can introduced, including local and wide area The information technology curriculum design high quality, aesthetically pleasing graphic networking, directory services, network security, emphasizes applied uses of information and multimedia content. Our specialization in authentication schemes, and various operating technology. Learners can select a specialization in graphics and multimedia can help learners build systems. Innovative software tools and Capella's Graphics and Multimedia, Network Technology, the skills necessary to develop graphic-intensive advanced IT infrastructure enable simulated Project Management, or Web Application content that enhances the appeal and navigability hands-on learning in a flexible, online Development. Learners may choose to obtain of Web sites. environment. greater breadth in understanding IT topics by While pursuing this specialization, learners will Equally important, as learners work toward various selecting the following general program. be led by trained graphic artists and experts in in-demand certifications, our program lets Eight Core Courses + Lab 48 quarter credits Web-based design. Learners will engage in a learners continue acquiring the broader critical- TS3004 Communicating in New Media collaborative, online community that lets them thinking, strategic and managerial skills that last a TS3005 Undergraduate Learner Success Lab receive real-time feedback on work from a variety lifetime—and make the IT professional a valuable (non-credit) of learner and instructor perspectives. The asset to every department within an organization. TS3100 Fundamentals of Web Application specialization will leave learners with a sound Eight Core Courses + Lab 48 quarter credits knowledge of the latest professional tools used for Development TS3004 Communicating in New Media vector graphics, vector graphics animation and TS3110 Fundamentals of E-Business TS3005 Undergraduate Learner Success Lab image processing. TS3120 Fundamentals of Project Management (non-credit) TS3130 Fundamentals of Database Systems Eight Core Courses + Lab 48 quarter credits TS3100 Fundamentals of Web Application TS3140 Fundamentals of Programming TS3004 Communicating in New Media Development TS3150 Fundamentals of Network Systems TS3005 Undergraduate Learner Success Lab TS3110 Fundamentals of E-Business (non-credit) TS3160 Ethical and Human Side of Information TS3120 Fundamentals of Project Management Technology TS3100 Fundamentals of Web Application TS3130 Fundamentals of Database Systems Development Three Specialization Courses 18 quarter credits TS3140 Fundamentals of Programming TS3110 Fundamentals of E-Business Choose three courses from these specializations: TS3150 Fundamentals of Network Systems TS3120 Fundamentals of Project Management Web Application Development TS3160 Ethical and Human Side of Information TS3130 Fundamentals of Database Systems Graphics and Multimedia Technology TS3140 Fundamentals of Programming Project Management Three Specialization Courses 18 quarter credits TS3150 Fundamentals of Network Systems Network Technology TS4040 Network Administration TS3160 Ethical and Human Side of Information TS4041 Advanced Network Administration Three Elective Courses 18 quarter credits Technology TS4042 Network Design Choose three of the following courses: Three Specialization Courses 18 quarter credits Three Elective Courses 18 quarter credits TS4801 Information Systems Analysis and TS4050 Vector Graphics Animation Design TS4803 System Assurance Security TS4051 Web Graphics Production TS4802 System Assurance Quality and Testing TS4813 Operating Systems TS4052 Image Processing TS4803 System Assurance Security TS4815 Introduction to Telecommunications Three Elective Courses 18 quarter credits TS4806 Future of Information Technology OR TS4801 Information Systems Analysis and TS4807 Legal Issues in Information Technology Choose from Bachelor of Science (BS) - General Design Degree elective course list. TS4808 Object Oriented Analysis, Design and TS4802 System Assurance - Quality and Testing Programming Tw o Capstone Courses 12 quarter credits TS4810 Web Design TS4809 Data Warehousing and Data Mining TS4991 Integrated Action Learning I - Project OR Planning and Action Learning Plan TS4810 Web Design Choose from Bachelor of Science (BS) - General TS4992 Integrated Action Learning II - Project TS4811 Object Oriented Programming in Java Degree elective course list. Completion and Final Report TS4812 Advanced Java Programming Tw o Capstone Courses 12 quarter credits Total 96 quarter credits TS4813 Operating Systems TS4991 Integrated Action Learning I - Project TS4814 Wireless Web Programming Planning and Action Learning Plan TS4815 Introduction to Telecommunications TS4992 Integrated Action Learning II - Project TS4816 Mobile Device Programming Completion and Final Report TS4899 Special Topics in Information Total 96 quarter credits Technology (special interest alternate) Tw o Capstone Courses 12 quarter credits TS4991 Integrated Action Learning I - Project Planning and Action Learning Plan TS4992 Integrated Action Learning II - Project Completion and Final Report Total 96 quarter credits 1-888-CAPELLA www.capella.edu Capella University 69

BS Specializations, continued Project Management Web Application Development Undergraduate Certificates The Project Management specialization focuses on The Web Application Development specialization developing skills that are required to effectively is appropriate for those whose goal is to create Foundations in Information lead and manage a complex IT project. This professional, high-quality, Web-based specialization also allows learners to integrate applications. This specialization focuses on the Te c hnology SCHOOL OF TECHNOLOGY information technologies, business and human enabling technologies, but also integrates an There is a growing need for many professionals in interaction skills. awareness of business and human realities. education, business, and government to become more knowledgeable about information Learners will also be introduced to a variety of The key concepts of Web application development technology. These professionals desire an topics including assessing product requirements; are emphasized so learners are prepared for the understanding of the latest communication tools establishing configuration management; variety of development environments. Some key and techniques, Web site development, database understanding the impact of evolving legal and technologies will be introduced using the Virtual development, Internet architecture, programming regulatory issues on a project; understanding Lab Environment (VLE), including: Enterprise and system lifecycle development strategies, and team dynamics; and using tools for project Java-Beans, Common Object Request Broker basic network design and information security. planning, estimation, budgeting and risk Architecture (CORBA), Extensible Markup management. Learners will ultimately integrate IT Language (XML), and Open Database Connectivity Five Required Courses 30 quarter credits fundamentals, professional practice and project (ODBC)/Java Database Connectivity (JDBC), and TS3004 Communicating in New Media management specialization course work in an Application Programming Interfaces (APIs). TS3005 Undergraduate Learner Success Lab integrated action learning project. Learners will ultimately integrate IT fundamentals, (non-credit) Eight Core Courses + Lab 48 quarter credits professional practice and Web application TS3100 Fundamentals of Web Application Development TS3004 Communicating in New Media development specialization course work in an integrated action learning project. TS3130 Fundamentals of Database Systems TS3005 Undergraduate Learner Success Lab (non-credit) Eight Core Courses + Lab 48 quarter credits TS3140 Fundamentals of Programming TS3100 Fundamentals of Web Application TS3004 Communicating in New Media TS3150 Fundamentals of Network Systems Development TS3005 Undergraduate Learner Success Lab Total 30 quarter credits TS3110 Fundamentals of E-Business (non-credit) TS3120 Fundamentals of Project Management TS3100 Fundamentals of Web Application TS3130 Fundamentals of Database Systems Development Graphics and Multimedia TS3140 Fundamentals of Programming TS3110 Fundamentals of E-Business As the world moves to Web-enabled applications, TS3150 Fundamentals of Network Systems TS3120 Fundamentals of Project Management there is a large demand for people that can design aesthetically pleasing and high-quality TS3160 Ethical and Human Side of Information TS3130 Fundamentals of Database Systems Technology TS3140 Fundamentals of Programming graphic/multimedia content. The certificate in Graphics and Multimedia provides the technical Three Specialization Courses 18 quarter credits TS3150 Fundamentals of Network Systems professional with the skills to design and develop TS4030 Project Estimation and Budgeting TS3160 Ethical and Human Side of Information Technology graphic-intensive, high quality content, which will TS4031 Risk Management in Information improve the popularity of Web sites. These System Development Three Specialization Courses 18 quarter credits graphics will be developed using professional TS4010 Presentation Layer: Client Side TS4032 Motivating IT Professionals tools for vector graphics, vector animations and Programming Three Elective Courses 18 quarter credits image processing. TS4802 System Assurance Quality and Testing TS4011 Application Layer: Server Side Programming Five Required Courses 30 quarter credits TS4806 Future of Information Technology TS4012 Advanced Server Side Programming TS3100 Fundamentals of Web Application TS4807 Legal Issues in Information Technology Development Three Elective Courses 18 quarter credits OR TS4050 Vector Graphics Animation Choose from Bachelor of Science (BS) - General TS4802 System Assurance Quality and Testing TS4051 Web Graphics Production Degree elective course list. TS4811 Object Oriented Programming in Java TS4052 Image Processing Tw o Capstone Courses 12 quarter credits TS4812 Advanced Java Programming TS4810 Web Design TS4991 Integrated Action Learning I - Project OR Planning and Action Learning Plan Choose from Bachelor of Science (BS) - General Total 30 quarter credits TS4992 Integrated Action Learning II - Project Degree elective course list. Completion and Final Report Tw o Capstone Courses 12 quarter credits Total 96 quarter credits TS4991 Integrated Action Learning I - Project Planning and Action Learning Plan TS4992 Integrated Action Learning II - Project Completion and Final Report Total 96 quarter credits 70 Capella University 1-888-CAPELLA www.capella.edu

School of Technology Degree Programs, continued

Undergraduate Certificates, continued Information System Quality Web Application Development Web Application Security Assurance The explosive demand for information technology There is a tremendous need for information The growth of new information technology professionals has created an immediate demand technology professionals that can understand and initiatives not only requires additional for additional training and education. The effectively apply security mechanisms within their development personnel, but also testing and certificate in Web application development organization's information systems and Web- quality assurance professionals. The certificate in includes a broad spectrum of courses dealing based applications. These professionals will be information system quality assurance covers with major components of professional Web- especially valuable to the success of new proven strategies for improving the quality of an based development including developmental e-business initiatives when guarding against information system, including Web-based methodologies, client and server side hackers and forms of viruses is paramount. applications like business-to-business (B2B). programming, usability engineering, testing and These professionals must understand network Course work will include integrating quality quality assurance. systems, firewalls and gateways, authentication assurance and testing techniques with a strong Five Required Courses 30 quarter credits and encryption techniques, Web application foundation in programming, analysis, and project TS3100 Fundamentals of Web Application development, programming and analysis. management skills. Development Five Required Courses 30 quarter credits Five Required Courses 30 quarter credits TS4010 Presentation Layer: Client Side TS3100 Fundamentals of Web Application TS3120 Fundamentals of Project Management Programming Development TS4802 System Assurance Quality and Testing TS4011 Application Layer: Server Side TS3140 Fundamentals of Programming Programming TS3150 Fundamentals of Network Systems TS3140 Fundamentals of Programming OR TS4012 Advanced Server Side Programming TS3100 Fundamentals of Web Application TS4801 Information Systems Analysis and Development TS4802 System Assurance Quality and Testing Design OR Total 30 quarter credits TS4808 Object Oriented Analysis, Design and TS4801 Information Systems Analysis and Programming Design OR TS4803 System Assurance Security TS4808 Object Oriented Analysis, Design and Programming Web Application Project Total 30 quarter credits TS4803 System Assurance Security OR Management TS4807 Legal Issues in Information Technology The growth of information technology projects Total 30 quarter credits has created a huge demand for managers and leaders that understand the technology as well as understand business and human considerations. Network Technology The certificate in Web application project Organizations must continue to administer and management is designed to familiarize learners upgrade their network infrastructure to ensure with the skills to manage and lead complicated continued profitability. These upgrades and projects, manage risk, and establish outsourcing ongoing technical support require the expertise of requirements. Learners will study incremental/ numerous information technology professionals iterative development skills necessary for that understand how to design and administer effectively motivating IT professionals including networks. The certificate in Network Technology strategies for improving recruiting and retention provides the technical professional with the outcomes. immediate skills in network administration, Five Required Courses 30 quarter credits network design and network security. TS3100 Fundamentals of Web Application Five Required Courses 30 quarter credits Development TS3150 Fundamentals of Network Systems TS3120 Fundamentals of Project Management TS4040 Network Administration TS3160 Ethics and Human Side of Information Technology OR TS4041 Advanced Network Administration TS4032 Motivating IT Professionals TS4042 Network Design TS4030 Project Estimation and Budgeting TS4803 System Assurance Security TS4031 Risk Management in Information Total 30 quarter credits System Total 30 quarter credits 1-888-CAPELLA www.capella.edu Capella University 71

Undergraduate Course Descriptions in Numerical Order by School Prefix

The following course listing cites the most BUS3030 - Fundamentals of Marketing and Sales levels and perspectives are examined. Personal current offerings as of the time that this catalog (6 quarter credits). This course examines the characteristics of effective leaders including was prepared. Capella University retains the right fundamentals of marketing and sales, and the coaching skills, personal integrity, trustworthiness, to withdraw, modify, or add courses to the following fundamentals: market research and a courageous and generous heart, and an ability to existing list without prior notice. These general planning; product differentiation and positioning; engage the active participation of others in descriptions indicate the content and topics marketing communications; differences between leadership are studied. Prerequisite(s): BUS3010 typically covered in each class. Capella and its consumer and business markets; and relational BUS4013 - Organizational Structure, Learning, and faculty reserve the right to modify content based marketing and sales strategy. Learners prepare a Performance (6 quarter credits). Various types of on the particular needs, interests, and abilities of marketing and sales plan for a simple product organizational structures that influence the learner. offering and a corresponding marketing and sales organizational intelligence, learning ability, and strategy.

practical performance of an enterprise are COURSE DESCRIPTIONS UNDERGRADUATE BUS3040 - Fundamentals of Human Resource presented and studied. Special attention will focus BUS3004 - Developing A Business Perspective Management (6 quarter credits). This course is on the adaptive and responsive organization and its (6 quarter credits). Learners gain a business designed to help learners develop an relationship to enterprise stakeholders and perspective of what higher education can do to understanding of the fundamentals of human environment. A collaborative case study to prepare them for careers in a constantly changing resource management, explore the ‘human capital’ illustrate the interrelationship of organizational workplace. In addition, learners investigate and perspective of employees as the principal structure, learning, and performance is presented. practice thinking habits, the new business realities economic asset of the enterprise, examine ‘human Prerequisite(s): BUS3010 that business professionals must deal with in the capital’ development, study how the human BUS4021 - E-Business Technology Infrastructure 21st century, and develop the research and writing resource management function is evolving in (6 quarter credits). Key characteristics of the skills needed for success in the undergraduate different types of organizations and underscore the Internet and related technologies are explored for program. Throughout the course, learners analyze, implications for human resource professionals. A their implications to development of successful e- synthesize, and evaluate business concepts and case study to identify and understand the evolving business enterprise models. The history and future current topics in light of their personal and talents, motivations, and needs of different types of possibilities of e-business technology to provide a professional experiences. This course encourages employees from different generations, backgrounds, context for management in an evolving field are all learners to broaden their perspective, and personality types is assigned to learners. examined. An e-business technology plan for an participate in building a learning community, and BUS3050 - Fundamentals of Organizational enterprise, including scenarios on the plausible tap into the talents and resources of the class. Communication (6 quarter credits). This course future of e-business driven by technological BUS3004 and BUS3005 must be taken concurrently assists learners to develop an understanding of the change, is developed. Prerequisite(s): BUS3020 by BS learners in their first quarter. Cannot be fundamentals of organizational communication, fulfilled by transfer. BUS4022 - E-Business Sourcing, Marketing, and explore the interrelationship of organizational Sales (6 quarter credits). Through participation in a BUS3005 – Undergraduate Learner Success Lab communication, symbols, culture, and performance, case study learners examine the integrated and (non-credit). This lab is designed to provide new learn effective communications practices in interrelated factors involved in e-business sourcing, undergraduate learners the knowledge and skills relationships internal and external to the enterprise, marketing, and sales for a new e-business initiative they need to be successful in their academic and realize how they contribute to successful creating a new e-business enterprise model. programs. The lab familiarizes learners with the organizational performance. Through participation E-business-enabled supply chain and logistics, Capella online environment and support resources in a case study, learners experience how the marketing operations and strategy, and sales cycle provided to ensure success. Learners build skills in interrelated organizational communication factors and management are addressed. Learners prepare the selection and use of methods, techniques, and function in an enterprise. an e-business sourcing, marketing, and sales plan library resources. Working with the academic BUS3060 - Fundamentals of Finance and for an enterprise. Prerequisite(s): BUS3020 advisor, learners will develop a degree completion Accounting (6 quarter credits). This course content plan. BUS3005 is an advisor-led course taken in the BUS4023 - E-Business Project Implementation enables learners to gain knowledge of the (6 quarter credits). This course will help learners first quarter, in conjunction with BUS3004. Cannot fundamentals of finance and accounting, be fulfilled by transfer. identify the key factors for success in the understand and create the standard financial implementation of e-business projects. Learners BUS3010 - Fundamentals of Management and statements of a simple enterprise, and evaluate the participate in a case study to illustrate the nature of Leadership (6 quarter credits). This course examines financial condition of this simple enterprise, from the e-business technology development process, the five primary forces that drive contemporary the different perspectives of various financial risk management issues, and the uncertainty and business. Learners discover the implications for institutions, using typical financial ratios and surprise-filled potential of the rapidly evolving organizational management and collaborative metrics. Learners practice reading and deciphering field. Special attention is given to nurturing leadership within a changing business climate. annual reports of more complex publicly traded effective working relationships with diverse Teams of learners interview businesses to gain enterprises to interpret explanatory footnotes, and stakeholders and the e-business initiative. insight into the real-world demands of to relate financial statements to the business Prerequisite(s): BUS3020 contemporary management and leadership. performance of the enterprise. BUS4031 - Marketing, Sales, and Channel BUS3020 - Fundamentals of E-Business (6 quarter BUS4011 - Virtual Team Collaboration (6 quarter Management (6 quarter credits). An understanding credits). This course presents an understanding of credits). Practical communication and collaboration of marketing, sales, and channel management as the fundamentals of e-business, the acquisition of skills for effective participation in and leadership of an integrated and interrelated process is hands-on experience with e-business technology, teams in a virtual networked context are examined. developed. A case study that illustrates the mutual an evaluation of the primary management Various forms of collaborative leadership will be interdependencies of marketing, sales, and channel considerations in the development process of examined and learners participate in collaborative management for success in a new product launch commercial e-business systems, an assessment of leadership experiences in a virtual networked helps learners explore both the strategic and the implications of an e-business initiative, and the organizational setting. Prerequisite(s): BUS3010 operational aspects of marketing, sales, and development of an e-business technological and BUS4012 - Leadership in Organizations (6 quarter channel functions. Learners prepare and present a management plan for an enterprise. credits).The art and science of leadership in the plan for marketing, sales and channel networked enterprise at different organizational management. Prerequisite(s): BUS3030 72 Capella University 1-888-CAPELLA www.capella.edu

Undergraduate Course Descriptions, continued

BUS4032 - Customer Psychology and Marketing complementary with the economic success of the HUM3012 - Culture and Values Across Generations Research (6 quarter credits). In this course learners enterprise and satisfaction of enterprise (6 quarter credits). This course helps learners explore market research on the psychology of stakeholders. identify and understand cultural fault lines and customers, including: Why do customers buy? BUS4802 - Change Management (6 quarter credits). common themes found across generations. The What are the surface reasons of customers for In this course, learners gain an understanding of ‘generation gap’ is examined for people in North buying? What are the deep needs customers are the knowledge and skills required to lead, facilitate, America, Europe, Japan and India. Practical attempting to satisfy when they buy? What is the and support change management. Case studies to implications of the generation gap are compared in significance of customer trust and membership-in- gain an understanding of the unfolding dynamics each culture studied, with special emphasis on community with the enterprise? The methodology of planned and unplanned change in organizations technology and spirituality in these comparisons. and assumptions underlying the market research are presented. Networked many-to-many MNS3041 - Applied Statistics (6 quarter credits). on customer psychology are examined. communications and language change are This course examines the tools necessary to define Prerequisite(s): BUS3030 addressed as primary resources for effective and frame practical statistics research problems, BUS4033 - Brand Identity and Marketing change management. Trust building, fear- gather data, and apply statistical methods of Communications (6 quarter credits). Learners containment, and broad participation in the analysis. Exercises will develop learners’ abilities explore multiple forms of marketing change process receive special attention. to interpret statistical analysis results. Particular communications media and messages in this BUS4991 - Integrated Action Learning I - Project emphasis will be placed on critical examination of course, including the hidden power of word-of- Planning and Action Learning Plan (6 quarter the practical significance and value of statistical mouth marketing and the expanding media of the credits). This capstone course pulls together the analysis in a variety of situations. Internet. The over-communicated nature of the business tools acquired during the Capella MNS3042 - Introduction to Complexity Science marketplace is explored for the practical undergraduate experience to demonstrate how (6 quarter credits). The primary focus of this course significance of focusing brand identity and they are applied in today’s business environment. content is on the examination of how small forces selecting marketing communications. Each learner develops an idea for a product/service in complex systems can cause significant outcomes. Prerequisite(s): BUS3030 and creates a company strategic plan to produce a Learners review examples of fractal mathematics BUS4043 - Compensation and Benefits selected product/service. Prerequisite(s): and simulations of complex systems. The course Management (6 quarter credits). This course Completion of at least 78 upper division credits. helps learners develop an eye for identifying and content addresses the trends and evolution of Cannot be fulfilled by transfer. observing the workings of complexity science in compensation and benefits at both the strategic BUS4992 - Integrated Action Learning II - Project real-world, everyday systems. and operational dimensions. Evaluation of costs Completion and Final Report (6 quarter credits). SOC3031 - Economic and Technological History associated with various approaches to compensation This capstone course continues to pull together the of the 20th Century (6 quarter credits). The and benefits is explored. Learners participate in a business tools acquired during the Capella interwoven pattern of economic and technological case study involving selected compensation and undergraduate experience to demonstrate how development over the past century is explored. benefit issues and integrate their learning by they are applied in today’s business environment. Topics of special focus include the development of preparing and presenting a compensation and Each learner defines a 5-year business plan for a the automobile in the first half of the 20th century benefits plan for an enterprise. Prerequisite(s): selected product/service. Prerequisite(s): BUS4991. and the development of computers in the latter BUS3040 Cannot be fulfilled by transfer. half of the century. Discussions examine the social, BUS4044 - Legal Issues in Human Resource COM3021 - Effective Group Communication cultural and political implications of these two Management (6 quarter credits). The primary (6 quarter credits). This course covers the critical economic and technological developments. orientation of the course is to enable learners to role that communication plays in creating and SOC3032 - Applied Sociology (6 quarter credits). recognize the spirit and purpose of the legal maintaining relationships within small groups. An examination of the sociology of action research, framework of enterprise so that they can embrace Topics include communication as a community- specifically the close relationship between compatible strategies and avoid cutting corners in building competence, the power of collaborative researching a sociological community and positive the short-run, which can ultimately result in major language and the use of symbols and rituals as change in the social system under examination are disasters. Case studies illustrating how a minor transformative leadership arts. Discussions cover presented. A special emphasis is given to the legal issue can either be managed well or spiral into the potential that new networked communication ‘appreciative inquiry’ of applied sociological action an unmanageable legal, financial, and public technology holds for collaborative communication. research methodology. Learners practice this relations mess are studied. Prerequisite(s): BUS3040 COM3022 - Effective Writing Skills (6 quarter research method by interviewing members of a BUS4045 - Recruiting, Retention, and Development credits). Writing skills applicable to a variety of social system using positive, affirming and (6 quarter credits). The primary focus of this course situations in business and elsewhere are developed. appreciative social research questions. is on the characteristics and motivations of people Course work places equal emphasis on writing as a TS3004 - Communicating in New Media (6 quarter of different backgrounds and the match between way of communicating with clarity and as a way of credits). Learners gain an IT perspective of what their needs and aspirations and the relevant thinking with precision. Learners strengthen their higher education can do to prepare them for characteristic of the employing enterprise. The ability to incorporate good grammar and good careers in a constantly changing workplace. In practical operations of recruiting, retention, and logic into their written communication through addition, learners investigate and practice thinking development of employees are examined. Special hands-on exercises including informal email habits, research various IT perspectives or attention is paid to effective performance review writing and formal report writing. specializations, and practice writing skills needed processes and its relationship to coaching and for success in their program. A number of new mentoring. Prerequisite(s): BUS3040 HUM3011 - Cultures of the World (6 quarter credits). Course content focuses on the diversity of world media types are explored in this course, including BUS4801 - Ethics and Enterprise (6 quarter credits). cultures and the lessons those cultures hold for collaborative and communication tools and Learners develop the ability to recognize and exercise understanding one’s own culture. Learners develop techniques. Throughout the course, learners leadership in significant enterprise-wide ethical and an eye for seeing cultures through an historic lens, analyze, synthesize, and evaluate concepts and human matters. Case examples and projects recognizing patterns of change in world cultures, current topics in light of their personal and highlight the ethical and human dimensions of identify the practical implications of cultural change, professional experiences. This course encourages enterprise. Special attention is given to studying and contrast the mixed pre-modern, modern and all learners to broaden their perspective, how commitment to social and environmental post-modern cultural influences at work in India participate in building a learning community, and ethical responsibility can be compatible and and North America. tap into the talents and resources of the class. 1-888-CAPELLA www.capella.edu Capella University 73

TS3004 and TS3005 must be taken concurrently by connectivity technologies (ODBC/JDBC), and data providing dynamically created web pages to the BS and Certificate learners in their first quarter. warehousing multidimensional databases and data client. The learners utilize CGI scripts to access a Cannot be fulfilled by transfer or petition. mining methods that extract useful information database. The learners also utilize an industry TS3005 - Undergraduate Learner Success Lab (non- from the data warehousing. A problem-based standard tool to interactively create a database credit). This lab is designed to provide new approach using SQL is used in this course. aware Web site. The concepts of JDBC and ODBC undergraduate learners the knowledge and skills TS3140 - Fundamentals of Programming (6 quarter are presented in support of these activities. they need to be successful in their academic credits). This course covers the software engineering Learners are introduced to mechanisms to improve programs. The lab familiarizes learners with the fundamentals necessary for good programming performance of web applications. The learners Capella online environment and support resources practice. Current techniques used in large-scale expand the business Web site created in TS4010 provided to ensure success. Learners build skills in information system software development are interfacing it to a relational database. Prerequisite(s):TS4010. It is suggested that TS3130 the selection and use of methods, techniques, and introduced, including requirements analysis, COURSE DESCRIPTIONS UNDERGRADUATE library resources. Working with the academic functional specification, system design, Fundamentals of Database Systems; and TS4808 advisor, learners will develop a Degree Completion implementation, testing and maintenance. A Object Oriented Analysis, Design, and Programming Plan or a Certificate Completion plan. TS3005 is an problem-based approach using practical examples be taken prior to this course. advisor-led course taken in the first quarter, in is used. Learners are also introduced to software TS4012 - Advanced Server Side Programming conjunction with TS3004, and carries no credit. engineering practices within the Software (6 quarter credits). This course introduces the Cannot be fulfilled by transfer or petition. Engineering Institute’s Capability Maturity Model. learner to more complex but also more flexible TS3100 - Fundamentals of Web Application TS3150 - Fundamentals of Network Systems technologies supporting reusable business logic on Development (6 quarter credits). This course (6 quarter credits). This course provides an the server. The learner is introduced to Enterprise emphasizes Web application development introduction to computer networks, protocols, Java Beans (EJBs), their capabilities and contexts fundamentals and engages the learner with the TCP/IP and the Internet. The course also introduces for use. It is expected that the learner has a good intellectual and software tools necessary for network performance analysis, security issues, knowledge of Java and is acquainted with Java developing professional Web applications. The firewalls, SSL, digital certificates, encryption Bean technology, although the concept of Java learner gains experience with the professional techniques, and types of authentication (strong and Beans will be refreshed in the class. The learner is process of planning and developing prototype Web weak). The learners apply their knowledge in a introduced to distributed object technology.The applications. The learner develops a personal web project that is designed to give them first hand technologies of CORBA, DCOM, and .NET are also site that serves as an e-portfolio and resume of the experience in building a networked application explained and compared. The learner accesses learning performance at Capella University. and/or analyzing and evaluating the performance information on a remote database to display the of protocols and applications. results of computations on this data to a client’s TS3110 - Fundamentals of E-Business (6 quarter web page using both JSP and ASP technology. The credits). This course provides an understanding of TS3160 - Ethical and Human Side of Information course also describes how extensible markup e-business strategies and technologies. Through Te c hnology (6 quarter credits). This course uses language (XML) is utilized by Internet agents to readings, class discussions, and exercises, learners specific case examples and projects to explore the share information between diverse business units. gain an understanding of the factors needed to ethical and human dimensions of information Prerequisite(s):TS4011 launch and succeed in business in the electronic technology within organizations and in relationships marketplace. Learners are introduced to the with customers, partners, and society. Learners TS4030 - Project Estimation and Budgeting following topics: creating an online business concept; develop the ability to recognize, to take seriously (6 quarter credits). This course focuses on the assessing markets, competition and customers; and to exercise leadership in significant ethical and critical aspects of planning an information assessing technical infrastructure requirements; human matters related to information technology. technology project including estimating the effort, understanding security and data privacy risks; and Cannot be fulfilled by transfer. schedule, cost, and required quality level of the understanding the importance of legal and resulting IT product. Using readings, online TS4010 - Presentation Layer: Client Side discussions, practical exercises, and computer- regulatory issues. Learners apply this understanding Programming (6 quarter credits). This course when they develop an e-business plan. based tools, learners develop skills to focuses on advanced client side programming with systematically estimate the projects that they are TS3120 - Fundamentals of Project Management a basic introduction to server side programming. It involved in. Prerequisite(s):TS3120 (6 quarter credits). This course emphasizes the is an extension of TS3100 Fundamentals of Web critical activities associated with managing and Application Development. Topics include dynamic TS4031 - Risk Management in Information System leading information technology projects. It includes HTML, JavaScript, Java Applets, cascading style Development (6 quarter credits). This course vendor management, configuration management, sheets, design templates, and principals of user- provides an overview of proven risk management project estimation, risk management, and managing centered design. Learners are also introduced to techniques that information technology project cross-functional and multi-national teams. Case multimedia and plug-in functionalities. The course managers and project leaders use to better meet studies of information technology project successes includes a basic introduction to CGI programming their project estimates. Using readings, online and failures are explored. Learners build and apply and Server Side Includes (SSI). Learners apply their discussions, practical exercises, and computer- a project plan during this course. Learners are also knowledge of client side programming as they based tools, learners develop skills to systematically introduced to software management practices enhance their personal e-portfolio Web site and manage project risks. Prerequisite(s):TS3120 within the Software Engineering Institute’s construct a rudimentary e-business site. TS4032 - Motivating Information Technology Capability Maturity Model. Prerequisite(s):TS3100 Professionals (6 quarter credits). This course TS3130 - Fundamentals of Database Systems TS4011 - Application Layer: Server Side introduces strategies for improving job satisfaction, (6 quarter credits). This course introduces database Programming (6 quarter credits). This course teamwork, and creativity within the team. Through analysis, database design, and N-tiered client provides the learner with the skills to build a readings, case study analysis and online discussions, server database systems. Topics include database professional web application with interfaces to an learners understand how to effectively motivate IT structures, data dictionaries, data analysis, and existing database. It builds upon the knowledge professionals. Prerequisite(s):TS3120 common database applications. Learners develop gained from TS3100 and TS4010. It expands upon TS4040 - Network Administration (6 quarter an application in a popular database system. the CGI skills touched upon in TS4010. It covers credits). This course focuses on the latest network Advanced discussion topics include database several mechanisms for interfacing a Web site with operating systems (NOS) concepts and tools, to scripting (SQL), API interfaces, database a back-end database (ASP.NET, ADO.NET, etc.), and administer a local area network (LAN). Topics 74 Capella University 1-888-CAPELLA www.capella.edu

Undergraduate Course Descriptions, continued

include planning, installing, configuring, optimizing, TS4052 - Image Processing (6 quarter credits). This TS4807 - Legal Issues in Information Technology securing, printing, and troubleshooting networks. course is for Web designers who wish to create and (6 quarter credits). This course provides an Upon completion, learners will have a solid have optimum control over the images used in a analysis of rapidly evolving legal issues associated understanding of network administration practices Web site. Learners will use Photoshop, the with information technology and e-business. in a productive environment. In addition, learners industry-standard program for image editing, Web Topics include intellectual property, privacy rules, will be able to take one of the industry certification site design, digital photography, collage, prepress encryption regulations, and current legislative exams after completing this course. Prerequisite(s): production and fine art. Learners will be able to use activities. This course emphasizes the technical TS3150 the traditional bitmap image editing features aspects associated with these legal issues so TS4041 Advanced Network Administration combined with a new vector feature which learners can prepare for the upcoming changes in (6 quarter credits). This course is a continuation of provides control when compositing photographic their profession. New laws may impact the design IT4040 focusing on enterprise and wide area pixel-based images and crisp, resolution- of web applications, e-business strategies, and networks (WAN). Topics include advanced WAN independent type. While the bigger focus in this many other IT activities. concepts such as directory services, authentications, course is image processing for the Web, learners TS4808 - Object Oriented Analysis, Design, and advanced connectivity issues, traffic, advanced will be able to use the same image for high DPI Programming (6 quarter credits). This course security issues, remote access, remote management, print media, such as brochures and catalogs. It is introduces object-oriented analysis and design advanced multi-protocol concepts, and monitoring suggested that learners have access to a scanner concepts using the universal modeling language network performance. Upon completion, learners or digital camera. Prerequisite(s):TS3100 (UML) and the Java programming language. Sound will have a solid understanding of administering TS4801 - Information Systems Analysis and Design practices for the design, construction, testing and wide area networks. In addition, learners will be (6 quarter credits). This course examines the debugging of object-oriented software able to take one of the industry certification exams process of developing an information system from applications are emphasized. This course also after completing this course. Prerequisite(s):TS4040 conception to implementation. Although the focus introduces patterns. A problem-based approach to TS4042 - Network Design (6 quarter credits). This is upon the traditional system development object-oriented analysis and design concepts is course focuses on the design and integration of methods, alternative methods are also described. used in this course. multi-protocol networks (local area networks and These alternative methods include object oriented, TS4809 - Data Warehousing and Data Mining wide area networks) forming an enterprise network. rapid application development, and joint applications (6 quarter credits). This course introduces data Designing intranets, virtual local area networks, development. Various systems analysis and design warehousing and data mining concepts. Learners firewalls using different Internet-working devices tools are used as part of the process. develop an understanding of the principles and and media will be carefully studied based on TS4802 - System Assurance Quality and Testing techniques associated with storing large amounts different situations taking into consideration cost, (6 quarter credits). This course covers proven of organizational data and using automatic data compatibility, expandability, security, and future strategies for improving the quality of an Information retrieval methods. This course also emphasizes the requirements. In addition, learners will be able to System through quality assurance and testing statistical techniques involved in data extraction. take one of the industry certification exams after methods. Learners review system requirements A scaled down version of a data warehousing/data completing this course. Prerequisite(s):TS3150 for testability, participate in simulated design and mining effort will be developed in the course. TS4050 - Vector Graphics Animation (6 quarter code inspections, explore testing strategies, and TS4810 - Web Design (6 quarter credits). This credits). The course will cover the basic functionality prepare test plans. Learners are introduced to a course is for people who already know the basic of Web animation and interactivity. You will learn to common list of quality characteristics and methods techniques of creating a web page and want to illustrate with Flash, using animation techniques to obtain them. Process improvement strategies improve the aesthetics, design and usability of and special effects. Flash files produce resizable and models are also discussed. their Web site. This course specifically covers compact full-screen navigation interfaces, technical TS4803 - System Assurance Security (6 quarter general design elements of page layout and illustrations, long-form animations, and other credits). This course provides additional detail on typography as it relates to web pages. It will be dazzling site effects. Flash enables Web designers network security and information systems. This assumed that the learner knows something about to import artwork from their favorite bitmap or course is geared for the network administrator optimum file size for graphics, safe colors, screen illustration programs, apply transparency, create who must implement security strategies to protect size resolution as it relates to page size, system morphing effects, add interactivity and sound, and their organization from exposure to the Internet. It platform differences and browser differences. animate them over time. Unlike bitmapped images also helps network designers incorporate security- Prerequisite(s):TS3100 that are optimized for a single resolution, vector conscious designs. The course presents strategies TS4811 - Object Oriented Programming in Java images can adapt to multiple display sizes and to guard against hackers and forms of viruses; (6 quarter credits). This is an intermediate level resolutions. This is ideal for displaying Web sites describes firewalls and gateways; and explores object-oriented programming course using Java. uniformly on set-top boxes, hand-held computers, authentication and encryption techniques. The As prerequisite, learners should have prior or PCs. You will learn how to embed exported Flash course also covers a list of the most often used programming knowledge of either C or C++. movies into HTML documents for play in a browser. methods for attacking a network system and how Experience in other languages—Visual Basic, Prerequisite(s):TS3100 to defend against them. Smalltalk, COBOL, etc., will also be acceptable. TS4051 - Web Graphics Production (6 quarter TS4806 - Future of Information Technology Focus of the course will be on developing credits). This course covers creating, editing, and (6 quarter credits). This course is intended to applications using the Java Software Development animating Web graphics using bitmap and vector acquaint you with the potential that information Kit (SDK), with numerous example programs and a tools. Learners use export controls to optimize technology has to affect our lives in the future. The course project. The course will also explore how images, with advanced interactivity, and export course will explore both positive and negative Java relates to various features of C, C++ and C#. them into Macromedia Dreamweaver and other aspects of the future. Learners study the historical TS4812 - Advanced Java Programming (6 quarter HTML editors. Learners will be able to launch and development of information technology to obtain a credits). This course extends the topics covered in edit Fireworks graphics from inside Dreamweaver perspective for understanding legacy systems, for TS4811 by covering several advanced features of or Macromedia Flash. Learners use tools to help assessment of current trends and for anticipating Java programming. It is intended for learners who them efficiently manage graphic layers, behaviors, future possibilities. This course develops strategic understand the fundamental Java programming and colors and improve Web page loading. skills to help learners anticipate and participate in concepts and who now want to explore some of Prerequisite(s):TS3100 the next wave of information technology. the advanced Java programming topics. The 1-888-CAPELLA www.capella.edu Capella University 75

primary focus of this course is on the advanced address an area of study that complements the features and libraries of the Java2 platform. learner’s past experience and learning objectives. Prerequisite(s):TS4811 The course typically involves learners, working on TS4813 - Operating Systems (6 quarter credits). individual learning plans, in the context of a learning This course is an introduction to fundamental community. Special permission is required for concepts in operating systems. Topics include main registration. memory management, virtual memory, I/O and TS4991 - Integrated Action Learning I - Project device drivers, and secondary storage Planning and Action Learning Plan (6 quarter management and file systems. Practical examples credits). This course initiates the integrated action using the Unix operating system will be explored, learning project proposed by learners. Learners

including study of process, file structures, and prepare a project plan that includes details of their COURSE DESCRIPTIONS UNDERGRADUATE inter-process communication. The course will project, deliverables, dates when they will be explore how key concepts are implemented in Unix completed, and the associated learning that will be compared to other leading operating systems exhibited. Cannot be fulfilled by transfer. including Windows-based and Linux. Note: Learners should not plan to take this course TS4814 - Wireless Web Programming (6 quarter until their second to last quarter. credits). This course provides an overview of the TS4992 - Integrated Action Learning II - Project evolving wireless technologies and the wireless Completion and Final Report (6 quarter credits). application protocol (WAP). WAP is the de facto This course completes the integrated action worldwide standard for providing Internet learning project proposed by learners. Learners communications and advanced telephony services implement their plan and record weekly status on on digital mobile phones pagers, personal digital their Web sites of their progress, issues, decisions, assistants and other wireless terminals. Learners and learning. At the conclusion of the course, will use simulation software to design and debug learners complete their projects and summarize wireless web applications using wireless markup their results in a final report. Prerequisite(s):TS4991. language (WML) for Internet-enabled phones. This Cannot be fulfilled by transfer. course will focus on the wireless application protocol (WAP), the standard currently prevalent in North America and Europe but will also touch on protocols and services used in other parts of the world. TS4815 - Introduction to Telecommunications (6 quarter credits). This course introduces basic concepts and structural components of the telephony and voice telecommunications industry. It will introduce and explore a telecommunications platform that includes switching, wiring, and networking, as well as facilities that provide and support telecommunications. PBX switching and telecommunications are covered. In addition, the course will survey the state of convergence of communications technologies. TS4816 - Mobile Device Programming (6 quarter credits). This course provides an overview of the tools and languages used to program native applications for mobile devices such as personal digital assistants and mobile phones. Unlike wireless web applications, native applications run directly on the device hardware and do not require wireless connectivity to operate. Examples include productivity applications such as digital forms, collaboration applications such as instant messaging and database synchronization, and entertainment applications such as games and audio/video players. While the tools used for native applications are based on the tools used for traditional programming, the differences in technical architecture and user interface design are significant. This course will cover the fundamentals of designing and building applications for mobile devices. 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 information technology. Appropriate course topics 76 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions in Numerical Order by School Prefix

The following course listing cites the most current ED818 - The Future of Teaching and Learning: Issues theoretical approaches and models for coaching; offerings as of the time that this catalog was for the Educational Leader (4 quarter credits). To essential knowledge, skills and attitudes for prepared. Capella University retains the right to develop and exercise stewardship of a vision that effective coaching; assessment of client needs; and withdraw, modify, or add courses to the existing will lead an educational institution into the future, communication skills and techniques for list without prior notice.These general descriptions the school leader must be aware of the rapidly supporting the client through personal and indicate the content and topics typically covered in increasing body of research about teaching and professional change. Through extensive work on each class. Capella and its faculty reserve the right learning. Recent technological advances have both theory and practice, participants will become to modify content based on the particular needs, made possible new research about the brain and confident and effective mediators of people interests, and abilities of the learner. how people learn. This course will examine current seeking to improve the quality of their personal or brain research and implications for instruction, the professional lives. use of technology in the classroom, and new ED834 - Higher Education and the Law (4 quarter ED502 - Survey of Human Resource Development thinking about educational reform. credits). This course explores constitutional, Research (4 quarter credits). In this course, learners ED820 - Principles of Educational Administration statutory and case law as related to higher will explore the values, purposes, methods and (4 quarter credits). This course offers an examination education school settings. Both federal and state processes of Human Resource Development (HRD) of the basic principles of administrative theory and legislation are reviewed with implications for both research. The focus will be on identifying how practice. Models of administration from business public and private higher education institutions. theory and research can be practical tools to solve and public administration, as well as theoretical ED836 - The Collaborative Nature of Adult HRD challenges that practitioners face on a daily constructs from various disciplines are explored. Education (4 quarter credits). The successful basis. This course is only applicable to learners ED822 - The Funding of Educational Institutions education of adults is a collaborative effort enrolled in the School of Education Professional (4 quarter credits). This course examines the many between the learner and the facilitator. This course Development’s Training and Development issues surrounding the funding of public explores such areas as the theoretical and practical Specialization. education. The focus is on present and future changes necessary to place adult education in a ED722 - Interface Design (4 quarter credits). Almost funding patterns. collaborative mode, a partnership of learning all communication in online learning is visual. For ED823 - Education and the Law (4 quarter credits). between colleagues. this communication to be effective, the This course explores constitutional, statutory and ED837 - Funding and Managing Education instructional designer must consider both case law as related to primary and secondary Enterprises (4 quarter credits). Private and public functionality and appeal. This includes issues such school settings. Both federal and state legislation funding patterns are examined and learners as screen layout, color, navigation, and the use of are examined. explore practical fund-raising plans. Also graphics and video. This course also deals with the ED824 - Climate and Structure of the Learning considered is the management function which non-visual interfaces of sound, and user input via includes personnel matters as well as marketing keyboard, mouse, voice and touch. This course Environment (4 quarter credits). This course examines theories and practices of the structure and evaluation. Evaluation methods to assure provides practical guidance for designing all quality and accountability are also explored. interfaces to be effective and attractive. and climate of the learning environment, as well as policies and procedures of personnel management ED838 - Teaching and Learning with Diverse ED724 - Project Management for Multimedia and supervision. Topics may include open Populations (4 quarter credits). This course explores Development (4 quarter credits). The design and classrooms, competency-based curricula, and teaching and learning principles and practices as development of online multimedia courses require mainstreaming learning disabled and physically applied to diverse, multicultural populations. the coordination of a variety of people doing very challenged learners. different tasks. Each member of the project team ED839 - International Aspects of Adult Education has to produce what is required in a timely fashion ED825 - Curriculum Development (4 quarter credits). (4 quarter credits). This course explores adult within a prescribed budget. This course deals with a This course explores implementation and education from an international perspective. wide range of issues in project management, assessment of curricula based on historical and Emphasis is on the comparative analysis of adult including budgeting and final roll out. The course theoretical perspectives. Learners may examine educational systems in terms of individual provides insights and tools that will help the new curricula from any educational setting. philosophy, goals and methods. instructional designer effectively manage a project. ED828 - Intellectual Development and Learning ED840 - The Politics of Higher Education (4 quarter ED812 - The Governance of Educational Institutions Styles across the Lifespan (4 quarter credits). This credits). This course involves an examination of (4 quarter credits). This course examines models of course covers the major theories of development the differing and changing perceptions of the role the governance of educational institutions, and learning styles and is meant as a complement of higher education in America. The politics of including formal and informal settings as well as to the Human Development and Behavior competition for resources, the expectations of traditional and non-traditional models. Foundation course. Various learning and consumers and providers, and the role of state and motivation theories and how they apply to the local government are examined. ED814 - Evaluating the Effectiveness of the different developmental stages are explored. Educational Process (4 quarter credits). This course ED841 - The History of Higher Education (4 quarter explores a variety of evaluation techniques to ED829 -Theory and Methods of Educating Adults credits). This course examines the history of examine individual educational programs or entire (4 quarter credits). The purpose of this course is to colleges, universities, and other postsecondary educational systems. It also provides theoretical apply adult development theory in order to institutions from colonial times to the present. The frameworks upon which evaluations are based. develop an understanding of the roles of the focus is on the major trends in postsecondary facilitator and the learner in adult education; and to education which reflect the needs and provide ED815 - The Future of Educational Institutions: become skillful in the selection and use of leadership in the social structure. Topics and Trends (4 quarter credits). Based on an appropriate methods, techniques and materials for ED846 - Instructional Design for Distance examination of the formative ideas which have achieving particular learning objectives. shaped educational institutions, this course Education (4 quarter credits). This course introduces explores both the theory and practice of changing ED830 - Coaching for High Performance (4 quarter learners to the increasing societal demands to educational institutions to meet future needs. An credits). In this course participants learn to deliver education in new and innovative ways. The understanding of the philosophy of American effectively guide individuals to improved learning, course will enable learners to design instructional education, as well as a knowledge of institutional decision making and performance. Topics to be applications in a distance education setting. change, will be necessary in this course. covered include: the role of coaching in Prerequisite(s): ED851 organizational performance systems; several 1-888-CAPELLA www.capella.edu Capella University 77

ED851 - Principles of Learning and Instructional ED899 - Special Topics in Education (4 quarter ED5990 - Integrative Project (4 quarter credits). Design (4 quarter credits). This course provides an credits). Learners propose appropriate course MS learners demonstrate proficiency in integrating introduction to instructional design from a theory- topics that are not covered in any of the electives. learning from Required, Specialization, and based treatment of the instructional design process, ED900 - Internship in Education (4 quarter credits). Elective courses by completing an analysis of an including the design of instructional strategies. As a guideline, enroll for 4 quarter credits for each organization or system, or the design of a new ED852 - Ethics and Social Responsibility in 150 hours of internship experience. A journal or application in their professional field. This course is Distance Education (4 quarter credits). This course paper describing the internship experience is intended for School of Education learners. analyzes, from both conceptual and applied points required. ED7001 - Professional Writing for Graduate GRADUATE COURSE DESCRIPTIONS GRADUATE of views, the interaction between education and ED901 - Internship in Educational Administration Learners (4 quarter credits).This course aims to society. Through an examination of basic (8 quarter credits). This is a field-based experience refine the basic skills necessary for professional assumptions, attitudes and values, learners build involved in the activities and responsibilities writing. Through weekly exercises, the course an ethical foundation for understanding the issues related to the administrative functions to the school instructs learners in composing clear, concise, and policies related to distance education. administrator/supervisor. A journal/portfolio along elegant, and grammatical language that reflects ED853 - Elementary School Administration with a log of management activities describing the their personal writing style. Through short writing (4 quarter credits). This standards-based introductory completed internship experience is required. assignments, the course also allows learners to become more effective at explaining through course in elementary school administration ED903 - Internship for the Superintendency considers current theories, principles and practices description and definition. The course does not (8 quarter credits). This is a field-based experience require a research paper. needed for effective elementary and middle school involved in the activities and responsibilities administration. The key role of the administrator in related to the administrative functions of the ED7002 - Advanced Writing Concepts (4 quarter the success of all students and the continuous superintendent. As a guideline, 300 hours of field credits). The four distinguishing characteristics that improvement of staff and programs will be a experiences must be documented. A journal/portfolio define quality writing are organization, readability, central focus of the course. Standards for school along with a log of management activities describing effectiveness, and elegance. This course concentrates leaders form a framework for the course which the completed internship experience is required. on the last two. Effectiveness refers to the tone of examines relevant issues including governance, the language: passionate, but not emotional. How leadership, curriculum and instruction, staff ED5004 - Societal and Cultural Change (4 quarter strongly the writer makes the argument is important. development, community engagement, technology, credits).Understanding the impact of social and Elegance implies writing with simplicity and grace, use of data, and school improvement. cultural differences, diversity, and change is a eliminating wordiness and meaningless words, fundamental competency of educators. This is a with clear and concise expression as the goal. ED854 - Secondary School Administration (4 quarter foundation course for master’s learners that will credits). This standards based introductory course Through discussion and written exercises, learners introduce themes that persist throughout the will develop skills in these two areas. in secondary school administration considers degree program. Societal and Cultural Change current theories, competencies, skills, and practices prepares learners to lead in the field of education ED7004 - Graduate Writing for ESL/EFL Learners needed for the effective administration of secondary by addressing theories of change and strategies of (4 quarter credits). This course introduces non- schools. The key role of the administrator in the the change agent. A broad array of theories and native speakers of English to graduate-level success of all students and the continuous readings will cover the spectrum of social change academic writing. Learners will develop an improvement of staff and programs will be a and its affect on education. As a result learners will understanding of the assumptions and intentions central focus of the course. In addition to literature understand the complexity of a diverse classroom that underlie advanced academic writing as it is specific to high school reform, issues of governance, population and the impact of social movements. done in the United States. Learners will develop shared leadership, organizational structures, Assessment of learning will consist of evaluation of skills in producing effective advanced academic curriculum, planning, scheduling, school the ability to analyze and synthesize course materials writing including skills in combining facts and improvement, use of data, staff development, and demonstrate critical thinking. Cannot be opinions from multiple sources. Learners will technology, and community engagement will be fulfilled by transfer. develop linguistic and content editing skills so that examined and discussed. they will be able to continue to improve their own ED5005 - Master’s Learner Success Lab (non-credit). academic writing after they leave the course. ED855 - Higher Education Administration This lab is designed to provide new Master’s (4 quarter credits). Analysis of Theory, policies and learners the knowledge and skills they need to be ED7210 - The Delivery of Distance Education procedures involved in administering institutions successful in their academic programs. The lab (4 quarter credits). This course will provide of higher education. familiarizes learners with the Capella online discussions and experiences leading to an ED857 - Personnel Administration (4 quarter credits). environment and support resources provided to understanding of current delivery systems for This course will address staffing, assignment, ensure success. Learners build skills in the distance education including interactive television, policy making, salary negotiation, grievance selection and use of methods, techniques, and satellite dissemination and wireless networking. procedures, records, supervision and evaluation of library resources. Working with the academic ED7211 - Designing Online Instruction. (4 quarter professional and non-professional employees. advisor, learners will develop a Degree Completion credits) This course teaches the learner how to ED895 - Special Topics for Distance Education Plan. ED5005 is an advisor-led course taken in the create instructorless (or self-paced) programs (4 quarter credits). This course provides learners an first quarter, in conjunction with ED5004, and which are often multimedia courses or segments, opportunity to study specific or innovative areas of carries no credit. Cannot be fulfilled by transfer. usually found on CD-ROM or on Web sites. In this interest within the area of distance education. ED5006 - Survey of Research Methodology course attention will be paid to four areas: design, factors affecting learning, communication, and ED898 - Special Topics in Educational Administration (4 quarter credits). This course presents an overview of the general approaches to research methodology project management. In addition, the course (4 quarter credits). This course focuses on provides a detailed examination of common individualized special topics in educational at the graduate level. It deals with the quantitative and qualitative approaches to rigorous scholarly instructional methodologies, such as tutorials and administration and supervision. Learners propose simulations. Prerequisite(s): ED851 appropriate course topics that are not covered in inquiry and the major research methodologies. This any of the above electives. course is aimed primarily at Masters level learners ED7212 - Administration and Leadership of although PhD learners may take it as an elective. Distance Education Programs (4 quarter credits). This course provides an overview of the skills and competencies needed for the administration, 78 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

management and leadership of distance education requirements and boundaries for a set of instruction, ED7543 - The Superintendency (4 quarter credits). programs. Discussions include the management of especially as it relates to instructorless settings. School superintendents have complex leadership existing distance education programs, the design Prerequisite(s): ED851 or ED7211 responsibilities. Those who hold the position must and implementation of new distance education ED7503 - Instructional Media Tools (4 quarter be among our best and brightest. Their vision and programs, and the transformation of existing credits). Many software programs now offer performance must focus on creating quality schools distance education programs for more efficient and instructional designers opportunities to create that inspire our children to become successful, effective delivery. innovative web-based courses. This course will caring Americans, capable of becoming contributing ED7400 - Technology Strategies for Brain-Based provide hands-on experiences in the preview of citizens of the world. The superintendency requires Learning (4 quarter credits). This course focuses current software with direct application of courage, creativity, energy, vision and adaptability research on brain-based learning and provides instructional media to instructional design. to a myriad of issues ranging from social change, applications for a technology-based curriculum. diverse student populations, demands for equity ED7504 - Leadership for Instructional Design and new technologies. Course activities are presented in a project-based (4 quarter credits). This course will provide learning model that provides authentic experiences in opportunities for instructional designers to ED7544 - Introduction to School Business brain-based learning with a discussion on specific examine the leadership and management skills Administration (4 quarter credits). The course applications for grade-level and content-specific necessary for effective design and delivery of web- provides an introduction to school business curriculum development. Course activities include based instruction. Through the development of a administration, providing an overview of a study of assessment strategies to meet the needs professional portfolio, instructional designers will accounting, budgeting, information technology, of diverse learners and technology-resource participate in assessments that evaluate facilities planning and construction, purchasing planning for the design and development of a collaborative team planning, decision making, and warehousing, risk management, nutrition brain-based learning environment problem solving and change management. services, maintenance/operations and ED7491 - Instructional Design for Health Care transportation. Legal requirements, organization ED7505 - Evaluation and Assessment of and staffing for each area are addressed. Programs (4 quarter credits). This course explores Instructional Design (4 quarter credits). This course various instructional design methods, which can be will provide specific guidelines and formats for the ED7545 - Special Education Administration used in health care programs. Theoretical evaluation and assessment of learning (4 quarter credits). For personnel administering frameworks upon which the instructional design environments in a web-based format. Course special educational services; responsibilities of methods are based will be addressed. activities will also provide instruction in creating superintendents, principals, supervisors, and ED7493 - Internships for Instructional Design for effective assessment for online learning programs. directors for special education, student personnel Online Learning (4 quarter credits). Internships Prerequisite(s): ED851 or ED7211 and other special programs. offer experiential opportunities for learners in the ED7530 - A Historical Perspective and Philosophy ED7560 - Innovative Leadership (4 quarter credits). area of instructional design for online learners. of Adult Education (4 quarter credits). This course To successfully improve school performance, the A plan of action, field supervisor and written provides an overview of major adult education K-12 leader must engage in a continuous process documentation are required components of the theorists including Lindeman, Knowles, Friere and of change and transformation. Understanding the internship. Bergevin and current theorists including Apps, processes of change and its impact on faculty, ED7494 - Special Topics for Instructional Design for Knox, Brookfield. Based on readings and learner’s parents, students, and community is a challenge. Online Learning (4 quarter credits). This course experience in adult education, the learner will Through study of change and behavioral theories, provides learners an opportunity to study specific develop and defend their own philosophy of adult leadership principles, and case studies, school or innovative areas of interest within the area of education. leaders will build skills as effective change agents. instructional design for online learning. ED7540 - Leadership in Higher Education (4 quarter ED7580 - Theory and Development of Multiple ED7495 - Research Strategies and Methodologies credits). This course provides an overview of Intelligences (4 quarter credits). This course uses for Online Learning (4 quarter credits). This course leadership philosophies and theories as related to Howard Gardner’s theory of multiple intelligences provides opportunities for dissertational research in higher education administration with the overall as a framework to better understand creative the practice and delivery of online learning. goal of preparing professionals to develop thinking and to explore and develop teaching Through discussion and analysis of current decision-making structures. strategies and techniques to teach to all of the intelligences. Teachers and administrators will research studies, learners will formulate models ED7541 - Teacher Supervision and Evaluation and methodologies that may guide their own study. learn how to be more effective in working with the (4 quarter credits). The call for higher standards differences and potentials in learners. Quantitative and qualitative studies will be included and greater accountability demands a framework for discussion and analysis. for teacher supervision and evaluation system that ED7590 - Critical Thinking in Adult Education ED7496 - Advanced Instructional Design (4 quarter focuses on professional development and student (4 quarter credits). This course provides a credits).Through discussion and analysis of current outcomes, while ensuring quality instruction. The framework for critical inquiry and reflection in practice and theory, this course will examine development of effective systems of teacher issues related to the education of adults such as emerging advancements in instructional design supervision and evaluation should follow a andragogy, transformation, learning, self- with specific adaptations for online learning. process that includes the perspectives of all direction, and distance education. Prerequisite(s): ED851 or ED7211 stakeholders, and provides differentiated paths for ED7620 - Theoretical Basis of Instructional Design ED7497 - Storyboarding for Instructional Design evaluation. (4 quarter credits). This course surveys the major (4 quarter credits). This course provides an ED7542 - The Politics of K–12 Education (4 quarter instructional design theories that are applicable to opportunity for detailed examination and practice credits). The Politics of Education is an training and education, delivered in a variety of with storyboarding, a mechanism for capturing introduction to the basic analytical categories of ways. This provides a solid foundation for the rest plans for the media and methods for content political science as they apply to education, of the technology-related curriculum. delivery typically used in instructorless setting. including the influence of federal, state, and local ED7631 - Introduction to Training and Performance Prerequisite(s): ED7211 governments in school policy-making, school and Systems (4 quarter credits). This course provides ED7499 - Needs Analysis for Instructional Design community relations, decentralization, school learners with an overview of the history and (4 quarter credits). This course provides practice finance, desegregation, affirmative action, evolution of training systems in business and with approaches to needs analysis, setting the bilingual education, technology, privatization and industry. Learners will develop an understanding choice as well as teacher empowerment. of the important role played by traditional training 1-888-CAPELLA www.capella.edu Capella University 79

programs and other supporting and critical services ED7673 - The Future of Corporate and Technical This course is the final requirement. It is recommended such as performance management, coaching, Tr aining: Issues and Trends (4 quarter credits). With that learners complete all specialization courses career and organizational development. The course the continuing rapid changes in technology, global prior to enrolling in this course. takes a macro or systems view of developing competition and business strategies, the field of ED7700 - Learning Theory and the Educational people and organizations. Included are numerous training and performance improvement must also Process (4 quarter credits). Explore major and structured learning exercises, application activities, respond in a nimble and timely manner. This associated learning theories or concepts including discussions and a final project. course explores those forces that are most intelligence, motivation and learning styles. ED7641 - Needs Assessment: Models and dramatically shaping the evolution of corporate Application of learning theory, concepts and the GRADUATE COURSE DESCRIPTIONS GRADUATE Procedures (4 quarter credits). This course surveys and technical training, including the recent educational process will focus on the community a variety of needs assessment models and transition to more emphasis on performance college environment. improvement methodologies. procedures that practitioners may use to diagnose ED7701 - Educational Philosophy and Change the causes of workplace performance problems. As ED7674 - Managing Training and Performance (4 quarter credits). Learn the philosophical and key outcomes, learners will be able to design and Improvement (4 quarter credits). Internet-based educational theories as they apply to the institution develop needs assessment instruments, collect and learning and the emergence of performance of education. Based on examination of formative then diagnose data in order to differentiate management in the field of human resource ideas which have shaped institutions, change between a workplace performance issue that development have added importance, complexity issues will be explored with focus on the requires training solutions as opposed to one that and increased accountability to the training community college. requires another, more appropriate, non-training manager role. Participants in this course will intervention. become more prepared to meet these challenges ED7703 - Student Development, Challenges, and Successes (4 quarter credits). This course briefly ED7652 - Evaluating Training and Performance by learning to determine priorities, assess needs, create a mission and goals, develop a budget and a explores human development and correlated Improvement Systems (4 quarter credits). As an concepts as they relate to students. Course often neglected process, evaluation is essential for marketing strategy, plan programs and performance interventions, conduct evaluations, hire and emphasis is on issues and challenges which have two reasons: so that courses or performance potential to impact on student academic success. solutions can be improved and so that it can be manage personnel and provide leadership. clearly shown how a particular training intervention ED7690 - Critical Skills for Facilitating Online ED7704 - Reflective Leadership Planning and can improve both personal and organizational Learning (4 quarter credits). The educator’s/ Action Research (4 quarter credits). This course performance. This course provides learners with an trainer’s role in online learning differs markedly focuses on a reflective process leading to an understanding of measurement and evaluation from the traditional classroom or corporate understanding of action research and the theory, principles and procedures. Topics will training room, yet many of the same hallmarks of development of a web-based performance include quantitative and qualitative measures, success still apply. Participants will examine online portfolio. Teachers engage in a self-assessment of performance objectives, Kirkpatrick’s four levels, learning from a variety of perspectives, to enhance technology skills and design a strategic plan to and reporting strategies. Learners will analyze case technical skills, improve success and facilitate accomplish stated technology goals. Course studies, strategies for “back home” applications. learning. activities are presented in a project-based learning model that provides authentic experiences in ED7662 - Designing Training and Performance ED7691 - Tools and Techniques for Online Learning understanding a changing theoretical basis for the Solutions (4 quarter credits). The design of training (4 quarter credits). With new learning technologies use of technology in curriculum and instruction. and performance solutions is both a systematic developing daily, this course will cover opportunities ED7704 is a prerequisite for ED7705, ED7706, and an artful process. Alternative solutions are for learners to engage individually and in ED7707,and ED7708. Reserved for learners in often possible. In this context, design is informed collaborative groups. Learners will develop a Curriculum and Instruction. Cannot be fulfilled by by multiple factors: the needs of the learner, the mastery of tools such as interactive whiteboards, transfer. circumstances, the organization and the experience email, threaded discussions, virtual classroom and savvy of the designer. In this course, learners software, chat rooms, and a variety of synchronous ED7705 - Curriculum Design with Technology will be exposed to learning theories, several and asynchronous learning tools. (4 quarter credits). This course focuses on a instructional and performance design models and technology-based curriculum design for the ED7692 - Strategies for Building Online Learning improvement of student learning. Teachers engage case studies. Learners will design performance Communities (4 quarter credits). The virtual solutions by diagnosing the results of needs in grade-level and content-specific curriculum classroom benefits from interaction among design that is responsive to current theoretical assessments, specifying objectives and applying learners. In this course, learners will develop the principles and procedures of learning solution theory. Course activities are presented in a project- facilitation strategies and tactics designed to based learning model that provides authentic design, selecting appropriate methods and nurture interaction and collaboration among online continuous evaluation. experiences in the application of technology-based learners and guide learners in the development of curriculum for diverse learners and for the ED7672 - Delivery Systems for Training and effective personal learning strategies. enhancement of creativity and higher-order Performance Improvement (4 quarter credits). ED7693 - Curriculum Development for Online thinking skills. Through collaborative reflection, Today, the classroom is only one of many places Learning (4 quarter credits). This course is designed teachers recognize the need for leadership to where formal and informal learning takes place. for instructors and curriculum developers who promote effective technology-based curriculum This course provides learners with an overview of develop curriculum for online instructor-led and design in schools. Prerequisite(s): ED7704, ED7704, the operating principles and pros and cons of hybrid courses. Course study will include and ED7705 must be taken in sequence. Reserved major instructional delivery systems, including the contemporary models of curriculum design, for learners in Curriculum and Instruction. Cannot classroom, multi-media, computer-based teaching models, and learning theory. As a project- be fulfilled by transfer. instruction, distance learning and emerging based course, curriculum development activities systems like knowledge management, action ED7706 - Multimedia for Teaching and Learning will include the development of a course syllabus, (4 quarter credits). This course focuses on learning and the learning organization. Using an content, assignments and activities. understanding of instructional theory and multimedia for technology-based curriculum and application guidelines, learners will critique several ED7699 - Practical Applications for Online Teaching instruction. Course activities are presented in a intact delivery systems, and develop appropriate and Training (4 quarter credits). Participants will project-based learning model that provides implementation strategies. apply skills, strategies and tactics from earlier courses authentic experiences in the development of an and create a collaborative learning environment. interactive multimedia curriculum. Course projects 80 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

include strategic planning for the management of and approaches, instructional paradigms, and ED8113 - Advanced Study in Research Methods technology resources to meet the needs of diverse domains of learning. Specific application to adult (4 quarter credits). This course focuses on research learners and an examination of the ethical use of learning theory is addressed. The course concludes methods applicable to disciplines relevant to the technology. Prerequisite(s): ED7704 and ED7705. with an exploration of the motivated, effective School of Education. Learners analyze the relevance Reserved for learners in Curriculum and Instruction. “teacher” in the comprehensive community college. and appropriateness of specific research ED7707 - Instructional Models and Assessment ED7715 - Multiculturalism as a Process (4 quarter methodologies in preparation for use in the Strategies (4 quarter credits). This course focuses credits). This course briefly explores multiculturalism dissertation. on the improvement of student learning through as a process, issues with diversity and the concept ED9994 - Doctoral Comprehensive Examination I innovative instructional models and assessment of multiculturalism. The course emphasis is on (4 quarter credits). This course is intended for strategies based on current theory and practice. multicultural and diversity issues and challenges learners who have completed all required core and Course activities are presented in a project-based present in the comprehensive community college. advanced courses. It is designed to assist you in learning model that includes the design of ED7716 - Faculty Leadership (4 quarter credits). the development and successful completion of classroom management plans and assessment This course explores the educator as a leader. The your comprehensive examination by supporting programs that meet the needs of diverse learners. concepts of effective leadership, followership and you as you gain approval of your comprehensive Course activities include the application and group dynamics will be applied to teaching/learning committee, formulate, and submit ten topics, and management of technology resources for the in the comprehensive community college. write and submit comprehensive examination implementation of instructional models and papers to your committee. Prerequisite(s): assessment strategies. Prerequisite(s): ED7704 and ED7819 - Grantsmanship (4 quarter credits). This Completion of all other required course work. ED7705. Reserved for learners in Curriculum and course focuses on methods and practices of Cannot be fulfilled by transfer. Concurrent Instruction. obtaining funding from governments, research and registration with ED9995 is allowed. philanthropic institutions and other private sources. ED7708 - The Internet for Teaching and Learning ED9995 - Doctoral Comprehensive Examination II (4 quarter credits). This course focuses on a ED8004 - Societal and Cultural Change (4 quarter (4 quarter credits). This course is intended for technology-based curriculum design for the credits). Understanding the impact of social and learners who have partially completed the improvement of student learning. Teachers engage cultural differences, diversity, and change is a comprehensive examination process. It is in grade-level and content-specific curriculum fundamental competency of educators. This is a designed to assist you as you continue to write and design that is responsive to current theoretical foundation course for doctoral learners that will submit comprehensive examination papers to theory. Course activities are presented in a project- introduce themes that persist throughout the your committee. Prerequisite(s): ED9994. Cannot based learning model that provides authentic degree program. Societal and Cultural Change be fulfilled by transfer. Concurrent registration experiences in the application of technology-based prepares learners to lead in the field of education with ED9994 is allowed. by addressing theories of change and strategies of curriculum for diverse learners and for the ED9996 - Dissertation Research I (4 quarter credits). enhancement of creativity and higher-order the change agent. A broad array of theories and readings will cover the spectrum of social change This course is intended for learners who have thinking skills. Through collaborative reflection, completed all required core and advanced courses teachers recognize the need for leadership to and its affect on education. As a result learners will understand the complexity of a diverse classroom and the comprehensive examination. This course promote effective technology-based curriculum is the first of a series of four courses designed to design in schools. Prerequisite(s): ED7704 and population and the impact of social movements. Assessment of learning will consist of the assist you in the development and successful ED7705. Reserved for learners in Curriculum and completion of your dissertation. The purpose of Instruction. evaluation of the depth of ability to analyze, synthesize, and think critically in relation to course this first course is to support you in gaining ED7711 - Course Design and Development content and interpretation of research material. approval of your dissertation committee and to (4 quarter credits). This course explores elements Learners will also demonstrate the ability to create a preliminary draft of your dissertation of course design as applicable to the comprehensive conceptualize original thought in relation to course proposal that can be approved by your faculty community college. Various models of course content. ED8004 and ED8005 must be taken mentor (who serves as the chair of your (instructional) design and guides for design are concurrently by PhD learners in their first quarter. Dissertation Committee). Prerequisite(s): ED9995. included. Course preparation material, instructional Cannot be fulfilled by transfer. Cannot be fulfilled by transfer. techniques and forms of evaluation constitute the ED9997 - Dissertation Research II (4 quarter credits). final units of the course. ED8005 - Doctoral Learner Success Lab (non-credit). This lab is designed to provide new doctoral This course is intended for learners who have ED7712 - Classroom Assessment in Education learners the knowledge and skills they need to be completed a preliminary draft of their dissertation (4 quarter credits). This course explores successful in their academic programs. The lab proposal. It will support you as you prepare and assessment in education. The focus of the course is familiarizes learners with the Capella online submit your IRB application, conduct field tests as formative classroom assessment techniques, environment and support resources provided to required and approved by your committee, and purposes and applications. Program and ensure success. It is specifically designed to complete development of your final proposal. To institutional assessment within the comprehensive provide doctoral learners the tools they will need complete this course you will schedule and pass community college will be addressed. to successfully complete their program and your Proposal Completion Conference with your ED7713 - Student Advising and Retention dissertation. Learners build skills in the selection mentor and committee. Prerequisite(s): ED9996. (4 quarter credits). This course examines the and use of methods, techniques, and library Cannot be fulfilled by transfer. “process” of advising and retaining students resources. Working with the academic advisor, ED9998 - Dissertation Research III (4 quarter credits). including faculty role and institutional support. learners will develop a Degree Completion Plan. This course is intended for learners who have Various advising models, screening methods and ED8005 is an advisor-led course taken in the first successfully passed their Proposal Completion approaches to orientation are explored to assist quarter, in conjunction with ED8004. Cannot be Conference. It will provide support as you conduct with retention and success of students. fulfilled by transfer.Available online only. a research project that is consistent with the terms ED7714 - Education Application:Theory to Practice ED8111 - The Historical and Social Foundations of and conditions of the approved proposal. To (4 quarter credits). This course explores the Education (4 quarter credits). This course explores complete this course, you will complete the application of educational theory, principles, concepts, the ways in which educational institutions have collection and analysis of data and be ready to start and related perspectives to teaching and learning. emerged and developed, particularly in relation to the final writing of your dissertation chapters. Topics include: teaching models, teaching strategies societal functions and expectations. Prerequisite(s): ED9997.Cannot be fulfilled by transfer. 1-888-CAPELLA www.capella.edu Capella University 81

ED9999 - Dissertation Research IV (4 quarter HS813 - Social Influences of Behavior (4 quarter examine issues related to community development, credits). Once you have completed your research credits). This course is an overview of behavior that social policy analysis, intermediate care systems, project, this course will provide support as you is influenced by the presence of others, or behavior and improvement of social conditions. revise earlier chapters of your dissertation that is under the control of society. Culture and HS825 - Human Sexuality (4 quarter credits). This (Chapters 1 -3) and prepare Chapter 4 and 5 for society, large and small group behavior, cross cultural course provides investigation of sexuality within review and approval by your committee. A required factors, and interpersonal relationships will be the larger context of human experience. Emphasis milestone of this course will be the successful considered. The social psychology of decision is placed on physical and psychosexual development, completion of the Dissertation Completion making, attitude formation, and social attribution frequency and significance of various types of GRADUATE COURSE DESCRIPTIONS GRADUATE Conference with your mentor and committee. Once will be reviewed and applied to contemporary issues. sexual behavior and health related issues. Issues the Dissertation Completion conference is HS814 - Theories of Personality (4 quarter credits). addressed are treatment of sexual problems and successfully passed, this course will guide you An examination of the assumptions, constructs, concerns of special and diverse populations. through the final stages of preparing your and processes of personality as these are expressed HS827 - Juvenile Delinquency (4 quarter credits). dissertation for publication. Through a step-by-step in the major theoretical writings. Reviewed are the process, you will work with a facilitator to produce This course presents investigation into the psychodynamic, behavioral, structuralist, humanistic/ etiology, nature and extent, and treatment of a professional-looking final manuscript that reflects existential, social, feminist, and cognitive theories the quality of the research effort expended and juvenile delinquency in contemporary society. of personality. Research on normal and abnormal Various theories are reviewed and current theory presents you, your committee, your school, and constructs of personality is reviewed. Contemporary Capella University in the best possible light to the and research are applied to understanding the issues and problems in personality theory and dynamics of juvenile delinquency and current scholarly community. Prerequisite(s): ED9998. types are addressed. Cannot be fulfilled by transfer. methods of intervention. HS815 - Professional and Scientific Ethics HS831 - Psychopathology:Assessment and HS500 - MS Program Completion Strategies in (4 quarter credits). This course examines the Human Services (2 quarter credits). This course is Treatment (4 quarter credits). This course historical origins of professional ethics, including examines the assessment and treatment of various designed for new learners admitted to the online issues affecting education, psychotherapy, law and master’s degree in human services and should be forms of psychopathology, current methods of institutional guidelines for protecting human psychological assessment, research on taken during the first quarter of enrollment. The subjects in research. Attention is given to identifying purpose of this course is to familiarize new learners psychodynamics, and existing treatment methods effective methods for addressing ethical dilemmas are reviewed. The politics of mental disorders, with degree requirements of their major, and with and to current ethical issues in the human services. methods of online teaching used by human emerging diagnoses, and other contemporary services instructors. Guidance on how to use their HS817 - Social Systems (4 quarter credits). This issues are addressed. advisors most effectively, procedures for accessing course is designed to review basic features and HS834 - Ethnic and Cultural Awareness (4 quarter library data, and information from the World Wide factors of social systems theory as it applies to credits). This course involves examination of ethnic Web are also covered. Typically, learners will groups, families, agencies, institutions or and cultural issues that influence the etiology, register for a second course to accompany this one. corporations, and government entities. It perception, and treatment of mental illness. Topics Two credits are awarded for the completion of addresses problems inherent in the operation of reviewed are: needs for specialized training, needs course requirements. Available online only. these systems, as well as suggesting resolution of of various special populations, the impact of racial these problems from a systemic viewpoint. HD501 - Survey of Research in Human Development identity on self-perception, and specialized Additionally, the course covers issues of social methods of treatment. and Behavior (4 quarter credits). This course policy-making and decision-making which will reviews the major theories of human development affect conditions of social change. HS835 - Aging and Death (4 quarter credits).This and behavior across the entire life cycle. The course examines the aging process, current issues developing person is the focus of inquiry and HS818 - Scope of Human Services (4 quarter in gerontology and dealing with death and connects such areas of study as psychology, credits). The Human Services Movement is in its bereavement. Current research and theory are anthropology, and biology. Some of the research fourth decade of development and emphasis has applied to unique issues in treating medical and will approach human development from the point been on educating learners and professionals to psychological problems with the elderly, health of view of personality theory, developmental serve a wide variety of client populations with a promotion in the elderly, and working with “tasks”, or “moral” development. wide array of services. Problems encountered by complicated grief. human services professionals include crime and HS811 - Biological Bases of Behavior (4 quarter delinquency, chemical abuse and addiction, HS836 - Utilization of Community Resources credits). This course is an introduction to the poverty, education, job training and employment, (4 quarter credits). This course investigates biological bases of behavior including an overview aging, mental illness, health care, physical and influences of larger social systems on human of genetic factors, functional neuroanatomy and sexual abuse, homelessness, and issues involving behavior and the various methods of organizing physiology in relation to such topics as sensation, marriage and the family. This course addresses and utilizing community resources to address a movement, motivation, emotion, sleep, learning problem analysis and problem-solving strategies variety of human service needs. Specific topics and memory, consciousness, and abnormal behavior. for many of these issues. addressed are: theories of social organization, These factors will be applied to contemporary community organizing, self-help organizations, use issues and problems within human services. HS821 - Mental Health Counseling (4 quarter credits). of volunteers and the use of social policy to This course reviews the basic skills, methods and influence human behavior. HS812 - Cognitive-Affective Bases of Behavior practices related to mental health counseling. (4 quarter credits). This course is an introduction to Topics included are basic counseling skills, HS837 - Counseling and Guidance in Diverse the normal and psychopathological factors of treatment planning, special issues in working with Populations (4 quarter credits). This course cognitive and emotional functions on behavior. diverse populations, and various methods of examines substantive and theoretical issues These include learning, perception, imagining, therapeutic interventions. The course applies concerning guidance and counseling in a variety of language, memory, reasoning, and judging. The current theory and research to clinical practice. culturally diverse populations. Issues addressed course examines the organization of the perceptual are: the role of culture specific programming, world into a unified and hierarchical pattern of HS823 - Philosophy of Social Work (4 quarter special issues and needs of cultural subgroups, and belief, attitudes and expectancies. These dynamics credits). This course reviews the history and therapeutic approaches to working with culture will be applied to contemporary issues and development, philosophical tenets, and intervention specific issues. Current theory and research are problems within human services. methods of contemporary social work. Learners applied to specific clinical issues. 82 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

HS838 - The Counselor as Scientist-Practitioner the importance of mental and emotional aspects of HS856 - Counseling Children with Exceptionalities (4 quarter credits). This course presents a caring for the sick, injured, or impaired; or, b) (4 quarter credits). The counseling of children with theoretical and practical review of ways in which delegated those functions to nurses or para- physical, cognitive, communicative, emotional, counselors can demonstrate accountability in a professionals who are overburdened or unqualified and behavioral disorders are studied. Intervention broad range of settings. The application of scientific to provide adequate counseling support services. techniques, including special education, counseling, methods to problems of human behavior is This course addresses the need for professional and rehabilitation are examined. Special issues demonstrated. Topics considered are methods of counselors to be involved as qualified support with gifted children are also reviewed. field research, program evaluation, the role of persons in areas of injury management, chronic HS858 - Mental Health and Aging (4 quarter credits). empirical validation of treatment methods, the illnesses, terminal illness, rehabilitation and other The dramatic increase in the population of older efficacy of psychotherapeutic methods and the forms of health care management. persons has focused attention on the well-being of strengths and limitations of various methods of HS849 - Health Advocacy in the Community older persons—their mental and physical health. inquiry. (4 quarter credits). A major goal in human services This course examines mental health and aging as HS839 - Theories of Psychotherapy (4 quarter credits). is to develop effective change agents in major psychosocial phenomena integrating This course provides an examination of major communities. An extremely important issue for biological, psychological, social and environmental psychotherapy theories, procedures, and techniques. communities in our society is health care. Issues perspectives and factors. Contemporary research The course reviews various schools of therapeutic such as the purity of drinking water, waste disposal, in these areas of the mental health of the older intervention, their philosophical tenets and clean air, health education and public safety, public population is explored as a function of many therapeutic skills. Emphasis is placed on applying and private health care plans, effects of HMO’s and aspects of modern society: family life, caregivers, current theory, research and techniques to a variety managed care, Medicare and Medicaid are all community and institutional care, ethnic and of clinical problems. issues which involve health advocacy. This course sociocultural differences, and urbanization. HS840 - Counseling and Guidance with Children addresses many of these issues. HS861 - Dual Diagnosis Problems: Mental Illness (4 quarter credits). This course presents a review of HS850 - Mind/Body Healing Practices (4 quarter and Addictive Disorders.(4 quarter credits). This current theories, research and methods of counseling credits). This course describes the crucial role the course addresses the complexities of co-morbidity, and guidance of children. Special attention is given mind plays in health and healing. It analyzes the diagnosis and treatment of clients with addictive to addressing the family relationships and their mind/body connection in illness and wellness, disorders and mental illness (both Axis I and Axis II impact on the child, childhood abuse and trauma, investigates the concept of holistic healing, and disorders). Current research and theory on the methods of parent education and specialized explores alternative approaches to the promotion etiology and psychodynamics are reviewed as well techniques for working with challenging children. of a healthy mind and body. The commonly used as methods of psychotherapy and the role of HS841 - Group Counseling and Psychotherapy word “holistic” refers to that approach which pharmacotherapy. Case studies are used to illustrate (4 quarter credits). This course reviews the attempts to heal the whole person, acknowledging course content and develop clinical acumen. historical development, major theories, current the importance of subjective as well as objective HS862 - Clinical Supervision (4 quarter credits). research and clinical procedures of group counseling elements in health care. Consequently, holistic This course provides an overview of the theory, and psychotherapy. Course content also includes practitioners often bring many treatment basic functions, and methods of clinical supervision. the role of the leader and leadership styles, mechanics strategies to bear, from the traditional to the Some of the topics covered are: the supervisory of co-therapy, designing special function groups, alternative, on the health problems of their contract and relationship, the various styles of and handling of critical incidents within groups. patients or clients. supervision, the legal and ethical issues related to HS845 - Grief and Bereavement Counseling HS852 - Introspective and Personal Growth clinical supervision, methods of supervision (4 quarter credits). This course investigates Seminar (4 quarter credits). This experiential including case consultation, video supervision, live research on death and dying. Students examine course is intended to elucidate various aspects of supervision and co-therapy as supervision. psychological stages of dying common to all the learner’s history and personality which are HS864 - Contemporary Issues in Compulsive and losses, symptomatology of grief, death trajectory, relevant to professional clinical work. The course Addictive Behavior Treatment (4 quarter credits). hospice model of treatment, and dealing with death employs a variety of methods to assist the This course reviews current development, research in the family. Case consultations with dying introspective process including journaling, personal and trends within the addiction field. Emphasis is children and parents are featured utilizing psychotherapy, self-expressive artwork, dream placed on gaining a current understanding of techniques of drawing therapy and storytelling work, and specialized readings. Emphasis is placed substantive issues in the field. Possible topics which elicit, respectively, psychological material in on identifying personal strengths and limitations considered include: developments in psycho- the form of unfinished business and techniques for and how they may influence clinical effectiveness. pharmacologic treatment of addictions, the coping with losses of all types. HS853 - Prevention and Causes of Child Abuse influences of managed care on treatment, ethics HS847 - Applied/Clinical Sociology (4 quarter credits). (4 quarter credits). This course explores the and managed care, the use of internet resources Clinical Sociology provides a solid grounding in recognition of child abuse as a sociological problem in the field, the changing role of the counselor, sociological practice, including the application of in the United States. The social, psychological and emerging treatment approaches, and the sociological knowledge, research, and theory to familial causes are considered and the current development of new treatments. intentional intervention. Whether the sociological prevention approaches and treatment programs HS865 - Group Therapy and Compulsive and practitioner or clinician is working with individuals are reviewed. Addictive Behavior (4 quarter credits). Students or families, or designing and executing interventions HS854 - Child and Adolescent Counseling (4 in this course review a variety of theoretical to improve productivity and performance of public quarter credits). This course presents an overview orientations, relevant research findings and and private organizations, or helping to design and of major theories and current research in the area develop and practice a number of practical clinical implement policy which could affect an entire of adolescent and child development. Biological skills based on a thorough understanding of group nation, the focus in clinical sociology is important and psychosocial factors are examined. Topics process. Topics include: group development, styles to the overall field of human services. considered are normal development, the influence of leadership, and critical incidents in group therapy HS848 - Health Care Counseling (4 quarter credits). of trauma on development, family factors, and the including member “acting out” (e.g., relapsing to This course bridges the fields of health care and influence of community and societal factors on some form of addictive or compulsive behaviors)— professional counseling because practitioners development. inter-group conflict, group transference with leaders involved in health care have either: a) discounted and premature exit from the group by a member. 1-888-CAPELLA www.capella.edu Capella University 83

HS866 - Compulsive Behavior and the Disturbance and issues related to gender. Major approaches to industry, and rightsizing of corporations have led to of the Self:Alternatives to the Addiction Model marital therapy are reviewed. increased employee complaints of discrimination, (4 quarter credits). This course defines the nature HS875 - Family Systems Approach to Compulsive disenfranchisement, and disgruntled feelings which of addictive and compulsive behavior problems, and Addictive Behavior (4 quarter credits). This cause alcohol and drug usage at work, marital discusses the development of the addiction model course focuses on the specific issues involved in problems, and violence in the workplace. This course and its tenets, and reviews the literature on the systemically-oriented treatment of the compulsive reviews the growth of Employee Assistance validity and efficacy of treatment approaches based or addictive client. Issues covered are: family Programs (E.A.P.) as a method to solve these types on the addiction model. Alternatives to the assessment, engaging the family in treatment, of problems. GRADUATE COURSE DESCRIPTIONS GRADUATE addiction model are discussed including cognitive treatment planning, working with family resistance, HS883 - Adult Criminal Justice System (4 quarter behavior therapy. An understanding of the boundary issues in family therapy and development credits). This course examines the adult criminal compulsive behavior model, a psycho-dynamically of a cohesive clinical orientation based on current justice system, its process and methods. Current oriented model, is developed and covered in detail. research and theory. research and theory on criminality and its HS867 - Intervention with Compulsive and HS876 - Methods of Family Research (4 quarter treatment are reviewed. Issues such as the Addictive Behaviors (4 quarter credits). This course credits). This course provides an introduction to assessment of criminal behavior, alcohol and drug reviews traditional and nontraditional approaches measurement of family variables, complexities of use and their relationship to criminal behavior, to treatment. Topics covered are: in and out patient family research design, data collection and incarceration of the “psychopathic personality,” treatment programming, self-help groups, utilization analysis. Topics include: scales of measurement, and the treatment of the chronic, violent offender of community resources and “alternative treatment validity and reliability, experimental and non- are included. approaches” and the use of individual, group, and experimental designs and approaches to integrating HS884 - Stress Management in Organizations family psychotherapy. Current trends in service clinical research and practice. Special attention is (4 quarter credits). This course studies the role and delivery are considered, particularly in light of given to the unique factors in family research. management of stress in the workplace. Emphasis ongoing changes in the health care delivery system. HS877 - Family Therapy Theory and Methods is placed on the management of distress and the HS869 - Families, Systems, and Healthcare (4 quarter credits). This course provides a utilization of stress management techniques to (4 quarter credits). This course examines comparative study of the prominent schools of enhance performance, particularly in high stress consequences of adequate or inadequate health thought within the field of marriage and family situations. Topics covered include the psychological care upon the family system in America. Today’s therapy, their tenets, therapeutic strategies, and and physical effects of stress, methods of stress families, composed of parents, grandparents, and techniques. Structural, strategic, transgenerational, reduction and individual and organizational children as well as extended family members who behavioral, communication, and analytical strategies for preventing high levels of stress. live in or out of the home all operate as subsystems approaches to marriage and family therapy are HS885 - Managed Care and Health Services of families where each member affects and is discussed. (4 quarter credits). This course provides a broad affected by every other family member. When health HS878 - The Family in Social Context (4 quarter overview of managed care and is designed to crises occur in families, then, the health care system examine the variety of techniques employed by becomes a subsystem of those families which credits). An exploration of the dynamics within families, and the systems that influence the family this new main-stream health system in its attempt affects each and every part of the family. This course to provide quality care in an efficient and affordable explores information on functional and dysfunctional such as the larger society, church, school, and other societal organizations. Topics include family manner. The learner focuses on the various delivery features of public and private health care and how systems and utilization and quality management they contribute to family health or dysfunction. development, cross cultural perspectives on the family, roles and functions of the family, alternative practices employed by a wide variety of HS870 - Transpersonal Counseling and forms of the family, and influences of social policy organizations. Regulatory, legal and ethical issues Psychotherapy (4 quarter credits). This course on the family. are also explored. The course also allows the covers material that emanates from the growth of learner to consider the future of our health care humanism to spirituality, and the impact that this HS879 - Life Planning and Career Developments system and how the world of providers, receivers, movement has on therapeutic change. Topics (4 quarter credits). This course provides theory, and payers may continue to change in the included are: the role of spirituality in counseling, research, and opportunities for application evolution of American medicine. and the use of yoga meditation and prayer in appropriate for counselors working with individuals responding to life transitions. Included HS886 - Health Care Communication: Providers counseling. Emphasis is placed upon how these and Receivers (4 quarter credits). Effective theories and practices may be used to help the are theory and research related to career and life development, improvement and transition. communication is central to every aspect of the growing population of spiritually-oriented clients. health care delivery process. This course provides a HS871 - Marriage and Family Systems (4 quarter HS880 - Contexts and Models of Health (4 quarter broad overview of health communication and is credits). Families are studied as systems from a credits). This course explores the models of health designed to examine current theoretical models. theoretical, clinical and research perspective. and their contexts as utilized in the contemporary The material presented allows the learner to Emphasis is placed on family development, health industry. This is an extraordinary time in develop strategies to enhance communication transitions, assessment and intervention. Systems- health care from aspects of policy with the between professionals, allied health personnel, oriented assessment models are explored. Strategies devolution of power from the federal level to the patients and their families in both interpersonal for initial interviews, hypothesis formulation, states and private sectors. Learners examine the and group settings, and to enable the communication designing a strategy for intervention, and the impact of changes in the new era on models of process to be more functional and therapeutic. process of termination are covered. health care within the context of health delivery systems. Implications for health service HS889 - Role and Function of Boards and CEO’s HS872 - Marriage and Marital Therapy (4 quarter administration are also addressed. (4 quarter credits). This course addresses the roles credits). This course is an overview of theory and of Boards of Directors in public and private sectors, research on marriage and the couple relationship in HS881 - Health in the Workplace (4 quarter credits). including policy-making, representing the public, contemporary society. Topics covered include This course explores emerging problems and and promoting the organization. It reviews functions relationship development, maintenance, and issues facing employees in government service or of Boards as they establish contracts, hire executives termination; conflict-resolution skills; communication private business who are burdened by increasing and general managers. The course also reviews the styles and skills; marital adjustment and assessment demands for productivity coupled with decreasing roles and functions of CEO’s, who are commissioned of interpersonal relationships; cultural variations; health and welfare in the workplace. The current to represent the organization, implement Board downturn in federal employment, downsizing in 84 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

policy while carrying out administrative decisions library resources. Working with the academic HS5103 - Strategic Planning for Non-Profit and policies. Boards of public and private advisor, learners will develop a Degree Completion Organizations (4 quarter credits). Non-profit companies are represented in the analysis, Plan. HS5005 is an advisor-led course taken in the operations are viewed from a strategic including legal liabilities and responsibilities. first quarter in conjunction with HS5004. Cannot perspective. The role of strategic thinking and HS899 - Special Topics in Human Services (4 quarter be fulfilled by transfer. planning in enhancing organizational effectiveness credits). This course allows the learner to designate HS5006 - Survey of Research Methodology in the context of increased competition for scarce an area of study within Human Services and work (4 quarter credits). This course presents an resources and the wide range of challenging issues with a faculty member to study that area in depth. overview of the general approaches to research requiring solutions is examined. Organizational methodology at the graduate level. It deals with missions and goals, governance, program HS900 - Internship: Long-Term Supervised Field development and structure, operational and fiscal Experience (4 quarter credits). This is an applied the quantitative and qualitative approaches to rigorous scholarly inquiry and the major research controls, information systems and monitoring and experience that is broadly supervised by an on-site evaluation are analyzed. clinician. Emphasis is on application of principles methodologies. This course is aimed primarily at and techniques learned in coursework and/or Masters level learners although PhD learners may HS5104 - Accounting and Economics for the Non- Practica, as well as refining organizational or take it as an elective. Profit Manager (4 quarter credits). This course counseling skills such as interviewing, assessment, HS5100 - Health Care Management (4 quarter introduces the basic language, underlying concepts, intervention, documentation, and consultation. The credits). This course presents the foundation and reporting methods of accounting and financial internship may also include, but is not limited to, principles and dynamics of health care management, analysis which pertain to non-profit organizations. selected readings, case study analysis, long-term the health care system, and basic concepts and The underlying foundation is the comprehension, case documentation, outcome evaluations, and skills in administration. The institutional, social, analysis and interpretation of non-profit applied research. Includes quarterly reports, final and political forces in the field of health care are organizational financial statements, rather than evaluation from site supervisor, and a reflective analyzed. Topics include fundamentals of producing them. Topics include basic accounting paper. The four (4) quarter credits include up to 600 management in health care, trends in health care principles, financial statements composition, cost hours of experience. Prerequisite(s): HS815 and financing, and contemporary issues. accounting concepts, budgeting, discounted cash Faculty approval. Contact the School of Human flow analysis, and ratio analysis. Additionally, HS5101 - Health Care Finance (4 quarter credits). economic thinking and the economist’s tools, Services 6 months prior to registration for This course addresses financial management application materials. elasticity, public goods and the role of non-profit concepts and practices and the basic economic organizations in a market economy, cross- HS901 - Practicum: Short-Term Supervised Field models in health care organizations through subsidization and competition, and cost-benefit Experience (4 quarter credits). This is an intensely principles of accounting and finance that have analysis are presented. supervised hands-on experience during which the particular relevance to the health care manager. learner practices specific and clearly agreed upon Topics include basic accounting, financial HS5105 - Human Resources and Volunteer organizational or counseling skills in interviewing, statements and ratios, evaluation of project Management in Non-Profits (4 quarter credits). assessment, intervention, documentation and investment decisions, break-even analysis, This course addresses the theories, concepts, consultation in a specific setting(s) relevant to the budgeting, cost allocation and reimbursement practices and strategies of human resource learner’s chosen professional role. Includes methodologies. Health care specific topics are management in the non-profit organization. Basic readings, monthly reports, final evaluation from reimbursement mechanisms, managed care, human resource management issues such as site supervisor, and a reflective paper. The four (4) capitation, per-case or per-diagnosis payment, how strategic workforce planning, hiring, training, quarter credits include up to 600 hours of these are packaged by third party-payors, and the personnel evaluation, and compensation are experience, including, but not limited to, 12 hours effects reimbursement types have on health care examined from the perspective of the non-profit of face-to-face site supervisor feedback for the provider organizations. Issues of working capital, organizations with their mix of paid staff and learner. Prerequisite(s): HS815 and Faculty approval. capital budgeting and investment in relation to net volunteers. Additionally, the impact of human Contact the School of Human Services 6 months present value and value added to the organization, resource management on the board, executive prior to registration for application materials. health care organizations’ ratio analysis, cost director, staff interface, volunteerism, and analysis, and other financial management productivity is evaluated. Particular attention is HS5004 - Survey of Research in Human paid to the legal responsibilities of the organization Development and Behavior (4 quarter credits). techniques of primary importance to health care organizations are discussed. in human resource management and to the role of This course reviews the major theories of human the Board. development and behavior across the entire HS5102 - Non-Profit Organization and lifecycle. The developing person is the focus of Management (4 quarter credits). This course HS5106 - Assessment,Tests and Measures inquiry and connects such areas of study as examines the origins, history, and societal role of (4 quarter credits). This course examines the psychology, anthropology, and biology. Some of non-profit organizations in the United States, assessment process and the use of tests and the research will approach human development including their social, political, economic, cultural, measures to engage in assessment activities. from the point of view of personality theory, and ideological importance in American society. Theory and content of assessment, testing and developmental “tasks,”or “moral” development. The magnitude, scope, and functions of the non- measurement applicable to the counselor role are HS5004 and HS5005 must be taken concurrently by profit sector and its relationships with business provided including: history of assessment methods, MS learners in their first quarter. Cannot be fulfilled and government are presented. Theories, general principles of test construction and standardization, by transfer. concepts and principles of organization interpretation of assessment measures, and strategies for use of assessment measures. HS5005 - Master’s Learner Success Lab (non-credit). management, governance and leadership in non- This lab is designed to provide new Master’s profit organizations are explored. A wide range of HS5107- Principles of Psychopathology: Diagnosis learners the knowledge and skills they need to be external forces and internal dynamics that affect and Treatment (4 quarter credits). This course successful in their academic programs. The lab non-profit organizations function are presented. The examines the theory, research, and application of familiarizes learners with the Capella online life and growth cycles of organizations is applied to principles of psychopathology. Included in the environment and support resources provided to non-profits. Current trends in non-profits and course are etiology of psychopathology, current ensure success. Learners build skills in the projections for the future are analyzed. methods of assessment, use of the DSM-IV-TR to selection and use of methods, techniques, and diagnose mental disorders, application of psychopathology assessment to individuals, 1-888-CAPELLA www.capella.edu Capella University 85

couples, families, and groups, and intervention information about how to identify potential assessing organizational performance along strategies. Contemporary issues associated with opportunities, necessary skills development and dimensions such as financial results, clinical services, assessment and treatment of mental disorders is competencies for creating, developing, and utilization, productivity and the health of the incorporated into the course. implementing entrepreneurship ideas; and ways of community are examined. Additionally, public and HS5108 - Foundations of Addictive and Compulsive measuring the success of the entrepreneurial activity. private quality review mechanisms, including the Behavior (4 quarter credits). This course examines HS5990 - Integrative Project for Human Services joint Commission on Accreditation of Health Care theory and research that guides treatment for Learners (4 quarter credits). MS learners Organizations, Professional Review Organizations, addictive and compulsive behavior disorders. demonstrate proficiency in integrating learning and Accreditation Council for Graduate Medical GRADUATE COURSE DESCRIPTIONS GRADUATE Traditional and non-traditional interventions are from Required, Specialization, and Elective courses Education, and quality control mechanisms in reviewed as applied to inpatient, outpatient, and by completing an analysis of an organization or managed care plans, including the National community based treatment methods for system, or the design of a new application in their Committee for Quality Assurance and others are individuals, families, and groups. Assessment, professional field. This course is intended for the evaluated. diagnosis, treatment planning and evaluation, as School of Human Services Learners. HS7501 - Fundraising Strategies for Non–Profit well as emerging issues in the field, are considered. HS5992 - Integrative Project for Human Services Organizations (4 quarter credits). This course HS5500 - Multi-Cultural Issues in Health Care Learners (2 quarter credits). The Integrative Project examines a variety of strategies for securing (4 quarter credits). The course explores culture- represents the culminating academic activity for resources for a non-profit organization such as specific variations as they affect health care the Online Master’s Degree Learner. The Project donor research, annual giving, endowment and administration and the health care delivery system. incorporates elements of knowledge master, the capital campaigns, major gifts, planned giving, Strategies sensitive to cultural diversity and the ability to critique literature and/or research, social enterprise and special events. The key respective positions of professional associations, synthesis of a diverse body of information, and practices, principles and processes of fundraising regulatory agencies, and health care systems are application to an area or topic of particular interest are also analyzed to enable the non-profit executive explored and analyzed. Additionally, the processes to the Learner. The Integrative Project is taken to create, participate in, and manage fund by which culturally sensitive and linguistically following completion of required coursework. development programs and staff. specific information are incorporated into HS7001 - Professional Writing for Graduate HS7502 - Grant Proposal Development and administrative policies and health outreach Learners (4 quarter credits).This course aims to Administration (4 quarter credits). Grant funding is programs are examined. refine the basic skills necessary for professional one of the major keys to the financial survival of HS5501 - Health Infomatics (4 quarter credits). This writing. Through weekly exercises, the course non-profit organizations. This course provides course provides a management perspective of instructs learners in composing clear, concise, insights into the success strategies for grant information technology and how health care elegant, and grammatical language that reflects seeking such as effective research, compelling administrators can use information technology to their personal writing style. Through short writing prose, and constructive relationships and for grant maximize organizational performance. Topics assignments, the course also allows learners to making perspectives such as effective writing and include fundamental principles of information become more effective at explaining through proposal preparation. A comprehensive overview technology and data management and their description and definition. The course does not of private and corporate philanthropies is implications for health care administrators. The use require a research paper. examined as well as other research resources including the Internet. of technology, data bases and other analytical tools HS7002 - Advanced Writing Concepts (4 quarter to structure, analyze and present information credits). The four distinguishing characteristics that HS8004 - Advanced Research in Adult Human related to health care management and problem define quality writing are organization, readability, Development and Behavior (4 quarter credits). This solving are explored. Strategic information systems effectiveness, and elegance. This course concentrates course critically analyzes theory and research in planning, systems analysis, system design, on the last two. Effectiveness refers to the tone of adult development and behavior with an emphasis evaluation and selection are also explored. Current the language: passionate, but not emotional. How on contemporary research and application issues. applications, such as patient care, administrative strongly the writer makes the argument is important. Adult development is studied from the biological, and strategic decision support, managed health, Elegance implies writing with simplicity and grace, psychological, social, and multicultural health information networks and the Internet, will eliminating wordiness and meaningless words, perspectives. Application to the human services be examined to determine how they may be used with clear and concise expression as the goal. professions of principles of adult development is to meet the challenges facing health care Through discussion and written exercises, learners central to this course. HS8004 and HS8005 must be administrators today and in the future. The course will develop skills in these two areas. taken concurrently by PhD learners in their first also focuses on the regulatory and legal quarter. Cannot be fulfilled by transfer. requirements for acquiring and managing health HS7004 - Graduate Writing for ESL/EFL Learners (4 quarter credits). This course introduces non- HS8005 - Doctoral Learner Success Lab (non-credit). information; related technology; patient rights and This lab is designed to provide new doctoral the release of health information under state, native speakers of English to graduate-level academic writing. Learners will develop an learners the knowledge and skills they need to be federal law and the Health Insurance Portability and successful in their academic programs. The lab Accountability Act. understanding of the assumptions and intentions that underlie advanced academic writing as it is familiarizes learners with the Capella online HS5502 - Non-Profit Entrepreneurship (4 quarter done in the United States. Learners will develop environment and support resources provided to credits). Entrepreneurship lies at the foundation of skills in producing effective advanced academic ensure success. It is specifically designed to provide the non-profit sector. This course provides an writing including skills in combining facts and doctoral learners the tools they will need to introduction to the theory and practice of opinions from multiple sources. Learners will successfully complete their program and dissertation. entrepreneurship in the non-profit sector. The develop linguistic and content editing skills so that Learners build skills in the selection and use of course focuses both on the creation of an innovative they will be able to continue to improve their own methods, techniques, and library resources. mission-based organization and the establishment academic writing after they leave the course. Working with the academic advisor, learners will of an innovative program or activity within an develop a Degree Completion Plan. HS8005 is an existing organization to meet a societal need. Areas HS7500 - Quality Improvement and Organizational advisor-led course taken in the first quarter, in of social innovation as diverse as business, Performance in Health Care (4 quarter credits).This conjunction with HS8004, and carries no credit. environment, education, human services and course analyzes the concept of quality and its Cannot be fulfilled by transfer.Available online government are explored. Topics include practical application in a variety of health care arenas. only. Methods for measuring, benchmarking, and 86 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

HS8100 - Fundamentals to Social Science Research HS8104 - Human Behavior and the Social advocates to advance their organizations’ missions ( 4 quarter credits). This course introduces to social Environment (4 quarter credits). This course and to inform public policies and attitudes. These science research, particularly in the context of focuses on theoretical frameworks, perspectives strategies include advocacy organizing, public human services. The overall goals of the course are and issues in human behavior and development, education, litigation, mobilization, demonstrations, twofold. First, the course will assist students to be beginning with conception and ending with death. polling, research, lobbying, and working with the educated consumers of research; that is, to be able Human behavior and development are examined media. Emphasis is also placed on the ways non- to critically evaluate published research and utilize using a life course and social systems approach. profit advocates can advance their goals in the research findings in practice. Second, the course Special emphasis is given to the person-in-the public policy process. will also prepare students to design research environment, and examining behaviors during the HS8111 - Quantitative Research Methods in the studies in their fields of interest. Therefore, major life-cycle as a function of bio-psychosocial Human Services (4 quarter credits). This course concepts and techniques of social science research processes. The influence of human diversity, emphasizes the application of research methods will be examined, including: problem formulation, including factors such as culture, race, ethnicity, and designs to specific social problems identification of variables, literature review, research gender, class, socioeconomic status, religion, and encountered in human service disciplines. Topics design, sampling, definition and measurement of sexual orientation are also examined. include human subjects protection, and issues study variables, instrument construction, and data HS8106 - Epistemology of Practice Knowledge associated with measurement, development of collection and analysis. (4 quarter credits). This course examines theories instruments, data collection, data management, HS8101 - Social Change and Public Policy (4 quarter that guide the acquisition of knowledge within the and initial phases of data analysis. SPSS (Statistical credits). This course provides an introduction to human services professions. The methods used to Package for the Social Sciences) will be introduced, social welfare policies and programs that are develop theory within the social sciences are and learners will learn how to set up a SPSS designed to improve the well-being and the quality critically analyzed and evaluated as precursors to database, create variables, enter data, and of people’s lives. The process of development and understanding and using the scientific method. perform basic descriptive statistical analysis. implementation of programs targeted to poverty, Included in the course is the study of how theory is Methodological adaptations are considered when mental illness, children and families, elderly, ethnic derived, how research methods are linked to conducting research with special populations and minorities, HIV/ AIDS, and other social problems theory, and finally, how scholar-practitioners apply in diverse human service contexts. and groups will be examined. Students will also the scientific method in applied ways. HS8112 - Advanced Qualitative Research Methods begin to acquire policy and program formation, HS8107 - Marketing and Public Relations for Non- (4 quarter credits). This course examines change, and evaluation skills. Finally, the course Profits (4 quarter credits). The importance of qualitative designs used in research, including in- will set the stage for how social welfare policies establishing an integrated marketing system and depth interviewing, case studies, participant- affect the direct practice of human service the specialized aspects of marketing strategies in observations, focus groups, ethnographies, and professionals and social workers. The professional non-profit organizations are examined. Topics document analysis. Specific attention will focus on role of affecting change at the public policy level include segmentation, complimentary positioning, the development of skills in question development, and policy at the agency level will be explored. membership recruitment, products and services, interviewing, observation, selection of sampling HS8102 - History of Social Welfare (4 quarter credits). the supply chain, and promoting intangible products strategy, verification of data, and recording of data. This course is an advanced historical survey of whose benefits are often indirect. The roles of public Learners will examine the philosophical assumptions, social services, public policies, social welfare and relations, advertising and persuasive communication the political and ethical issues involved in qualitative the profession of social work in the United States with target markets are also explored. Disciplines research. Qualitative software programs will be from the colonial era to the present. The course such as fundraising, volunteer management, and introduced, and learners will gain experience in follows a general chronological approach of the media relations are viewed from a marketing entering data and extracting themes. Scholarly emergence of the American welfare state and perspective, with attention given to the integration presentation and writing of qualitative findings will professional social services. It provides learners of their various techniques into a compelling also be reviewed. with a broad understanding of the historical marketing positioning strategies for the organization. HS8113 - Advanced Study in Research Methods evolution of America’s response to social need, as HS8108 - Financial Analysis and Reporting for Non- (4 quarter credits). This course focuses on research well as an understanding of the historical emergence Profit Executives (4 quarter credits). Techniques methods applicable to disciplines relevant to the of social work as a helping profession. The course and principles of financial analysis and School of Human Services. Learners analyze the explores the historical social welfare experience of management, including budgeting, finance and relevance and appropriateness of specific research different groups, including women, Asian-Americans, investment decision making, revenue management, methodologies in preparation for use in the African-Americans, Native Americans, Hispanics, internal control, and cost management for the non- dissertation. citizens with disabilities, gays or lesbians, and profit organization are presented. Current economic HS8114 - Operations in Health Care Systems others in the United States. Comparisons will be thinking about the role of non-profit organizations made to some other social welfare systems, (4 quarter credits).This course applies principles in a market economy, cross-subsidization and from the field of operations management science particularly those of England, which greatly competition, and cost-benefit analysis are also influenced early U.S. “poor laws.” However, the to the complex health care industry. Topics considered. Additionally, timely financial issues, examined include formulating a competitive bulk of the course emphasizes social welfare issues transactions, and trends in non-profit finance are in the United States. strategy and key management science decision analyzed. These include innovative financing area, including strategic planning, process design, HS8103 - Principles and Practices of Social Work techniques, complicated organizational structures, quality control, and service delivery. Organizational (4 quarter credits). This course provides learners an mergers, and bankruptcy. Database and spreadsheet technology and structure as well as operations and overview of principles, methods, and practice scenarios and sensitivity analysis of finance topics, various models for organizing work, such as the models for intervention and social change through through the use of analytical models, are used to matrix structure, are examined and assessed. Tools work with groups and communities. It examines create effective tools for financial decision making. of Continuous Quality Improvement (CQI) and theoretical perspectives of group and community Prior knowledge in the areas of accounting, finance, selected quantitative techniques used in the organizing as well as advocacy models, grassroots and familiarity with financial statements is expected. efficient management of health care delivery such participation, and the empowerment of HS8109 - Non-Profit Public Policy and Advocacy as forecasting, queuing, inventory analysis, and disadvantaged groups. Learners will also explore (4 quarter credits). This course provides a linear programming are explored. theories and methods of present-day social work comprehensive view of the current advocacy practices with individuals, families, and organizations. strategies utilized by non-profit executives and 1-888-CAPELLA www.capella.edu Capella University 87

HS8115 - Managing Human Capital in Health Care are evaluated. Alternative methods of policy diverse workforce. Unfortunately, too few managers Environments (4 quarter credits). This course analysis including matrix analysis, decision trees and directors have been adequately trained to addresses the complex theories, concepts, practices, and cost-benefit analysis are examined. Additionally, accomplish these tasks. The Hudson Institute’s and strategies in the management of human the ethical dilemmas that arise in policy making demographic study called WORKFORCE 2000 resources in health care organizations. Strategic and analysis are included. determined that due to increased U.S. immigration workforce planning, hiring, training, personnel HS8200 - Principles of Forensic Counseling quotas and increased birthrates among minorities, evaluation, and compensation are examined from (4 quarter credits). This course has been designed workplace diversity will be an inevitable fact in 21st the perspective of health care management as to present and describe some of the treatment century America. While the demographics make an GRADUATE COURSE DESCRIPTIONS GRADUATE carried out from the unit level up through the techniques available to assist professionals who appreciation of workforce diversity a requirement, executive level. Topics include recruitment, work with those who commit crimes and conduct its effective management is seen as good business. interviewing and selection; retention (including delinquent behavior. The goals of Forensic It takes communication, conflict resolution, and the compensation and benefits); diversity; performance Counseling are twofold: a) To assist the offender to creation of an inclusive organizational structure for management; and career development. Also establish a lifestyle that is personally satisfying and diversity in the workplace to succeed. This course examined are the laws and regulations that frame conforms to the rules and regulations of the larger helps administrators to better understand the human resource management including employment society; and b) To protect the community from problems to be faced and the solutions to be law and OSHA; fair employment practices; wrongful harmful activity by offenders placed under planned. termination and privacy; National Labor Relations community control and supervision. These two HS8370 - The Criminal Mind (4 quarter credits). Act (and unions); and strikes and boycotts. goals are viewed as correctional work for those Lifestyles, practices, and motivations of serial HS8116 - Financial Analysis in the Health Care who work as youth counselors, guards, probation killers, robbers, and those who assault citizens in Systems (4 quarter credits). This course focuses on officers, juvenile aftercare supervisors, and parole our communities are examined continually in the the knowledge and skills required to conduct officers. They are also relevant to other professionals media, television, and cinema. Virtually a new sub- advanced strategic financial analyses of an who work with offenders such as Clinical culture has arisen to follow the lives and habits of organization’s external environment mergers and Sociologists, Criminal Psychologists, Rehabilitation these perpetrators of harm and violence. This acquisitions, capital budgeting and sources of Counselors, Family Therapists, Social Workers, course is a review of psychosocial theories that capital, and debt and investment are examined. and Educators. analyze and evaluate deviant human behavior and High-uncertainty, high-impact trends and events HS8210 - Issues in Police-Community Relations the environment that precipitates repetitive criminal of importance to health care organizations are (4 quarter credits). This course is a study of issues conduct. The course also is an introduction into analyzed. Current issues in fraud and abuse in in police communication and their impact on society profiling criminals and predicting criminal behavior. the health care environment are addressed. in the context of police-community relations. The HS8371 - Race/Culture in Criminal Justice (4 quarter Frameworks for conducting advanced strategic course will cover a variety of law enforcement credits). As our communities become more diverse, financial analyses and making innovative structures in large and small communities, urban there is a heightened need to understand and organizational recommendations on the basis of and rural areas, and suburban districts. Learners address racial and cultural pluralism in human these are presented. Scenarios of possible futures, will examine resident expectations of police, behavior. The Criminal Justice System, like the assessing different outcomes of trends and events sheriff, and legal systems in their local communities, larger society, must reflect such a change in social and identifying possible management responses particularly focusing upon disparities between attitudes. Law enforcement agents, in particular, are are examined. relationships with the police in mainstream versus being monitored for their relationship with those HS8117 - Strategic Management of Health Care racial minority resident areas. who come from diverse backgrounds. Similarly, Reimbursement Systems (4 quarter credits). This HS8211 - Practices of Probation, Parole and disproportionate rates and lengths of incarceration course is an in-depth examination and analysis of Community Corrections (4 quarter credits).This between racial and ethnic groups are being the current health care reimbursement policies course is an investigation of the historical and evaluated. This course will examine these and other including the full spectrum of insurances, from current practices of non-institutional correctional issues in Correctional Practice and the Criminal conventional catastrophic insurance (with or practices. The course will cover education and Justice System. without a Medical Savings Account), through training requirements for the community HS8372 - Criminal Behavior:A Sociological Primus PPOS, to strictly managed Health Maintenance correctional officials, caseload assignments, the (4 quarter credits). It has become increasingly Organizations, and post retirement health benefits ratio of correction officer to released offenders, as apparent in the 21st century that the traditional are examined. Proposed legislative changes in well as policies that govern release from “get tough” policy of the past century toward crime these reimbursement policies such as tax financing institutional custody to the community. It will focus remains inconclusive as to finding a way to deal for public insurance are also explored. Strategic upon an examination of the release of sexual with those who continue criminal behavior. One issues are considered for meeting government offenders into local communities. reason for this failure is that all too often little regulations for Medicare and Managed Care. HS8212 - History of the Juvenile Criminal Justice attention is paid to the social causes of crime. Crime Contracting and policy decisions are examined rates differ both geographically and sociographically. with regard to revenue impact. Decision making System (4 quarter credits).This course offers an intensive study of the juvenile criminal justice Race, gender, social class, and age contribute to the strategies are explored which maximize revenues pattern of criminal behavior and victimization. while providing excellent quality care to patients. system and process. Theories of causation and innovative intervention approaches, such as “drug Society’s response to crime is often reflected in HS8118 - Health Policies Analysis and Strategy courts”, will be examined. The course will review public opinion via the news media, stronger policing, (4 quarter credits). This course analyzes selected the dramatic increase of juvenile violence and prosecution, and finally, punishment. However, in existent and proposed health policies from the crime in American culture over the last quarter order to reduce the crime rate, crime must not only perspectives of economic, sociological, and century. It will focus upon the debate between be addressed as a problem manifested in the political theory, methodology, and models. Health “root causes” for juvenile violence and crime versus behavior of the individual, but also as a problem of care executives must be able to participate the survivability of the children’s court system. society since it is also social structure and process effectively in the development and analysis of that impacts this outcome. Succinctly, at the root policy and in the political processes within which HS8300 - Diversity in the Workplace (4 quarter cause of criminal behavior in the U.S. may lie how they take place. Health care issues, strategies, and credits). All CEO’s, managers, supervisors, training the society itself is organized. Therefore, a different programs are the subject of comparative analysis professionals, educators must be able to effectively strategy must be imposed to understand such a for public and quasi public sector decision making recruit, train, manage, and promote a culturally seemingly intransigent problem. 88 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

HS8373 - Understanding Criminology (4 quarter observing correlates and interpreting them with form the behavioral to the humanistic, as well as credits). This course is for learners who are the help of methodological theory. It is only by in-depth evaluations of the effectiveness of several interested in understanding crime as it relates to building and testing theories that criminologists classroom discipline techniques. the field of criminology. It focuses on the central can begin to make sense of such correlates. This HS8403 - Social Skills for At–Risk Students issue of defining crime. While many people would course examines social class, race, sex, and (4 quarter credits). This course is designed for be content to accept a clinical definition of crime, gender as correlates of crime to determine if any educators, parents, and those in the helping that is, it being “behavior that violates the law,” patterns exist for understanding their development. profession. It reviews theories from various such a definition would only necessitate changing This course is designed for learners in the fields of schools of thought on the applicability of social- the individual’s crime calculus in reducing such criminology, criminal justice, and sociology. skills education as well as an evaluation of specific behavior. Modern criminologists have come to HS8377 - The Penal System: Its Role in the U.S. techniques for social-skills instruction. Some major believe that crime is a more complex enterprise Society (4 quarter credits). This course provides an issues discussed in this course could involve since they are acutely aware that what is considered a in-depth examination of the social and historical mainstreaming and inclusion strategies, disabled crime may also be a product outside of the foundation of the American correctional and culturally diverse students, and curriculum individual’s control. Yet, both issues are important institution. Issues relating to structure and social adaptations for special students. Learners may factors in developing a better understanding of (1) processes of institutions of confinement in relation expect a broad philosophical inquiry coupled with why people break the law; (2) how society responds to problems of treatment and rehabilitation are its case-by-case applications and techniques. to offenders; and (3) how criminologists define primary focus. The course includes a systemic crime and conceptualized these affects relative to HS8500 - Advanced Theory and Research in evaluation of recidivism, general and specific Counseling Studies (4 quarter credits). Theory and that of the criminal. Therefore, it is important for deterrence, rehabilitation, incapacitation, and learners in those fields of study dealing with crime research in the counseling professions reflects retribution in relation to the American correctional standards of practice, advances made in the social to have better understanding to the how and why or system. Emphasis will be placed on philosophies “root cause” of such a trenchant issue as criminal sciences, and emerging trends in identified needs of punishment, sentencing strategies, the prison of consumers. This course analyzes research behavior. This course is designed for learners in the community, alternatives to incarceration, and fields of criminology, criminal justice, and sociology. methods applicable to building theory in the various reform efforts. Critical issues facing counseling professions, explores theory building HS8374 - Current Research on Violent Behavior corrections will be examined. This course is and application, and provides opportunity for in (4 quarter credits). The course has been designed to designed for learners in the fields of criminology, depth critical examination of emerging research help learners develop a thorough understanding criminal justice, and sociology. needs. Development of critical research analytic and extensive accounting in explaining “violent” HS8400 - School-Community Relations (4 quarter skills, as well as research design methods, are behavior. It draws upon sociological and credits). As the diversity in American K-12 integral elements of this advanced theory and psychological perspectives as part of a coherent classrooms has grown, it has become more research course. approach relating to those violent acts which have difficult for classroom teachers to single handedly HS8501 - Contemporary Issues in Counseling caused public concern. There course also focuses meet the complex and disparate needs of the on the ways in which violence is defined by the Studies (4 quarter credits). The counseling children with whom they work. As a result, professions are increasingly faced with the need to criminal justice system. Definitions of the main community and parent involvement is becoming violent offenses, including violent sexual offenses advance understanding of the role of the counselor central to the achievement of desired educational in contemporary society and to devise research- are discussed and an indication of the levels of outcomes for learners, teachers, and schools. This sentencing in particular cases is provided. Finally, based methods of practice that can meet existing course will explore rationales or such involvement and emerging consumer needs. This course the course focuses on techniques used to confront and provide specific strategies for successfully offenders of violent behavior within the criminal analyzes and evaluates contemporary issues that engaging parents and a broad range of other are impacting the counseling professions such as justice system. This course is designed for learners community members in the educational process. in the fields of criminology, criminal justice, ethical issues, compassion fatigue and burnout, sociology, and psychology. HS8401 - Funding Challenges for Urban Schools the impaired professional, Internet counseling (4 quarter credits). Focusing on the causes for applications, multiculturalism and diversity HS8375 - Deviance:The Interactionist Perspective continuous marginalization of inner-city school challenges, and the role of the biological sciences (4 quarter credits). This course advances a new children, this course examines educational goals, on counselor role development. sociology of deviance by focusing on the issues ideological rationales, the paucity of educational HS8502 - Health Care Strategic Planning and that relate to how people stereotype one another reform and the incumbent economic realities. It with regard to their interest in crime. Relationships Management (4 quarter credits). This course evaluates prevailing criticisms of teacher education, strategically analyzes the mission and goals of the between individuals based on such stereotypes funding for schools, community tax bases, and identify an important link between “crime in the institution, its governance, services, operational political policies of School Boards. The course and fiscal components, market, and clients. These streets” and “crime in the suites” and the differences engages each learner’s experience as a student, between the two in eluding punishment and its elements are evaluated within a strategic parent, or educator on issues such as the historical management framework that links planning to consequences. Use of this perspective helps the growth of community and national schools, learner to understand the interactionist approach to operations. The role of strategic thinking and truncated curricula, pedagogical styles of teachers planning in enhancing organizational effectiveness the course and distinction between deviance and matched to learning styles of students, and the crime, by examining deviance as a social in the context of increased competition for health preconceptions that teachers, students, and parent care dollars and the wide range of challenging phenomenon that consists of a set of interpretations hold about public education. and social reactions. This course is designed for issues requiring solutions is examined. learners in the fields of criminology, criminal HS8402 - Teacher-Student Behavior Management HS8503 - Health Systems Analysis and Evaluation justice, and sociology. (4 quarter credits).”Discipline is a double-edged (4 quarter credits). This course analyzes the sword” was an axiom given twenty years ago in a HS8376 - Correlates of Crime (4 quarter credits). structure, function, financing and management of course on classroom discipline for teachers of health care systems in the United States at both One of the most perplexing problems faced by any problem students. True then as it is today, most person with a basic knowledge of statistics is the micro and macro levels. It focuses on the critical educators and parents still believe that in order to issues facing the United States with emphasis on confusion of correlation with cause. Criminologists discipline a child the adult must possess and often speculate that correlation does not equal a the relationships among providers, payers, and practice good discipline skills. This course reviews patients. The course designed to evaluate the deeper examination requires the crucial step of a general overall model of disciplinary philosophies, 1-888-CAPELLA www.capella.edu Capella University 89

impact of the myriad of interdependent actors patient retention, patient satisfaction, fraud and HS8800 - Long Term Care (4 quarter credits). In this within the health care systems and for the abuse restrictions, Internet marketing and course learners will examine how their profession widespread consequences of decisions in the marketing tactics. Additional topics considered are: relates to long-term care and the management of clinical, policy and management arenas. Related market failures in health insurance; the market personal, social, and medical services needed by evaluation measurement issues are addresses and power of health professionals; horizontal and people who can no longer care for themselves due evaluative research on health care systems and vertical integration of providers; tax policy and to a physical or mental chronic illness or disability. services are analyzed. medical savings accounts; myths and realities While areas of home care and assisted living HS8504 - Law and Health Care Administration regarding the behavior of for-profit and not-for- facilities will be explored the primary focus of the GRADUATE COURSE DESCRIPTIONS GRADUATE (4 quarter credits). The course analyzes the impact profit organizations; and the theory and practice of course will be on skilled nursing facilities and the of law on the way health care is delivered in the managed competition. crisis facing this industry today. Subjects to be U.S. The major legal principles and issues relevant HS8508 - Ethics for Non-Profit Executives (4 quarter explored will include the changing long-term care to health care administration are examined such as credits). This course examines the ethical principles scene, institutional vs. non-institutional care, those that affect the operational decisions of health and methodologies by which non-profit executives financing of the system, public reimbursement, care providers, payors, and managers and that can understand, analyze, and resolve ethical balancing cost and quality, staffing, licensure, impact development of markets for health care issues. Both conceptual and practical ethical certification, inspection and review, and the levels products and services. Topics addressed include questions and value dilemmas encountered by of care through to the role of hospice. The learner legal and regulatory constraints imposed on the executives in various types of contemporary non- will acquire a basic understanding of both the social health care industry, the liability of health care profit organizations are examined. Topics include and medical models along this continuum of care. providers, the rights of patients, labor relations, personal codes of ethics, organizational philosophy HS8801 - Health Care and the Law (4 quarter credits). and administrative law for health care organizations. and goals, conflicts of interest, ethics committees In this course learners will examine how their Legal issues relating to admission and discharge, of the board, and allocation of scare resources. profession relates to American health care law emergency treatment, medical records and mental HS8509 - Law and Non-Profit Organizations regulating financial, bioethical, patient care and health treatment are also covered. (4 quarter credits). This course provides an informational access issues. At the level of the HS8505 - Ethic and Decision Making in Health Care overview of the laws and regulations governing the patient physician relationship subjects such as (4 quarter credits).This course discusses substantive establishment and operations of non-profit malpractice, informed consent, duty to treat and ethical principles and procedural methodologies by organizations. Specifically, the laws governing right to die will be explored. Within the patient state which managers can understand, analyze, and incorporation and tax-exempt status of non-profit relationship, public health laws, reproductive resolve ethical problems. Issues in medical ethics organizations, and the implications of laws and rights, bioethics and genetics will be examined. At are explored with an emphasis on their impact on statutes are explored. Additionally, the efforts of the level of provider institutions and the state, administrative policies in health care delivery how non-profit organizations influence legislative areas of managed care, individual and institutional organizations, including the personal and moral and rule making processes are examined. licensure, anti trust, cost containment, staffing, fraud, mental health law, Medicare, Medicaid and dilemmas they may raise for administrators. Topics HS8510 - Integration of Community Outreach and include business ethics versus health care ethics, health care reform will be reviewed. The learner will Non-Profit Programming (4 quarter credits). This acquire a basic understanding of how health care organizational philosophy and mission statements, course examines the complexities between the professional codes of ethics, conflicts of interest, law and regulation applies to the world of internal and external environments of non-profit providers, receivers and payers. ethical committees, the allocation of scarce organizations and their services. Interrelationships resources, informed consent, confidentiality, human such as alliances, joint ventures, and mergers are HS8900 - Non-Profit Program Development and experimentation, determination of death, becoming more frequent among non-profit Implementation (4 quarter credits). This course euthanasia, suicide, abortion, the ethics of organizations as well as with public and for-profit examines the theories and issues of planning, managed care, and HIV disease. organizations. The course focuses on these developing and implementing programs consistent HS8506 - Leading Organizational Change in Health interactions within non-profit coalitions and the with mission and goals of the non-profit Care Systems (4 quarter credits).This course business and government sectors. organization. Topics include conducting and interpreting needs assessments, evaluating the presents a comprehensive examination of the HS8511 - Resource Management in Non-Profit complex, dynamic, rapidly changing health care organization and its programs, and making Organizations (4 quarter credits). The theoretical operational the organization’s philosophy and goals. system in the United States. The health care and conceptual economic models fundamental to system’s major components and their characteristics all non-profit organizations are analyzed. Topics HS8901 - International and Comparative Perspective are identified, with an emphasis on current policy include resource allocation, price formation, of the Non-Profit Sector (4 quarter credits). This issues, performance challenges and program production and costs, and economic impact analysis. course explores international and comparative solutions. Social, economic, and political forces Trade-offs faced by non-profits and methods for perspectives of the non-profit sector in Civil Societies that have shaped and continue to influence the evaluating them are explored. The economic impact outside of the U.S. Topics include theoretical health system are traced. Policy innovations of non-profit organizations on the people and frameworks, operations, management tools, and designed to address performance gaps are communities that they serve is critically analyzed. criteria of definition and principles of action in analyzed for federal, state, and private sector specific environments and cultural settings. The programs. Potential lessons from international HS8512 - Organizational Assessment and Program political and social significance of grassroots health care systems are also explored. Prospects Evaluation in Non-Profit Organizations (4 quarter international non-profit organizations is analyzed. for the future of U.S. health care are also discussed. credits). This course critically analyzes the principles Principles of action applicable to Civil Society are and techniques that non-profit managers use to discussed in relation to specific societal contexts. HS8507 - Management of Marketing in Health Care assess and measure organizational effectiveness. (4 quarter credits). This course focuses on strategic The need for accountability is intensified for HS8902 - Research Methods For the Non-Profit and tactical marketing issues facing health systems, funders, major stakeholders, and the public-at- Sector (4 quarter credits). This course gives physicians, and other providers. Topics include large. Activities that provide justification for the use learners an advanced knowledge base of data marketing tools (such as pricing, promotion, of the financial and human resources is evaluated analysis, statistical concepts, the use of computers channels, consumer behavior, brand equity, and to ensure that non-profits gain sophistication in assisted programs, and complex research designs segmentation) and how to use them. Emphasis is assessment and program evaluation techniques. for non-profit program planning and evaluation placed on understanding branding, service line The course examines how non-profit managers and quantitative techniques for problem solving. marketing, measuring marketing effectiveness, can use the results of assessment processes to enhance the organization’s mission. 90 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

HS9000 - Clinical Laboratory (10 day residency) HS9031 - Clinical Internship I (4 quarter credits). complete development of your final proposal. To (4 quarter credits). This Clinical Laboratory is This is the first course in a sequence of three complete this course you will schedule and pass required for all learners specializing in Mental clinical internship courses in the Mental Health your Proposal Completion Conference with your Health Counseling and Marital, Couple, and Family Counseling, Marital, Couple, and Family Counseling/ mentor and committee. Prerequisite(s): HS9996. Counseling/ Therapy. This 10 day laboratory will Therapy specializations in the School of Human Cannot be fulfilled by transfer. focus upon development of therapeutic contracts, Services. This internship prepares learners with HS9998 - Dissertation Research III (4 quarter credits). therapeutic assessment, and execution of effective specific clinical skills in interviewing, assessment, This course is intended for learners who have theories and practices of individual psychotherapy intervention, documentation and consultation in a successfully passed their Proposal Completion relevant to counselors and marriage and family field setting relevant to the learner’s chosen field of Conference. It will provide support as you conduct therapists. The twelve-week online component is counseling or therapy. This course provides 300 a research project that is consistent with the terms designed to prepare learners for the laboratory with contact hours. Prerequisite(s): HS9000 and HS9001 and conditions of the approved proposal. To assigned pre-work and completes the course with and all degree coursework. complete this course, you will complete the final written papers or projects. Prerequisite(s): HS9032 - Clinical Internship II (4 quarter credits). collection and analysis of data and be ready to start Mental Health learners must have completed OR be This is the second course in a sequence of the the final writing of your dissertation chapters. in progress with the following courses: HS815, three clinical internship courses. It provides 300 Prerequisite(s): HS9997.Cannot be fulfilled by HS821, and HS871. Marital, Couple, Family learners additional hours of clinical field experience. transfer. must have completed OR be in progress with the Prerequisite(s): HS9031 following courses: HS815, HS821 ,and HS877. HS9999 - Dissertation Research IV (4 quarter HS9033 - Clinical Internship Section III (4 quarter credits). Once you have completed your research HS9001 - Clinical Laboratory (10 day residency) credits). This is the third course in the sequence of project, this course will provide support as you (4 quarter credits). This Clinical Laboratory is three clinical internship courses. It provides 300 revise earlier chapters of your dissertation required for all learners specializing in Mental additional hours of clinical field experience. (Chapters 1 -3) and prepare Chapter 4 and 5 for Health Counseling and Marital, Couple, and Family Prerequisite(s): HS9032 review and approval by your committee. A Counseling/ Therapy. This 10 day laboratory will HS9994 - Doctoral Comprehensive Examination I required milestone of this course will be the focus upon special applications of individual successful completion of the Dissertation psychotherapy for Axis-I behaviorally disordered (4 quarter credits). This course is intended for learners who have completed all required core and Completion Conference with your mentor and clients, techniques for group psychotherapy for committee. Once the Dissertation Completion unrelated individuals, and systemically oriented advanced courses. It is designed to assist you in the development and successful completion of conference is successfully passed, this course will therapies for couples and family groups. The guide you through the final stages of preparing twelve-week online component is designed to your comprehensive examination by supporting you as you gain approval of your comprehensive your dissertation for publication. Through a step- prepare learners for the laboratory with assigned by-step process, you will work with a facilitator to pre-work and completes the course with final committee, formulate, and submit ten topics, and write and submit comprehensive examination produce a professional-looking final manuscript written papers or projects. Prerequisite(s): Mental that reflects the quality of the research effort Health and Marital, Couple, Family learners must papers to your committee. Prerequisite(s): Completion of all other required course work. expended and presents you, your committee, your have completed OR be in progress with the school, and Capella University in the best possible following courses: HS5106, HS5107,and HS841. Cannot be fulfilled by transfer. Concurrent registration with HS9995 is allowed. light to the scholarly community. Prerequisite(s): HS9002 - Clinical Practicum (100 hours) (4 quarter HS9998. Cannot be fulfilled by transfer. HS9995 - Doctoral Comprehensive Examination II credits). This Clinical Practicum is required for all MBA9010 - Professional Effectiveness: Stretch, learners specializing in Mental Health Counseling, (4 quarter credits). This course is intended for learners who have partially completed the Impact, Reposition (3 quarter credits). In this and Marital, Couple, and Family Counseling/ course learners identify and prioritize their Therapy who desire to seek licensure as a part of comprehensive examination process. It is designed to assist you as you continue to write and professional development goals. In turn this will their academic program. This is an online-directed help learners strategize about how to effectively and intensely supervised, one quarter field submit comprehensive examination papers to your committee. Prerequisite(s): HS9994. Cannot manage their MBA experience so that they can experience during which the learner receives stretch themselves, have a positive impact on their supervised practice in specific clinical skills in be fulfilled by transfer. Concurrent registration with HS9994 is allowed. job, and reposition themselves for greater interviewing, assessment, intervention, responsibility and influence within their organization. documentation and consultation in a field setting HS9996 - Dissertation Research I (4 quarter credits). relevant to the learner’s chosen field of counseling, This course is intended for learners who have This course is the first component of the SM marriage and family therapy, or clinical social work. completed all required core and advanced courses Professional Effectiveness Coaching process. Field supervision contracts are negotiated, agreed and the comprehensive examination. This course The course offers various assessments that can upon, and monitored by the online instructor of is the first of a series of four courses designed to help learners identify and articulate their record. Actual field supervision is conducted and assist you in the development and successful management skills, values, purpose, and vision. evaluated by university assigned licensed completion of your dissertation. The purpose of With this information in hand, learners will be in a supervisors in specific locations throughout the this first course is to support you in gaining better position to establish the goals that may help country. Learners are expected to meet face-to-face approval of your dissertation committee and to them achieve their vision. More specifically, learners with field supervisors in monthly scheduled create a preliminary draft of your dissertation will use the experiences in the course to clarify what meetings during this one-quarter course which proposal that can be approved by your faculty is truly essential in their life (values), what they want includes 100 hours of clinical field experience and mentor (who serves as the chair of your their life to be about (purpose), and what they want no less than 15 hours of face-to-face contact with Dissertation Committee). Prerequisite(s): HS9995. to achieve in their life (vision). When values, purpose, field supervisors. This online course will operate Cannot be fulfilled by transfer. and vision are aligned, it is easier to make decisions and set goals that are congruent with whom you during Winter quarter. Prerequisite(s): Learners HS9997 - Dissertation Research II (4 quarter credits). must complete OR be in-progress with the are. Prerequisite for all other 15 MBA required This course is intended for learners who have courses. Cannot be fulfilled by transfer. following courses: HS9000, HS9001. (4 quarter completed a preliminary draft of their dissertation credits, including 100 hours of field supervision.) proposal. It will support you as you prepare and MBA9020 - Leading for Results (3 quarter credits). submit your IRB application, conduct field tests as What behaviors are necessary to achieve effective, required and approved by your committee, and high impact results? In this course learners gain 1-888-CAPELLA www.capella.edu Capella University 91

knowledge of and apply the practices of leadership MBA9130 - Operations and Process Management industry and competitive analysis, value chain effectiveness to analyze and understand their (3 quarter credits). How can an organization most analysis, SWOT analysis, identification of critical personal leadership style, as well as the different effectively create and deliver its product or service? success factors and driving forces, and development styles of leadership in their organization. The focus This course presents tools and techniques for of strategic alternatives and recommendations. of this course is how leaders mobilize others in effective process and supply chain selection, Throughout the course learners apply these tools their organizations to get extraordinary things design, planning and control. and concepts as they develop a strategic profile for done. Learners analyze their own leadership skills in Today’s organizations are constantly challenged by a company that is described in a detailed case terms of current strengths and areas for ever changing strategic issues and directions. study. GRADUATE COURSE DESCRIPTIONS GRADUATE improvement. Learners develop measurable goals Competitive organizations look for ways to succeed MBA9160 - Managing Information Assets and and plans for applying new behaviors in the in the 21st century by using new technologies to Te c hnology (3 quarter credits). What are the context of a “personal best project” within their improve products and services. Effective operations processes an organization can apply to proactively organization. Learners will also be assessing their and process management systems are essential to manage information using technology? This organization’s context for leadership. achieving continuity and success. This course helps course will address the use of information, The framework for leadership effectiveness learners apply the principles and techniques of knowledge and technology as a strategic asset. established in this course forms a foundation for process-based management as a foundation for In today’s competitive business environment an the Business Core and the Professional Effectiveness continuous improvement. Learners explore how to organization’s strategic adeptness and Core courses. Prerequisite for the remaining 14 design, develop and manage effective operations responsiveness are strengthened by its ability to required courses. Cannot be fulfilled by transfer. management tools that are required to detect and effectively manage information assets and leading MBA9110 - Marketing and Brand Management fix problems quickly. Learners identify, discuss and edge technology. Conducting business effectively (3 quarter credits). This course presents a practice how to apply measures of operational is increasingly intertwined with current and comprehensive approach to marketing and brand performance that support organizational growth, emerging communication technologies. In this management including: marketing strategy and innovation, and market leadership. As a result, course, learners gain knowledge in how to competitive differentiation; segmentation and learners are better prepared to respond to changes proactively manage information as a strategic targeting; the positioning levers of product, price, in market demand. asset, and recognize how to use appropriate promotion, and distribution; and creation and MBA9140 - Financial Management (3 quarter credits). technologies by applying new skills and management of brand. What are the key practices that will result in effective knowledge. Learners will understand the In this course learners analyze the major decisions utilization of an organization’s financial resources? importance of monitoring and adjusting their that marketers must make in their efforts to This course will provide basic theories and techniques organization’s communication processes and effectively use company resources to meet related to the acquisition of, accounting for, and principles. Overall, this course is about learning marketplace needs. Learners use commonly allocation of an organization’s financial resources. how to leverage available information technology accepted criteria to evaluate those decisions in Financial management represents a critical business and communication assets to the realization of an making sound, productive judgments. Learners are function within all organizations. In today’s fast- organization’s business goals. asked to analyze how the environmental variables paced global environment, employees need to MBA9170 - Regulatory and Ethical Environment of with their unique attributes impact marketing, and recognize and understand key financial and risk- Business (3 quarter credits). What environmental how marketers must anticipate and respond to management systems to ensure alignment with elements must be monitored for an organization to evolving changes in these variables. The course long-term strategic directions. Along with a be successful as we start the 21st century? In this assignments and discussions are designed to comprehensive overview of these processes, course, learners examine the key components of challenge the learner to think strategically about learners identify and apply basic financial the business environment, and about ethical the marketing process, determine how to evaluate management theories and techniques to support choices with regard to corporate decisions. the success or failure of the overall marketing the effective acquisition and allocation of their In today’s business world, legal and regulatory strategy, and how to leverage learning from the organization’s financial resources, and how to environments directly impact an organization’s course to their work environment. apply their knowledge of finance management strategic operation and performance. Environmental MBA9120 - Sales and Customer Relationship practices to real-world business concerns and controls reflect a series of ever changing issues Management (3 quarter credits). What techniques issues within their work environment. that are frequently reviewed, revised or eliminated. does a general manager or sales executive need to MBA9150 - Strategy (3 quarter credits). How does Successful leaders understand the need to succeed with customers today? This course covers an organization create sustainable competitive regularly monitor these issues and their business the theory and practice of strategic consultative advantage? This course will cover tools and implications. The emphasis in this course is on selling, including relationship selling, solution techniques for competitive analysis, strategic current regulatory environments and their impact selling, and strategic account management. Learners planning, and strategy implementation. on organizational directions. Learners analyze and explore topics in sales force management, including Organizations that thrive in today’s competitive discuss how current trends in business ethics can alignment of the field organization, the use of environment are lead by managers who develop a help them make socially responsible and resellers, and compensation. strategy that shapes how their companies conduct strategically sound decisions. The course is structured according to the five steps business and generate profits. A company’s strategy MBA9210 - Building Relationships (3 quarter credits). of consultative selling which are presented in provides a roadmap for competitive advantage by What does it take to work effectively with and detail: development of a personal selling philosophy outlining how the organization will establish a through others? This course presents tools and and the subsequent creation of a strategy for the market position, allocate resources and conduct techniques to help the learner influence others, relationship, product, customer and sales business, and generate and serve customers. A build relationships, inspire trust, and manage presentation. Learners also will explore various carefully developed business strategy guides conflict. Customer Relationship Management software decisions and actions that take place throughout a We are more persuasive when people trust our applications and topics. Various roles in the selling company and build it into a cohesive unit that credibility. In addition to using business and process, such as the buyer, the sales manager and competes successfully. technical skills, one of the most effective ways to of course the salesperson, will be investigated. In this course learners gain knowledge of the tools achieve personal and organizational goals is by and concepts needed to develop a business understanding how to work effectively with others. strategy, including macro environmental scanning, By building positive relationships, leaders develop 92 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

and sustain strategic alignments within the Maintaining a competitive advantage in today’s MBA9300 - Judgment, Planning, and Action organization. In this course, learners examine global economy requires an ongoing commitment (3 quarter credits). This course is a capstone MBA various tools and techniques to motivate and to change and innovation. New demands accelerate impact project. It will focus on the implementation inspire others. They will gain knowledge in how to the need to assume different roles, responsibilities of a project that incorporates the skills necessary recognize and use important interpersonal skills to and attitudes to achieve organizational goals. In for analyzing issues, thinking creatively and expand their circle of influence and manage conflict. this course, learners recognize how to translate strategically, using sound judgment, and MBA9220 - Developing and Coaching Others theory into practice by identifying and applying establishing and executing plans. Prerequisite(s): (3 quarter credits). How can a manager make the effective change management techniques. Learners Completion of all required MBA courses. Cannot best use of his/her human resources? In this course develop collaborative processes that support be fulfilled by transfer. learners examine how to effectively match people’s forward movement within their work environment. OM5004 - People at Work (4 quarter credits). This talents to jobs and coach, develop, and grow By using these processes, learners will help course covers a broad array of topics relating to strengths of others. themselves and their employees make important managing and organizing “people at work”. transitions more effectively for the organization. A critical part of the leader’s role is to ensure that an Learners will evaluate and discuss classic theories organization is capitalizing on the collective MBA9250 - Leveraging Workplace Diversity of organizational behavior, including theories of capacity of its intellectual capital. To that end, the (3 quarter credits). What are the best ways for power and politics, leadership and power, leader must coach and develop talent to ensure that managers to leverage individual and cultural interpersonal behavior, group and team dynamics, followers are aligned with the vision, values, and diversity and create a workplace that promotes as well as touch on the implications of diversity strategy of the organization. From an organizational ethical and respectful interpersonal relationships? and multiculturalism. OM5004 and OM5005 must perspective, coaching and developing is about In this course, learners will explore the models and be taken concurrently by MS learners in their first mobilizing talent. The effective leader is able to tools for creating an effective and respectful work quarter. Cannot be fulfilled by transfer. articulate vision, establish and communicate environment. OM5005 - Master’s Learner Success Lab strategic objectives, and identify the individual and Different perspectives increase an organization’s (non-credit). This lab is designed to provide new collective capabilities needed to drive toward ability to respond creatively. Individual and Master’s learners the knowledge and skills they results. To mobilize talent effectively, the leader uses cultural diversity within today’s workplace ensures need to be successful in their academic programs. coaching and development skills to obtain and retain a continuing source of fresh ideas and insights. A The lab familiarizes learners with the Capella the right employees, recognize the strengths and diverse workforce represents multiple opportunities online environment and support resources developmental needs of others, and provide to leverage differences into strengths. This course provided to ensure success. Learners build skills in development opportunities, while encouraging emphasizes the importance of encouraging the the selection and use of methods, techniques, and responsibility for self-development. expression of diverse people and their ideas. library resources. Working with the academic MBA9230 - Leading Teams (3 quarter credits). How Learners gain knowledge in how to use models advisor, learners will develop a degree completion can a manager create effective project and work and tools to promote ethical and respectful plan. OM5005 is an advisor-led course taken in the teams? In this course learners gain knowledge of interpersonal relationships that support the free first quarter in conjunction with OM5004. Cannot techniques and models for building and leading flow of ideas. Learners develop practical skills and be fulfilled by transfer. effective teams. hands-on techniques to effectively support and OM5020 - Data Analysis and Decision Making for manage diversity, recognize the importance of Through reading, discussion, participation, research, Managers (4 quarter credits). This course organizational diversity and why it is inextricably integrates applied data analysis with practical and analysis, learners develop a consistent linked to business success, and establish a conceptual grounding in team dynamics theory and management science models using intuition, logic framework to promote an ongoing and respectful and problem solving skills for managerial decision application and examine what makes teams effective exchange of information. at the individual, group, and organizational levels. making. Topics include statistics, probability, The development of team collaboration skills are a MBA9260 - Negotiating for Results (3 quarter forecasting, optimization and simulation models critical aspect of this course. Learners are asked to credits). What are the effective strategies for as well as decision making under uncertainty. synthesize their understanding of team theory and negotiations? In this course learners gain insight OM5040 - Strategic Planning (4 quarter credits). practice by completing assigned readings and into how to create effective negotiations with This course examines practices, methodology and discussion questions. Learners apply their employees, customers and partners. theories of business strategy. It reviews theoretical understanding of teams by assessing their The purpose of this course is to help learners models and the development of plans for organization’s use of teams and the overall understand the theories and processes of assessing strategic capabilities. effectiveness of team support systems. Learners negotiation so that they can negotiate successfully OM5110 - Leadership (4 quarter credits). This are asked to accept the personal challenge to in a variety of settings. The course offers a practical course explores leadership from a personal, group research and recommend strategies and best exploration of the major concepts and theories of and systems level impact necessary to create and practices to better align a critical team organizational bargaining and negotiation and examines the maintain high levels of excellence in organizations. support system in their organization. dynamics of interpersonal and inter-group conflict Learners evaluate virtual, customized, and global Learners practice important team processes of and its resolution. The course is designed to be workplaces, leadership behaviors appropriate for problem-solving, decision-making, project relevant to the broad spectrum of problems faced the business environment, and leadership theories management and conflict management in a virtual by managers and professionals. for their influences on the bottom-line needs of the environment by completing specific course Learners will have a chance to understand more organization. assignments. about their own negotiating preferences and the OM5210 - Human Resource Management (4 quarter consequences of the choices they make. In addition, credits). This course provides a broad overview of MBA9240 - Facilitating Change (3 quarter credits). learners will be asked to accept and offer feedback What processes are most effective for leading and human resource management strategies and on the negotiation behavior that they demonstrate processes. Topics include the strategic and managing long-term organizational change and and observe. Equally important will be opportunities innovation and creating a collaborative high operational aspects of human resource for learners to formulate their own perspectives management functions, roles, and practices. performance workplace? This course presents about negotiation and extract insights from their theories and models for leading and facilitating own experiences to guide them in future negotiations. organizational change. 1-888-CAPELLA www.capella.edu Capella University 93

OM5990 - Integrative Project: Organizational OM7035 - Applied Business Economics (4 quarter OM7130 - Conflict Management and Negotiation Leadership and Change Management (4 quarter credits). This course is a survey of macroeconomics (4 quarter credits). This course explores current credits). The Integrative Project is designed to and microeconomics. Current developments in the theories and techniques for conflict management apply learning from the program to a professional economy, inflation, unemployment, resource and negotiation for today’s complex, global and setting. Learners work with course faculty to develop allocation, market structures and competition, and multi-cultural organizations. Learners evaluate and implement a comprehensive integrative project the relationship of economic policy to business interpersonal, group, and system conflict and in their field of study. Prerequisite(s): Completion may be examined. negotiation theories appropriate to the workplace. of all required MS course work. Cannot be fulfilled OM7040 - Accounting and Financial Management OM7140 - Succession Planning (4 quarter credits). GRADUATE COURSE DESCRIPTIONS GRADUATE by transfer. (4 quarter credits). This course addresses accounting Organizations must prepare for the consistent flow OM7001 - Professional Writing for Graduate and financial concepts and their applications to the of leadership required to lead in today’s competitive Learners (4 quarter credits).This course aims to management of an organization, and presents a global marketplace. This course addresses the role refine the basic skills necessary for professional framework for financial decisions in organizations. of the executive as architect of the succession writing. Through weekly exercises, the course OM7041 - Finance (4 quarter credits). This course planning process. instructs learners in composing clear, concise, emphasizes and develops an understanding of OM7150 - Leading the High Performance elegant, and grammatical language that reflects financial concepts and major decision areas related Organization (4 quarter credits). This course their personal writing style. Through short writing to the financial management of business. introduces the broad array of organizational assignments, the course also allows learners to planning and implementation strategies necessary become more effective at explaining through OM7050 - Ethics and Social Responsibility (4 quarter credits). This course examines ethical for leading and managing in today’s complex, description and definition. The course does not global business environment. Alignment of culture, require a research paper. behavior in organizations and the role of business in society. leadership, strategy, structure and implementation OM7002 - Advanced Writing Concepts (4 quarter strategies are covered. credits). The four distinguishing characteristics that OM7055 - Operations Management (4 quarter credits). This course addresses concepts and OM7160 - Leading for Transformational Change define quality writing are organization, readability, (4 quarter credits). The constant nature of change effectiveness, and elegance. This course concentrates methods to support the management of operations in both service and manufacturing environments. requires the leaders of organizations to master on the last two. Effectiveness refers to the tone of change management theories, techniques and the language: passionate, but not emotional. How OM7060 - Strategic Information Technology strategies for planned, integrated and results- strongly the writer makes the argument is important. Management (4 quarter credits). This course covers oriented change. This course focuses on Elegance implies writing with simplicity and grace, the strategic perspective for aligning competitive transformational change through leadership, and eliminating wordiness and meaningless words, strategy, core competencies, and information how transformation occurs at the systems, group with clear and concise expression as the goal. systems. It examines both factors and processes and individual level. Through discussion and written exercises, learners that affect the successful use of information will develop skills in these two areas. technology to support the organization’s strategy. OM7170 - The Developing Leader (4 quarter credits).This course is intended to create impact OM7004 - Graduate Writing for ESL/EFL Learners OM7065 - E-Business Strategy and Management and results for learners in leadership through (4 quarter credits). This course introduces non- (4 quarter credits).This course is designed to create assessment and development of their own native speakers of English to graduate-level an understanding of the interactive forces of leadership skills. Leaders develop their own academic writing. Learners will develop an technology, society and change that influence ways leadership profile through assessment and understanding of the assumptions and intentions people live, work, and meet their needs for reflective exercises designed to increase awareness, that underlie advanced academic writing as it is products, services and community. resulting in a tailored leadership development plan. done in the United States. Learners will develop OM7070 - Entrepreneurship (4 quarter credits). OM7220 - Organization Structure and Design skills in producing effective advanced academic This course provides an overview of fundamental writing including skills in combining facts and (4 quarter credits). This course provides the theory management and marketing practices essential to and tools to enable learners to analyze, evaluate, opinions from multiple sources. Learners will successful entrepreneurial development. develop linguistic and content editing skills so that and design organizational structures. OM7080 - Statistical Research Techniques (4 quarter they will be able to continue to improve their own OM7230 - Human Resource Development credits). This course addresses fundamental data academic writing after they leave the course. (4 quarter credits). This course focuses on creating skills and analytical capabilities needed for OM7020 - Marketing Strategy and Practice a direct line between job behaviors of the individuals graduate-level research. The focus is on reviewing and the bottom line. Learners enhance their ability (4 quarter credits). This course presents a systematic published research using basic statistical techniques, analysis of the factors that influence marketing to strategically align performance goals with applying SPSS to conduct similar analyses, and performance measures. strategy. Marketing theory is used to evaluate determining the appropriate techniques for a given opportunities, identify market segments, and to situation. It covers data exploration and analysis, OM7240 - Compensation and Reward Strategies formulate appropriate strategies. While this course sampling, t-tests, analysis of variance, correlation (4 quarter credits).This course focuses on the has a theoretical focus, attention is also given to the and regression, and selected nonparametric tests. complex variety of pay structures within an development of good marketing practices. Available online only. organization and the relationship of those pay OM7021 - Advanced Marketing Management structures to organizational performance. OM7120 - Diversity and Culture in the Workplace Compensation and reward management tools of (4 quarter credits). This course examines the (4 quarter credits). This course focuses on diversity application of the marketing concept in the job analysis, job descriptions, job evaluation and and issues of the multicultural workforce. Learners performance management are discussed for their development of a product or service from evaluate categories of difference, compare and conception to launch. ability to direct organizational assets to high impact contrast how culture and diversity each impact the activities. OM7030 - Global Business Issues and Strategies individual, organization, and society and evaluate (4 quarter credits). This course provides an how similarities and differences affect human OM7250 - Recruitment, Selection and Assessment overview of the key issues in leading and managing development and potential. (4 quarter credits).This course provides an the global enterprise. overview of the theory and practice of assessment and selection of job applicants, including the analysis of skills and assessment of abilities, interest, and aptitudes. 94 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

OM7260 - Human Resource Information Systems OM7399 - Topics in IT Management (4 quarter specific research methodologies for use in their (4 quarter credits). This course provides an credits). This course offers a rotating selection of dissertation. Prerequisite(s): OM7080 and OM8021. overview of the strategic uses of information specific topics of interest to IT management. Cannot be fulfilled by transfer.Available online only. technology in human resource management. Topics Potential topics such as entrepreneurship, OM8025 - Advanced Qualitative Research include the use of information technology for the Intellectual property management, negotiating (4 quarter credits). This course covers qualitative management of human assets to include recruiting, with vendors, offshore outsourcing, and public inquiry and methods appropriate for organization assessment, performance management, and policy related to IT may be offered. Course may be research designs and data analysis. Topics include training. repeated for credit. data collection and bounding, data analysis and OM7315 - Advances in Information Technology OM8004 - Managing and Organizing People coding, and drawing and verifying conclusions (4 quarter credits). This course examines emerging (4 quarter credits). This course explores the from data. Prerequisite(s): OM7080, OM8021 and information technologies, their potential impact on theoretical assumptions of a wide array of OM8022. Cannot be fulfilled by transfer.Available the organization, and strategies for planning and organizational behavior issues and challenges online only. managing them. Topics include new programming which arise when managing and leading in OM8026 - Applied Multivariate Modeling paradigms, universal networking, advanced organizations. The course prepares PhD learners (4 quarter credits). This course will review, critique, computer architectures, new generation database for doctoral research related to organization and apply models appropriate to organizational management systems, and self-repairing systems. behavior literature and theory. Cannot be fulfilled research designs with topics such as General OM7320 - System Planning and Delivery (4 quarter by transfer.Available online only. Linear Model (multiple regression, ANOVA, credits). This course addresses the management of OM8005 - Doctoral Learner Success Lab (non-credit). MANOVA, ANCOVA); canonical correlations; the end-to-end process of aligning information This lab is designed to provide new doctoral principle components; factor analysis; and multi- technology with organizational goals, planning IT learners the knowledge and skills they need to be dimensional scaling. Nonparametric alternatives to initiatives, and delivering infrastructure and successful in their academic programs. The lab statistical tests will be examined. Data analysis and application systems to support those goals. Topics familiarizes learners with the Capella online interpretation software for quantitative data will be include strategic information system planning, environment and support resources provided to explored. Prerequisite(s): OM7080, OM8021 and development of programs to implement the strategic ensure success. It is specifically designed to provide OM8022. Cannot be fulfilled by transfer.Available plan, and specific approaches to delivering system doctoral learners the tools they will need to online only. integration programs. successfully complete their program and dissertation. OM8099 - Topics in Applied Quantitative and OM7330 - Project Planning, Management, and Learners build skills in the selection and use of Qualitative Research (4 quarter credits). A rotating Financial Control (4 quarter credits). This course methods, techniques, and library resources. Working selection of advanced topics will be offered. covers the skills needed to manage large, complex with the academic advisor, learners will develop a Potential topics include systems and case study IT projects and programs. It addresses stakeholder Degree Completion Plan. OM8005 is an advisor-led designs; experimental and quasi-experimental analysis; building partnerships with user course taken in the first quarter, in conjunction designs; survey sampling designs and constituencies; project and program organization; with OM8004. Cannot be fulfilled by transfer. instrumentation validation; nonparametric planning, estimation, and budgeting; monitoring, Available online only. inferential models; advanced general linear control, and problem resolution; change OM8010 - Principles of Organization Theory and modeling; grounded theory. Course may be management; and financial analysis and reporting. Practice (4 quarter credits).This course examines repeated for credit. Prerequisite(s): OM7080, OM7340 - Managing IT Professionals (4 quarter developments in organization theory, exploring OM8021, OM8022, OM8025 or OM8026.Available credits). This course examines the particular issues organizations as rational, natural and open systems. online only. of managing information technology professionals The course prepares PhD learners to synthesize OM8101 - Doctoral Seminar.Theories of Leadership including analysts, developers, technical specialists, and integrate organizational theory. Cannot be (4 quarter credits). This course explores the and infrastructure support personnel. This course fulfilled by transfer.Available online only. numerous theories of leadership which inform covers contemporary management practices and OM8012 - Strategy (4 quarter credits). This course research and practice. Research articles explore techniques regarding IT staff acquisition, examines the theories which are relevant to effective foundational tenants of leadership theory, creating development, motivation, retention, and assessment, strategy development and implementation, preparing a compare and contrast of the theories for their and examines the challenges of organizing effective the learner to operate as a strategic thought-leader impact on organizations, leaders and followers. virtual work teams. in today’s complex, global business environment. Cannot be fulfilled by transfer.Available online only. OM7350 - Software Engineering Management Cannot be fulfilled by transfer.Available online only. OM8102 - Doctoral Seminar. Leading at the Top:The (4 quarter credits). The course covers methods and OM8021 - Management Theory Creation (4 quarter Upper Echelon (4 quarter credits). This course models for managing the development process of credits).This course examines the philosophical explores the dynamic environment of leading at software systems. Topics include quantitative and methodological approaches to advancing the top of the organization. The relationship of the models of the software lifecycle; cost effectiveness; theory in organization and management. Topics leader to the executive board, the market, uncertainty and risk analysis; planning and include both the researcher’s ontological and communication techniques and tools of modeling a software project; software cost epistemological views and the fundamental communication, as well as knowledge management estimation; software engineering metrics; and constructs of theory building. Prerequisite(s): are among the topics addressed. Cannot be software project documentation. OM7080 or equivalent.Available online only. fulfilled by transfer.Available online only. OM7360 - Knowledge Management (4 quarter OM8022 - Survey of Applied Research Methods OM8201 - Doctoral Seminar.Theories of Executive credits). This course examines the relationship (4 quarter credits). This course presents an Human Resource Management (4 quarter credits). between knowledge management and information overview of the general approaches to research This course explores current trends in human technology and its extensions for the innovative methodology for doctoral-level research. Learners resource research and the numerous theories of and strategic management paradigms of the future. investigate the quantitative, qualitative and mixed human resource management. Research articles Topics include the analysis of knowledge methodology approaches to rigorous scholarly compare and contrast theories for their impact on management as an organizational strategy along inquiry in their field. Emphasis is placed on reliability, the human asset management of the organization. with its characteristics, development, and validity, dependability and ethical considerations Cannot be fulfilled by transfer.Available online only. implementation. for developing dissertation designs. Learners analyze the relevance and appropriateness of 1-888-CAPELLA www.capella.edu Capella University 95

OM8202 - Doctoral Seminar.The HR Executive as OM8999 - Special Topics in Organization and OM9999 - Dissertation Research IV (4 quarter Strategic Partner (4 quarter credits). This course Management (4 quarter credits). Learners propose credits). Once you have completed your research explores the linkage between the strategic appropriate course topics that address a specific project, this course will provide support as you architecture of human asset management and issue or problem in the field. Proposals must be revise earlier chapters of your dissertation organizational strategy. Learners investigate how submitted to the Mentor for approval. PhD learners (Chapters 1 -3) and prepare Chapter 4 and 5 for the careful crafting of human resource policy and only: to be completed in a directed-study format. review and approval by your committee. A practice create optimum resource utilization for OM9994 - Doctoral Comprehensive Examination I required milestone of this course will be the exceptional organizational effectiveness. Cannot be (4 quarter credits). This course is intended for successful completion of the Dissertation GRADUATE COURSE DESCRIPTIONS GRADUATE fulfilled by transfer.Available online only. learners who have completed all required core and Completion Conference with your mentor and OM8301- Doctoral Seminar. Survey of Research advanced courses. It is designed to assist you in committee. Once the Dissertation Completion Literature in Information Technology Management the development and successful completion of conference is successfully passed, this course will Infrastructure (4 quarter credits). This course your comprehensive examination by supporting guide you through the final stages of preparing reviews the IT Management research literature you as you gain approval of your comprehensive your dissertation for publication. Through a step- focusing on research related to managing the committee, formulate, and submit ten topics, and by-step process, you will work with a facilitator to process of selecting, deploying, and operating write and submit comprehensive examination produce a professional-looking final manuscript information technology within organizations. This papers to your committee. Prerequisite(s): that reflects the quality of the research effort focus includes both components of information Completion of all other required course work. expended and presents you, your committee, your technology and the human resources that support Cannot be fulfilled by transfer. Concurrent school, and Capella University in the best possible them. Cannot be fulfilled by transfer.Available registration with OM9995 is allowed. light to the scholarly community. Prerequisite(s): OM9998. Cannot be fulfilled by transfer. online only. OM9995 - Doctoral Comprehensive Examination II OM8302 - Doctoral Seminar. Survey of Research (4 quarter credits). This course is intended for PSY5500 - The Basics of Tests and Measurements Literature in Information Technology Planning and learners who have partially completed the (3 quarter credits). Examine the selection, Delivery (4 quarter credits). This course reviews the comprehensive examination process. It is designed administration, and interpretation of tests and IT Management research literature focusing on the to assist you as you continue to write and submit measurements and their application to your process of applying information technology to the comprehensive examination papers to your professional situation. Explore psychometric support of organizational goals. This includes committee. Prerequisite(s): OM9994. Cannot be properties; reporting methods; paper and pencil organizational alignment, strategic system fulfilled by transfer. Concurrent registration with personality tests; ability and special aptitude tests; planning, and the application system delivery OM9994 is allowed. special application inventories; and ethical considerations of testing. process. Cannot be fulfilled by transfer.Available OM9996 - Dissertation Research I (4 quarter credits). online only. This course is intended for learners who have PSY5505 - Using the Myers-Briggs Type Indicator in OM8910 - Teaching Practice Seminar (4 quarter completed all required core and advanced courses Business and Consulting (3 quarter credits). Learn credits). This seminar covers the practice and the comprehensive examination. This course is how to effectively use the Myers-Briggs Type fundamentals for professionals choosing to prepare the first of a series of four courses designed to Indicator in a variety of applied settings, such as themselves for a teaching career in management assist you in the development and successful team building, clinical, work place, career counseling, education. Syllabus and course development, completion of your dissertation. The purpose of this conflict management, and marital enhancement. online and classroom instruction, as well as the first course is to support you in gaining approval of Review the nature and measures of this instrument, fundamentals of human development in the your dissertation committee and to create a the theory and research supporting it, and relevant classroom are explored. Prerequisite(s): Completion preliminary draft of your dissertation proposal that ethical issues. Learn how to apply findings in of program core courses. Cannot be fulfilled by can be approved by your faculty mentor (who various settings. transfer.Available online only. serves as the chair of your Dissertation PSY5510 - Emerging Issues in Professional Ethics OM8920 - Leadership Practice Seminar (4 quarter Committee). Prerequisite(s): OM9995. Cannot be (3 quarter credits). Reviews the ethical principles to credits). This seminar covers the practice fulfilled by transfer. which mental health providers adhere, and fundamentals for professionals choosing to prepare OM9997 - Dissertation Research II (4 quarter credits). discusses related trends, current issues, and themselves for an executive leadership role. The This course is intended for learners who have practical suggestions for ethical practice. Issues frameworks of the strategic thought-leader of the completed a preliminary draft of their dissertation discussed will include dual role behavior, the organization are explored, preparing learners for proposal. It will support you as you prepare and impaired colleague, reducing professional risk, the role, activities and leadership realities of the submit your IRB application, conduct field tests as incorporating individual differences into top leadership in today’s complex and diverse required and approved by your committee, and professional practice, and ethical supervision. organizations. Prerequisite(s): Completion of complete development of your final proposal. To PSY5520 - The Business Side of Private Practice program core courses. Cannot be fulfilled by complete this course you will schedule and pass (3 quarter credits).This course will review current transfer.Available online only. your Proposal Completion Conference with your trends and marketplace factors influencing OM8930 - Consulting Practice Seminar (4 quarter mentor and committee. Prerequisite(s): OM9996. psychologists in private practice. Topics to be credits). This seminar covers the practice Cannot be fulfilled by transfer. covered include defining one’s professional fundamentals of professionals choosing to prepare OM9998 - Dissertation Research III (4 quarter credits). identity, designing an effective practice, marketing themselves for an executive consulting leadership This course is intended for learners who have your practice, legal and ethical issues related to role. The role of consultant, organizational successfully passed their Proposal Completion practice management, and strategies for managing assessment, intervention planning, intervention Conference. It will provide support as you conduct your practice. execution, measurement and consultant exit a research project that is consistent with the terms PSY5525 - Understanding ADD/ADHD (3 quarter strategies are reviewed, preparing the learner for and conditions of the approved proposal. To credits). DSM-IV diagnostic criteria for ADD/ADHD executive consulting practice. Prerequisite(s): complete this course, you will complete the will be examined, along with various diagnostic Completion of program core courses. Cannot be collection and analysis of data and be ready to start tools such as the Conners Parent Rating Scale. fulfilled by transfer.Available online only. the final writing of your dissertation chapters. Various models of ADD/ADHD and theories of its Prerequisite(s): OM9997.Cannot be fulfilled by causation will be examined. The principles of drug transfer. management, parent training, classroom 96 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

interventions, behavioral contracting, and self- PSY7021 - Foundations of Psychology – Doctoral factors will be examined. Topics to be considered monitoring will be presented as they relate to the Learners (5 quarter credits). This introductory are normal development, the role of attachment treatment of ADD/ADHD. course requires the articulation of a professional processes, influence of trauma on development, PSY7001 - Professional Writing for Graduate identity based on doctoral level training in family factors, and the influence of community and Learners (4 quarter credits).This course aims to psychology. Learners describe professional roles, societal factors on child development. refine the basic skills necessary for professional organizations, licensure requirements and codes PSY7225 - Child and Adolescent Psychology writing. Through weekly exercises, the course of ethics in the field of psychology. Learners (5 quarter credits). This course focuses on the instructs learners in composing clear, concise, identify and articulate their choice of study in study of children and adolescents from infancy elegant, and grammatical language that reflects psychology and the educational steps necessary to through adolescence. Learners apply in-depth their personal writing style. Through short writing accomplish their goal. PSY7021 and PSY7022 must knowledge of the physical, cognitive and assignments, the course also allows learners to be taken concurrently by PhD learners in their first psychosocial development of this age group to become more effective at explaining through quarter. Cannot be fulfilled by transfer. school related functioning. Learners examine all description and definition. The course does not PSY7022 - Doctoral Learner Success Lab (non-credit). major stages of life from prenatal to adolescence require a research paper. This lab is designed to provide new doctoral focusing on development as the progressive PSY7002 - Advanced Writing Concepts (4 quarter learners the knowledge and skills they need to be reorganization of psychological functioning. These credits). The four distinguishing characteristics that successful in their academic programs. The lab developmental factors are examined within the define quality writing are organization, readability, familiarizes learners with the Capella online context of a child’s home, school, culture, and effectiveness, and elegance. This course concentrates environment and support resources provided to community. Learners will integrate the cognitive, on the last two. Effectiveness refers to the tone of ensure success. It is specifically designed to emotional, and social process within these the language: passionate, but not emotional. How provide doctoral learners the tools they will need developmental stages. strongly the writer makes the argument is important. to successfully complete their program and PSY7230 - Adolescent Psychology (5 quarter Elegance implies writing with simplicity and grace, dissertation. Learners build skills in the selection credits). An overview of major theories and current eliminating wordiness and meaningless words, and use of methods, techniques, and library research in the area of adolescent development with clear and concise expression as the goal. resources. Working with the academic advisor, and behavior. Biological and psychosocial factors Through discussion and written exercises, learners learners will develop a Degree Completion Plan. will be examined. Topics to be considered are will develop skills in these two areas. PSY7022 is an advisor-led course taken in the first normal development, the influence of trauma on quarter, in conjunction with PSY7021, and carries development, family factors, peer influences, and PSY7004 - Graduate Writing for ESL/EFL Learners no credit. Cannot be fulfilled by transfer. (4 quarter credits). This course introduces non- the influence of school, community, and societal native speakers of English to graduate-level PSY7050 - Writing Skills for Psychology Learners factors on development. Prevention and treatment academic writing. Learners will develop an (5 quarter credits). This course aims to refine the of behavioral problems will be considered. understanding of the assumptions and intentions basic skills necessary for professional writing. PSY7240 - Adult Psychology (5 quarter credits). that underlie advanced academic writing as it is Through weekly exercises, the course instructs An analysis of major contemporary theories and done in the United States. Learners will develop learners in composing clear, concise, technical, research on continuity and change during the period skills in producing effective advanced academic and grammatical language that reflects their of maturity, from the end of the dependency of writing including skills in combining facts and personal writing style. Through short writing childhood to the beginning of the dependency of opinions from multiple sources. Learners will assignments, the course also prepares learners to old age. Application of current theory and research develop linguistic and content editing skills so that construct paragraphs using established methods to the workplace, family and social relationships, they will be able to continue to improve their own of development, such as definition, description, and psychological changes to the self will be academic writing after they leave the course. classification, and process. The course does not explored. require a research project or paper. PSY7011 - Foundations of Psychology – Master’s PSY7310 - Biological Basis of Behavior (5 quarter Learners (5 quarter credits). Learners describe PSY7110 - History and Systems of Psychology credits). Introduction to the biological basis of professional roles, organizations, licensure (5 quarter credits). This course examines historical behavior including an overview of genetic factors, requirements and codes of ethics in the field of and contemporary schools of psychology with an functional neuroanatomy, and physiology in psychology. Learners identify and describe their emphasis on key contributors to the discipline. relation to such topics as sensation, movement, choice of study in psychology and the educational Paradigmatic approaches (e.g., behavioral, motivation, emotion, sleep, learning and memory, steps necessary to accomplish their goal. PSY7011 cognitive, psychoanalytic, humanistic, etc.) are consciousness, and abnormal behavior. Special and PSY7012 must be taken concurrently by MS analyzed in relation to the cultural context existing attention will be given to the relationship between learners in their first quarter. Cannot be fulfilled by in the United States at the close of the twentieth brain functions and behavioral disorders (e.g., transfer. century. Special emphasis is given to systems of addictions, eating disorders, effects of chronic psychology that have emerged in response to PSY7012 - Master’s Learner Success Lab (non-credit). stress, learning disorders, sexual dysfunctions, radical and rapid social changes experienced since sleep disorders, and mood disorders). This lab is designed to provide new Master’s mid-twentieth century and to implications of those learners the knowledge and skills they need to be systems for professional practice. PSY7320 - Advanced Biological Psychology successful in their academic programs. The lab (5 quarter credits). An examination of the familiarizes learners with the Capella online PSY7210 - Lifespan Development (5 quarter credits). biological factors related to psychopathology. environment and support resources provided to A comprehensive survey of contemporary and Special emphasis will be given to research ensure success. Learners build skills in the classical theory and research related to physical, problems and methods currently being explored in selection and use of methods, techniques, and cognitive, psychological, and social development biological psychology. Topics to be covered are the library resources. Working with the academic throughout the lifespan. Particular attention will be role of genetic factors in psychopathology, the advisor, learners will develop a degree completion given to topics in the areas of human development influence of physical and emotional trauma on plan. PSY7012 is an advisor-led course taken in the that have applications for psychologists working in brain function, biological considerations in first quarter in conjunction with PSY7011, and clinical, educational, and organizational settings. treatment planning, addictive phenomenon, and carries no credit. Cannot be fulfilled by transfer. PSY7220 - Child Psychology (5 quarter credits). An other clinically relevant subjects. Prerequisite(s): overview of major theories and current research in PSY7310 child development. Biological and psycho-social 1-888-CAPELLA www.capella.edu Capella University 97

PSY7330 - Psychopharmacology (5 quarter credits). attribution will be reviewed and applied to environmental supports and skills training, as well This course explores the behavioral and therapeutic contemporary issues. Application of social as behavioral interventions.Prerequisite(s): PSY7610 effects of psychoactive drugs. It includes topics psychological theory and research will be applied PSY7620 - Inferential Statistics (5 quarter credits). such as synaptic transmission, behavioral role of to various clinical, educational, and organizational Application of parametric statistical procedures to specific neuromodulatory systems, pharmacological settings. psychological research and the strengths and treatment of mental and neurological disorders, PSY7530 - Group Psychology (5 quarter credits). limitations of conducting quantitative studies. addiction, and the various side effects of psychoactive Considers influence processes important in group Sampling issues, experimental design, and concerns drugs. Attention will be given to drug effects on settings, including conformity, rejection of deviant of internal validity will be examined. Tests of GRADUATE COURSE DESCRIPTIONS GRADUATE learning, creativity, memory, sleep, perception, and group members, and minority member influence. difference between and among groups and sexual functioning. The efficacy of treating patients Also reviews research on stages of group correlation will be studied. This course may involve with a combination of psychotherapy and development, the formation of group norms, the use of software in the analysis of data sets psychotropic medication for a number of communication among group members, group provided by the instructor. diagnosed mental disorders will be examined, decision making, leadership, and group productivity. including depression, bi-polar disorder, anxiety, PSY7625 - Advanced Inferential Statistics obsessive compulsive behavior, schizophrenia, and PSY7540 - Multicultural Perspectives in Human (5 quarter credits). Multivariate analysis including childhood disorders. Prerequisite(s): PSY7310 Behavior (5 quarter credits). An examination of step-wise and multilinear regression are examined substantive and theoretical issues concerning the in this course. Learners are expected to demonstrate PSY7340 - Human Sexuality (5 quarter credits). An application of psychological principles in a variety proficiency in the use of software packages investigation of sexuality within the larger context of culturally diverse populations. Issues to be appropriate to dissertation level research. of human experience and individual development. addressed are the role of culture-specific Prerequisite(s): PSY7620 Emphasis is placed on physical and psychosexual programming, special issues and needs of cultural development; frequency and significance of various PSY7630 - Qualitative Analysis (5 quarter credits). subgroups, and psychological approaches to This course covers qualitative methods appropriate types of sexual behavior; health related issues; and working with culture-specific issues. Current theory the application of scientific information to sexual to content of phenomenological, observational, and research will be applied to specific clinical, and ethnological research. Emphasis will be given issues and problems. Issues to be addressed are educational, and organizational issues. sexual deviation, sexual inadequacy, treatment of to such methods as case studies, interviews, sexual problems, and concerns of special and PSY7542 - Ethics and Multicultural Issues narrative journals, and field surveys. Data analysis diverse populations. (5 quarter credits). This course examines the techniques for qualitative data will be covered. substantive theoretical issues regarding the PSY7640 - Methods of Clinical Inquiry (5 quarter PSY7410 - Psychology of Learning (5 quarter application of psychological principles in an credits). Classical areas of learning theory are credits). This course presents a theoretical and ethically and culturally sensitive fashion. Learners practical review of ways in which psychologists can surveyed, including instrumental and classical will address the role of culture specific programming conditioning paradigms, habituation, reinforcement demonstrate accountability in a broad range of and special issues and needs of cultural subgroups. settings. The application of scientific methods to variables, stimulus generalization and transfer, and Learners will evaluate recent research and theory memory. Current theory, relevant research, and problems of human behavior will be demonstrated. surrounding the issues of cultural diversity and Topics considered are methods of field research, application to clinical, educational, and organizational psychological concepts. Learners will assess settings are also reviewed in this course. program evaluation, the role of empirical validation situations in which ethical dilemmas are identified of treatment methods, and the strengths and PSY7421 - Cognitive/Affective Psychology with strategies for their resolution. limitations of various methods of inquiry. (5 quarter credits). Introduction to the normal and PSY7610 - Tests and Measurements (5 quarter psychopathological factors of cognitive and PSY7650 - Research Methods (5 quarter credits). A credits). Introduction to the general area of mental review of behavioral science research designs and emotional functions on behavior. These include measurement. Theory and content of measuring learning, perception, imagining, language, memory, methods appropriate for applied psychologists. devices in the fields of intelligence, interests, Topics include philosophy of science, ethical issues reasoning, affective processes, and judging. The personality, and special aptitudes will be reviewed. course examines the organization of the perceptual in research with human subjects, hypothesis Includes an analysis of the psychometric procedures formulation, experimental and quasi-experimental world into a unified and hierarchical pattern of used to develop and validate educational and belief, attitudes, and expectancies. These dynamics designs, measurement, descriptive designs, and psychological instruments. Attention will be given the analysis and interpretation of data. Application will be applied to contemporary issues and to the appropriate applications of each type of psychological problems in human behavior. of research methods to clinical, organizational, and methodology. Specific techniques used to facilitate educational settings will be emphasized. Application PSY7510 - Psychology of Personality (5 quarter proper interpretation of test scores such as of the skills gained in the course will be applied to credits). An examination of the assumptions, percentiles, standard errors of measurement, learners’ dissertation and other research projects. constructs, and processes of personality as these validity and reliability indices, and standard scores are expressed in the major theoretical writings. will be discussed. The professional standards for PSY7656 - Advanced Research Methods (5 quarter Reviewed are the psychodynamic, behavioral, test development and use will also be covered. credits). This course addresses advanced issues of structuralist, humanistic, existentialist, socialist, Ethical and legal considerations of testing and research design and methodological consideration feminist, and cognitive theories of personality. research with human participants as set forth by in the selection and execution of a research proposal. Research on normal and abnormal constructs of the American Psychological Association (APA) are Relationship between problem formulation, personality will be reviewed. Contemporary issues also considered as a part of this course. hypothesis testing, sampling, data collection and data analysis are covered in detail. The final project and problems in personality theory and types will PSY7612 - Functional Based Assessment be addressed. for this course is a research paper that may be (5 quarter credits). Learners will apply functional applicable to a dissertation proposal. PSY7520 - Social Psychology (5 quarter credits). behavior assessments in the development of Prerequisite(s): PSY7650 Overviews behavior that is influenced by the behavioral support plans. Learners gain knowledge presence of others, or behavior that is under the and experience in working collaboratively with PSY8090 - Counseling Theories (5 quarter credits). control of society. Interpersonal relationships, others to design strategies that help students who This course offers learners an overview of major social cognition, social inference, emotion, and exhibit challenging behaviors to be more theories of counseling, the assumptions that personality will be considered. The social psychology successful in school. Learners will apply various underlie these theories as well as the historical and of decision making, attitude formation, and social strategies including the implementation of cultural context in which they developed. In addition, the course will explore the specific techniques, 98 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

research, limitations, and ethical issues associated PSY8130 - Adult Learner in the Classroom The etiology of psychopathology, current methods with these theories. Finally, learners will have the (5 quarter credits). This course reviews the special of psychological assessment, research on opportunity to develop their integrative issues related to education of adult populations in psychodynamics, and existing treatment methods understanding of these theories. traditional and distance education programming. will be reviewed. The politics of mental disorders, PSY8091 - Group Counseling (5 quarter credits). Topics covered include learning styles, tenets of emerging diagnoses, and other contemporary This course explores the theories and techniques adult education, curriculum considerations in issues will be addressed. that underlie the use of the group format in design of adult education, implementing advanced PSY8220 - Advanced Psychopathology (5 quarter counseling. The course will examine the dynamics technological methods, and the various uses of credits). This course will examine theory and of group facilitation, therapeutic movement within emerging technological developments. research associated with major psychological groups, and group development. Additional topics PSY8140 - Mentoring Psychological Research disorders and will emphasize the transition from include the use of groups across the intervention (5 quarter credits). Covers the psychologist’s role in concepts and terminology of DSM-IV to actual spectrum (prevention to tertiary), issues specific teaching of research design, execution, analysis of clinical situations. Learners will examine in depth to particular populations, and integration of data, and interpretation of results. Attention will be the concepts of psychopathology with an developmental theory within group counseling given to writing skills necessary for preparation of emphasis on areas related to the learners’ practice and co-facilitation. publication-ready manuscripts. Emphasis is on the emphasis. In particular, learners will familiarize PSY8092 - Counseling Skills and Procedures collaborative and consultative roles necessary for themselves with applications of theoretical (5 quarter credits). This course focuses on the successful adult learning. concepts in a clinical setting. Additional topics specific skills that underlie the counseling PSY8150 - Learning Disabilities in the Classroom include: the controversy of “empirically validated” relationship. From the development of the (5 quarter credits). This course provides an treatments, the interplay of social and biological therapeutic alliance through termination, counseling introduction to the topic of learning disabilities in factors in etiology and treatment, and review of relies on the intentional use of skills to promote the classroom. Theoretical perspectives, Axis I and II disorders. Prerequisite(s): PSY8210 client growth and development. This course characteristics, etiology, assessment, and PSY8230 - Psychological Testing (5 quarter credits). provides an introduction into the basic skills and remediation of learning disabilities will be This course covers the administration of core conditions associated with effective examined. Learners will be introduced to recent psychological tests and behavioral measures counseling practice. This course is paired with a trends and research related to identification and associated with the assessment of cognitive and residential component intended to assist learners educational treatment practices. Concomitant intellectual functioning, special aptitudes, in achieving behavioral proficiency in the skills. The exceptionalities, diversity, service delivery models, functioning, and achievement. Learners enrolled in residential component will involve the use of role- and teaching strategies will also be explored. this course will be expected to be proficient, at the playing and other simulation techniques to provide PSY8160 - Strategies for Career and Life Planning conclusion of the course, in the administration and feedback to learners. (5 quarter credits). This course presents a survey of scoring of instruments to assess the above PSY8093 - Professional Standards and Ethics of current methods and criteria used in career behavioral domains, and to appropriately report Counseling (5 quarter credits).Through the use of development, placement, and follow-up. Attention the findings of such assessments to lay and case examples, learners will explore the application will be given to career entry, mid-career transition, professional audiences. Ethical and professional of professional and personal codes of the ethics to and special needs of handicapped and standards in the use of psychological tests are also the practice of counseling. Ethical guidelines disadvantaged populations. Application of current covered. Learners enrolled in this course are applicable to the multiple professional roles theory and research to clinical, educational, and expected to either purchase or gain access to the associated with counseling will be explored. organizational settings will be considered. use of standard and commonly used tests of cognitive function, adaptive functioning, and Strategies and methods for identifying ethical PSY8170 - Principles of Instructional Design conflicts and the appropriate professional response achievement. Prerequisite(s): PSY7610.This course (5 quarter credits). Application of learning has a required residency. will be emphasized. principles and cognitive information processes to PSY8110 - Teaching Psychology (5 quarter credits). the acquisition of classroom educational PSY8231 - Psychological Assessments for School This course will review traditional and current outcomes. Emphasis is given to the design of Psychologists I (5 quarter credits). Learners methods of formulating objectives of instructions; instructional strategies that meet the educational demonstrate mastery of the diagnostic issues examination of student characteristics which affect learning needs of individual students. important in individual assessment of a multi- learning; discussion of basic learning processes; culturally diverse population of school age children, PSY8182 - Field Experience in Educational using norm-referenced assessment tools, analysis of instructional variables which affect Psychology (5 quarter credits). The purpose of this learning; selection of instructional methods, including intelligence (verbal and non-verbal), supervised field experience is to permit learners to achievement, adaptive behavior, and curriculum technologies, and materials; evaluation of learning gain experience in three areas of higher education: outcomes; and evaluation of the instructional based measures. Learners will synthesize norm- (a) teaching, (b) research, and (c) administration. referenced assessment with observational methods and systems appropriate to teaching This field experience will consist of at least 100 psychology courses. assessments to create psychological reports hours. The required course participation will appropriate to the audience. Specific measures PSY8120 - Computer-Mediated Instruction/Learning provide the equivalent of 30 of those hours. In covered include the WISC III (or WISC IV), Wechsler (5 quarter credits). Theory and applications of addition, ten hours will be in each of the three Individual Achievement Test (WIAT II), Universal computer software to improve learning, productivity, areas of experience under the supervision of a Test of Non-Verbal Intelligence (UNIT), and the and personal satisfaction in information processing professor holding a doctoral degree in psychology. Beery Developmental Test of Visual- Motor and cognitive tasks. Human information processing The remaining 40 hours will be distributed among Integration (Beery VMI). Prerequisite(s): PSY7610 models and cognitive theories will provide a the three areas so that most hours will be spent in theoretical basis for how to facilitate complex the area of least previous experience held by the PSY8232 - Psychological Assessments for School human learning. Applications to local access learner. Prerequisite(s): all required courses Psychologists II (5 quarter credits). Learners networks and distance learning will be considered. completed at the 7000 level, plus PSY8110, demonstrate mastery of the diagnostic issues Current online instructional resources will be PSY8130, and PSY8330. important in the social-emotional functioning and examined. personality assessment of a multi-culturally PSY8210 - Principles of Psychopathology (5 quarter diverse population of school age children. Learners credits). An examination of the assessment and will conduct clinical interviews and behavioral treatment of various forms of psychopathology. observations as well as synthesize and interpret 1-888-CAPELLA www.capella.edu Capella University 99

data from teacher, parent, and self-report behavior PSY8315 - Research in Psychotherapy and of schools and other settings to propose how best rating scales, as well as objective and projective Empirically Supported Treatments (5 quarter to work with individuals and groups to facilitate techniques. Learners will score, interpret and credits). This course reviews the research and policies and practices that create and maintain integrate the results to make recommendations research methods used to understand the complex safe, supportive, and effective learning and write psychological reports. Prerequisite(s): dynamics of psychopathology and psychotherapy. environments for children and others. PSY7610, PSY8231 Attention will be given to the application of scientific PSY8337 - Legal and Ethical Issues in the School PSY8240 - Advanced Psychological Testing thinking to clinical questions. Demonstration of (5 quarter credits). Learners will apply legal and (5 quarter credits). The course covers the treatment efficacy, clinical epistemology, myths of ethical guidelines to various situations encountered GRADUATE COURSE DESCRIPTIONS GRADUATE administration of such measures of psychosocial psychotherapy, empirical treatments, and difficulties in the practice of school psychology. Learners will functioning as the MMPI-2, the MMPI-A, and with measurement of psychological variables will incorporate important issues such as privacy, related measures of personality. The use of these be covered. informed consent, confidentiality, record keeping, instruments in assessing psychopathology and for PSY8330 - Ethics and Standards of Professional ethical and legal issues into psycho-educational treatment planning is a major focus of this course. Practice (5 quarter credits). This course examines assessments, and school related interventions. The assimilation of psycho-social measures with the historical origins of professional ethics, including Learners will identify ethical considerations cognitive and achievement measures to achieve a issues affecting education, psychotherapy, law, and involved when faced with testing in school settings. comprehensive appraisal of the individual in a institutional guidelines for protecting human PSY8340 - Psychology and the Law (5 quarter social context is an important goal of the course. participants in research. The current standards of credits). Psychology is viewed and evaluated as an Preparation of psychological reports and the practice for professional psychology will be reviewed. analytic tool within the legal system. The relevance consultation process are emphasized. Learners Attention will be given to identifying effective of psychological methods, theory, and empirical enrolled in this course are expected to purchase or methods for addressing ethical dilemmas and to findings for such issues as copyright, deterrence, acquire access to MMPI-2 or the MMPI-A and current ethical issues in professional psychology. human responsibility, desegregation, discrimination, related measures of psycho-social functioning. PSY8331 - Principles of School Psychology privacy, rights of mental patients, and jury Prerequisite(s): PSY7610, PSY8230.This course has (5 quarter credits). This course examines the dynamics. Emphasis is on the accurate application a required residency. practice of school psychology, its history and of scientific method within the legal process. PSY8251 - Neuropsychological Assessments current trends. Attention is given to how school PSY8350 - Techniques of Forensic Practice (5 quarter credits). Current theory, methods and psychologists are part of the school organization (5 quarter credits).A survey of the current research in neuropsychological assessment of and participate as members of the educational techniques of forensic practice. Included are mental disorders. Administration of test batteries team. Legal, social, and professional considerations forensic testing, expert witness techniques, and preparation of psychological reports are influencing the work of the school psychologist are reporting forensic findings, and mental-health law. required in this course. Prerequisite(s): PSY7610, also considered. The application of psychological Current standards of professional practice and PSY8230, PSY8240 research and theory in the context of the practice of ethical issues will be reviewed. school psychology will be reviewed. PSY8310 - Theories of Psychotherapy (5 quarter PSY8360 - Current Issues and Trends in Forensic credits). This course involves discussion and PSY8332 - Advanced Methods in School Practice (5 quarter credits). This course is an elaboration of the major schools of psychotherapy, Psychology (5 quarter credits). This course analysis of the current issues within forensic their underlying assumptions and clinical techniques, explores the major areas that practicing school psychology. It includes eye-witness identification, and methods of intervention. The application of psychologists will encounter. Special emphasis is legal decision-making, forensic assessment and these theories and techniques to the change of placed on social functioning including violence in reporting, criminal defenses, profiling, polygraphy, human behavior and the analysis of clinical cases the schools. Anger control management, peer risk assessment, jury composition, scientific jury for treatment planning will be covered. Client- mediation and the teaching of social skills are selection, and other selected topics of interest to therapist process issues, treatment outcome topics that will assist school psychologists in both the psychological and legal fields. Emphasis considerations, current research supporting the dealing with current needs and concerns. Other will be placed on the application of scientific efficacy of treatment methods, and ethical issues topics to be covered are: HIV-AIDS, ADHD, autism, methods to forensic situations. will be considered. Asperger’s syndrome, retardation, Down’s PSY8371 - Strategies of Clinical Supervision and PSY8311 - Group Psychotherapy (5 quarter credits). syndrome, visual and auditory disabilities, retention, talented and gifted, pre-school, and Consultation (5 quarter credits). This course This course reviews the historical development, provides a theoretical overview of the theory, basic major theories, current research, and clinical school phobia. Issues of privacy, confidentiality, and ethics will also be examined. functions, and methods of clinical supervision. procedures of group counseling and psychotherapy. Some of the topics to be covered are: the Course content includes the role of the leader and PSY8335 - Consultation and Collaboration in the supervisory contract and relationship, the various leadership styles, mechanics of co-therapy, group School (5 quarter credits). This course examines styles of supervision, the legal and ethical issues development, methods of group intervention, the optimal approaches within the school setting related to clinical supervision, and methods of designing special function groups, and handling of for effective consultation and collaboration. supervision including case consultation, video critical incidents within groups. Emphasis will be Learners will synthesize results of assessments and supervision, live supervision, and co-therapy as placed on developing clinical competence by applying formulate effective ways to communicate with supervision. A review of the research on theory and research to the group experience. parents, school administrators and teachers, and supervision will be included and these findings will PSY8312 - Clinical Interventions (5 quarter credits). other support service providers. Learners will be applied to the delivery of supervisory services. This course reviews the basic issues and skills demonstrate the ability to facilitate understanding Learners will be encouraged to develop their own necessary to function in a clinical setting. The of assessment outcomes and implementation of theory and approach to clinical supervision. interventions. course begins with an exploration of one’s PSY8380 - Issues and Challenges of Supervision motivations for working in the psychology profession. PSY8336 - Organization and Operation of the (5 quarter credits). This course addresses the The course previews basic psychotherapy skills School (5 quarter credits). Learners demonstrate a special clinical issues, emerging theoretical and such as warmth, empathy, concreteness, mastery of general education, special education, research trends, and ethical and legal concerns confrontation, motivational interviewing, treatment and other educational and related services that involved with various models of clinical supervision. planning, case management, and clinical School Psychologists need in order to work in The course will focus on developing the identity documentation. This course has a required schools. Learners will undertake a systems analysis and orientation of the clinical supervisor. residency. 100 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

PSY8383 - School Psychology Practicum (5 quarter PSY8392 - Doctoral Practicum I (5 quarter credits). PSY8401 - Internship I (5 quarter credits). An credits). This course is the initial field training Supervised training in psychological testing, intensive, closely-supervised experience working opportunity for learners to demonstrate, under interviewing, assessment, intervention techniques, with a broad range of clients in various institutions appropriate supervision, the development and community consultation and applied research in a and settings. Emphasis is on the application of practice of specific skills in school psychology. setting selected by the learner and approved by the psychological principles and techniques learned in Learners will apply and continue to develop Director of Training. The online course emphasizes academic courses, development of diagnostic and knowledge in assessment, intervention techniques, increased awareness of the learner’s clinical clinical skills, and clarification of one’s personal community consultation and applied research with strengths and limitations, psychological strengths and limitations as a clinician. the opportunity to gain hands-on knowledge about assessment and rudimentary understanding of Prerequisite(s):All courses completed, including the role of a school psychologist, how schools work, DSM-IV, introduction to treatment planning, case practicum course(s) and approval of the internship and observing and participating in professional documentation, ethical issues, and working with application by the Director of Training. Refer to the activities. The supervisor will evaluate and address specific clinical populations. Prerequisite(s): All current practicum-internship handbook for further the performance of practice outlined by professional required courses completed and approval of the details. standards of the field to evaluate preparedness for practicum application by the Director of Training. PSY8402 - Internship II (5 quarter credits). This internship. The practicum must consist of no less Refer to the current practicum-internship course is a continuation of the previous quarter of than 600 hours at a site selected by the learner and handbook for further details. internship, PSY8401. Prerequisite(s): PSY8401 approved by the training department. PSY8393 - Masters Practicum II (5 quarter credits). Prerequisite(s): PSY7310, PSY8150, PSY8210, PSY8403 - Internship III (5 quarter credits). This Continued supervised training in professional course is a continuation of the previous quarter of PSY8232, PSY8332, PSY8336, PSY8337,and psychological issues with particular emphasis on approval of the practicum application by the internship, PSY8402. Prerequisite(s): PSY8401 and DSM-IV Axis I. The online seminar between the PSY8402 Director of Training. Refer to the current practicum- instructor and enrolled learners provides the internship handbook for further details. opportunity for in-depth examination of various PSY8404- Internship IV (5 quarter credits). This PSY8385 - School Psychology Internship I psychopathological conditions in addition to the course is a continuation of the previous quarter of (5 quarter credits). This course runs parallel to and field supervision experience. Prerequisite(s): internship, PSY8403. Prerequisite(s): PSY8401, compliments the intensive, supervised field Completion of PSY8391. PSY8402, and PSY8403 training experience which assures completion of PSY8394 - Doctoral Practicum II (5 quarter credits). PSY8410 - Substance Abuse Therapies (5 quarter activities necessary in becoming a competent Continued supervised training in professional credits). A review of traditional and nontraditional professional school psychologist. The purpose is psychological issues with particular emphasis on approaches to treatment. Topics to be covered are: the integration and application of skills that address DSM-IV Axis I conditions. The online seminar in and out-patient treatment programming, self- the competencies of professional practice outlined between the instructor and enrolled learners help groups, utilization of community resources by professional standards in the field. The internship provides the opportunity for in-depth examination and alternative treatment approaches and the use provides supervision as well as formative and of various psychopathological conditions in of individual, group, and family psychotherapy. summative performance-based evaluation of the addition to the field supervision experience. Current trends in service delivery will be considered, intern’s work. The internship requires at least 1200 Prerequisite(s): Completion of PSY8392. particularly in light of ongoing changes in the hours with a minimum of 600 hours in schools, full- health care delivery system. PSY8395 - Masters Practicum III (5 quarter credits). time over one academic year. Prerequisite(s):All PSY8420 - Multicultural Issues in Addiction courses must be completed including practicum Continued supervised training in professional psychological issues with particular emphasis on (5 quarter credits). This course involves examination (PSY8383) and approval of the internship of ethnic and cultural issues that influence the application by the Director of Training. Refer to DSM-IV Axis II conditions, V codes, and other psychosocial concerns. The online seminar etiology, perception, and treatment of compulsive the current practicum-internship handbook for and addictive behavior problems. Topics to be further details. between the instructor and enrolled learners provides the opportunity for in-depth examination considered are: the need for specialized treatments PSY8386 - School Psychology Internship II of various psychopathological conditions in and training, the needs of various special populations, (5 quarter credits). This course is a continuation of addition to the field supervision experience.This the impact of racial identity on self-perception, and the previous quarter of internship, PSY8385. course is designed for learners whose state culture-specific methods of treatment. Emphasis Prerequisite(s): PSY8385 regulatory or licensure boards require more than will be placed on the application of scientific PSY8387 - School Psychology Internship III two academic quarters of practicum or those research and theory to clinical work. (5 quarter credits).This course is a continuation of learners who have an ongoing desire to extend PSY8430 - Issues and Trends in Addiction/ the previous two quarters of internship, PSY8385 their field training. Prerequisite(s): Completion of Compulsion Treatments (5 quarter credits). This and PSY8386. Prerequisite(s): PSY8385, PSY8386 PSY8393. course reviews current developments, research, PSY8391 - Masters Practicum I (5 quarter credits). PSY8396 - Doctoral Practicum III (5 quarter credits). and trends within the addiction field. Emphasis will Supervised training in psychological testing, Continued supervised training in professional be placed on gaining a current understanding of interviewing, assessment, intervention techniques, psychological issues with particular emphasis on substantive issues in the field. Possible topics to be community consultation, and applied research in a DSM-IV Axis II conditions, V codes, and other considered are: developments in psycho- setting selected by the learner and approved by the psychosocial concerns. The online seminar pharmacological treatment of addictions, the Director of Training. The online course emphasizes between the instructor and enrolled learners influences of managed care on treatment, ethics, increased awareness of the learner’s clinical strengths provides the opportunity for in-depth examination the use of internet resources in the field, the and limitations, psychological assessment and of various psychopathological conditions in changing role of the counselor, and emerging rudimentary understanding of DSM-IV, introduction addition to the field supervision experience.This treatment approaches. to treatment planning, case documentation, ethical course is designed for learners whose state PSY8440 - Substance Abuse Program Evaluation issues, and working with specific clinical populations. regulatory or licensure boards require more than (5 quarter credits). This course will cover various Prerequisite(s):All required courses completed, and two academic quarters of practicum or those methods appropriate for field experimentation and approval of the practicum application by the learners who have an ongoing desire to extend program evaluation. Topics will include quasi- Director of Training. Refer to the current practicum- their field training. Prerequisite(s): Completion of experimental designs, sampling procedures, and internship handbook for further details. PSY8394. issues associated with program evaluation. Ethical issues related to field research will also be covered. 1-888-CAPELLA www.capella.edu Capella University 101

PSY8450 - Compulsive Behavior and the PSY8550 - Bereavement and Loss Therapy psychologist will be reviewed. Working in an Disturbance of the Self (5 quarter credits). This (5 quarter credits). This course covers the process integrated and interdisciplinary team environment course defines the nature of addictive and and impediments to dealing with expected and will be explored along with alternative health care compulsive behavior problems, discusses the traumatic losses. Topics considered are the phases delivery models. development of the addiction model and its tenets, of bereavement, special issues involved with PSY8640 - Community Psychology (5 quarter and reviews the literature regarding the validity and suicide survivorship, coping with loss following credits). This course addresses the role of the efficacy of treatment approaches based on the chronic illness, the role of emotion in the grief psychologist as an agent of change in the community. addiction model. Alternatives to the addiction model process, and the clinical methods of bereavement Attention will be given to the social change GRADUATE COURSE DESCRIPTIONS GRADUATE will be discussed, including cognitive behavior treatment. Current theory, relevant research, and strategies community-oriented psychologists can therapy. An understanding of the Compulsive application to clinical, educational, and organizational use in facilitating community improvements and Behavior model, a psychodynamically oriented settings are considered in this course. alleviating adverse social conditions. Legal, social model, will be developed and covered in detail. PSY8560 - Principles of Family Pathology (5 quarter policy, medical, familial, and psychological PSY8460 - Dual Diagnosis in Mental and Addictive credits).This course offers a conceptualization of viewpoints will be considered in the analysis of Disorders (5 quarter credits). This course addresses pathology based on a family systems model. The community problems and their prevention. Topics the complexities of comorbidity, diagnosis, and understanding of the etiology and maintenance of considered are child abuse, delinquency, crime, treatment of clients with various addictive disorders pathology will be understood as a function of poverty, powerlessness, inadequate social support, and mental illness (both Axis I and Axis II disorders). family interaction and family structure rather than and forms of discrimination. Current research and theory on the etiology, of individual dynamics. Topics to be considered are PSY8650 - Innovative Health Care Practices psychodynamics, and treatment will be reviewed, styles of family interaction, family boundaries, (5 quarter credits). This course examines the as well as specific methods of psychotherapy and family roles, and the family life cycle. emerging trends in health practices. Topics to be the role of pharmacotherapy. Case studies will be PSY8570 - Family Systems Approach to Addictive considered are integrating spiritual resources into used to illustrate course content and develop Behavior Problems (5 quarter credits). This course treatment, “alternative” therapies, current issues in clinical skills. Emphasis will be placed on the reviews current theory and research on family mind/body relationships, and the impact of application of scientific research to the clinical and dynamics and treatment methods of addictive and managed care in the delivery of psychological programmatic settings. compulsive behavior problems. A variety of services. Emphasis will be given to interdisciplinary PSY8510 - Family Systems Theories (5 quarter theoretical approaches to treatment will be covered practice and collaborative relationships. credits). Families will be studied as systems from a including the disease model, brief therapy, PSY8660 - Coping with Chronic Physical Illness theoretical, clinical, and research perspective. structural/strategic therapy, and psychoanalytically (5 quarter credits). This course examines the Emphasis will be on family development, family oriented treatment. Special topics to be included psychological impact of a variety of medical transitions, assessment, and intervention. Systems are: the role of the family in the etiology, maintenance, conditions and their bio-psycho-social etiologies oriented assessment models will be explored. and treatment of various problems; emerging and treatments. Emphasis is placed on the role of Strategies for initial interviews, hypothesis approaches to family interventions; the role of self- the interdisciplinary team in treatment planning formulation, designing a strategy for intervention, help groups in family intervention; and special and implementation. Pain syndromes such as and the process of termination will be covered. ethical issues related to family treatment of headaches, back pain, gastrointestinal disorders, PSY8520 - Couples Therapy (5 quarter credits). An addictive and compulsive problems. and auto-immune diseases are covered. Other overview of theory and research on marriage and PSY8610 - Principles of Health Psychology chronic diseases will also be examined. the couple relationship in contemporary society. (5 quarter credits). This course is a review of PSY8670 - Cognitive/Affective Basis of Physical Topics covered include relationship development, behavioral and biomedical theory and research Illness (5 quarter credits). This course emphasizes maintenance, and termination; conflict-resolution with the objective of understanding the the assessment and treatment of psychosomatic skills; communication styles and skills; couple contributions of psychological factors to the conditions from a cognitive/affective perspective. adjustment and assessment of interpersonal prevention, diagnosis, and treatment of disease Assessment and treatment interventions from this relationships; cultural variations; and issues related and illness. Topics include psychosocial factors perspective are applied to patients with acute and to gender. Major approaches to couple therapy will contributing to health and disease, health promotion, chronic conditions housed both in medical care be reviewed. mind-body relationships, and psychological facilities and treated as out-patients. The use of self- PSY8530 - Family Therapy (5 quarter credits). This approaches to the prevention and treatment of instruction strategies, relaxation techniques, course is an analysis and comparative study of the physical illness. Cognitive and behavioral imagery, meditation, hypnosis, and other stress prominent schools of thought within the field of interventions for health related problems and the management strategies are reviewed. family psychology, their tenets, therapeutic collaborative roles of medical specialists and psychologists will be emphasized. PSY8710 - Principles of Organizational Psychology strategies, and techniques. Structural, strategic, (5 quarter credits). This course reviews theories transgenerational, behavioral, communication, and PSY8620 - Environmental Health and Behavior and research on psychological issues relevant to analytical approaches to family therapy will be (5 quarter credits). This course examines the organizational behavior. Topics include: job discussed. emerging literature supporting the capacity for satisfaction; testing and performance assessment; PSY8540 - Current Issues and Methods in Family self-control in managing personal health care. organizational communication; training and Research (5 quarter credits). This course provides Emphasis will be given to relationships between consultation; equipment and environmental an overview of measurement of family variables, nutrition, exercise, and wellness. design; group decision making; performance complexities of family research design, data Psychoneuroimmunology and the use of monitoring; and incentive motivation. Ethical collection, and analysis. Topics include: current autogenic techniques to treat somatoform considerations of leadership in modern scales of measurement, validity and reliability, disorders will be examined. Behavior medicine organizations are also addressed. experimental and non-experimental designs, and and the role of the psychologist in the health care setting will be explored. PSY8720 - Psychology of Leadership (5 quarter approaches to integrating clinical research and credits). Current theory on leadership, relevant practice. Special attention will be given to the PSY8630 - Health Care Delivery (5 quarter credits). research, and case studies will provide a current factors in family research. Prerequisite(s): An examination of the role of the psychologist as a comprehensive review of the various models of PSY8510 or PSY8530 health care provider within managed health care. leadership. Applications to clinical, educational, Consultative and collaborative roles for the and organizational settings are also reviewed in 102 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

this course. Special topics include team building, study an individual’s occupational behavior, includes interpersonal relationships between the leading groups, styles of leadership and multicultural occupational choice, and motivational development aged individual and significant others (especially issues related to leadership. Learners will develop surrounding work choice patterns. It is designed for family members), and the importance of these their own theory of leadership based on synthesis the work of the I/O practitioner, I/O psychologist, relationships for further development and aging. of the course material. and career counselor, and combines I/O psychology Psychological interventions appropriate to the PSY8730 - Consultation Psychology (5 quarter with vocational counseling. Vocational counseling treatment of disorders of the elderly, and current credits). The various roles of consultants, current is a facilitative process for individuals who are research supporting the treatment of cognitive theory of consultation, ethical considerations, making career choices, career transitions, and dysfunction of the aged are also explored. The relevant research, and the consultant-client seeking occupational attainment. characteristics of successful aging will be reviewed. relationship are covered in this course. Psychologists’ PSY8765 - Testing and Assessment in Workplace PSY8820 - Research in the Aging Process contributions to clinical, educational, and Psychology (5 quarter credits). A review of theories (5 quarter credits). A comprehensive review of past organizational settings are reviewed in this course. and research methods specifically geared to and current research, as well as research methods Discussion of critical incidents and cases will be workplace psychology and consultation and trends in the area of aging. Content includes part of the course. Learners will be encouraged to assessment methods including: employee and biological factors, cognitive and personality change, develop a plan to identify and market to organizational assessment, psychometric testing, interpersonal and family relationships, spiritual appropriate potential clients for consultation. pre-employment testing, vocational and career concerns, and relevant medical factors. Attention PSY8734 - Workplace Violence and Sexual assessment, workplace performance assessment, will be given to factors which facilitate successful Harassment (5 quarter credits).This course covers and quantitative and qualitative principles negotiation of age-related issues. Learners will the most recent legal updates concerning workplace specifically designed for research in the workplace. examine aspects of human aging both in violence and sexual harassment. Additional issues This course is geared to the I/O psychologist, contemporary American society and cross-cultural will include: assessment of potentially violent professional consultant, human resources and ethnic perspectives. employees, dispelling myths surrounding violence manager, and other professionals involved in PSY8840 - Principles of Sport Psychology (5 quarter and harassment in the workplace, familiarization workplace testing, assessment, methods, and credits). This course overviews the field of sport with policies and procedures to deal with these interventions. Prerequisite(s): PSY7610 psychology. It will cover a broad range of topics issues, and understanding the general management PSY8770 - Performance Enhancement and that will be investigated in greater detail in impact of these phenomena. Motivation (5 quarter credits). Concepts and additional courses. Topics include personality, PSY8735 - Managing Problem Personnel (EAP methods in the study of motivation of employees; attention, anxiety and arousal, arousal adjustment Issues) (5 quarter credits). This course examines determinants of employee attitudes and job strategies, cognitive-behavioral intervention, the tests and interventions used to address satisfaction; and the various methods of causal attribution, motivation, self-confidence, employees’ needs when psychological problems modification of attitudes and morale in corporate psychology, and social issues of sport. The learner or substance abuse issues are evident. and educational settings. Specific methods for will leave this course with an eclectic understanding Psychopharmacological and psychotherapeutic optimizing performance at the executive and of sport psychology. treatments, as well as issues of confidentiality, managerial levels will be addressed. PSY8841 - Performance Enhancement in Sports will be addressed. PSY8780 - Psychology of Organizational (5 quarter credits). Performance enhancement is PSY8740 - Personnel Psychology (5 quarter credits). Ergonomics in the Workplace (5 quarter credits). the most common issue dealt with by sport Introduces problems and research relevant to The study of the interface between individuals, psychologists. How to increase an individual’s personnel issues in organizations. Topics include: workplace design, and their work environments. performance through mental strategies in the arena individual differences; selection of personnel; test Topics include ergonomics as responsive to social of sport is a critical factor in the success of an theory; performance appraisal; equal employment change in industry, computerization, human- athlete. This course will examine the mechanisms opportunity legislation, regulation, and litigation; computer interaction, automation, and information by which athletes can exceed their perceived and assessing bias in selection. Application of display. Specific approaches to work design include physical limitations. Strategies such as theory and research to corporate and educational anthropometry, biomechanics, and physiological visualization, meditation, hypnosis, autogenic settings will be emphasized. considerations in the work environment. training, biofeedback, and progressive relaxation will be examined. PSY8750 - Managing Psychological Services PSY8785 - Compensation and Benefits Planning (5 quarter credits). This course will address some of Psychology (5 quarter credits). This course PSY8842 - Applied Sport Psychology (5 quarter the challenges that face practitioners in psychology emphasizes workplace compensation issues and credits). This course will take the theoretical concepts over the next decade. We will investigate and study benefits planning. Current trends in compensation learned in PSY8840 and demonstrate their practical issues such as managed care; diversified group issues, the process of job evaluation, establishing application to the field of sport psychology. The practice, including new client populations; ethical pay rates, and conducting salary surveys are covered. focus of this course is on how the sport psychologist conflicts in psychology; contemporary legal Employee benefit planning, employee insurance interacts with individuals within a sport context. challenges such as suicidal or violent clients, risk services, retirement planning, workplace options, How to provide effective professional guidance in management, and expert witness testimony; and flexible workplace programs are also addressed. the areas of learning, motivation, and social psychological record-keeping; marketing PSY8790 - Workplace Safety and Health Psychology interaction will be examined, as will mental psychological services; and contemporary business (5 quarter credits). This course addresses training for performance enhancement. Issues practices in professional psychology. Learners will contemporary employee safety and health issues such as referrals, drug abuse, burnout, injury, and be encouraged to develop a plan for professional in the workplace. Topics include OSHA awareness, termination from athletics will be explored. growth and development. management’s commitment to a safe work PSY8843 - Exercise Psychology (5 quarter credits). PSY8760 - Vocational Psychology (5 quarter credits). environment, conducting safety surveys, preventing Covers all psychological aspects related to A comprehensive review of major theories and accidents, and health problems associated with exercise. Theoretical foundation of why people research in vocational psychology and implications work and occupational stress. exercise, exercise adherence, personality factors in for the work of the counseling and consulting PSY8810 - Geriatric Psychology (5 quarter credits). exercise, and the psychological effects of exercise psychologist. Vocational Psychology combines an Age-related cognitive and personality changes in will be investigated. In addition, applied issues individual’s vocational attainment, preparation, and the elderly are examined, along with an analysis of such as motivation, cognitive and behavioral career development. This course is designed to the causes and mechanisms of aging. Content change strategies, leadership, and counseling in exercise will be addressed. 1-888-CAPELLA www.capella.edu Capella University 103

PSY8844 - Psychology of Injury (5 quarter credits). while enrolled in this course.Prerequisite(s):All programming, server side includes (SSI), and This course will examine the effects of the injured courses completed plus PSY9301. extensible markup language (XML). Learners apply athlete. The psychological factors of injury from PSY9303 - Dissertation Research III (5 quarter their knowledge as they use a professional athlete, coach, physician, and sport psychologist’s credits). Learners continue to demonstrate interactive development environment (IDE) to points of view will all be investigated. The behavioral proficiency in independent research in a selected develop a Web application during this course risk factors, injury prevention, and over-training area of psychology during this third of four showing mastery of one or more of the Internet will be studied as a means of prevention. Injury courses. Learners gain Dissertation Committee application technologies. Prior to taking this class, assessment and the management of injury treatment approval of the Results chapter of the dissertation learners must have fundamental knowledge of Web GRADUATE COURSE DESCRIPTIONS GRADUATE from assessment to recovery will be a central focus, while enrolled in this course. Conduct of the study site development, and have a fundamental which will also include the biomedical issues of including data collection and analysis are part of knowledge of programming. injury. The course will also cover the interaction of the course room activities leading to drafting the TS5120 - Project Management for Technology the sport psychologist and the sport medicine team. Results chapter. Prerequisite(s):All courses Professionals (4 quarter credits). The course PSY8845 - Current Issues in Sport Psychology completed, plus PSY9301 and PSY9302. focuses on defining management techniques for (5 quarter credits). In-depth reading and critical PSY9304 - Dissertation Research IV (5 quarter planning, estimating, and facilitating successful analysis into current issues in sport psychology. credits). Learners continue to demonstrate enterprise Internet, intranet, and extranet The content of this course examines in-depth proficiency in independent research in a selected application projects. Learners will define a project, current research and theoretical directions in the area of psychology during this fourth of four develop work breakdown structures, project field of sport psychology. courses. Learners gain Dissertation Committee schedules, and determine how to coordinate the PSY8920 - Comprehensive Examination - Doctoral approval of the final chapter and the complete various resources. Special attention will be placed (5 quarter credits). Learners demonstrate mastery dissertation manuscript while enrolled in this on the special skills needed to lead and manage of the subject matter supporting the doctoral course. The final course requirement is passing the cross-functional and multi-national teams in a learner’s specialization through the preparation of Dissertation Completion Conference Call. virtual team environment. This course will include six scholarly papers. Papers approved by the Prerequisite(s):All courses completed, plus methods for managing new application development Comprehensive Examination Committee PSY9301, PSY9302 and PSY9303. projects as well as the selection, installation, demonstrate mastery of the theoretical, research, integration of third-party software applications. TS5004 - Technical Communications (4 quarter Techniques will be introduced to help keep projects and best practice literature in the learner’s credits). This course provides the necessary skills specialization. This course may be taken prior to on track and not degrade team motivation. In for communicating technical information to various addition, planning, time management, and risk practicum. Prerequisite(s):All required core stakeholders in your organization including courses completed. management activities will be introduced that will customers, users, managers, and peers. The course assist the learner throughout their program, as well PSY8990 - Independent Readings (5 quarter focuses on the fundamentals of technical as throughout their professional careers. credits). In-depth reading and critical analysis into communication in the electronic workplace, specific topic areas in psychology under the emphasizing clarity and organization. Learners TS5130 - System Development Theory and Practice guidance of the course instructor. May only be engage in exercises that focus on technical writing, (4 quarter credits). This course focuses on the taken once. editing, and online communication, and apply their software engineering fundamentals that can be skills across a broad range of activities, including applied to enterprise-wide software application PSY9101 - Master’s Integrative Project (5 quarter development. Advanced techniques for credits). This capstone project provides learners in the preparation of an effective resumé, writing a technical report, developing professional requirements analysis, functional specifications, the academic track programs an opportunity to system design, implementation, testing and demonstrate mastery of knowledge, scholarship development plans and writing a proposal. Techniques presented are intended to help learners maintenance are covered. Other topics to be and research proficiencies in the identified field of discussed are portability, reusability, prototyping psychology. Prerequisite(s):All courses completed. develop an appreciation for format and content. This course will also prepare learners for project and performance measurement. As a result of this PSY9150 - Master’s Final Project (5 quarter credits). documentation requirements throughout their course, learners compare theory with actual This capstone project provides learners in the program, as well as throughout their professional practice and ultimately develop a model for professional track programs an opportunity to careers. This course should be taken during the developing web-based, enterprise-wide, Internet demonstrate mastery of knowledge, scholarship first quarter of enrollment. Cannot be fulfilled by systems that can be used in their organizations. and practice proficiencies in the identified field of transfer or petition. Learners must have fundamental knowledge of Psychology. Prerequisite(s):All courses completed. programming prior to taking this course. TS5005 - Master’s Learner Success Lab (non-credit). PSY9301 - Dissertation Research I (5 quarter credits). This lab is designed to provide new Master’s TS5140 - System Usability Analysis and Design Learners begin to demonstrate proficiency in learners with the knowledge and skills they need to (4 quarter credits). This course provides an independent research in a selected area of be successful in their academic programs. The lab overview of the theoretical aspects of human- psychology during this first of four courses. familiarizes learners with the Capella online computer interaction and then concentrates on Learners gain approval of their Dissertation environment and support resources provided to giving the learner practical guidelines, strategies Committee while enrolled in PSY9301. A preliminary ensure success. Learners build skills in the selection and methods for designing successful user draft of the learner’s dissertation proposal is and use of methods, techniques, and library interfaces. User-centered design approaches are approved by the Committee Chair by the end of this resources. Working with the academic advisor, covered that can be applied to enterprise Internet course. Prerequisite(s):All courses completed. learners will develop a Degree Completion Plan. applications using a personal computer desktop PSY9302 - Dissertation Research II (5 quarter This is an advisor-led course taken in the first interface, Personal digital assistant (PDA) interface, credits). Learners continue to demonstrate quarter in conjunction with TS5004. Cannot be cell phone interface, or any smart appliance proficiency in independent research in a selected fulfilled by transfer or petition. interface. Local language considerations for e- Business and other enterprise Internet applications area of psychology during this second of four TS5110 - Enterprise System and Application courses. Learners gain approval of the final draft of will be introduced. This course covers techniques Development (4 quarter credits). This course for analyzing user needs, synthesizing user goals, their dissertation proposal, receive IRB approval of covers dynamic HTML, JavaScript, Java Applets, their Human Participant in Research application, and ensuring the completed application satisfies cascading style sheets, and design templates. The customer requirements. and pass the Proposal Completion Conference Call course also includes an introduction to CGI 104 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

TS5150 - Enterprise Application Testing (4 quarter cyber threats to an enterprise network. This course database security, and data warehousing multi- credits). This course will take learners through an will discuss current network security solutions to dimensional databases and data mining methods effective, step-by-step methodology for testing protect the organization from exposure internally that extract useful information from the data enterprise Internet applications. The course will (attacks from within) and externally (Internet). warehousing. A problem-based approach using focus on mission critical aspects of e-commerce Specific strategies to guard against the most SQL is used in this course. web-based applications, but the methodology can common intrusion will be discussed including TS5502 - Programming Strategies (4 quarter be applied to any Internet application. Learners will firewalls, gateways, and proxy servers. Authentication credits). This course provides a foundation for the be introduced to the quality attributes of web-based and encryption techniques will also be discussed. learner interested in learning Java. The course will applications including interesting content, a unique Case studies are used to better understand the also explore the aspects of Java that make it one of product or service at a reasonable price, and swift impact of good security solutions. Lab exercises the most popular and dynamic programming and reliable fulfillment. Learners will gain an will be used to give learners experience with environments available to the IT professional. The appreciation for the importance of systematic network security solutions. Prerequisite(s): Learners course is oriented toward the learner with some testing to facilitate continuous improvement in should have a good knowledge of networking programming experience in C, C++, Smalltalk or usability, performance, security, availability and concepts OR have taken IT3050 Fundamentals of Visual Basic. No previous Java experience is interoperability. This course will give learners the Network Systems prior to taking this class. necessary. The course is hands-on, with numerous tools and knowledge to ensure their enterprise TS5280 - Advanced Java Practicum (2 quarter programming exercises to further develop Internet application satisfies the expectations of credits). This course provides learners with programming skills. The course will cover Java customers. focused practice preparing for the SUN Certified programming syntax, Java concepts, data types TS5230 - Evolving Legal Issues for IT Professionals Java Programmer and a SUN Certified Java and methods, classes and class hierarchies, Applet (2 quarter credits) This course focuses on legal issues Developer examinations. Learners are expected to and application creation, Java Swing, error surrounding computer technologies and, in particular, have at least two years of Java programming handling and exceptions, and introduce Java the challenges posed to the computer professional. experience and some formal training in Java Database Connectivity (JDBC). Researching current events and conducting Internet before taking this class. These requirements can be TS5503 - Advanced Enterprise System Development searches will be utilized to facilitate discussions in met by the Capella courses listed as prerequisites (4 quarter credits). This course extends the topics an ever-changing environment. Learners will for this class. Since the examinations for these covered in TS5110 by covering several mechanisms choose the area of discussion that best suits their certifications touch on a very broad spectrum of for interfacing with back-end databases to provide needs for professional growth. Learners will Java knowledge and experience, this class dynamically created web content to web browsers. critically analyze a legal issue and prepare a case organizes this knowledge and helps learner This course covers Active Server Pages (ASP) and study related to copyright and trademark issues, learners refresh this knowledge to focus on topics introduces Java Server Pages (JSP) and more privacy, governmental regulation or ethics. likely to be included in the exams. Learners will advanced technologies supporting reusable business TS5250 - Overview of the eXtensible Markup also complete a Java application demonstrating logic on the server. Enterprise Java Beans (EJBs) Language (XML) (2 quarter credits). This course mastery of GUI development (Swing), network capabilities and contexts for use are also introduced. provides an in depth overview of the eXtensible interfaces (RMI), database usage (JDBC) and Distributed object technology and the technologies Markup Language (XML). Understanding the interfacing with existing code to prepare for the of CORBA and DCOM are also explained and mechanisms behind XML is crucial to understanding programming portion of the developer compared. The course also describes how extensible its potential and effectively managing development certification. Prerequisite(s):TS5513. Undergraduate markup language (XML) is utilized for spontaneous projects that use it. Learners will be introduced to learners may also take this course upon completing data exchange between two Internet applications. mechanisms that will help them develop the thought TS4812. In addition, this course covers mechanisms to processes necessary to analyze the return on TS5500 - Systems Analysis and Design (4 quarter improve performance of Internet applications. investment (ROI) of using this technology on a credits). This course examines the process of Prerequisite(s):TS5110,TS5501,TS5502 or particular project. Topics include domain standards analyzing and designing enterprise- wide systems. equivalent Java experience. and how XML supports these standards. Learners Although the focus is upon the traditional system TS5504 - Wireless Web Design and Development will focus on the types of new applications that can development methods, alternative methods are (4 quarter credits). This course provides an effectively be implemented using XML and also described. These alternative methods include overview of the evolving wireless technologies and associated technologies. object oriented, rapid application development, and the Wireless Application Protocol (WAP). WAP is TS5270 - Cyber Threats to Enterprise Security joint applications development. Within the course, the de facto worldwide standard for providing (2 quarter credits). This course is designed for IT learners develop a variety of models including data, Internet communications and advanced telephony managers, executives, network and system process, network, and object models. In addition, services on digital mobile phones pagers, personal administrators, and other IT professionals that learners are exposed to application architectures digital assistants and other wireless terminals. need to develop a working knowledge and and the design process. Various systems analysis Learners will use simulation software to design vocabulary for assessing their organizations risk to and design tools are used as part of the process. and debug wireless web applications using hackers and cyber terrorists. This course will survey Learners will develop skills to better understand wireless markup language (WML) or handheld the key terms and concepts necessary for enterprise how to specify and design systems that solve device markup language (HDML) for Internet- security including the tools, techniques, and business problems and accomplish improvements enabled phones. This course provides an strategies that are most often used to break into in business processes. introduction to related technologies and includes networks and associated databases. Learners will TS5501 - Database Analysis and Design (4 quarter an overview of mobile telephony architecture. become familiar with the basic steps that are used credits). This course introduces database analysis, TS5505 - Object Oriented Design and Development by these attackers. This course will provide you with database design, and N-tiered client server database (4 quarter credits).This course introduces object a framework for assessing an organizations security systems. Topics include database structures, data oriented analysis and design concepts using the risk from attackers and creating an action plan. dictionaries, data analysis, normalization, and Universal Modeling Language (UML) and the Java TS5271 - Network Security Solutions for the common database applications. Learners develop programming language. Sound practices for the Enterprise (2 quarter credits). This course is designed an application in a popular database system. design, construction, testing and debugging of for network designers, system administrators, and Advanced discussion topics include database object-oriented software applications are other IT professionals that need to develop scripting (SQL), API interfaces, database connectivity emphasized. Specific attention is given to the use strategies and countermeasures for the various technologies (ODBC/JDBC), concurrency control, of use cases as a means of describing behavioral 1-888-CAPELLA www.capella.edu Capella University 105

software requirements. This course also introduces governmental regulation and ethics. Learners will web technology (XML, XHTML, and JSP) are used patterns and object oriented architectures. A analyze a variety of problem-based scenarios to to support interactive wireless web applications. problem-based approach to object-oriented develop an understanding of their legal The wireless application protocol (WAP) will be analysis and design concepts is used in this course. responsibilities as computer professionals. presented in detail including current news on latest TS5506 - Graphics and Multimedia (4 quarter credits). TS5510 - Ethical Considerations in Technology changes to this developing industry standard. The course introduces graphics and multimedia Applications (4 quarter credits).This course uses Learners will explore how web markup language technologies, as learners create a Web interactive specific case examples and projects to explore the (WML) and WMLScript are utilized to create an animation project. Activities include illustrating ethical and human dimensions of Information interactive Web telephony application (WTA). The GRADUATE COURSE DESCRIPTIONS GRADUATE with Flash, using animation techniques and special Technology within organizations and in relationships use of Web transport layer security (WTLS) and its effects. Flash files produce resizable compact full- with customers, partners, and society. Human importance in developing secure wireless screen navigation interfaces, technical illustrations, factors in information technology will be studied application will be explored. The remainder of the long-form animations, and other dazzling site considering technologist’s impact in the work place class will be devoted to server side support of effects. Flash enables Web designers to import and their responsibilities regarding the decision wireless applications. Aspects of Servlet/JSP that artwork from their favorite bitmap or illustration making process. are relevant to WAP will be explored, particularly programs, apply transparency, create morphing the unique support for session management. The TS5511 - Organizational Impacts to Technology learner will use XSLT to transform XML documents effects, add interactivity and sound, and animate Adoption (5 quarter credits). This course examines them over time. Unlike bitmapped images that are into WML to create WAP supported web pages. integration of technology with business and Learners will work through a number of computer optimized for a single resolution, vector images organizational realities, highlighting areas of can adapt to multiple display sizes and resolutions. labs to reinforce the above concepts. leadership, business models, organizational change, Prerequisite(s):TS5503 and TS5504 This is ideal for displaying Web sites uniformly on roles and responsibilities, and organizational norms. set-top boxes, hand-held computers, or PCs. This Learners begin to understand the organizational/ TS5516 - Client Server Architecture and Design course will also cover how to embed exported business requirements necessary to develop (4 quarter credits). This course focuses on the Flash movies into HTML documents for play in a technology and to be able to more effectively lead networking concepts and skills necessary to plan, browser. Prerequisite(s):TS5110 the development and adoption of new enterprise- install, configure and manage a local area network TS5507 - Network Technology (4 quarter credits). wide systems within the organization. IT (LAN). Other topics covered in this course include This course presents an overview of network professionals must understand the organizational security, printing, and troubleshooting. Upon technology. Learners consider video systems, Local aspects as they architect/develop new IT systems completion, learners will have a solid understanding Area Networks, Wide Area Networks, wireless or they run the risk of developing systems that will of network administration at the LAN level. In systems, satellite communications, Internet and never be adopted. This course focuses on managing addition, learners will be able to take one of the the World Wide Web, cable networks, and voice and a technology that already exists. Through a case industry certification exams. Basic understanding data communications. Learners will also be study method, this course incorporates an analysis of networking concepts is required prior to taking introduced to Frame Relay, DSL, ATM, SONET, and of organizational culture, an important first step in this course. the OSI Model. The course will focus on the technology adoption process. TS5517 - Network Enterprise Architecture and understanding the impact of network technologies TS5512 - Enterprise System Integration (4 quarter Design (4 quarter credits). This course is a on the performance of web-based applications, credits). This course surveys the critical technology continuation of TS5516 focusing on the enterprise including security, privacy, and reliability. Learners tips and strategies for integrating large enterprise network. Topics in this course include designing completing this course will develop competencies systems. The course will provide a rich blend of Wide Area Networks (WANs), Directory Services, associated with the Cisco certified network associate research knowledge and practical experience from connectivity issues and procedures, remote access, (CCNA) certification. respected consultants and IT professionals. The network traffic management, network security and TS5508 - Enterprise System Security (4 quarter course will provide the learner with a number of monitoring multi-protocol wide area networks. credits). This course provides an overview of effective solutions to real-world problems Upon completion, learners will have a solid network security and information systems. This associated with system integration technologies understanding of network administration at the course is geared for the Information Technology and methodologies. The course will focus on the WAN. In addition, learners will be able to take one professional tasked with establishing security importance of aligning strategies, processes, and of the industry certification exams. strategies to protect their organization from information technologies; as well as understanding TS5518 - Advanced Network Technology – Routing exposure to the Internet, or the IT professional that current and future architecture frameworks. (4 quarter credits). This course is a continuation of needs to design applications that enable data TS5513 - Advanced Programming Strategies TS5507 focusing on designing wide area networks security, privacy, and confidentiality. The course (4 quarter credits).This course extends the topics at the advanced level while focusing on planning presents strategies to guard against hackers and discussed in TS5502 by covering several advanced and configuring large scalable networks based on forms of viruses; describes firewalls and gateways; features of Java programming. It is intended for multi-protocol Internet works. Upon completion, and explores authentication and encryption learners who understand the fundamental Java learners will have a solid understanding of techniques. The course also covers a list of the programming concepts and who now want to implementing, designing, and configuring large most often used methods for attacking a network explore some of the advanced Java programming scalable networks using queuing, tunneling, route system and how to defend against them. Case topics. The primary focus of this course is on the distribution, route maps, BGP, EIGRP, OSPF, and studies are used to better understand the impact of advanced features and libraries of the Java2 route summarization. In addition, learners will be poor security on an enterprise. platform. This knowledge is essential to able to take one of the industry certification exams. TS5509 - Legal Considerations in Information programming in the application server environment. It is recommended that learners are certified as a Te c hnology (4 quarter credits). This course focuses The learner will be able to create a client-server Cisco Certified Network Associate (CCNA) prior to on the legal issues surrounding computer Java application utilizing remote method registering for this course. technologies and, in particular the challenges invocation (RMI) and a Swing based applet interface. TS5520 - Operation System Theory and Application posed to information technology professionals by Prerequisite(s):TS5502 (4 quarter credits).This course provides the learner the growth of the Internet and the Web. Topics TS5515 - Advanced Wireless and Mobile with a sound foundation in operation system include intellectual property issues such as Development (4 quarter credits). Mobile Web principles. The concepts of resource management, copyright and trademark issues, privacy, interfaces are maturing and becoming readily more scheduling, and concurrency management and available. This course emphasizes how aspects of device management will be covered. Also the 106 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

mechanisms used to support network interfaces sessions to increase the effectiveness of project competing objectives and alternatives. The need including interfaces to the Internet and LANs will be planning. Learners will discover the importance of for a project management strategy and an introduced. The concepts of administering an properly recruiting, organizing and managing the understanding of stakeholder identification and operating system will also be touched upon to project team. Techniques will be discussed to help analysis will be discussed. The importance of a provide an understanding of user access and keep projects on track through proper monitoring, comprehensive approach to change control will be operating system security. Finally, the concept of control and closeout methods. The course will reviewed and highlighted. Learners will gain an operating system performance issues will be provide tools that the project manager may use understanding of overall project management, discussed to provide an understanding of the throughout their professional careers. including successful project implementation, importance of operating system configuration upon TS5525 - Project Risk Management (4 quarter systems thinking, problem solving, and the skills, application performance. Examples will be credits). This course addresses the important roles, and expectations of project managers. provided both from Unix-based and Windows- elements of risk management, including: risk TS5529 - Component Development – Java based operating systems. At the conclusion of the planning, identifying risk, quantifying risk, impact Framework (4 quarter credits). This course course, learners will be able to compare how each analysis, development of appropriate responses introduces the key concepts supporting Web system implements the key concepts listed above and risk control. Learners will gain an appreciation enterprise component development through an to be able to determine the applicability of the of the systematic process of identifying, analyzing examination of the key features of Java 2 system to an operational environment. and appropriately responding of project risk. The Enterprise Edition (J2EE), a framework for TS5521 - Advanced Network Technology – course will look at the probability and consequences developing reusable and portable enterprise Switching (4 quarter credits). This course is a of maximizing positive events and minimizing the components. Learners study the architecture of continuation of TS5507 and focuses on advanced probability and consequences of negative J2EE to understand key components for creating multiplayer switching technologies and impacting events. Learners will have a better applications. Learners will create a servlet based techniques that are used by some of the major understanding of risk and how to appropriately application supported by an industry standard telecommunication companies to provide apply it to projects. application server utilizing a JSP based user advanced switch configuration, Spanning Tree TS5526 - Leadership and Human Resource interface. Learners will understand how XML is Protocol(STP) implementation and Virtual Private Management (4 quarter credits). This course used to configure an enterprise component Networks (VLANs). In addition, learners will be able focuses on organizational planning, staff acquisition application and explore the main types of EJBs and to take one of the industry certification exams. It is and team development, which includes assigning when an where to use them. The concepts of recommended that learners are certified as a Cisco project roles, responsibilities, and reporting security relative to enterprise components will also Certified Network Associate (CCNA) prior to relationships, staffing, motivation, leadership, team be discussed. Learners completing this course will registering for this course. development and conflict resolution. Learners will develop competencies associated with the Sun TS5522 - Advanced Network Technology – Remote gain an understanding of the processes required to certified Web component developer for J2EE Access (4 quarter credits). This course is a make effective use of people and resources on a platform certification and the enterprise architect continuation of the TS5507 and focuses on the project. The relationship between human resource for J2EE technology certification. Prerequisite(s): advanced technologies and techniques that are management and project management will be TS5503 and TS5513 being used to plan, design, implement, configure, explored along with how it relates to the project life TS5530 - Component Development – Microsoft and monitor remote access and dial-up techniques cycle. Techniques will be covered regarding Framework (4 quarter credits). This course will to provide remote connectivity using PPP, ISDN, interfacing with project stakeholders, designing examine the architecture of .NET and also explore Frame Relay, and authentication. In addition, effective organizational structures, dealing with how applications utilize this architecture to create learners will be able to take one of the industry conflict on projects, communication and managing .NET enabled applications. The Microsoft .NET certification exams. It is recommended that learners stress. Practical self-assessment exercises will be technology will become the backbone of Microsoft’s are certified as a Cisco Certified Network Associate used to determine learners’ communication, network solutions and development environment. (CCNA) prior to registering for this course. conflict resolution and leadership styles in addition Migration from COM to .NET will be discussed TS5523 - Advanced Network Technology – to power orientation, personality type and including its enhanced support for the object Troubleshooting (4 quarter credits). This course is a motivation to manage. oriented programming model. Also, the impact of continuation of the TS5507 and focuses on the TS5527 - Procurement Management (4 quarter .NET on current Microsoft technologies will be advanced troubleshooting skills and techniques credits). This course presents the major processes explored. .NET Web Services will be presented that are used on large scalable and multi-protocol used in project procurement management, including: clarifying its role in supporting Web application internet works. Special emphasis will be applied on planning, solicitation, source selection, contract development. Learners gain experience with troubleshooting Ethernet, Token Ring, routing, administration and contract closeout. Each area of ASP. NET to create a .NET enabled Web application. routed, ISDN, PPP, Frame Relay, VLAN and WANs the procurement process will be reviewed C# examples will be presented in light of its networks and protocols. In addition, learners will be sequentially and salient points discussed. support for .NET. Prerequisite(s):TS5503 able to take one of the industry certification exams. Procurement management will be considered from TS5531 - Security Management Practices It is recommended that learners are certified as a the perspective of the buyer and seller relationship, (4 quarter credits). This course, which includes Cisco Certified Network Associate (CCNA) prior to which includes the processes required to obtain aspects from the disciplines of networking, database registering for this course. goods and services based upon project scope. management and project management, will enable TS5524 - Advanced Project Management Other project management areas that relate to IT professionals to identify, develop, and implement (4 quarter credits). This course focuses on procurement management will be discussed. security policies for an information system and its advanced project management topics and TS5528- Project Integration Management physical environment (i.e network interface). techniques for successful IT projects. An initial (4 quarter credits). This course introduces the Essential to this is operations security. Legal and assessment of the learner’s project management learner to key components for project integration investigative concepts regarding information competencies and skills will be conducted along management and the processes required to ensure security will be discussed as well as the necessity with the establishment of a professional develop- that elements of a project are properly coordinated. for network and physical security. This class will ment plan. The course will provide an in-depth look Learners will be challenged to look for ways to cover proactive practices including Business at scope, time, cost and quality management based bring project excellence to their projects. The role of Continuity Planning (BCP) and Disaster Recovery upon a real-world case-study scenario. Attention the project manager as an integrator will be Planning in order to maintain information integrity. will be paid to the process of Joint Project Planning discussed along with the tradeoffs among It also explores areas of Operations Security. 1-888-CAPELLA www.capella.edu Capella University 107

TS5532 - Secure System Development and Colloquia and Residencies activities. Development of the learner's cohort Cryptology (4 quarter credits). Applications and the (which remains together for the remainder of the operating systems supporting them must be COL-R5921 - MS Colloquium Track I. The first MS year-in-residence) begins at the Extended Seminar. designed securely to protect access to enterprise Residential Colloquium is the initial track of the Computer labs and library facilities are available to data. Communications between these systems also residency sequence and will be completed within learners. This residency is taken by all PhD learners must occur securely to prevent unauthorized access the first two quarters of enrollment. in the clinical specialization. to the data or corruptions of the data. This course COL-R5922 - MS Colloquium Track II . The second PSY-R6310 - Clinical Psychology Year-in-Residence will explore the key concepts of operating system Extended Seminar II (Weeks 1 and 2). The Clinical

Colloquia will be taken approximately during the COURSE DESCRIPTIONS GRADUATE and application design from the perspective of second year of enrollment respectively (MS Year-in-Residence closes with the second two-week security and emphasize the importance of securing learners completing in fewer than three years can Extended Seminar, held after Psy-R 6309. This database access. It will also illustrate the importance take their Colloquia more closely together). Extended Seminar continues developing the of software development and maintenance learners' professional identity as clinical COL-R5923 - MS Colloquium Track III. The third processes that impact security. Further, this course psychologists. In addition to plenary presentations Colloquia will be taken approximately during the analyzes how Cryptography addresses the and lectures, the learners in the year-in-residence third year of enrollment respectively (MS learners principles, means, and methods of disguising make short professional presentations to their completing in fewer than three years can take their information to ensure its integrity, confidentiality, peers, continue training in empirically supported Colloquia more closely together). and authenticity. Prerequisite(s): Learners should assessment and treatment approaches, and understand basic algorithm construction. COL-R8921- PhD Colloquium Track I. Track 1 is taken present their portfolios to a committee of the TS5599 – Special Topics in Technology (4 quarter before transferring in and completing 56 credits. clinical faculty. Successful presentation of their credits). This course enables learners to propose Learners are strongly encouraged to complete this portfolio (the record of their achievements in the and conduct a study of special topics of interest week within the first quarter of enrollment. School of Psychology to date) is required for related to information technology. appropriate COL-R8922 - PhD Colloquium Track II. Track 2 is passing the year-in-residence, and must be course topics address an area of study that taken within 57-72 credits of coursework while completed before making application for complement the learner’s past experience and learners are immersed in their core coursework. internship. Computer labs and library facilities are learning objectives. The results of the study must available to learners. There are workshops in COL-R8923 - PhD Colloquium Track III. Track 3 is exhibit a graduate-level mastery of the topic area. comprehensives, dissertation research, and taken between the completion of 73-96 credits. Special permission is required for registration. internship. This residency is taken by all PhD Since the final 24 credits earned in the doctoral learners in the clinical specialization. TS5990 – Integrative Project (4 quarter credits). program are tied to the completion of the Comps This course enables learners to demonstrate and Dissertation, Track 3 prepares learners for their PSY-R6320 - Counseling Psychology Year-in- proficiency in integrating learning from their course comp questions, for completing their Dissertation Residence Extended Seminar I (Weeks 1 and 2). work at Capella University. Learners prepare a and for life after graduation. The Counseling Year-in-Residence, for counseling project plan that includes proposed topic area, PhD learners only, begins with the Opening deliverables, dates when they will be completed, School of Psychology Academic Residencies Weekend (see Psy-R 6321), and the first two-week and the associated learning that will be exhibited. Extended Seminar. The Extended Seminar provides Academic residencies are required of all Upon approval from their instructor, the learner learning resources and experiences that support psychology PhD learners, MS learners in clinical, then executes their project plan. The learner will training needs in counseling psychology and fulfill counseling and school psychology, and learners in record weekly status on their progress, issues, key residency requirements. The Extended Seminar the Specialist Certificate in school psychology. decisions, and learning. At the conclusion of the includes a variety of formal and informal activities There is no credit attached to the residencies. course, learners complete their projects and designed to orient and socialize learners to the summarize their results on their Capella University PSY-R6300 - Clinical Psychology Year-in-Residence School of Psychology, Capella University, and to Web sites. Learners should plan to take TS5990 Extended Seminar I (Weeks 1 and 2). The Clinical counseling psychology. They provide a stimulating during their last quarter. Cannot be fulfilled by Year-in-Residence, for Clinical PhD learners only, learning environment, and help learners to think transfer. begins with the Opening Weekend (see Psy-R 6301), critically. The Extended Seminar plays an important and the first two-week Extended Seminar.The role in socializing learners into the profession of Extended Seminar provides learning resources and psychology. The Extended Seminar offers plenary experiences that support training needs in clinical presentations and lectures; small labs designed to psychology and fulfill residency requirements. The offer training in basic individual interviewing skills Extended Seminar includes a variety of formal and and empirically supported treatments and in informal activities designed to orient and socialize psychological testing skills. There are opportunities learners to the School of Psychology, Capella for individual mentoring and advising, University, and to clinical psychology. They provide specialization and school meetings, social and a stimulating learning environment, and help networking activities, and other interactive learners to think critically. The Extended Seminar learning activities. Learners and faculty have the plays an important role in socializing learners into opportunity to hear guest speakers, attend evening the profession of psychology. The Extended programs, and engage in social activities. Seminar offers plenary presentations and lectures; Development of the learner's cohort (which small labs designed to offer training in basic remains together for the remainder of the year-in- individual interviewing skills and empirically residence) begins at the Extended Seminar. supported treatments and in psychological testing Computer labs and library facilities are available to skills. There are opportunities for individual learners. This residency is taken by all PhD learners mentoring and advising, specialization and school in the counseling specialization. meetings, social and networking activities, and other interactive learning activities. Learners and faculty have the opportunity to hear guest speakers, attend evening programs, and engage in social 108 Capella University 1-888-CAPELLA www.capella.edu

Graduate Course Descriptions, continued

Colloquia and Residencies, continued

PSY-R6330 - Counseling Psychology Year-in- assessment and treatment approaches, and basic or introductory workshops in the following Residence Extended Seminar II (Weeks 1 and 2). present their portfolios to a committee of the school content areas: effective interviewing skills and The Counseling Year-in-Residence closes with the psychology faculty. Successful presentation of their skills in psychological assessment (administration second two-week Extended Seminar, held after Psy- portfolio (the record of their achievements in the and scoring of Wechsler series). R 6329. This Extended Seminar continues School of Psychology to date) is required for passing PSY-R6162 - Psychology MS Colloquium Track II. developing the learners' professional identity as the year-in-residence, and must be completed Through the residential colloquia, Capella learners counseling psychologists. In addition to attending before making application for internship. Computer gain a stronger sense of academic community by plenary presentations and lectures, the learners in labs and library facilities are available to learners. networking and discussing coursework, projects, the year-in-residence make short professional This residency is taken by all Specialist Certificate and research issues face-to-face with fellow presentations to their peers, continue training in learners in school psychology. learners and faculty. This experience provides a empirically supported assessment and treatment PSY-R6061 - Psychology PhD Colloquium Track I. learning environment that fosters the application approaches, and present their portfolios to a Through the residential colloquia, Capella learners of critical thinking and integrates knowledge to committee of the clinical faculty. Successful gain a stronger sense of academic community by professional and research issues. Track two offers presentation of their portfolio (the record of their networking and discussing coursework, projects, intermediate workshops in the following content achievements in the School of Psychology to date) and research issues face-to-face with fellow areas: counseling and psychotherapy interventions; is required for passing the year-in-residence, and learners and faculty. This experience provides a psychological testing skills (including tests of must be completed before making application for learning environment that fosters the application of achievement and adaptive functioning); and group internship. Computer labs and library facilities are critical thinking and integrates knowledge to counseling skills available to learners. There are workshops in professional and research issues. Track one offers comprehensives, dissertation research, and PSY-R6163 - Psychology MS Colloquium Track III. basic or introductory workshops in the following Through the residential colloquia, Capella learners internship. This residency is taken by all PhD six content areas. Area 1: Developing the Scholar- learners in the counseling specialization. gain a stronger sense of academic community by Practitioner. Area 2: Critical Analysis Skills. Area 3: networking and discussing coursework, projects, PSY-R6340 - School Psychology Year-in-Residence Research Skills. Area 4: Professional Communication and research issues face-to-face with fellow Extended Seminar I (Weeks 1 and 2). The School Skills. Area 5: Development of Learning Communities. learners and faculty. This experience provides a Year-in-Residence, for MS learners in school Area 6: Psychology specific content and offerings. learning environment that fosters the application psychology only, begins with the Opening Weekend PSY-R6062 - Psychology PhD Colloquium Track II. of critical thinking and integrates knowledge to (see Psy-R 6341), and the first two-week Extended Through the residential colloquia, Capella learners professional and research issues. Track three offers Seminar. The Extended Seminar provides learning gain a stronger sense of academic community by advanced workshops in the following content resources and experiences that support training networking and discussing coursework, projects, areas: psychological assessment skills (including needs in school psychology and fulfill residency and research issues face-to-face with fellow test selection and interpretation); and ethical requirements. The Extended Seminar includes a learners and faculty. This experience provides a applications and solutions. variety of formal and informal activities designed to learning environment that fosters the application of orient and socialize learners to the School of critical thinking and integrates knowledge to Psychology, Capella University, and to school professional and research issues. Track two offers psychology. They provide a stimulating learning intermediate workshops in the following six environment, and help learners to think critically. content areas. Area 1: Developing the Scholar- Continuing Education Courses The Extended Seminar plays an important role in Practitioner. Area 2: Critical Analysis Skills. Area 3: socializing learners into the profession of Research Skills. Area 4: Professional Communication (School of Psychology) psychology. The Extended Seminar offers plenary Skills. Area 5: Development of Learning Communities. Continuing Education Credits: Capella University presentations and lectures; small labs designed to Area 6: Psychology specific content and offerings. offer training in basic individual interviewing skills is approved by the American Psychological and empirically supported treatments and in PSY-R6063 - Psychology PhD Colloquium Track III. Association to offer continuing education for psychological testing skills. There are opportunities Through the residential colloquia, Capella learners psychologists. Capella University maintains for individual mentoring and advising, specialization gain a stronger sense of academic community by responsibility for the programs. Courses which and school meetings, social and networking networking and discussing coursework, projects, provide this education are offered by The Harold activities, and other interactive learning activities. and research issues face-to-face with fellow Abel School of Psychology and are awarded CE credit Learners and faculty have the opportunity to hear learners and faculty. This experience provides a rather than quarter credit. The number of CE credits guest speakers, attend evening programs, and learning environment that fosters the application of awarded is indicated with the course descriptions engage in social activities. Development of the critical thinking and integrates knowledge to and will not appear on the learners’ academic learner's cohort (which remains together for the professional and research issues. Track three offers transcripts. A certificate of completion is available remainder of the year-in-residence) begins at the advanced workshops in the following six content from the school. areas. Area 1: Developing the Scholar-Practitioner. Extended Seminar. Computer labs and library PSY5001 - Parenting Skills for Busy Professionals Area 2: Critical Analysis Skills. Area 3: Research facilities are available to learners. This residency is (15 CE credits). Develop effective parenting skills Skills. Area 4: Professional Communication Skills. taken by all MS learners in the school psychology based on current theory and research. Explore the Area 5: Development of Learning Communities. specialization. needs of children and adolescents, the components Area 6: Psychology specific content and offerings. PSY-R6350 - School Psychology Year-in-Residence of effective parenting, styles of communication, Extended Seminar II (Weeks 1 and 2). The School PSY-R6161 - Psychology MS Colloquium Track I. practical skills necessary for healthy relating to Year-in-Residence closes with the second two-week Through the residential colloquia, Capella learners children and teens, and ways of building parent Extended Seminar, held after Psy-R 6349. This gain a stronger sense of academic community by self-confidence. This course is appropriate for Extended Seminar continues developing the networking and discussing coursework, projects, parents, educators, teachers and counselors. and research issues face-to-face with fellow learners' professional identity as school PSY5003 - Stepfamilies in Therapy: Systemic learners and faculty. This experience provides a psychologists. In addition to plenary presentations Interventions with Children, Families and Adults learning environment that fosters the application of and lectures, the learners in the year-in-residence (15 CE credits). In the next 20 years, it is estimated critical thinking and integrates knowledge to make short professional presentations to their that more children will be living in nontraditional professional and practice issues. Track one offers peers, continue training in empirically supported households, many of which will include blended 1-888-CAPELLA www.capella.edu Capella University 109

Continuing Education, continued families. Understand the role of culture, gender, into the rural setting and establish a successful in this course explore strategies to help mentees and ethnicity associated with early, middle and practice. Clinicians will learn how sensitivity to maintain the motivation necessary to meet their later stages of the stepfamilies’ blending process. social mores and values in a particular community educational and professional goals. Specific focus PSY5011 - Coaching Skills: Helping Others to Be can be used to gain faster acceptance. Gain the is placed on working with mentees through the More Effective (15 CE credits). Professional coaching necessary understanding of social and professional comprehensive examination and dissertation is part counseling, consulting, and training. Explore boundary issues that will help avoid complicated process at a distance. this emerging profession-philosophy, theory and ethical issues often stemming from dual PSY5104 - Competency-Based Curriculum techniques, and ethical issues. Learn how to relationships. Finally, the course explains how to Development in Professional Psychology GRADUATE COURSE DESCRIPTIONS GRADUATE develop a coaching practice in various settings. establish the collaborative relationships that result (15 CE credits). By taking this course, learners will in a stable and consistent referral base. PSY5013 - Sport Psychology – Performance gain the skills needed to develop on-line courses Enhancement and Leadership Skills (10 CE credits). PSY5050 - Forensic Examiners: Specialty Guidelines using a competency-based model. The thoughtful The growing field of sport psychology provides Defining the Ethics, Roles, and Boundaries (15 CE integration of competence, course goals, and practice opportunities for many clinicians looking credits). Conducting forensic evaluations requires learning objectives with course readings and to expand their professional niche. This course specialized knowledge regarding ethical issues, the activities helps ensure success in any learning provides an overview of the field of sport psychology clinician’s role in the courtroom, and the need for environment, but is essential to success in adult, and the ways in which principles of leadership clear professional boundaries. In the past several graduate distance education programs in training and performance enhancement can be years, ethics boards have received an increased professional psychology. Learners will have the adapted to this area. number of complaints against psychologists and opportunity to develop the overall curricular design other clinicians regarding their testimony in the of a course, as well as completing all aspects of at PSY5021 - Mind/Body Psychology (15 CE credits). courtroom. This course provides the necessary least one instructional unit. Prerequisite(s): PSY5101 This course will review the complex but fascinating guidelines to conduct effective forensic evaluations PSY5105 - Experience in Online Graduate Teaching relationships between mind and body. How these and addresses the potential pitfalls faced by all dynamic relationships interact to impact physical in Professional Psychology (15 CE credits). The forensic evaluators as they conduct their opportunity to teach online, under the tutelage of and emotional health will be explored. Topics to be assessments and prepare their reports. covered include: the role of stress in disease, an experienced faculty member, is central to including chronic and traumatic stress; the role and PSY5051 - Emerging Issues in Professional Ethics developing skills as an online graduate faculty function of somatic symptoms and the various (15 CE credits). This course reviews the ethical member. Learners in this course will be paired with theories to interpret these symptoms; depression principles to which mental health providers adhere experienced faculty and be given the opportunity and its biological and psychological precursors and and discusses related trends, current issues, and to team-teach sections of courses over a five week the various treatments for depression; and the role practical suggestions for ethical practice. Issues period. Through working with their faculty tutors of psychological interventions for treatment of discussed will include dual relationships, the and participating in the course discussion, learners medical problems. Some of the interventions to be impaired colleague, professional risk management, will gain first-hand knowledge of the effectiveness covered are psychotropic medication, relaxation incorporation of individual differences into of their online teaching styles as well as experience training, self-help groups, health promotion, professional practice, sensitivity to diversity at being mentored at a distance. Prerequisite(s): nutritional interventions, and “alternative” treatments. issues, and the ethics of supervision. PSY5101 PSY5030 - Methadone Maintenance Treatment PSY5062 - Diversity Issues: Effective Clinical Work PSY5405 - Using the Myers-Briggs Type Indicator in (15 CE credits). Methadone is a controversial with Patients from other Cultures and Ethnic Business and Consulting (15 CE credits). This medication used to treat opiate addiction. In this Backgrounds (15 CE credits). America is becoming course will review the interpretation of the subtypes course you will gain a better understanding of the an increasingly diverse society. As a result, providers of the Myers-Briggs, the theory and research development, use and future of methadone of mental health services will be called upon to supporting this instrument, and relevant ethical maintenance treatment, the pros and cons of its treat individuals from a wide range of cultural and issues. Learn how to effectively use the Myers- use, and how your own practice can be affected by ethnic backgrounds. This course emphasizes the Briggs Type Indicator in a variety of applied settings this medication. Practitioners involved in the need for cultural sensitivity when providing including: team building, work place and career treatment of addictions need to be fully aware of therapeutic services. Issues to be addressed include counseling, leadership evaluations, and conflict why methadone is used and how it can be an the role of culture-specific programming, special management. adjunct to traditional therapies. issues and needs of cultural subgroups, and psychological approaches to working with culture- PSY5032 - Relapse Prevention – Substance Abuse specific issues. Interventions for Sustained Abstinence (15 CE credits). Relapse is a common phenomenon in PSY5101 - On-line Teaching and Training in addiction treatment and a large percentage of Professional Psychology (15 CE credits). This those currently in treatment will relapse within one course offers an introduction to the pedagogy of year. Given the magnitude of the problem, 0n-line teaching in adult graduate education in an clinicians need to understand the latest research on-line format. Issues related to the impact of explaining failures to sustain abstinence. technology on the academy, the role of a faculty Treatments to prevent relapse will be thoroughly member, and the relationship between faculty and covered. Through this course, you will understand learners will be explored. Learners will also explore why relapse prevention is different from a general how their own approach to teaching can be primary treatment approach. You will become transferred to the on-line environment. familiar with current relapse models and how they PSY5102 - Mentoring Graduate Students in apply to your own practice. Professional Psychology (15 CE credits).This course PSY5040 - Developing a Rural Mental Health explores how technology impacts the relationship Practice (15 CE credits). Rural mental health between faculty mentors and adult learners in practices contain challenges unique to the setting. graduate school. Through the understanding and This course helps the clinician quickly assimilate application of adult developmental theory, learners 110 Capella University 1-888-CAPELLA www.capella.edu

Governance

Administration Administrative Directories

The administration of Capella University School of Business School of Education is committed to excellence in all aspects Executive Director Executive Director of the school. Along with an enthusiasm Shelley R. Robbins, PhD James Wold, PhD for working with adult learners, they bring many years of experience in Director, Academic Operations Faculty Directors designing and delivering higher Greg Backlund, MS Pam Hanfelt, PhD education programs. Faculty Directors Harry McLenighan, PhD J. Dennis Hart, MBA Tina Stavredes, PhD Michael J. Offerman, EdD Martha Hollis, PhD Faculty Chairs University President Barbara Butts Williams, PhD Beverly Enns, EdD Karen Viechnicki, PhD Faculty Chairs Keith Johansen, PhD Provost Lee L. Gremillion, DBA Senior Faculty Stephen G. Shank, JD Melissa Hartman, DBA Elizabeth Bruch, EdD Chancellor Linda Suzanne Wing, PhD Jerome Halverson, EdD Mark H. Rossman, EdD Dana Offerman, PhD Core Faculty Associate Chancellor George Ecker, PhD Core Faculty Stephanie Fraser-Beekman,PhD Phillip Corkill, EdD Lisa Wheeler, EdD Larisa V. Genin, DBA Cheryl Doran, PhD Vice President, Advising and Michael J. Miller, MBA Alyce LeBlanc, PhD Academic Support Robert Rodriguez, PhD Rena Palloff, PhD Kris Ragozzino, MA Susan E. Saxton, PhD Keith Pratt, PhD Interim Registrar Faculty Associates Leone Snyder, MS Tim Lehmann, BA Adrienne Hastad, BA Cathy Young, PhD Director of Financial Aid Kevin D. Krier, MBA Fernando Senior, PhD Paul Clifford, BA Sandy Leppanen, BA Senior Academic Associate Vice President, Financial Services and Sandra Running, MA Jaana Mattson, MFA Compliance Officer Christopher Tassava, MA Faculty Associates Amy J. Petterson, BS Sue Arakawa, MS Lisa L. Voigt, MBA Elise Robinson, MA Board of Directors Academic Assistants Academic Assistants The Board of Directors provides oversight Irina Cudo, BS Amber Harvey, BS and guidance to Capella University in its Stephanie Fox, BA Alison Milston, BS policies and programs. The majority of Christina Newell Brenda Samson, BS members of the Board of Directors are Doctoral Academic Advisors professionals external to the University; Doctoral Academic Advisors Diane L. Dick, MA Christine Keith, MS the Board’s composition ensures its Douglas Gorsuch, MBA independence. Tom Larson, MS Rebecca Rehfeld, PhD Lynn Riskedal, PhD Wayne “Buck” Buchanan, PhD Master’s, Bachelor’s and Carley Watts, MS James V. Gambone, PhD Certificate Academic Advisors Stephanie Chew Grossman, MBA Master’s and Certificate Katherine Adams, MS Helene Krivosha, BS Academic Advisors Jill Andersen, MS Michael Offerman, EdD Jodi Janati, MA Jeana Langer-McNeil, MA Stephen G. Shank, JD Carrie-Beth Schrader, MS Meredith McCann, MS Joan C. Stoner, EdD Kira Weinand, MS Lisa Bromenshenkel,MEd Academic Advisors Master’s andCertificate Naomi Nelson,MS Lou Branca,MS Doctoral AcademicAdvisors Jack Wilcox Executive Assistant Amy Dorn-Fernandez,BA Beth O’HaraMuller, BA Faculty Associates Alice Yick Flanagan,PhD Ken Szymkowiak,PhD Ron Muchnick,PhD Charles Lorbeer, PhD Eric Johnsen,PhD Penny L.Dahlen,EdD Amanda Costin,PhD Joanna Clekis,EdD Douglas Bird,PhD Core Faculty Carolyn C.Hoch,PhD,RN,MBA,FAAN Thomas (Bill)Clyburn,PhD Janice J.Caron,EdD Faculty Chairs Pamela K.S.Patrick,PhD Executive Director School ofHumanServices Administrative Directories, 1-888-CAPELLA www.capella.edu continued Leslie Schmitt,MA Brenda Kreiling,MEd Melissa Hawn,MA Academic Advisors Master’s andCertificate Jennifer Meyer, BA Adam Gooder Mark Anderson,BA Academic Assistants Kathe Pelletier, MA T Kelly Dunlop,MHR Faculty Associates Lisa J.Hubinger, BA Senior FacultyAssociate Marilyn Marks-Frey, PhD,ABPP Jeffrey Leichter, PhD,LP Sheldon Kleine,PhD,LP Catherine E.James,PhD,LPC,NCC V Bruce Fischer, PhD,LP, LMFT David Chapman,PsyD Rebecca D.B.Behrend,PhD,LP Core Faculty Brian Austin,PhD Senior Faculty Laren Winter, EdD David Sarnoff,PhD,ABPP Scharlene Adams,PsyD Malcolm Gray, PhD Nancy Piotrowski,PhD Interim FacultyChairs Karen Yasgoor, PhD,SPHR Robert Schnedler, PhD,LP Gail Lorenz,PhD Faculty Chairs Mia DeJongh,PsyD Associate DirectorofTraining Nan ReeseRivers,PsyD,LP Director ofTraining W Director ofResidence Gail Lorenz,PhD Faculty Director Bruce J.Weiss, PhD Executive Director Harold AbelSchoolofPsychology racy Emanoff,MA ictoria A.Gamber, PhD illiam Percy, PhD,LP, LMFT Nancy Olson,MA Joseph Mitzel,JD T Jason Bauer-Clapp, MA Academic Advisors Master’s, Bachelor’s, andCertificate Adam Luopa Jeff Guhin,BS Lab Assistant Michelle Grittner Academic Assistant Brian Imholte,BS Juanita Ikuta,MS Robin Schwartz,BA Faculty Associates Joseph Johnson,MBA Senior FacultyAssociate Rebecca Snarski,MS Kristina Petrie,MS Jerry Minshall,MS Nancy Johnson,PhD Paul Gold,MS Paul Coverstone,PhD Karen Bernard,MBA Sharon Bender, PhD Core Faculty Jack Krichen,MS Faculty Director Kurt Linberg,PhD Executive Director School ofTechnology amara Carlson,MS Capella University 111

GOVERNANCE 112 Capella University 1-888-CAPELLA www.capella.edu

Faculty

Senior Faculty Andrews, Letitia, BA, Roosevelt University; MAE, Barton, Brian, BS, University of Michigan; MBA, National-Louis University University of Michigan Austin, Brian, BA, Monmouth College; MS Ed, Anthony, Kimberly, BS, East Carolina University, Barton, Craig, BS, Wayne State University; MS, Southern Illinois University; PhD, Southern Illinois Greenville; MA, Mary Baldwin College; PhD, Capella Central Michigan University; PhD, Wayne State University; post-doctoral certificate in Clinical University University Psychology, University of North Carolina – Greensboro Armer, Laura, BS, Sam Houston State University; BA, Bassett, Caroline, BA, Tufts University; MA, University Bruch, Elizabeth, BA, Elmhurst College; MS, Indiana Sam Houston State University; MS, University of of Vermont; PhD, University of Iowa University – Fort Wayne; PhD, University of Wisconsin Houston, Clear Lake – Madison Baumberger, Julie, BS, Dakota State University; M Ed, Arzadon, Bibiano, BBA, Philippine College of South Dakota State University; EdD, University of Francis, J. Bruce, BA, University of Detroit – Detroit; Commerce and Business Administration; MS, Kansas South Dakota MA, University of Detroit – Detroit; PhD, University of State University Michigan – Ann Arbor Bayer, Sam, BS, University of Florida; PhD, University Astacio, Victor, BA, Central Bible College; MS, Miami of Florida Halverson, Jerome, BA, Saint Mary’s University; MA, Institute of Psychology; PsyD; Carlos Albizu University; Saint Louis University; MEd, Saint Mary’s University; Beazley, Jackson, BS, University of Maryland; MA, PhD, Carlos Albizu University PhD, Michigan State University Chapman University; EdD, Arizona State University Atkinson, Robert, BA, Long Island University; MA, Rossman, Mark H., BA, New York University; MS, Beekman, Carl, BS, Indiana University – Terre Haute; State University of New York; MA, University of New University of Bridgeport; MHL, Ottawa University – MS, Indiana University; PhD, Union Institute Hampshire; PhD, University of Pennsylvania Ottawa; EdD, University of Massachusetts – Amherst Bechtold, Brigid, BA, College of Saint Benedict; MA, Auten, Anne, BA, Michigan State University; MEd, St. Cloud State University; MA, The Fielding Graduate University of Illinois at Urbana-Champaign; PhD, Institute; PhD, The Fielding Graduate Institute University of Minnesota – Twin Cities Core and Adjunct Faculty Behrend, Rebecca, BA, Gustavus Adolphus College; Auxier, C.R., BA, Graceland College; MS, Central MDiv, Moravian Theological Seminary; MSE, Abraham, JoAnn, BA, University of South Dakota; Missouri State University; MA, Adams State College; University of Wisconsin; PhD, Walden University MBA, University of St. Thomas PhD, Idaho State University Bemker, Mary, BS, Indiana University; BS, Spalding Acadia, Phyllis, BA, The City College of Liberal Arts Avella, Joseph, BS in Chemistry, Rensselaer College; MS, Indiana University; PsyS, Spalding and Science; MS, The City College; MA, The Fielding Polytechnic Institute; MA, The Catholic University of University; MS, University of Alabama – Birmingham; Institute; PhD, The Fielding Institute America; MBA, Capella University; PhD, The Catholic DSN, University of Alabama – Birmingham Ackerman, Rosalie, BS, Iowa State University; MS, University of America Bender, Eugene, BA, Brooklyn College; MSW, Iowa State University; PhD, Iowa State University Backlund, Greg, BS, Iowa State University; MS, Columbia University; EdD, Jewish Theological Pepperdine University Adams, Katherine, BA, St. Olaf College; MS, Winona Seminary of America State University Bail, David, BA, University of Cincinnati; MBA, Bender, Sharon, BA, Thomas Edison State College; University of Phoenix Adams, Sharlene, BA, Manchester College; MS, MS, ISIM University; MBA, ISIM University; PhD, Northeastern State University; PsyD, Forest Institute Bailey, Barbara, BBA, Georgia State University; MS, Capella University of Professional Psychology Georgia State University; PhD, Georgia State Benedict, Norma, BA, University of Arizona; MSW, University Addo, Archie, BS, South Bank University, London, UK; Arizona State University; PhD, Walden University MS, Somerset University, UK; PhD, Nova Balch, David, BS, California State University, Los Benraouane, Sid, BA, University of Algiers; MA, Southeastern University Angeles; MBA, Pepperdine University; PhD, United University of Minnesota, Twin Cities; PhD, University States International University Adkins, Mac, BA, Heritage Christian University; MA, of Minnesota, Twin Cities Southern Christian University; MDiv, Southern Christian Ballinger, Marcia, BS, University of Minnesota; MA, Bernard, Karen, BS, Bemidji State University; MBA, University; EdD, Auburn University – Auburn University of Minnesota; PhD, Capella University UNC Chapel Hill Akhavan-Majid, Roya, BA, University of Minnesota – Banescu, B. Chris, BS, New York University; JD, Berry, Gregory, BEd, University of Alberta; MBA, Twin Cities; MA, University of Minnesota – Twin Southwestern University School of Law University of Alberta; PhD, University of Alberta Cities; PhD, University of Minnesota – Twin Cities Bangert, Arthur, BA, Kent State University; MS, Bertrand, Art, BS, Westfield State College; MA, Akins, William, BA, San Francisco State University; Youngstown State University; EdD, University of American International College; PhD, University of MS, Kansas State University South Dakota; EdS, University of Nebraska-Kearney Connecticut Alessi, Stephen, BA, University of Rochester; MA, Bann, Cheryl, BA, University of Minnesota; BS, Biehl, Richard, CSQE; BA, Binghamton University; University of Illinois; PhD, University of Illinois University of Minnesota; MBA, University of St. Thomas MS, Walden University; PhD, Walden University, Allen, Dwight, AB, Stanford University; MA, Stanford Barker, Gwen, BS, University of Wisconsin-River Falls; Billingsley, Gayle, BA, Loyola Marymount University; University; EdD, Stanford University MBA, University of Minnesota, Twin Cities PhD, Walden University Almasude, Amar, BA, Evergreen State College; MA, Baron, Augustine, BA, Loyola University – New Bine, David, BA, University of Minnesota Ohio University, Athens; PhD, Ohio University Orleans; MA, University Of Illinois – Urbana- Bird, Douglas, BS, University of Wisconsin; MS, Almasude, Joanna, BA, Ohio University, Athens; MA, Champaign; PsyD, University of Illinois – Urbana- Gannon University; PhD, Capella University Ohio University, Athens Champaign Bly-Turner, Margaret, BS, University of New York Alpert, Ron, BA, The Evergreen State College; MIM, Barron, Jamie, BS, University of Pittsburgh; MEd, State; MPssc, Pennsylvania State University; PhD, Thunderbird, The American Graduate School of Indiana University of Pennsylvania; EdD, Indiana Oklahoma State University International Management University of Pennsylvania Bobbie, Gloria, BA, Plattsburgh College of SUNY; Andersen, Jill, BS, Augustana College; MS, Cardinal Barshay, Deborah, BA, Rhode Island College; MA, MALS, Plattsburgh State University College Stritch University Brown University; PhD, Brown University Bor, Aaron, BS, Drexel University; MA, University of Anderson, Michael, MA, Governors State University; Bartelme, Lois, BA, Mt. Holyoke College; MA, Denver – Denver; EdD, University of Northern MBA, Roosevelt University; PsyD, Wisconsin School University of Alabama; PhD, University of Iowa Colorado – Greeley of Professional Psychology 1-888-CAPELLA www.capella.edu Capella University 113 ACULTY F

Boyd, David, BA, University of Illinois – Urbana- Cattapan, Mary Catherine, BS, University of Illinois- Damiani, Joseph, BA, Ohio Northern University; Champaign; MBA, Golden Gate University; PhD, Chicago; MBA, DePaul University MSW, University of Michigan; PsyS, Center for Walden University Humanistic Studies; PhD, The Union Institute Chapman, David, AB, University of Missouri; MA, Boyd, Michael, BA, Jacksonville University; MBA, Luther Theological Seminary; MA , University of Daniels, Dawn, BS, East Carolina University, Greenville University of North Florida St. Thomas; PsyD, University of St. Thomas Darland, John, BA, Hamline University; MPP, Brain, Hank, BS, Florida Southern College; MA, Chappell, Kelly, BA, University of South Carolina; MA, Humphrey Institute of Public Affairs; PsyD, Minnesota University of Phoenix University of South Carolina; PhD, University of School of Professional Psychology South Carolina Branca, Lou, BA, University of Minnesota – Twin Cities; Davidson, Karen, BS, University of Illinois, Urbana- MS, Capella University Chin, Darian, BA, University of Southern California; Champaign; MBA, DePaul University MA, California State University-Los Angeles Brehm, William, BA, SUNY, Albany; MS, Springfield Davis, Charles, BS, Oklahoma State University; MA, College; PhD, Walden University Clekis, Joanna, BA, Eckerd College; MA, Georgia Harvard University; MBA, Columbia University; PhD, State University; EdD, University of Sarasota University of Houston Brewer, Jackie, BA, Ottawa University; MA, Ottawa University; PhD, Capella University Clyburn, Thomas W., BA, Eckerd College; MA, DeCaro, Frank, BBA, St. Francis College; MBA, Long Vermont College of Norwich University; PhD, Walden Island University; PhD, New York University Bromenshenkel, Lisa, BS, Mankato State University; University MEd, Texas Tech University DeJongh, Mia, BA, University of Minnesota; PsyD, Coito, Deborah, BA, Humboldt State; MFA, CalArts, Minnesota School of Professional Psychology Bronner, Julia, CTN, Transcultural Nursing Society; Los Angeles BSN-College of St. Teresa; MS, Winona State DeNigris III, John, BS, Indiana University; MBA, Florida University – Winona; PhD, Capella University Contreras, Carlos, BA, University of Texas-Austin; MA, Metropolitan University; PhD, Walden University University of Texas – Austin; PhD, University of Texas Brown, Jeffrey, BS, Yale University Dennis, Alan, BS, West Virginia University, – Austin Parkersburg; MS, West Virginia University, Brown, Mary, CISSP; BA, Metro State University Cooke, Christine, BA, Regis College; MA, University Morgantown Brown, William R., BBA, Eastern Kentucky University – of New Hampshire; PhD, University of Memphis Dereshiwsky, Mary, BS, Southern Connecticut State Richmond; BA, University of Kentucky – Lexington; Cooke, Phyliss, BA, Baldwin Wallace College; MA, University MS, University of New Haven; PhD, MA, Eastern Kentucky University – Richmond; EdD, Cleveland State University; PhD, Kent State University of Massachusetts – Amherst Nova Southeastern University University Devin, Tricia, CCRN, University of Alberta; BA, Bruch, Daniel, BA, Carthage College – Kenosha; MA, Cooper, Mark, BS, Youngstown State University; MA, Pepperdine University; MAPA, Pepperdine University; Northern Illinois University – DeKalb; MDiv, Concordia Towson State University; PhD, Kent State University PhD, William-Lyon International University; EdD, Theological Seminary – Fort Wayne; DMin, Concordia Pepperdine University Theological Seminary – Fort Wayne; PhD, University Corkill, Phil, BA, Wesleyan University; MAEd, of Wisconsin – Madison; ScD, Knightsbridge Northern Illinois University – DeKalb; EdD, Northern Dheeriya, Prakash, B.Com., University of Bombay; University – Copenhagen, Denmark Illinois University – DeKalb MBA, University of Bombay; PhD, University of North Texas Brue, Alan, BA, State University of New York – New Corrona, Mark, BS, University of Wisconsin, Madison; Paltz; MA, University of Florida; EdS, University of MS, University of Wisconsin, Madison Diaz, Gustavo, BS, University of Costa Rica; MA, Florida; PhD, University of Florida Pennsylvania State University, University Park; ME, Costello, Richard, BS, North Carolina State University, Pennsylvania State University, University Park Buchen, Irving, BA, New York University; MA, New Raleigh; MA, North Carolina State University, Raleigh York University; PhD, Johns Hopkins University DiBella, Anthony, BA, Trinity College; MA, American Costin, Amanda, BA, University of Vermont; MEd, University; MBA, University of Rhode Island; PhD, MIT Bullock, Cheryl, BA, Sangamon State University; MA, University of Virginia; PhD, Kent State University University of Illinois at Urbana-Champaign; PhD, Dick, Diane L., BA, The College of St. Scholastica; MA, Coverstone, Paul, BA, Marshall University; MS, ISIM University of Illinois at Urbana-Champaign University of Minnesota-Duluth University; PhD, Capella University Burdick, Mark, BS, Oklahoma City University; M Ed, Dittmar, Eileen, BS, Western Michigan University; Covington, Marsha, BA, California State University – University of Oklahoma; PhD, Walden University MA, Western Michigan University Sacramento; MEd, Montana State University – Butler, Clifford, BS, California State Polytechnic Bozeman; EdD, Montana State University – Bozeman Dixon-Floyd, Izola, BSN,Tuskegee University; MSN, University; MBA, Golden Gate University; DBA, Nova University of Alabama; M Ed, Texas Woman's Crawford, Linda, BA, Emmanuel College; PhD, Southeastern University University; PhD, Columbia Pacific University; PhD, University of Minnesota – Minneapolis Texas Women's University Butler, Robert, BA, Arizona State University; MA, Crawford, Theresa, BS, Ohio State University; MS, University of Colorado-Boulder Dobbert, Duane, BA, Albion College; MA, Michigan Ohio State University; PsyD, University of Denver State University; PhD, Capella University Butts Williams, Barbara, BA, Morgan State University; Cree, Lisa, BA, Southern Illinois University; MA, MA, Hamline University; MA, The Fielding Graduate Dominguez, Cesar, BE, Universidad Tecnologica del Roosevelt University; PhD, California School of Institute; PhD, The Fielding Graduate Institute Centro, Valencia, Venezuela; MA, Hamline University Professional Psychology Cadogan, Rochelle, BS, University of Wisconsin, Doran, Cheryl, BA, California State University, Crocker, Olga, BEd, University of Alberta; MEd, Stout; ME-PD, University of Wisconsin, La Crosse; Sonoma - Rohnert Park; BBA, Boise State University; University of Alberta; MBA, University of Alberta; PhD, Capella University MS, Capella University; PhD, Education, Capella PhD, University of Washington University Caffaro, John, BA, Long Island University; MA, United Cuffe, Stafford, BET, City College of New York; MSA, States International University; PhD, The Fielding Duva, Chris, BA, California State University; MA, Central Michigan University; PhD, Walden University Institute California State University; PhD, University of British Cunat, Patricia, BA, University of Wisconsin, Eau Columbia Caron, Janice J., BS, University of New Hampshire; Claire; MBA, University of St. Thomas MEd, Salem State University; EdD, Sarasota Dykman, Charlene, BA, Saginaw Valley State University Dahlen, Penny, BA, The College of Idaho; MEd, University; MA, Michigan State University; MBA, Colorado State University; EdD, Idaho State University University of Houston; PhD, University of Houston Carter, Hellen, BA, Arizona State University; MS, Northern Arizona University; PhD, Walden University Dallam, Audralee, BA, Rutgers University; MS, Rutgers University; PhD, Sam Houston State University 114 Capella University 1-888-CAPELLA www.capella.edu

Faculty, continued

Ecker, George, BA, Cornell University; MA, Cornell Glidewell, Reba, AA, University of Arkansas – Fort Hart, J. Dennis, BS, Ohio State University; MBA, University; PhD, Stanford University Smith; BA, Arkansas Tech University; MS, University Central Michigan University of Southern Mississippi; PhD, University of Southern Eckstein, Daniel, BA, Presbyterian College; MA, Hartman, Melissa, BBA, Wichita State University; MS, Mississippi University of South Carolina; PhD, University of Wichita State University; DBA, University of Sarasota South Carolina Godbey, George, BA, Wichita State University Hartman, Sheryl, BA, State University of Stony Brook; Elmore, Robert, BM, Eastern Illinois University – Gold, Paul, BA, Metropolitan State University; MS, MA, State University of Plattsburgh; PhD, University Charleston; MS, University of Illinois – Urbana; PhD, St. Mary’s University of Minnesota Graduate School of Miami University of Minnesota – Twin Cities Gonsiorek, John, BA, State University of New York; Harvan, Jill, BA, Keene State College; MEd, Central Embar-Seddon, Ayn, BS, University of Pittsburgh; BA, MA, University of Minnesota; PhD, University of Connecticut State University; MSW, Barry University; University of Pittsburgh; MA, Edinboro University of Minnesota PhD, University of Georgia Pennsylvania; PhD, Indiana University of Pennsylvania Gontarz, Michael, BA, University of Dallas; MS Ed, Hawn, Melissa, BA, St.Cloud State University; MA, Emmons, Kate, BA, University of California – Santa University of Wisconsin-LaCrosse; EdD, Indiana Roosevelt University Chicago Cruz; MA, University of California – Santa Barbara; University; CAGS, University of Wisconsin-LaCrosse Heichberger, Robert, BS, State University of New York; PhD, University of California – Santa Barbara Gorsuch, Douglas, BSBA, MBA, Cardinal Stritch EdM, State University of New York; SEA, State Enns, Bev, BA, Bemidji State University; MS, Bemidji University – Minnesota University of New York – Buffalo; EdD, State State University; EdS, University of St. Thomas; PhD, University of New York – Buffalo Gotches, Gregory, BS, University of Illinois-Chicago; University of St. Thomas MA, University of Illinois-Chicago; MS, Benedictine Hettler, Richard, BA, University of Colorado-Denver; Enright, Mary, BA, University of Wisconsin-Madison; University MBA, University of Denver MA, University of Wisconsin-Madison; PhD, University Graham, Robert, BS, Buffalo State College; MS, Hilliard, Pearl, BA, Manchester Polytechnic; BA, of Wisconsin-Madison Canisius College; EdD, University of Sarasota University of the Witwatersrand; MS, California State Falkman, Drew, BA, University of Wisconsin, Madison University-Northridge; EdD, University of Southern Grant, Keith, BS, Davenport University; MA, Central California Farley, Lou, BA, University of Wyoming; MA, University Michigan University; PhD, Union Institute of Wyoming; PhD, University of Wyoming Hines, Ava, BS, Spelman College; MSPH, University Gray, Malcolm, BS, Oklahoma State University; MA, of North Carolina, Fears, Kim, BME, University of Alabama; BBA, Oklahoma State University; PhD, University of University of Phoenix; MBA, University of Phoenix; Colorado-Boulder Hirschhorn, Dan, BA, John Hopkins University; MS, MS, University of Phoenix John Hopkins University; JD, Touro Law School Green, Kerry, BS, Central Washington University; MA, Fischer, Bruce, BA, University of Minnesota; MS, University of Phoenix Hiss, Arlene, BS, High Point University; MBA, Azusa University of Minnesota; PhD, University of Minnesota Pacific University; PhD, United States International Greenstone, James, BA, University of Oklahoma; BS, University Flores, Jim, BBA, St. Mary’s University; MBA, Northwestern California University School of Law; University of St. Thomas-Houston MS, North Texas State University; EdD, University of Hoch, Carolyn, BSN, Carlow College; MN, University North Texas-Denton; Juris Doctor, Northwestern of Pittsburgh; MBA, University of Pittsburgh; PhD, Flynn, John, BS, SUNY-Cortland; MS, Indiana California University School of Law University of Pittsburgh University; EdD, Indiana University Gremillion, Lee, BA, Lousiana State University; MBA, Hockin, Robert, BA, Moravian College; MA, University Forbes, Judith, BA, California State University- Columbus State University; DBA, Harvard University of Minnesota; MBA, University of Pennsylvania; PhD, Fullerton; MS, California State University-Fullerton; University of Minnesota MBA, California State University-Fullerton; PhD, Hacker, Geoffrey, BA, University of South Florida; MA, Claremont Graduate University University of South Florida; PhD, University of South Hoehn, Lilburn, BS, University of Missouri; MEd, Florida University of Missouri; PhD, Michigan State University Franklin, Paul, BSBA, Rockhurst University; MS, University of Missouri-Kansas City; MBA, Keller Hackett, Jill, BA, Vassar College; Ed.M., Harvard Hokanson, Brad, BA, Carleton College; BArch, Graduate School of Management Graduate School of Education; PhD, The Union University of Minnesota – Twin Cities; MArch, Harvard Institute and University University; PhD, University of Minnesota – Twin Cities Fraser-Beekman, Stephanie, BS, Indiana University; MA, The Fielding Graduate Institute; PhD, The Fielding Hall, Tawanna, BS, University of Alabama; MS, Troy Hollis, Martha, BA, The College of William and Mary; Graduate Institute State University; EdS, Troy State University; PhD, MS, George Washington University; PhD, Arizona Florida State University State University Froh, James, BS, University of Wisconsin-Oshkosh; MS, Milwaukee School of Engineering Hanfelt, Pam, BA, Ottawa University – Phoenix; MA, House, Garvey, BS, Texas Christian University; MS, Ottawa University – Phoenix; PhD, Capella University Texas A&M University; PhD, Texas A&M University Gable, Karla, BA, Arizona State University; MA, Arizona State University; MC, Arizona State University Hannon, John, BIE, University of Dayton; MBA, Howell, John, BA, California State University- University of Dayton; DBA, Nova Southeastern Fullerton; MBA, California State University-Fullerton Gallegos, Joseph, BS, Eastern NM University; MEd, University Eastern NM University; PhD, Columbus University Hughes, Gail, BSc, University of Minnesota – Twin Cities; Hanson-Stone, JoAnn, BA, University of Wisconsin – MA, University of Minnesota – Twin Cities; PhD, Gamber,Victoria, BA, University of Oklahoma; PhD, Milwaukee; MA, University of Wisconsin – Milwaukee; University of Minnesota – Twin Cities University of Pittsburgh PhD, University of Wisconsin – Madison Imholte, Brian, BS, Mankato State University Garsombke, H. Perrin, BS, California State University- Hardt, Paul, BS, University of Minnesota – Twin Cities; Los Angeles; MBA, University of California-Los Inserto, Fathiah, Diploma, University of Singapore; EdD, University of Minnesota – Twin Cities Angeles; PhD, University of California-Los Angeles MA, The Fielding Institute; PhD, The Fielding Institute Harper, Elizabeth, BA, Chapman University; MA, Genin, Larisa, BBA, University of San Francisco; MBA, Irlbeck, Sonja, BS, Montana State University – Southern Methodist University; PhD, Southern Golden Gate University; DBA, Golden Gate University Bozeman; MA, University of Minnesota – Twin Cities; Methodist University EdD, University of Minnesota – Twin Cities Genin, Vladmir, MS, Kalinin State Technical University; Harris, Sandra, BA, California State University; MEd, PhD, Moscow State Technical University Isenhart, Carl, BA, DePauw University; MS, Indiana Auburn University; MA, California State University; State University; MBA, University of St. Thomas; PhD, Auburn University PsyD, University of Denver 1-888-CAPELLA www.capella.edu Capella University 115 ACULTY F

Jacobs, Robert, BA, William Paterson College; MA, Kochanowski, Yvonne, BA, Mundelein College; MBA, Linberg, Kurt, BS, University of Wisconsin, Stout; MS, University of Southern California; MA, United States Loyola University of Chicago; MPA, University of University of St. Thomas; PhD, Walden University International University; PsyD, United States Southern California; DPA, University of Southern Loehrer, Rebecca, BA, Baylor University; MS, Radford International University California University; PhD,Texas A&M University James, Catherine, BA, Metropolitan State College; Komatsu, Lloyd, BA, Pomona College; MA, University Longo, Nancy, BA, University of Southern California; MA, University of Colorado; PhD, Walden University of Penn; PhD, University of Pennsylvania MEd, University of Southern California; PhD, Jamsa, Kris, BS, United States Air Force Academy; Korth, Sharon, BS, Miami University – Oxford; MEd, University of South California MS, University of Nevada, Las Vegas; MBA, San Diego Miami University – Oxford; EdD, University of Lorbeer, Charles, BA, Florida State University; MSW, State University; PhD, Arizona State University Cincinnati Florida State University; PhD, Walden University Janati, Jody, BS, St. Cloud State University; MA, North Kostere, Kim, BA, Mercy College; MA, Center for Lorenz, Gail, BA, Carleton College; MA, University of Dakota State University Humanistic Studies; PsyS, Center for Humanistic Minnesota; PhD, University of Minnesota Studies; PhD, The Union Institute Jarvis, Sara, BA, University of Florida; MEd, University LoSasso, Gina, BA, Oakland University; MA, Wayne of Florida; EdS, University of Florida; PhD, Union Kostere, Sandra, BA, Madonna College; MA, Center State University; PhD, Wayne State University Institute for Humanistic Studies; PsyS, Center for Humanistic Studies; PhD, The Union Institute Lucas, Jeffrey, BA, George Williams College; MSW, Jean, Rojeanne, BA, Florida International University; George Williams College; PhD, Capella University MS, Florida International University; PhD, The Union Kreiling, Brenda, BA, University of Minnesota-Duluth; Institute MEd, University of Minnesota Lucies, Christopher, BS, Lesley College; MS, Lesley College; EdD, University of Sarasota Jin, Zhenu, BA, Shanghai Teachers’ University; MA, Krichen, Jack, BS, University of Wisconsin, Milwaukee; University of Houston; MBA, University of Houston; MS, University of St. Thomas Ludwig, Germain, BA, SUNY-Buffalo; MS, American PhD, University of Houston University; MA, Columbia University; EdD, Columbia Krolik, James, BS, Eastern Michigan University- University Johansen, Keith J., BS, University of Minnesota – Ypsilanti; MA, Eastern Michigan University-Ypsilanti; Minneapolis; MS, Queens College – New York; MA, PhD, University of Michigan-Ann Arbor Makatura, Tim, BA, Youngstown State University; MS, New School for Social Research – New York; PhD, Youngstown State University; PhD, Illinois Institute of Kuther,Tara, BA, Western Connecticut State University; University of Minnesota – Twin Cities Technology MA, Fordham University; PhD, Fordham University Johnsen, Eric, BA, California State University; MA, Malone, Timothy, BS, University of Nebraska-Omaha; Lahoud, Hilmi, CCAI; BS, Campbell University; MS, California State University; EdD, Idaho State University MA, University of Redlands; PhD, Union Institute Capella University Johnson, Joseph, BS, University of Wisconsin, Malpass, Diane, BA, California State University; MA, Laibe, Michael, BS, Indiana University; MA, Indiana Stevens Point; MBA, University of Minnesota Pepperdine University; PhD, Pepperdine University University; PhD, The Fielding Graduate Institute Johnson, Nancy, BS, University of Minnesota; MBA, Manderscheid, Steven, BS, St. Cloud State University; Langer-McNeil, Jeana, BA, University of St. Thomas; University of Minnesota; PhD, Walden University MEd, University of Minnesota MA, MA, Bowling Green State University Johnson, Terrance, BS, Kutztown University; MPA, Marks-Frey, Marilyn, BA, Roosevelt University; MS, Lao, Teresa, BA, Ateneo University; MA, Ball State Shippensburg University; DPA, Nova Southeastern Illinois Institute of Technology; PhD, Illinois Institute University; PhD, New Mexico State University University of Technology Larson, Tom, BA, Hamline University; MA, Augsburg Jourden, Forest, BA, San Jose State University; PhD, Mathias, Joann, BA, University of North Dakota; MA, College Stanford University; JD, Stanford University University of North Dakota Latham, John, BSOE, Wayland Baptist University; Jurvis, Jeff, BS, University of Wisconsin, Parkside; MS, Matias, Haziel, PMP, BA, Stella Maris College; MBA, MBA, Chapman University; PhD, Walden University Clemson University University of St. Thomas LeBlanc, Alyce, BMus, Oberlin College – Oberlin; Kavanaugh, Frank, BA, Lake Forest University; PhD, Mayberry, Ed, BS, Northern Illinois University – Staatsexamen, Hochschule für Musik – Cologne, Union Institute DeKalb, MS, Northern Illinois University – DeKalb; Germany; MS, University of Southern California - Los EdD, Northern Illinois University – DeKalb Kavar, Louis, BA, Dusquesne University; MA Angeles; PhD, Old Dominion University – Norfolk Dusquesne University; PhD, University of Pittsburgh McCracken, Holly, BA, Illinois Wesleyan University – Leary, Margaret, BS, University of Phoenix; MBA, Bloomington; MA, University of Illinois – Springfield Keith, Christine, BA, St. Olaf College; MS, Indiana University of Phoenix State University McCann, Meredith, BS, Winona State University; MS, Lee, Tyjaun, BSS, Ohio University – Athens; MEd, Winona State University Kelley, George, BA, Seattle University; MS, Marylhurst Ohio University – Athens; PhD, Ohio University – University; MA, University of Portland; MBA, Athens McCready, Douglas Jackson, BA, University of Marylhurst University Windsor; MS, University of London; PhD, University Lees, Martin, BS, McMaster University; MS, Central of Alberta Kellogg, Susan, BA, University of Cincinnati; MA, Michigan University; MD, University of Ottawa; PhD, Syracuse University; MBA, Loyola College-Maryland; Walden University McDermott, James, BS, North Dakota State University; PhD, Union Institute MS, University of Texas – Tyler; EdD, Texas A&M Leichter, Jeff, BS, University of California – Irvine; University Kelly, Dawn, BA, University of Illinois Urbana- MA, California School of Professional Psychology; Champaign; MBA, University of Urbana-Champaign; PhD, California School of Professional Psychology McDonald, Robert, BSPM, Nova Southeastern PhD, Northwestern University University; MBA, Nova Southeastern University; PhD, Lepervanche, Jose, License, Venezuelan Naval Walden University Klein, Carin, BS, Barry University; MS, Rutgers Academy; MS, Massachusetts Institute of Technology University; DPA, Nova Southeastern University McGaughey, Nick, BS, University of Chattanooga; LeVesque, Joseph, BA, Our Lady of the Lake University; MS, University of Tennessee; MBA, Western Kentucky Kleine, Sheldon, BA, Temple University; MA, Trenton MBA, University of Dallas; DBA, University of Sarasota University; PhD, Walden University; DBA, Nova State College; PhD, Purdue University Lifrak, Stephen, BA, University of Rhode Island; MS, Southeastern University Klocinski, John, BBA, University of Toledo; MEd, University of Rhode Island; PhD, University of Rhode McGivern, Michael, BS, Central Connecticut University; University of Toledo; PhD, University of Toledo Island MS, Ransselaer Polytechnic Institute; PhD, Walden University 116 Capella University 1-888-CAPELLA www.capella.edu

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McLenighan, Harry, BA, University of Minnesota – Mukherjee, Amit, BA, University of Calcutta; MBA, Paulissen, May, BA, University of Texas – Austin; MA, Twin Cities; MA, University of St. Thomas; EdD, University of Minnesota; PhD, Syracuse University University of Texas – Austin; PhD, University of University of St. Thomas Houston Murphy, Annemarie, BA, State University of New York; McQueen, Steve, BA, Utah State University; MBA, MS, Rutgers University; PhD, Rutgers University Percy, Bill, BA, St. John's College; MA, Goddard Utah State University; PhD, Utah State University College; PhD, The Union Institute Murrey, Gregory, BA, Bringham Young University; Menzel, Lydia, BA, University of Connecticut; MA, MHA, Bringham Young University; MS, Washington Persky, Barry, BA, Brooklyn College; MS, Brooklyn University of Connecticut; EdD, Harvard University State University; PhD, Washington State University College; MS, Bank Street College; PhD, New York University Metcalf, Gary, BA, North Texas State University; MSW, Nadeem, Mohammed, BS, Osmania University; MS, University of Texas at Arlington; PhD, Saybrook Osmania University; MS, National University; PhD, Petkovich, Michael, BS, University of Pittsburgh; MA, Graduate School Union Institute Michigan State University; MS, University of Nevada; PhD, University of Minnesota Meyer, Janice A., BS, Southern Illinois University – Nardone, Colleen, BA, University of Minnesota – Twin Edwardsville; MA, California Polytechnic State Cities; MA, University of Minnesota – Duluth; PhD, Petrie, Kris, BA, University of Minnesota, Duluth; MS, University; PhD, University of Oregon – Eugene University of North Dakota Capella University Meyer, Nancy Billings, BA, Upper Iowa University; Narveson, Ray, BA, Concordia University; MA, Pietrzak, Dale, BS, Minnesota Bible College; MA, MA, University of Northern Iowa; PhD, Capella University of Minnesota; PhD, University of University of South Dakota; EdD, University of South University Minnesota Dakota Meyers, Ann, BME, Wittenberg University; MA, Ball Nelson, Naomi, BRE, Okanagan Bible College; MA, Pimpinelli, Angelo, BA, University of South Florida; State University; PhD, Walden University Saint Mary's University of Minnesota MS, Nova University; PhD, The Union Institute Miller, Michael, BA, St. John’s Universit; MBA, Newell, Ron, BS, St. Olaf College – Northfield; MS, Piotrowski, Nancy A., BA, Rice University; MA, University of Minnesota – Twin Cities Mankato State University; EdD, University of South University of Houston-University Park; PhD, Dakota University of Houston-University Park Miller,Trudi, BA, Queen's University at Kingston, Ontario; BS, Queen's University at Kingston, Ontario; Nocita, Andrew, BA, Michigan State University; MA, Pizur,Tony, BA, Canisius College; MA, Brown University; MS, Dalhousie University, Halifax Miami University; PhD, Miami University PhD, International University of Kyrgyzstan Mills, Brett, BA, University of San Francisco; MS, Ball Nodvin, Stephen, BS, Emory University; PhD, Cornell Pogue, Laura, BBA, University of Michigan-Ann Arbor; State University; PhD, University of Iowa University MBA, University of Michigan-Ann Arbor; DM, University of Phoenix Minchella, Karen, BS, Mercy College of Detroit; MEd, Nolan, James, BA, Ohio State University – Columbus; Wayne State University; PhD, Wayne State University MA, Ohio State University – Columbus; PhD, Ohio Poindexter, James, BS, University of Southern State University – Columbus California; MBA, Rochester Institute of Technology; JD, Minelli, Mark, BS, Central Michigan University; MA, Texas Southern University; PhD, Walden University Central Michigan University; MPA, Western Michigan O’Boyle, Irene, BS, Central Michigan University; MA, University; PhD, Union Institute Central Michigan University; PhD, Union Institute Posner, Rita, BA, Fairleigh Dickinson University; MA, Fairleigh Dickinson University; PhD, Seton Hall Minshall, Jerry, BA, Coe College; MS, University of O’Connor, R.D. “Buck,” BS, University of Southern University Pittsburgh Mississippi; MS, University of Southern Mississippi; PhD, University of Southern Mississippi Powers, Stephen, BS, Northern Arizona University – Mirabella, James, BS, United States Air Force Flagstaff; MA, University of Arizona – Tucson; MEd, Academy; MBA, Auburn University; DBA, Nova O’Malley, Angie, BS, Purdue University; MA, University of Arizona – Tucson; PhD, University of Southeastern University Montclair State University; PhD, Oklahoma State Arizona – Tucson University Misite, Phyllis, BS, Framingham State College; MA, Pratt, Keith, AAS, Community College of the Air Boston College; PhD, Boston College Odumade, Olibunmi, BS, University of Minnesota; Force; BSOE, Wayland Baptist University; MS, MS, University of Wisconsin, Madison Misterek, Susan Amundson, BS, Moorhead State Chapman University; MA, Fielding Graduate Institute; University; MBA, College of St. Thomas; PhD, Old, Harold, BS, Marquette University; MA, Western PhD, Fielding Graduate Institute; ScD, (Honorary), University of Minnesota Michigan University; PhD, Michigan State University Moscow State University Mitchell, James, BA, University of Georgia; MA, Olsen-Murray, Jo, BS, University of Wisconsin – Price, Tim, BS, Pennsylvania State University; MBA, Middlebury College; MBA, Southern Methodist Superior; MS, University of Wisconsin – Superior; University of South Florida; PhD, University of South University EdD, University of St. Thomas Florida Montgomery, William, BA, Wilberforce University; Ordu, Augustine, BA, Bishop College; MSA, Central Probst, David, BS, University of Nebraska – Omaha; MSW, University of Pittsburgh; PhD, University of Michigan University; PhD, Walden University MS, University of Nebraska – Omaha; PhD, University Pittsburgh Ottomanelli, Gennaro, BS, Manhattan College; MS, of Nebraska – Omaha Moredock, Randy, BA, University of New Mexico; MS, Fordham university; PhD, New York University Raghavan, Srinivasa, PMP; BS, University of Madras, Miami University; PhD, University of North Dakota Padula, Laura, BS, Barry University; MBA, Nova India; MS, University of Madras, India; MBA, Keller Morris, Johnny, BBA, University of Miami; MBA, Nova Southeastern University Graduate School of Management Southeastern University; PhD, Capella University Palloff, Rena, BA, University of Wisconsin – Madison; Raman, Pattabi, BSc, University of Dehli; MSc, Muchnick, Marc, BA, University of Texas-Austin; MA, MSSW, University of Wisconsin – Milwaukee; MA, University College of Science and Technology; PhD, California School of Professional Psychology; PhD, Fielding Graduate Institute; PhD, Fielding Institute University of Calcutta, India; EdD, University of California School of Professional Psychology Massachusetts Parscal, Tina, BA, Regis College; MSS, University of Muchnick, Ron, BS, University of Missouri; MA, Colorado Ratcliff, Terry, BS, University of Idaho – Moscow; MEd, Lindenwood College; MS, Nova Southeastern Arizona State University – Tempe; EdD, University of Pash, Marilyn, BA, Macalester College; MSOD, University; PhD, Nova Southeastern University California – Berkley Pepperdine University Muchnick, Sherri, BA, University of Missouri; MS, Redden, Charlotte, BA, Indiana State University – Terre Patrick, Pamela K.S., BS, University of Hawaii; MS, University of Missouri; PhD, St. Louis University Haute; MA, University of Denver; MA, University of University of California, San Francisco Medical Center; Colorado – Denver; PhD, University of Denver MA, University of Hawaii; PhD, University of Hawaii 1-888-CAPELLA www.capella.edu Capella University 117 ACULTY F

Reddout, Jeffery, BS, Cornell University; MS, Sabet, Behrooz, BSc, Tehran College of Economics, Simmons, Pete, BS, University of South Florida; MS, Syracuse University; PhD, Syracuse University Tehran; MEd, State University of New York at Buffalo; University of South Florida; PhD, University of South EdD, State University of New York at Buffalo Florida Reed, Linda, BS, Wright State University; MS, Wright State University; PhD, Walden University Sahlin, Julie, BBA, Campbell University; MSA, Sims, Roderick, BA, Macquarie University; Diploma Central Michigan University of Education, Sydney Teacher’s College; MA, Reed, William, BS, Thomas Edison State College; MS, Macquarie University; PhD, University of Wollongong Thomas Edison State College; PhD, Union Institute Salinas, Albert, BS, New Mexico State University; MBA, Harvard Graduate School of Business Singh, Raj, BS, University of Allahabad; MIE, Asian Rehfeld, Rebecca, BS, Augsburg College; MS, Capella Administration Institute of Technology; MS, University of Southern University; PhD, Capella University California; PhD, University of Southern California Salmons, Janet, BS, Cornell University; MA, Empire Reinke, Gary, BS, University of Wisconsin-LaCrosse; State College Smith, Mark, BA, Purdue University; MBA, Webster MS, Central Michigan University University Santonastasi, Antonio, BS, University of Maryland; Reynolds, Larry, BSEd, Washington University – MHR, University of Oklahoma; PhD, Walden University Smith, W. James, BS, California State University- St. Louis; MSEd, Washington University – St. Louis; San Jose; MA, Brigham Young University PhD, University of Oregon – Eugene Sarnoff, David, BA, Harvard University; MS, University of Kentucky; PhD, University of Kentucky Snarski, Rebecca, BA, University of Alaska; MS, Ricci, Debra, BA, Metropolitan State University; MA, Lexington Capella University University of Minnesota – Twin Cities; PhD, University of Wisconsin – Madison Saxton, Susan, BA, Wellesley College; MEd, Snyder, Deborah, BA, Wayne State University; MBA, Columbus College; MTx, Georgia State University; Wayne State University; PhD, Wayne State University Richards, Thomas, BA, San Jose State University; MA, MSBA, Boston University; PhD, Capella University San Jose State University; PhD, University of Snyder, Leone, BS, University of Minnesota – Twin Massachusetts Schmitt, Leslie, BAS, University of Minnesota-Duluth; Cities; MEd, University of Minnesota – Twin Cities MA, University of Minnesota Riley, Sharon, BA, Georgia State University – Atlanta; Soto, Stephen, BS, Elmhurst College; BS, MIT; MBA, MEd, West Georgia College – Carrollton; EdS, West Schnedler, Robert, BA, Florida State University; MS, Rutgers University; MA Rutgers University; Doctor of Georgia College – Carrollton; EdD, South Carolina Washington State University; PhD, Washington State Management, University of Phoenix State University – Orangeburg University Spector, Kathleen, BS, Charter Oak State College; Ripley, David, BS, Oregon State University; MBA, Schneider, Steven, BA, Southern Illinois University; PhD, Union Institute Golden Gate University; PhD, University of Tennessee MS, Southern Illinois University; PhD, University of Spender, J.C., BA, Oxford University; MA, Oxford Wisconsin-Madison Riskedal, Lynn, BS, University of Illinois at Urbana- University; PhD, Manchester Business School UK Champaign; MExtEd, University of Illinois at Urbana- Schrader, Carrie-Beth, BA, University of Minnesota – Spoor, Kimberly, BA, College of St. Scholastica; EdM, Champaign; PhD, University of Minnesota – Twin Cities Duluth; MS, Minnesota State University – Mankato Harvard Graduate School of Education; PhD, Capella Rivera, Luis, BA, St John’s University; MA, New Schreck, Richard, BA, Illinois State University; MA, University School University; PhD, New School University University of Illinois at Urbana-Champaign; PhD, St. Germaine, Jacquelyn, BS, Old Dominion University of Illinois at Urbana-Champaign Rivers, Nan, BA, Augsburg College; PsyD, Minnesota University; MS Ed, Old Dominion University; MA, School of Professional Psychology Schreiber, Nancy, BA, Oberlin College; MA, University Pepperdine University; PhD, University of Arizona of Detroit; PhD, University of Detroit Robbins, Shelley, BS, University of Illinois – Urbana- 101, Tina, BS, University of Minnesota – Twin Cities; Champaign; MBA, University of Chicago; PhD, Schwartz, Robin, BA, Columbia University in the City MEd, University of Minnesota – Twin Cities; PhD, Northwestern University of New York University of Minnesota – Twin Cities Roberts, William, BA, Southwestern University; MS, Secrest, Wayland, BA, University of California-Santa Stehlik, Susan, BS, University of Wisconsin-Madison; Texas A&M University; PhD, Iowa State University; Cruz; MA, University of Oregon; PhD, University of MS, New School University PsyD, Southern California University for Professional Oregon Steinhagen, Thomas, BS, University of Cincinnati; Studies Senior, Fernando, BA, University of Puerto Rico; MS, MBA, Nova Southeastern University; DBA, Nova Robinson, Elise, BA, College of St. Benedict; MA, Ohio Rochester Institute of Technology; PhD, University of Southeastern University State University Illinois at Urbana-Champaign Stevens, Drew, BA, Rutgers University; MBA, Rochester, Donna, BS, Central Michigan University; Sessoms, Isaiah, BA, Kentucky State University; MA, University of Phoenix MS, Central Michigan University California Lutheran College; PhD, Cornell University Stewart, Jeff, BS, Western Carolina University; MA, Rodriguez, Robert, BS, St. Cloud State University; MS, Sharghi, Einollah George, BS, National University of University of Alabama; PhD, University of Alabama Keller Graduate School of Management; PhD, Iran; MS, University of Dallas; DBA, United States Stillman, Martha, BS, City College of CUNY; EE, Benedictine University International University Columbia University; MA, Yeshiva University; MA, Rogers, Gary, BA, University of Florida; MA, Webster Sheppard, Lesley, BA, Ohio State University; MBA, Graduate Theological Union University; PhD, Walden University University of Nevada-Reno Stottlemeyer, Diane, BA, Indiana University Rohling, Ted, BBA, Midwestern State University; MA, Sherr, Robert, BA/BS, San Diego State University; Styles, Deborah, BFA, Emerson College; MFA, Webster University; MS, Texas A&M University MBA, Thunderbird/American Graduate School of University of San Diego; MA, California Institute of International Management Rossman, Maxine, BS, New York University; MS, Integral Studies; PsyD, California School of University of Bridgeport; MHL, (Honorary), Ottawa Sidoti, Ann, BA, College of St. Teresa; MAT, Saint Professional Psychology University; EdD, University of Massachusetts Louis University; EdD, University of Minnesota – Twin Styles, Douglas, BA, University of California-Santa Cities Rostal, Pam, BA, College of St. Teresa; BS, University Cruz; MA, California Institute of Integral Studies; of Minnesota; MS, University of St. Thomas; PhD, Silverman, Hal, BS, Middle Tennessee State University; PsyD, California School of Professional Psychology – Nova Southeastern University MA, Middle Tennessee State University; EdD, Alameda University of Sarasota Rutkowski, Kevin, BS, University of Michigan Sullivan, Jaquelyn, BS, Capella University 118 Capella University 1-888-CAPELLA www.capella.edu

Faculty, continued

Szymkowiak, Ken, BA, Temple University; MA, Wetsch, John, BS, Regents College; MA, Antioch Zerwekh, JoAnn, BSN, University of Arizona – Tucson; University of Hawaii; PhD, University of Hawaii University; PhD, Nova Southeastern University MSN, University of Texas – Arlington; EdD, East Texas State University – Commerce Teel, J. Howard., BA, Samford University; MDiv, Whipple, Thomas, BS, Eastern Michigan University; Southwestern Baptist Seminary; MRE-SW, Carver MEd, Bowling Green State University; PhD, Bowling Zimmermann, Sandra, BA, University of California, School of Social Work; PhD, University of Louisville Green State University Santa Barbara; MSW, University of California, Los Angeles; PhD, Walden University Te rlizzi, Charlene, BA, Mundelein College; MA, Adler White, Wayne, BS, James Madison University; MS, School of Professional Psychology; PsyD, Adler Hampton University; EdD, Virginia Polytechnic Zuba, Marge Tye, BA, St. Mary-of-the-Woods College; School of Professional Psychology Institute and State University MSW, University of Illinois – Chicago; PhD, Northern Illinois University – DeKalb Tiffin, Charles, BAS, Guilford College; MA, Duke Whitlock, John, BA, St. Mary’s University-San Antonio; University; PhD, Union Institute MA, Ball State University; PhD, Bowling Green State University Tischler, James, BA, Indiana University of Pennsylvania; MBA, University of Pittsburgh Wiggs, Garland, BBA, University of Cincinnati; MA, MBA Coaches University of Northern Colorado; EdD, George Trent, James, BS, Middle Tennessee State University; Alexander, Cheryl, BA, University of Minnesota; Washington University MA, University of Mississippi; PhD, University of Certification for Coaching, Center for Character Based Mississippi Wilkinson, Lee, BA, Syracuse University; MS, State Leadership University of New York; EdS, Nova University; EdD, Trollip, Stanley R, BSc, University of the Witwatersrand Chevalier Mosher, Carrie, MA, University of St. Thomas; University of Sarasota – South Africa; MSc, University of Illinois at Urbana- Certified Professional Co-Active Coach, The Coaches Champaign; PhD, University of Illinois at Urbana- Will, Thomas, BA, Concordia University; MPH, Training Institute Champaign University of Minnesota; PsyD, Forest Institute Cocking, Jane, BA, Goddard College; Master Certified Tvorik, Stephen, BS, Ohio University; BFA, Ohio Williams , Lloyd, BA, Earlham College; MDiv, Yale Coach, International Coach Federation University; MA, New Mexico State University; MBA, Divinity School; MS, Southern Connecticut State Galuk, Deborah, BS, University of Minnesota; MA, LaVerne University; PhD, Walden University University; DMin, Christian Theological Seminary; University of Minnesota; Professional Effectiveness PhD, The Union Institute Vail, Thomas, BS, Florida State University; MTh, Coaching Certification, New Ventures West Harding Graduate School of Theology; PhD, Saybrook Williamson, Gordon, BA, University of Portland; MS, Hall-Otis, Caroline, BA, Williams College; MA, St. Institute Portland State University; PhD, University of Mary’s University; Certified Professional Co-Active Maryland Van Haveren, Richard, BS, Carroll College; MS Ed, Coach, The Coaches Training Institute University of Miami; PhD, Oklahoma State University Wilson, Jeanette, BS, Manchester College; MS, Ohio Johnson, George, BS, St. Cloud State University; State University; PhD, University of Tennessee VanLangen, Cornelus, BA, Brigham Young University- Certified Professional Co-Active Coach, The Coaches Provo; MA, Brigham Young University-Provo Wing, Linda, BS, Minnesota State University – Training Institute Mankato; MBA, University of St. Thomas MA, Fielding Vogele-Welch, Deborah, BA, Hawaii Pacific University; Kuentz, Mary, BS, Southern Illinois University- Graduate Institute; PhD, Fielding Graduate Institute MA, Professional School of Psychological Studies; Edwardsville; Certified Professional Co-Active Coach, PhD, The Union Institute Winter, Laren, BS, Kansas State University; MS, The Coaches Training Institute Kansas State University; MDiv, The University of Voigt, Lisa, BS, University of Wisconsin-Milwaukee; Lasley, Martha, BS, Mansfield University; MBA, South Sewanee, EdD, University of Northern Colorado MBA, Cardinal Stritch University Syracuse University; Leadership and Co-Active Wold, James, BA, St. Mary’s University; MS, University Coaching, The Coaches Training Institute; Executive von Urff, Charles, BSEE, New York University; MSEE, of St. Thomas; PhD, Vanderbilt University Coaching, Corporate Coach University Princeton University Wolf, Peter, BS, University of Washington; BA, K.U. Lennox, Susan, BA, Douglass College; MA, The Vucetic, Jelena, BS, University of Belgrade; MS, Leuven; PhD, Pennsylvania State University Fielding Graduate Institute; JD, Harvard Law School; University of Belgrade; MBA, University of Phoenix; Certified Focusing Trainer, The Focusing Institute PhD, University of Belgrade Wolskee, Patricia, BA, Catholic University of America; MA, Catholic University of America; PhD, Catholic Lindblad, Mark, BA, University of California-Santa Warren, Stephanie, BA, Duke University; MS, University of America Barbara; MIM, Thunderbird/American Graduate University of Pittsburgh; PhD, University of Pittsburgh School of International Management; Certified Wood, Michael, BA, St. John’s College – Santa Fe Watson, Robert, BS, Brigham Young University; MBA, Professional Co-Active Coach, The Coaches Training Indiana University Woods, Manuel, BA, University of Minnesota; MEd, Institute University of Hartford; PhD, University of Minnesota Watts, Carley, BA, Gustavus Adolphus College; MA, Miller, Barbara, BA, Vanderbilt University; MA, University of Minnesota – Twin Cities Yasgoor, Karen, BA, University of Cincinnati; MA, University of Minnesota; Professional Certificate in Pepperdine University; PhD, Walden University Individual and Organizational Coaching, Hudson Waugh, Wendy, BS, Wayne State College; BA, Wayne Institute State College; MS.Ed. University of Nebraska, Yellen, Richard, BS, San Jose State; MBA, University Kearney; MBA, Chadron State College; PhD, Capella of California, Los Angeles; PhD, University of Arizona, Miner, Louise, BA, Bryn Mawr College; MEd, Antioch University Tucson New England Graduate School; Advanced Coaching Training; Mobius, Inc.; The Coaches Training Institute Waynick, Randall, BA, Michigan State University; MS, Yick Flanagan, Alice, BA, Williams College; MSW, Central Michigan University Columbia University; PhD, University of California, Nelson-Garrison, Marcy, BA, University of Iowa; MA, Los Angeles St. Mary’s University of Minnesota; Certified Weinand, Kira, BA, Northwestern University; MA, Professional Co-Active Coach, The Coaches Training University of St. Thomas Young, Carol, BS, Minnesota State University- Institute Mankato; MBA, Minnesota State University-Mankato; Weiss, Bruce, BA, Hunter College; MA, University of PhD, University of North Texas Olk, Mary, BA, College of St. Benedict; PhD, Toledo; PhD, University of Maryland University at Albany; Certified Pro-Active Professional Young, Cathy, BGS, University of Michigan; MEd, Welp, Michael, BS, Iowa State University; MS, Coach, The Coaches Training Institute; Professional Wayne State University; EdS, Wayne State University; American University/NTL Institute; PhD, The Fielding Credentialed Coach, International Coach Federation EdD, Concordia University Graduate Institute 1-888-CAPELLA www.capella.edu Capella University 119 ACULTY F

Orem, Sara, BA, University of Minnesota; MA, United Theological Seminary of the Twin Cities; MA, The Fielding Graduate Institute; Certification Intensive, Coach Phil.com Pointer,Todd, BBA, University of Wisconsin-Eau Claire; MA, Saint Mary’s University of Minnesota; Certified Professional Co-Active Coach, The Coach Training Institute Rudner, Mal, BS, US Air Force Academy; MS, North Carolina State University; MBA, Harvard Business School; Certified Professional Co-Active Coach, The Coaches Training Institute Sheridan, David, BA, University of Minnesota; Coach Training Program, Coach University Shirk, Arthur, BS, Tufts University; MBA, Boston University; MEd, University of Massachusetts-Boston; Certified Co-Active Professional Coach, The Coaches Training Institute Solberg-Tapper, Pamela, BS, University of Wisconsin- Superior; MA, University of Saint Francis; Certified Co-Active Professional Coach, The Coaches Training Institute; Certified Coach Master Staggs Jeff, BS, Seattle Pacific University; Certified Professional Co-Active Coach, The Coaches Training Institute; Master Certified Coach, International Coaches Federation Woodbridge, Elizabeth, BS, University of Kentucky; Certified Professional Co-Active Coach, The Coaches Training Institute 120 Capella University 1-888-CAPELLA www.capella.edu

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