2005 - 2006

UNIVERSITY CATALOG

Volume 05-06, No. 2 • January 2006 2006 University Catalog Volume 05-06, No. 2 January 2006

Undergraduate and Graduate Programs

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

225 South Sixth Street Ninth Floor Minneapolis, Minnesota 55402 TOLL-FREE 1-888-CAPELLA (227-3552) FAX 612-977-5060 www.capella.edu

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

Welcome to Capella University ...... 5 Petition for Credit for Table of Contents About Capella University ...... 6 Undergraduate Learners ...... 20 Mission Statement ...... 6 Petition for Credit for Graduate Learners 20 Educational Philosophy ...... 6 Description of Credit Awarded ...... 20 University History ...... 6 Disability Accommodation ...... 21 Affirmative Action ...... 6 Discrimination, Harassment, and Assault ...... 21 Ownership of University ...... 6 Dismissal from the University Policy . . . . 21 Institutional Accreditations ...... 6 Dissertation Publishing ...... 22 General Overview ...... 7 Drug and Alcohol Policy ...... 22 Academic Program Options ...... 7 Grading Policies ...... 22 Course Formats ...... 7 Grading Academic Residencies ...... 7 Repeating Courses Capella's Commitment to Appealing a Grade Learner Success ...... 7 Grade Value Summary Learner Services ...... 7 Graduation Requirements and Computer Requirements ...... 9 Commencement ...... 25 Undergraduate Academic Honors Admissions Policies ...... 10 Application to Graduate Admissions Requirements ...... 10 Application to Receive Certificate Admissions Components ...... 11 Commencement Admissions Decisions ...... 11 Intellectual Property ...... 26 Offer of Admission Interlibrary Loan ...... 26 Full Admission Overdue Books Conditional Admission Book Recalls Denial of Admission Learner Code of Conduct ...... 27 International Applicants Illegal Activities Readiness Assessment ...... 12 Theft Equal Opportunity and Disrespect Nondiscrimination ...... 12 Interfering with University Activities Credit for Prior Learning ...... 12 Dishonesty Transfer of Credit ...... 13 Learner Grievance ...... 27 Credit Earned at Other Institutions For Arizona Learners Maximum Transfer Credit For Arkansas Learners Undergraduate Credit For Florida Learners Graduate Credit For Georgia Learners Appeal of Transfer Credit Evaluation For Ohio Learners Transfer Credit Exceptions For Wisconsin Learners Application of Capella Credits ...... 14 Leave of Absence ...... 28 Truth in Information ...... 14 Military Leave of Absence ...... 28 Academic and Other Limitations of Registrations with University Policies ...... 15 a Single Faculty Member ...... 28 Academic Calendar ...... 15 Multiple Degree Program Academic Freedom ...... 16 Enrollments ...... 28 Academic Honesty ...... 16 National Emergency Academic or Education Records Leave of Absence ...... 29 (Privacy and Record Retention) ...... 16 Professional Licensure and Definition of an Education Record Certification ...... 29 Right to Inspect and Review Research at Capella University ...... 29 Right to Request Amendment Residencies ...... 29 Disclosure of Personally Identifiable School of Education and School of Information Business and Technology Colloquia External Requests School of Human Services Colloquia Retention of Education Records Harold Abel School of Psychology Complaints Regarding FERPA Academic Residencies Official Transcripts Attendance Requirements and Change of Program ...... 18 Cancellation Fees ...... 31 Change of Degree Program Retention of Learner Work Products Change of Specialization and Grading Records ...... 31 Change of Certificate Program Satisfactory Academic Progress ...... 32 Consensual Relationships ...... 18 Undergraduate Programs Contact Information for Learners ...... 19 Graduate Programs Course Drop ...... 19 Five Stages of Academic Probation Course Formats ...... 19 Doctoral Learners Online Courses Registration in Continuation Courses, Directed Study Courses Federal Financial Aid, and Course Load ...... 19 Satisfactory Academic Progress Credit for Prior Learning ...... 19 Maximum Time to Completion Nationally Recognized Examination Transcripts ...... 33 Programs Transferability of Capella Credits ...... 33 ACE Recommended Credits Petition for Credit 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 3

Financial Aid ...... 34 Master of Science (MS) in Information Table of Contents, Satisfactory Academic Progress Technology continued Policy for Financial Aid ...... 34 Master of Business Administration (MBA) Scholarships ...... 34 Certificates Veterans’ Educational Benefits ...... 34 School of Business and Technology Tuition and Fees ...... 35 Degree Programs ...... 66 Tuition and Fees ...... 36 Doctor of Philosophy (PhD) in BS, MBA, MS, and Certificate Tuition Organization and Management Specializations ...... 66 OF CONTENTS TABLE PhD Tuition HASOP PhD and PsyD Tuition Human Resource Management Information Technology Management Tuition for Continuation Courses Leadership Reduced Tuition for Advanced General Doctoral Learners Master of Science (MS) in Organization Employer Reimbursement and Management Specializations ...... 67 Special Business Office Hold Tuition Refunds ...... 37 Human Resource Management Information Technology Management Tuition Refund Schedules ...... 37 Leadership Florida Residents Refund Policy General Georgia Residents Refund Policy Master of Science (MS) in Information Wisconsin Residents Refund Policy Technology Specializations ...... 69 Refund Procedure for Financial Aid General Information Technology Recipients Information Security Residency Tuition and Fees ...... 38 Network Architecture and Design Residency Cancellation Fee Project Management and Leadership Other Fees ...... 38 System Design and Programming Application Fees Master of Business Administration Petition for Credit Fee (MBA) Specializations ...... 71 Graduation Fee ...... 38 General Accounting Capella University School of Finance Undergraduate Studies ...... 41 Marketing About the School of Graduate Certificates ...... 72 Undergraduate Studies ...... 42 Human Resource Management Mission Statement ...... 42 Information Technology Management Leadership Undergraduate Degree Programs ...... 42 Professional Project Management Bachelor of Science (BS) in Business Information Security Professional Bachelor of Science (BS) in Information Technology School of Education ...... 75 General Education Requirements ...... 42 About the School of Education ...... 76 School of Undergraduate Studies Mission Statement ...... 76 Degree Programs ...... 44 Degree Programs ...... 76 Bachelor of Science (BS) Doctor of Philosophy (PhD) in Business Specializations ...... 44 Master of Science (MS) Business Administration Certificate Finance Professional Licensure and Human Resource Management Certification ...... 76 Management and Leadership School of Education Marketing Degree Programs ...... 77 Bachelor of Science (BS) in Information Doctor of Philosophy (PhD) Technology Specializations ...... 48 Specializations ...... 77 General Leadership in Educational Administration Graphics and Multimedia Leadership for Higher Education Network Technology Postsecondary and Adult Education Project Management Instructional Design for Online Learning Web Application Development Training and Performance Improvement Undergraduate Course Descriptions . . . .51 Professional Studies in Education General Education Courses Master of Science (MS) Business Courses Specializations ...... 79 Information Technology Courses Advanced Classroom Instruction Reading and Literacy Curriculum and Instruction Capella University Graduate Schools . . . .61 Leadership in Educational Administration School of Business and Technology . . . . .63 Leadership for Higher Education About the School of Business Enrollment Management and Technology ...... 64 Postsecondary and Adult Education Instructional Design for Online Learning Mission Statement ...... 64 Training and Performance Improvement Degree Programs ...... 64 Professional Studies in Education Doctor of Philosophy (PhD) Certificate ...... 84 Master of Science (MS) in Leadership in Educational Administration Organization and Management Post-master’s Certificate 4 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Human Services ...... 85 Certificate ...... 100 Table of Contents, About the School of Human Services . . . .86 Specialist Certificate in continued Mission Statement ...... 86 School Psychology Degree Programs ...... 86 Academic Residencies ...... 101 Doctor of Philosophy (PhD) MS and PhD Residential Colloquia Master of Science (MS) Clinical and Counseling Certificates Year-in-Residence Professional Licensure and School Psychology Year-in-Residence Certification ...... 86 Schedules for Year-In-Residence Field Training ...... 103 School of Human Services Introduction to Field Training Degree Programs ...... 87 Overview of Practicum Doctor of Philosophy (PhD) Overview of Internship Specializations ...... 87 Field Training Requirements General Human Services Graduate Course Descriptions ...... 104 Criminal Justice School of Education Courses ...... 104 Counseling Studies Health Care Administration School of Human Services Courses . . . .113 Management of Nonprofit Agencies School of Human Services Social and Community Services Residency Courses ...... 122 Master of Science (MS) School of Business and Technology – Specializations ...... 89 MBA Courses ...... 123 General Human Services School of Business and Technology – Criminal Justice Master’s Organization and Counseling Studies Management Courses ...... 126 Health Care Administration School of Business and Technology – Management of Nonprofit Agencies Graduate-level Writing Courses ...... 127 Social and Community Services School of Business and Technology – Marital, Couple, and Family Doctoral Organization and Counseling/Therapy Management Courses ...... 128 Mental Health Counseling Harold Abel School of Clinical Experience Psychology Courses ...... 131 Certificates ...... 92 Harold Abel School of Psychology Addictions Counseling Academic Residencies ...... 143 Criminal Justice School of Business and Technology – Diversity Studies Information Technology Courses ...... 143 Health Care Administration Colloquia and Residencies ...... 148 Management of Nonprofit Agencies Marriage and Family Services Governance ...... 149 Professional Counseling Administration ...... 149 Social and Community Services Board of Directors ...... 149 Harold Abel School of Psychology ...... 93 School Directories ...... 149 About the Harold Abel School School of Undergraduate Studies of Psychology ...... 94 School of Business and Technology Mission Statement ...... 94 School of Education Harold Abel School of Psychology School of Human Services Degree Programs ...... 94 Harold Abel School of Psychology Doctor of Psychology (PsyD) Faculty ...... 152 Doctor of Philosophy (PhD) Senior Faculty ...... 152 Master of Science (MS) Core and Adjunct Faculty ...... 152 Certificate MBA Coaches ...... 163 Professional Licensure and Learner Support ...... 164 Certification ...... 94 State Regulatory Information ...... 165 Harold Abel School of Psychology Rights to Change Requirements ...... 165 Degree Programs ...... 95 Doctor of Psychology (PsyD) Specializations ...... 95 Clinical Psychology Counseling Psychology Doctor of Philosophy (PhD) Specializations ...... 96 General Psychology Industrial/Organizational Psychology Educational Psychology Master of Science (MS) Specializations ...... 97 Clinical Psychology Counseling Psychology School Psychology Specialist Certificate in School Psychology General Psychology Industrial/Organizational Psychology Educational Psychology Sport Psychology 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 5

A Message from the President Welcome to Capella University

Initially, many of our learners choose Capella University because it is an accredited, online university in which a 24/7 class “schedule” allows adults with work and family commitments to attend classes.

But after one course, their reasons for attending Capella University change. Our learners talk about the quality and energy of the learning experience at Capella. What they find in the courserooms is an active and engaging learning community that invites them to include their own knowledge and experience and to profit from the knowledge of others. They tell us that interaction with faculty and professional peers from around the world has increased the breadth and depth of their knowledge and enhanced their critical thinking skills. At Capella, learners discover academic content that relates specifically to their Michael J. Offerman, EdD own professions and professional goals, and knowledge that has President, Capella University immediate application to their work.

At Capella University, we provide an array of online services to minimize time spent on the day-to-day details associated with higher education. Our learners have convenient online access to registration, financial aid, and support from academic advisors, as well as Capella University Library services in collaboration with Johns Hopkins University.

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

Thanks for joining us.

Michael J. Offerman, EdD President 6 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

About Capella University

Mission Statement distance-learning institution. Mr. Shank A major milestone achieved during his The mission of Capella University is to observed that adults were underserved presidency occurred in 2003, when The extend access to high quality bachelor’s, by traditional universities for several Higher Learning Commission of the master’s, doctoral, and certificate reasons. Most significantly, attending North Central Association granted programs for adults who seek to classes is difficult or impossible for Capella permission to offer a full four- maximize their personal and working adults due to employment and year bachelor’s program. family obligations, and traditional professional potential. This mission is The undergraduate learning experience curriculum often does not correspond fulfilled through innovative programs has been enhanced by a reorganization with the professional goals of mature that are responsive to the needs of adult of schools in 2004 to form the School of adults. He envisioned a barrier-free learners and involve active, engaging, Undergraduate Studies and the School university that people could attend from challenging, and relevant learning of Business and Technology in addition remote locations — like their own experiences offered in a variety of to the existing Schools of Education, homes — at their convenience. delivery modes. Human Services, and the Harold Abel In 1993, Dr. Harold Abel, an experienced School of Psychology. Educational Philosophy leader in higher education and a former Capella University’s educational president of three universities, joined Affirmative Action philosophy focuses on developing Mr. Shank to serve as founding Capella University is an affirmative scholar-practitioners through learning president and academic leader of action employer. that incorporates both theoretical Capella. Dr. Abel assembled a premier knowledge and relevant experience. faculty, built graduate curricula, and Ownership of University Learners synthesize scholarship with guided the university toward academic Capella University is wholly owned by practical application appropriate to their accreditation. In 1997, during the Capella Education Company, a level—as reflective-practitioners at the presidency of Dr. Bruce Francis, Minnesota corporation. baccalaureate level, as practitioner- Capella achieved accreditation by scholars at the master’s level, and as The Higher Learning Commission and Institutional Accreditations scholar-practitioners at the doctoral became a member of the North Capella University is accredited by level. Capella University faculty are Central Association. The Higher Learning Commission themselves scholar-practitioners or as and a member of the North Central Capella University, initially named The appropriate, practitioner-scholars. They Association of Colleges and Schools Graduate School of America (TGSA), guide and facilitate learner growth and (NCA), 30 N. LaSalle Street, Suite 2400, offered master’s and doctoral degree development through dissemination of Chicago, IL 60602-5204, (312) 263-0456, programs in management, education, knowledge and the formation of www.ncahigherlearningcommission.org. learning communities. They promote and human services. Two years after active learning and they model what it accreditation, TGSA became Capella means to be scholar-practitioners and University and went on to establish the life-long learners. Capella’s philosophy Schools of Business, Education, Human also emphasizes collaboration: learners Services, Psychology, and Technology. with their peers and learners with Today, Capella University offers faculty. Learners and faculty reflect certificates and bachelor’s, master’s, and together on their experiences, build doctoral degrees across five schools. and apply knowledge, participate in In 2001, Dr. Michael Offerman, communities of learning, and make formerly a leader within the University theoretical and practical contributions of Wisconsin system, became president in their fields. of Capella University. During Dr. Offerman’s tenure, Capella has University History made learner success the strategic In 1992, Stephen Shank, former CEO of initiative for the university by Tonka Corporation, provided the vision, emphasizing academic program quality leadership, and a portion of the initial as well as academic advising and learner funding for the incorporation of a support services. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 7

General Overview

Academic Program Options Capella’s Commitment to make a successful transition into their Capella University offers graduate Learner Success program at Capella and to serve as an certificates, the Bachelor of Science (BS), Capella University is committed to ongoing source of support throughout GENERAL OVERVIEW Master of Science (MS), Master of helping learners succeed. To that end, their education at Capella. Learner Business Administration (MBA), Doctor the university has developed a unique Support teams include academic of Philosophy (PhD), and Doctor of combination of course work and support advisors and learner support associates. Psychology (PsyD). services intended to facilitate a strong Learner Support team members are start for learners. New learners can assigned by degree program and are Course Formats expect the following support: dedicated to assisting learners in that Courses are offered online and in • Online Orientation. program's specializations. Advisors communicate with learners on an directed study formats. Online courses • An outstanding FirstCourse that sets ongoing basis, providing academic are typically 12 weeks in length. the stage for the rest of the learner’s and personal strategies and support, Designated directed study courses are program. available only to doctoral learners in the clarifying university procedures, • Learner Success Lab. Taken in Schools of Business and Technology, tracking and discussing academic conjunction with FirstCourse, learners Education, and Human Services. Directed progress, and providing information receive the information and guidance study courses, in which learners work about any changes that may affect they need to be successful and one-to-one with a faculty tutor, are learners. A list of advisors by school connect to the Capella community. offered quarterly. Additional details and and degree program can be found on Learners assess their skills, including requirements related to these course iGuide under Advising & Academic writing, computer, and time formats can be found in the Academic Support – Meet the Advisors. For management. The results of these and Other University Policies section of questions or concerns regarding self-evaluations help determine the this catalog or on iGuide. registration, courses, access, financial most appropriate path to ensure aid, billing, or technical problems that Academic Residencies success. The final outcome of the lab are not answered on iGuide, learner is the approval of a degree completion All doctoral programs, clinically-focused support associates are available to plan (DCP) in which learners chart master’s programs, and some post- assist learners at 1-888-CAPELLA their path to the successful master’s certificate programs require (227-3552), option 2, or by e-mailing completion of their degree. learners to attend academic residencies, Learner Support at either colloquia or the year-in-residence, Capella’s academic advisors and faculty [email protected]. offered in various locations. Academic strive to provide the environment and • Academic Records – Academic residencies provide opportunities for support necessary for a successful Records maintains the records of learners to become familiar with Capella learning experience. learners as they progress through University’s resources, to learn research their courses and degree programs at methodologies, and to prepare for Learner Services Capella University. Its mission is to navigating the comprehensive For day-to-day needs, Capella’s learner provide confidential, accurate examination and dissertation processes. support services are available online academic records. Learners may through iGuide, via e-mail, and through request official transcripts and view It is through these face-to-face encounters toll-free calls within the United States. and print their unofficial transcripts that learners further participate in any time through the Records and Capella’s learning community by • iGuide – iGuide allows learners to Transcripts section on iGuide. networking and discussing course work, access Capella’s services in one projects, and research issues with other convenient place. Learners can • Alumni Center – Alumni benefit from learners and faculty. Capella believes that register for classes, apply for financial networking opportunities, professional the sense of community developed assistance, view an unofficial employment information and career during residential colloquia will endure transcript, and access a variety of other services, an alumni newsletter, alumni throughout the program and become an convenient services including the grants, discounted courses, selected essential part of a successful learner university Learner Handbook. iGuide use of library resources, and the experience. Additional details regarding can be found at www.capella.edu. opportunity for free attendance at residency content and requirements can • Learner Support – The Learner education industry trade shows where be found on iGuide. Support teams exist to help learners Capella is exhibiting. Further 8 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

General Overview, continued

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

Computer Requirements

Please review these requirements carefully; computer hardware, software, and an Internet connection are the primary means of participating in courses and thus are significant contributors to academic success. Capella provides learners with the opportunity to purchase Norton AntiVirusTM software, Microsoft Office, Visio, and Project for the nominal cost of media shipping. These requirements are subject to change. The most current requirements are published on iGuide and are reflected in the

Computer Check-up Tool, also available on iGuide. COMPUTER REQUIREMENTS Internet connection: Capella University’s technical support staff strongly recommends a broadband (cable modem or DSL) Internet connection. While not required, subscribing to a broadband connection may be the most important investment learners can make to improve their online learning experience.

All Learners Minimum Recommended Internet Connection 56K modem Broadband (cable or DSL)

E-mail Capabilities E-mail client Microsoft® Outlook® or Outlook Express Unique e-mail address 5+ MB of e-mail storage (not shared by others in a family or company) HTML e-mail capabilities

Hardware 20 GB of hard disk space 30 GB of hard disk space

Software* Macintosh®: MS Word 98 or higher Macintosh: MS Office 98 or higher PC: MS Word 2000 or higher PC: MS Office 2000 or higher Anti-virus software Symantec Norton AntiVirus Software

Plug-ins** Windows Media Player 9® Windows Media Player 10 (free downloads) Adobe Acrobat® Reader 7 Adobe Acrobat® Reader 7 Flash Player 7 Flash Player 7 Java 1.4.2 Java 1.4.2

Peripherals Video card and monitor display capable of Video card and monitor display capable of 800x600 pixel resolution 1024x768 pixel resolution Speakers Sound card

* Specific courses or programs may have additional requirements. * Pop-up blockers will impede the ability to use Capella’s online resources. ** Capella University provides Computer Check-up, a learner tool for verifying and correcting browser settings, including plug-ins.

PC+ Minimum Recommended Processor 1GHz 2 GHz

Operating System Windows® 2000/Windows ME Windows XP

RAM 256 MB 512 MB

Browser ++ Microsoft Internet Explorer 6.0 Microsoft Internet Explorer 6.0 (only 1 needed) Netscape 7.0 Netscape 7.2

Macintosh+ Minimum Recommended Processor G3 800 MHz G4 1.25 GHz

Operating System OS X (10.3) OS X (10.4)

RAM 256 MB 512 MB

Browser ++ Microsoft Internet Explorer 5.1 (OS 9) Microsoft Internet Explorer 5.1 (OS 9, OS X10.1) (only 1 needed) and 5.2 (OS X 10.2) and 5.2 (OS X 10.3)

+ Capella recommends that new learners use/purchase a computer with the recommended standards listed above at the beginning of their program and that learners review these technical standards on a regular basis. ++ While other browsers and platforms may perform adequately, Capella cannot provide technical support for browsers other than those listed above.

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

Adobe Acrobat is a registered trademark of Adobe Systems Incorporated in the United States and/or other countries. Macintosh is a trademark of Apple Computer, Inc. Microsoft, PowerPoint, Project, Outlook, Visio, and Windows are registered trademarks of Microsoft Corporation in the United States and/or other countries. Symantec Norton AntiVirus software is a registered trademark of Symantec corporation. 10 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Admissions Policies

Admissions Requirements Capella University was founded with a commitment to extend access to high quality higher education. To achieve this goal, Capella University admits applicants who have received the appropriate qualifying degree or course work from accredited institutions or programs with a qualifying grade point average. In addition, applicants must articulate educational goals appropriate for the program to which they have applied and must meet additional program-specific admission requirements as outlined below.

Minimum cumulative Capella grade point average degree (on a 4.0 scale) Minimum level of education completed Admissions requirements BS High school diploma None Applicants must be at least 24 years of age. This age or equivalent requirement is waived for active military applicants and applicants with 90 or more quarter credits of prior college/university course work.

Graduate 2.70 Bachelor’s degree from a college/university accredited Certificate College/University by a U.S. Department of Education-recognized accrediting agency, OR an internationally recognized institution.

MS * 2.70 Bachelor’s degree from a college/university accredited Applicants to the School of Education MS specialization College/University by a U.S. Department of Education-recognized in leadership in educational administration must have accrediting agency, OR an internationally recognized three years of licensed teaching experience. institution.

MBA 2.70 Bachelor’s degree from a college/university accredited Admission to the accounting specialization requires a College/University by a U.S. Department of Education-recognized accrediting fundamental understanding of accounting principles. agency, OR an internationally recognized institution. Applicants must meet one or more of the following requirements: 1. Have completed at least eight quarter hour credits of upper-level undergraduate accounting course work with a grade of “B” or better; 2. Have earned an undergraduate degree in accounting from a regionally accredited or internationally recognized institution. 3. Have completed at least four quarter hour credits of graduate accounting course work with a grade of “B” or better. 4. Have passed the CPA or CMA examination.

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

PhD 3.00 Master’s degree from a college/university accredited Applicants to the School of Education PhD College/University by a U.S. Department of Education-recognized specialization in leadership in educational accrediting agency, OR an internationally recognized administration must have three years of licensed institution. teaching experience.

PsyD 3.00 Master’s degree from a college/university accredited Applicants to the Harold Abel School of Psychology College/University by a U.S. Department of Education-recognized PsyD clinical and counseling specializations must have a accrediting agency, OR an internationally recognized master’s degree in psychology OR a master’s degree in institution. a related field with a bachelor’s degree in psychology and have a minimum of three years of paid or volunteer work experience in a mental health-related setting.

Exceptions to the requirements for graduate programs may be granted by the manager of admissions, upon the recommendation of a school dean. No exceptions to the requirements for undergraduate degree programs will be made.

* Applicants to the School of Human Services MS specializations (except mental health counseling and marital, couple and family counseling/therapy specializations) and to the Harold Abel School of Psychology specializations (except the school psychology specialization) must have a minimum cumulative GPA of 2.30 from the bachelor’s degree granting institution. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 11

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

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

Undergraduate ✓✓ ✓ ✓ Studies Business and ✓✓ ✓ MBA with an ✓ Technology accounting specialization Education PhD and Leadership in Advanced Post-master’s Educational Classroom ✓✓ ✓ ✓certificates; Administration Instruction; ✓ Leadership in specialization Curriculum Educational and Instruction; Administration Reading and specialization Literacy specializations Human ✓✓ ✓ ✓ ✓ Services

Psychology PsyD Clinical PsyD Clinical Psychology and Psychology and Counseling Counseling ✓✓ ✓Psychology; ✓Psychology; ✓ MS in School MS in School Psychology Psychology specializations specializations

Admissions Decisions matriculate into their program. In order denial of admission, the applicant has Offer of Admission for conditional admission to be granted, the right to appeal this decision to the Once all materials have been received, however, there must be some evidence dean or school designee. that the academic requirements have a final application decision is made and International Applicants been met. For example, conditional applicants are offered full admission, International applicants must have admission may be granted on the conditional admission, or are denied attended an internationally recognized strength of a learner’s copy of a admission. Applicants receive notification institution. Applicants for whom English transcript or a letter from an via e-mail for all conditional admission is not a first language must provide institutional registrar indicating that a decisions and via mail for full and evidence of English proficiency. To degree has been earned. Learners denied admission decisions. demonstrate English proficiency, admitted in this category have 60 days applicants are required to submit a Full Admission from their program start date to submit Test of English as a Foreign Language The applicant is offered admission to all required documentation and are (TOEFL) score. A TOEFL score of 550 the school. All admission requirements allowed to register for their second or higher on the written exam, a score have been met at time of decision. This quarter only upon completion of their of 213 on the computerized exam, offer of admission is valid for 90 days. application. Failure to complete the with a score of 4.0 or higher on the Failure to start the program within that application will result in the learner Test of Written English (TWE), or a period may result in rescinding the being disenrolled from the university. offer of admission. score of 79 or higher for those Denial of Admission completing the Internet-based testing Conditional Admission The Admissions Committee has the is required for admission. Applicants who have not submitted all authority to recommend to a school’s International applicants residing required admission materials may be dean that an applicant be denied outside the United States, Canada, granted conditional admission and admission to the school. In the event of 12 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Admissions Policies, continued

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

The total number of credits awarded review of their equivalency to U.S. certificate. Only course work completed toward a Capella bachelor’s degree courses or degrees. Both an official with a grade of “B” (or equivalent) or through the transfer process, national transcript (or equivalent) and a better will be evaluated for transfer credit. examinations, ACE recommended diploma, if a degree has been awarded, ADMISSIONS POLICIES Harold Abel School of Psychology credits, and petition for credit cannot must be submitted for the evaluation Applicants to the Harold Abel School of exceed 75% of the total degree credit to be conducted. Psychology with previous graduate requirements. At least 25% of the total Maximum Transfer Credit course work from institutions meeting degree credit requirements must be The following information provides Capella’s qualifications for transfer earned through the completion of guidance on the maximum number of credit as defined above may transfer a upper-division Capella courses. For more credits that can be transferred into a maximum of 15 quarter credits toward a details, please see Credit for Prior degree program at Capella University. master’s or PsyD, and up to a maximum Learning under the Academic and of 50 quarter credits toward a PhD. Only Other University Policies section. Undergraduate Credit course work completed with a grade of Applicants with previous undergraduate “B” (or equivalent) or better will be Transfer of Credit course work from institutions meeting evaluated for transfer credit. Credit Earned at Other Institutions Capella’s qualifications for transfer All transcripts received from regionally credit as defined above may only be Transfer credit articulation or alliance accredited or internationally recognized awarded transfer credit for course work agreements approved by the university institutions will be reviewed as part of completed with a grade of “C” (or president may provide exceptions to the admissions process. Capella will equivalent) or better. these maximum transfer credit guidelines. review and may accept the transfer Learners must complete a minimum of Appeal of Transfer Credit Evaluation of credit from some non-regionally 50% of their upper-division courses at Learners have the right to appeal their accredited institutions or programs Capella University. transfer credit evaluation to the with alternate national, professional, manager of the Office of Admissions. or specialized accreditation recognized Only three quarter credit hours of If not resolved, the incident will be by the U.S. Secretary of Education, physical education will be accepted for forwarded to the Office of the Registrar the Council for Higher Education transfer credit. for consideration. All decisions rendered Accreditation (CHEA), or by the Graduate Credit by the registrar are final. Council on Postsecondary Accreditation Schools of Business and Technology, (COPA)/Commission on Recognition of Transfer Credit Exceptions Education, and Human Services Postsecondary Accreditation (CORPA). Developmental, vocational, or remedial Applicants with previous graduate course work will not be accepted for Transfer credit from a non-regionally course work from institutions meeting transfer credit. accredited institution or program will Capella’s qualifications for transfer be reviewed on an individual basis. credit as defined above may transfer up Credits from prior learning assessment to a maximum of 12 quarter credits issued by other universities such as To be considered for transfer credit, toward a master’s degree or MBA and petition for credit courses, portfolio course work must be from an institution up to a maximum of 48 quarter credits assessments, or credit by exam will not or program that received accreditation toward a PhD. Only course work be accepted for transfer credit. prior to the student’s separation from completed with a grade of “B” (or the institution. Transfer credit will be Courses taken at other institutions will equivalent) or better will be evaluated considered if an institution or program not be accepted for transfer credit to for transfer credit. had provisional accreditation at the time Capella certificate programs, except for that the learner separated from the School of Education applicants to the the School of Education’s leadership in institution. leadership in educational administration educational administration post-master’s post-master’s certificate program with certificate program. Capella schools reserve the right to limit previous post-master’s course work from the number of courses transferred In order to maintain currency and institutions meeting Capella’s toward specific degree requirements. quality in Capella’s academic programs, qualifications for transfer credit as courses that were completed prior to ten International transfer credits will be defined above may transfer up to 12 years from the date of application will reviewed by a third party evaluator for a quarter credits toward the post-master’s 14 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Admissions Policies, continued

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

Academic and Other University Policies

Academic Calendar

WINTER QUARTER 2006 SPRING QUARTER 2006 ACADEMIC DEADLINES January February March April May June

Course Registration Starts 10/6/05 10/6/05 10/6/05 1/6/06 1/6/06 1/6/06

Quarterly and Monthly Start Courses Begin 1/3/06 2/6/06 3/6/06 4/3/06 5/1/06 6/5/06

Quarterly and Monthly Start Registration Ends 1/5/06 2/8/06 3/8/06 4/5/06 5/3/06 6/7/06 ACADEMIC AND OTHER UNIVERSITY POLICIES Last Day to Drop Course Without “W” 1/14/06 2/17/06 3/17/06 4/14/06 5/12/06 6/16/06

Midquarter Courses Begin 2/13/06 5/15/06

Midquarter Course Registration Ends 2/15/06 5/17/06

Last Day to Drop Midquarter 2/24/06 5/26/06 CourseWithout “W”

Last Date to Drop 60th calendar day for 12-week courses a Course 30th calendar day for 6-week courses 15th calendar day for 3-week courses

End of Quarter 3/24/06 4/28/06 5/26/06 6/23/06 7/21/06 8/25/06

FINANCIAL DEADLINES Last Day to Drop Quarter and Monthly Start Courses with 1/7/06 2/10/06 3/10/06 4/7/06 5/5/06 6/9/06 100% Refund

Last Day to Drop Quarter and Monthly Start Courses with 1/14/06 2/17/06 3/17/06 4/14/06 5/12/06 6/16/06 75% Refund

Last Day to Drop Midquarter Course with 100% Refund 2/17/06 5/19/06

Last Day to Drop Midquarter Course with 75% Refund 2/24/06 5/26/06

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

Academic and Other University Policies, continued

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

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

Academic and Other University Policies, continued

The retention schedule provides For all degree program changes, learners Exceptions to this policy may be granted authorized retention periods for the must apply for admission to the new in extenuating circumstances, upon the records they describe and grants school or program. The application fee recommendation of a school dean. authorization to dispose of education is waived for degree program change Change of Certificate Program records upon the expiration of the applications. Learners who are approved Learners may apply to change their applicable retention period. for admission to a new school and/or certificate program at any point in their program must meet the program For the purposes of records retention, program studies. A learner may change requirements in effect at the time they information about prospective learners, to a certificate program within the are admitted to the new program matriculated learners, withdrawn current school or in a different school. and/or school. learners, withdrawn prospective learners, This change, if approved, becomes and denied applicants will be considered Learners will receive new course and effective for the learner at the start of education records and will be handled credit evaluations (CCE), advisor and/or the next academic quarter. Learners will accordingly. mentor assignments, and will need to remain enrolled in any current courses document new degree completion plans unless they initiate a course drop Complaints Regarding FERPA (DCP). Additionally, learners are process. That process is governed by the Learners have the right to file a expected to take the appropriate Course Drop policy. complaint with the U.S. Department of FirstCourse affiliated with the new Education concerning alleged failures by For all certificate program changes, school and program. The accompanying Capella University to comply with the learners must apply for admission to the Learner Success Lab may be waived if a requirements of the Family Educational new program. The application fee is learner has successfully completed a Rights and Privacy Act (FERPA) of 1974. waived for certificate program change Capella Learner Success Lab during his applications. Learners who are approved The name and address of the office that or her previous program. for admission to a certificate program administers the Family Educational Change of Specialization must meet the program requirements in Rights and Privacy Act is: Learners may apply to change their field effect at the time they are admitted to Family Policy Compliance Office of study at Capella at any point in their the new certificate program. U.S. Department of Education program studies. A field of study change 600 Independence Avenue, S.W. Learners applying to the School of relates to any change in specialization Washington, DC 20202-4605 Education leadership in educational within a program. Learners may not administration post-master’s certificate Official Transcripts pursue more than one specialization program will receive new course and Learners may request official transcripts concurrently. The change, if accepted, credit evaluations (CCE). All other on iGuide or by calling Learner Support becomes effective at the start of the next certificate program change applicants at 1-888-CAPELLA (227-3552), option 2. academic quarter. Learners will remain will not receive a new CCE. enrolled in any current courses unless Change of Program they initiate a course drop process. All learners changing their certificate Change of Degree Program That process is governed by the program will receive new advisor Learners may apply to change their Course Drop policy. assignments and will need to document degree program at Capella University at new degree completion plans (DCP). Learners who are approved for a change any point in their program studies. A in specialization must meet the program degree program change relates to any Consensual Relationships requirements in effect at the time they change in degree or school (internal Capella University seeks to maintain a are admitted to the new specialization. transfer within Capella). Learners may professional educational environment. not pursue more than one Capella A change in specialization will warrant a Actions of faculty members, staff, and degree program concurrently. The new course and credit evaluation (CCE) academic administrators that are change, if accepted, becomes effective at and may necessitate a reassignment of unprofessional or appear to be the start of the next academic quarter. mentor and/or advisor. Learners will unprofessional are inconsistent with the Learners will remain enrolled in any need to update their degree completion university’s educational mission. It is current courses unless they initiate a plan (DCP) based on degree completion essential that those in a position of course drop process. That process is requirements for the new specialization. authority or power not abuse, or appear governed by the Course Drop policy. to abuse, the authority or power with which they are entrusted. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 19

Faculty, staff, and administrators shall learner’s transcript and does not affect dialogue, integrative learning, not engage in consensual relationships grade point average. collaborative learning, and regular with learners whenever an individual has A learner may withdraw from a course faculty feedback regarding learners’ a professional “position of authority” or on or after the 13th calendar day of the knowledge acquisition, skill building, “power differential” with respect to course through the last day to withdraw and attainment of the intended course learners in such matters as teaching a from a course. outcomes. Successful participation in an course, facilitating a residential online course requires active, not passive, • The last day to withdraw from a colloquium, or in otherwise evaluating, participation by learners. three-week course is the 15th calendar supervising, mentoring, or advising day of the course. Directed Study Courses learners as part of academic activities. Learners in the doctoral degree programs

• The last day to withdraw from a ACADEMIC AND OTHER UNIVERSITY POLICIES A violation of this policy will result in six-week course is the 30th calendar in the Schools of Business and Technology, disciplinary action. Should a consensual day of the course. Education, and Human Services may relationship develop, or appear likely to take a limited number of courses in the • The last day to withdraw from a develop, while the faculty member, staff directed study format. Directed study 12-week course is the 60th calendar person, or administrator is in a position courses allow learners to complete day of the course. of authority, the individual shall terminate courses independently with support and the position of authority and disclose The following consequences will apply direction from a faculty member. the matter to his or her supervisor. to a learner who withdraws between the Each school’s academic curriculum lists 13th calendar day of the course and the Learners who feel that they are being program and course requirements, last day to withdraw: invited or expected to participate in a including courses that have been relationship in violation of this policy • The learner will receive a grade of designated as appropriate for directed should immediately report that matter “W” for the course. study. A list of approved courses and to the dean of their school. All reports • The grade of “W” will appear on the other school-specific information can be will be promptly investigated and learner’s transcript. found on each school’s directed study appropriate action will be taken. No • The grade of “W” does not affect page on iGuide. learners making a good faith report will grade point average, but course credits Learners matriculating after July 1, 2003 be subject to retaliation. Additional will be included in attempted credits are allowed to take up to 25% of their information regarding the policy on when monitoring satisfactory academic Capella course work in the directed consensual relationships can be found progress (see Capella’s Satisfactory study format. on iGuide. Academic Progress policy). Course Load Contact Information for Learners Learners may not withdraw from a course Learners may not register for more than Learners are responsible for keeping after 11:59 pm Central Time on the 60th three concurrent courses. Exceptions their contact information accurate and calendar day of a 12-week course, after may be granted by the dean or school current. Learner information may be 11:59 pm Central Time on the 30th designee. updated at any time on iGuide or via calendar day of a six-week course, or after the 15th day of a three-week course. Learner Support. The primary form of Credit for Prior Learning official communication from Capella Course Formats Capella University recognizes the fact University is through e-mail. Learners that significant and meaningful learning are required to maintain active e-mail Online Courses occurs throughout a learner’s life and in addresses. To ensure receipt of important Capella University is committed to a variety of contexts. When that learning communications, learners should make offering high quality academic is relevant to the knowledge, skills, and sure that spam filters are set to receive programs. Essential to high quality is competencies to be developed in a e-mail from Capella University. the necessity of fostering an interactive teaching and learning environment. degree program, learners have the Course Drop High quality online courses are opportunity to document their learning and be awarded appropriate credit toward A learner may drop a course during the constructed around an interactive model the completion of their degree program. first 12 calendar days of the course of communication in which faculty and without academic penalty. A course drop learners actively contribute to one Capella University awards credit for during this time does not appear on the another’s learning through critical learning that has been achieved outside 20 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

of the university classroom through the the completion of general education 2. Learners must prepare a separate following three processes: nationally requirements. petition document for each course recognized examination programs; they are petitioning for credit. 4. Defense Activity for Non-Traditional American Council on Education (ACE) Education Support (DANTES) 3. The petition for credit processing fee recommended credits for military training, Exams: Credit will be awarded for the of $325 per course is non-refundable. corporate training, and business related successful completion of DANTES certifications; and petition for credit. Petition for Credit for exams as outlined by ACE Graduate Learners The total number of credits awarded recommendations. When applicable, At the graduate level, Capella currently toward a Capella bachelor’s degree these credits will be counted toward grants credit for prior learning for a through the transfer process, national the completion of general education limited number of courses within the examinations, ACE recommended requirements. A maximum of 45 School of Business and Technology. MS credits, and petition for credit cannot examination credits may be applied and MBA learners may petition for exceed 75% of the total degree credit toward a Capella bachelor’s degree. credit as evidence of previous learning requirements. At least 25% of the total ACE Recommended Credits using the following guidelines: degree credit requirements must be Capella grants credit for learning 1. The combination of transferred earned through the completion of obtained through military training, credits and petitioned credits cannot upper-division Capella courses. college-level course work, corporate exceed 20 credits in total for the MS Nationally Recognized Examination training programs, and business related programs and 15 credits for the MBA Programs certifications that have been reviewed program. 1. Advanced Placement (AP) Exams: and recommended for credit by ACE. 2. Learners must prepare a separate Scores of 3 or above on AP exams are The maximum credit recommended by petition document for each course awarded six quarter credits. When ACE will be awarded for all ACE they are petitioning for credit. applicable, these credits will be reviewed training and course work. 3. The petition for credit processing fee counted toward the completion of Petition for Credit of $325 per course is non-refundable. general education requirements and As a competency-based institution, lower-division electives. Graduate learners in the MS programs Capella also allows learners to petition may fulfill no more than 20 credits of 2. International Baccalaureate (IB) for credit. Through a detailed petition their required program-specific course Exams: Learners who have earned an process, learners must demonstrate that work through petitioned credits. IB diploma with composite scores of they have mastered the competencies of Graduate learners in the MBA program 30 or higher will be awarded 12 one or more specific Capella courses. may fulfill no more than 15 credits of quarter credits for each higher level If mastery of the competencies is their required program-specific course exam, and three quarter credit hours successfully demonstrated, learners are work through petitioned credits. for each standard level exam. granted credit for the Capella course(s). Learners who participated in an IB Description of Credit Awarded Petition for Credit for program but did not receive an IB Undergraduate Learners Capella University operates on the diploma, or received a composite Bachelor’s learners may fulfill no more quarter system so all courses, including score lower than 30 will be awarded 12 than 30 lower-division credits and 48 transfer courses, are awarded credit quarter credits for each higher level upper-division credits through the based on quarter equivalency. Learners exam on which they scored 5 or petition process. Petitioned credits may are awarded credit for successful higher. When applicable, these credits not be used to fulfill the 60 credits of completion of courses at Capella and will be counted toward the general education requirements. by transferring course work from some completion of general education Capella provides bachelor’s learners an accredited institutions and programs. requirements. opportunity to petition for credit based Transfer credit is assessed from an 3. College-Level Examination Program on evidence of previous learning using official transcript from the transfer (CLEP) Exams: Credit will be awarded the following guidelines: institution; if the transfer institution operates on a semester system, the for the successful completion of CLEP 1. The combination of transferred credits will be converted by the exams as outlined by ACE credits and petitioned credits cannot university to quarter credits. There are a recommendations. When applicable, exceed 30 lower-division credits and maximum number of credits that will be these credits will be counted toward 48 upper-division credits in total. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 21

accepted in transfer by the university; and if necessary, will evaluate available Education Amendments of 1972 and this number varies by school and degree. and reasonable accommodations and the Minnesota Human Rights Act. Transfer courses assessed to fill notify faculty of necessary Procedures for addressing discrimination, requirements must meet the criteria accommodations. Learners who have a harassment, and assault can be found established by the provost. See Transfer disability and would like to request on iGuide. of Credit policy for more information. reasonable academic accommodations Discrimination – Discrimination is the for the courseroom or an academic segregation or separation of individuals Disability Accommodation residency should go to iGuide’s Disability based on race, gender, age, ethnicity, Capella University is committed to Services section for more information. religion, national origin, disability, extending access to adult learners and sexual orientation, marital status, status acknowledges that some adult learners Discrimination, Harassment, ACADEMIC AND OTHER UNIVERSITY POLICIES with regard to public assistance, or any have special accommodation needs. and Assault other characteristic protected under Capella University recognizes and fulfills Capella University prohibits and will not applicable federal, state, or local law. its obligation to provide reasonable tolerate discriminatory practices or the Discriminatory practices include any accommodations under the Americans harassment or assault of any members of instances of differential treatment or with Disabilities Act (ADA) of 1990, the the university community and prohibits behavior that interferes with learners’ Rehabilitation Act of 1973, and similar all forms of discrimination in its activities full participation in this university state laws. and programs. Capella University community. supports federal and state laws which Documentation of the disability is prohibit discrimination against any Harassment – Harassment encompasses required from an appropriate person because of race, color, religion, any behavior that is unwanted resulting professional, and learners must make national origin, age, sex, disability, in a hostile environment including a written request for accommodations. sexual orientation, marital status, or conduct that has the purpose or effect The university’s ADA coordinator will status with regard to public assistance. of interfering with the individual’s review this information, will seek Harassment is a type of discrimination. academic performance, or of causing additional information through Sexual harassment of learners is learners to feel intimidated about interactive discussion with the learner, prohibited under Title IX of the expressing their perspectives.

DISMISSAL FROM THE UNIVERSITY POLICY

Learners may be disenrolled, suspended, or expelled as outlined in the specific policies or procedures referenced in the table below. Learners who are disenrolled or suspended are eligible to return when stated conditions are 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 re-admission Enrollment Services one year after dismissal. Doctoral learners dismissed for comprehensive examination and dissertation provisions of the Satisfactory Academic Progress policy are not eligible to reapply. Non-registration Eligible to apply for re-admission. Enrollment Services (for four consecutive quarters) Special Business Office Hold If four consecutive quarters of Learner Support non-registration, eligible to return when account paid in full. If more than four consecutive quarters Enrollment Services of non-registration, eligible to apply for re-admission when account paid in full. Conditional Admission Eligible to apply for re-admission when Enrollment Services all required documents are submitted. Suspended Academic Honesty; Learner Code Dependent on stated conditions specified at Learner Support of Conduct; Discrimination and the time of the suspension by the university Harassment; Drug and Alcohol official(s) assigning the suspension. Expelled Academic Honesty; Learner Code; Not eligible for re-admission. Not applicable of Conduct; Discrimination and Harassment; Drug and Alcohol 22 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

Sexual Harassment – Sexual harassment • Subject to the learner’s advance Drug and Alcohol Policy is a form of unlawful discrimination and approval, which shall not be Capella University is committed to is defined as unwelcome sexual advances, unreasonably withheld or delayed, providing a learning environment free of requests for sexual favors, and other Capella University shall have the right alcohol abuse, illegal use of alcohol and verbal or physical conduct of a sexual to publish dissertations. other illegal drugs, and abuse of nature that unreasonably interferes with Capella University strongly encourages prescribed drugs/substances that is learners’ academic performance. learners to include a copyright notice associated with impaired performance. Assault – Assault is the commission of an on their dissertations and to register The unlawful possession, use, or act with the intent to cause fear in their dissertations with the United States distribution of illicit drugs and alcohol another of immediate bodily harm or Copyright Office. Learners who have by individuals on property owned, death, or the intentional infliction or concerns about publishing their leased, or rented by Capella University, attempt to inflict bodily harm upon dissertation may request a waiver of the or as part of any of the activities of the another. Sexual assault is forced sexual requirement from the dean or designee university, is strictly prohibited. The use activity without the expressed consent of of their school. of alcohol by learners of drinking age on both parties. property owned, leased, or rented by Doctoral Learners—Continuous Capella University, or as part of any of Dissertation Publishing Enrollment During Comprehensive the activities of the university, is Examination and Dissertation Courses Capella University requires all doctoral prohibited, unless part of a university- learners to publish a dissertation written All doctoral learners are expected to sponsored event or otherwise approved in partial fulfillment of their doctoral remain continuously enrolled throughout in writing by the provost. Conduct in degree. The objectives of this policy are to: their comprehensive examination and violation of this policy will subject dissertation course work. However, violators to one or more of the following • Empower the university to disseminate learners are allowed to register for a sanctions: new knowledge and increase the single quarter of inactivity once during • Issuance of a formal warning. availability of learners’ research to this final phase of their program. • Placement on probationary status. scholars. • Suspension. Learners who need time off should • Provide learners with the opportunity • Expulsion from the university. to publish and understand issues contact their advisor. Advisors can assist associated with publishing. with administrative details and ensure a Capella will report all offenses to the successful return into the process. appropriate law enforcement authorities. • Preserve learners’ dissertations Doctoral learners who do not register electronically in a secure venue. Additional drug and alcohol policy for either a comprehensive examination information can be found on iGuide. To achieve these objectives, all learners course, a dissertation course, or a quarter must agree to the following conditions in of inactivity each quarter once they have Grading Policies order for their dissertations to fulfill begun this phase of their program will Grading degree requirements. be administratively disenrolled from the Grades are awarded for all courses taken university. Administratively disenrolled Capella University shall have a perpetual, at Capella University. Letter grades are learners who wish to return to the royalty-free right to the following activities: the default grading option for most university must reapply to their courses. Learners registered for courses • Make copies and distribute the program, must meet the admissions offered by the Schools of Business and dissertations as part of Capella criteria in effect at the time they Technology, Education, and Human University’s normal dissertation reapply, and must fulfill the program Services may request the Satisfactory/ review process. requirements in effect at time of their Not Satisfactory grading option within • Place copies of the dissertations on readmission. 12 calendar days from the course start as Capella University’s Web site or Learners should contact their advisor with an alternative to the letter grading scale. archived Proquest/UMI. questions about registering for their Grading scales for each course are • Make any other use with respect to the comprehensive examination or predetermined by the school’s dissertations that is required by law, dissertation courses or registering for a administration. Psychology and regulation, or accreditors. quarter of inactivity during these courses. information technology degree programs See iGuide for complete Continuous do not use Satisfactory/Not Satisfactory Enrollment policy and procedures. grades except in Learner Success Labs 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 23

and for the School of Psychology, in following quarter or earlier, if so attempted credits but not earned practicum and internship courses and in directed by the instructor. A grade of credits. If the learner completes the comprehensive examination and “I” is not awarded quality points and final paper or project prior to the dissertation courses. The S/NS grading is not included in a learner’s GPA. stated deadline the grade will be option is not available for learners Incompletes are included as changed to an “S.” If the final paper taking OM8000-level courses. No courses attempted credits but not as earned or project is not completed prior to in the School of Undergraduate Studies credits. When a learner completes the the stated deadline, the learner will may be taken with a Satisfactory/Not final paper or project prior to the receive a final grade of “NS.” Satisfactory grade. stated deadline, the grade will be • A grade of “NS” (Not Satisfactory) is changed to the appropriate letter The university offers online and directed awarded for course work that does not grade (“A”, “B”, etc.) and will earn ACADEMIC AND OTHER UNIVERSITY POLICIES study courses. Online courses follow meet the instructor’s expectations as the corresponding quality points. If syllabi while directed study courses defined in the syllabus or course guide the final paper or project is not follow course guides. The university’s for those courses in which the learner completed prior to the stated grading policy applies to both online has received approval to be graded on deadline, a learner will be awarded a and directed study courses. Grades are the S/NS scale. It is also used for final grade of “F.” evaluated against the instructor’s learners who had been assigned an expectations and defined course • A grade of “F” is awarded for course “IS” but did not meet all the course requirements, which include both work that does not meet the requirements by the end of the course participation and assignments. instructor’s expectations as described following quarter. A grade of “NS” in the course syllabus or course guide. does not earn quality points and is not • A grade of “A” is awarded for course It is also used for learners who had included in the learner’s GPA. It work that exceeds the instructor’s been assigned an “I” but did not meet counts toward attempted credits but expectations as defined in the course all of the course requirements by the not earned credits. syllabus or course guide. A grade of end of the following quarter. A grade • A grade of “IP” (In Progress) is “A” earns four quality points toward of “F” earns zero quality points and awarded for doctoral comprehensive the learner’s GPA. affects the learner’s GPA. It counts examination, dissertation, and select • A grade of “B” is awarded for course toward attempted credits but not internship and practicum courses work that meets the instructor’s earned credits. when learners require additional expectations as defined in the course • A grade of “S” (Satisfactory) is quarters in which to complete all syllabus or course guide. A grade of awarded for course work that meets components of the course. A grade of “B” earns three quality points toward the instructor’s expectations as “IP” does not earn quality points and the learner’s GPA. defined in the course syllabus or is not included in the learner’s GPA. • A grade of “C” is awarded for course course guide for those courses in “IP” grades do not count toward work that minimally meets the which the learner has received attempted credits or earned credits. instructor’s expectations as defined in approval to be graded on the S/NS When learners complete all course the course syllabus or course guide. scale. The “S” grade is equivalent to a components, the grade will be A grade of “C” earns two quality points letter grade of “B” or better. It does changed to either “S” or “NS” or the toward the learner’s GPA. not earn quality points and is not appropriate letter grade. • A grade of “D” is awarded for included in the learner’s GPA. It counts • A grade of “NG” (No Grade) is undergraduate course work that toward attempted and earned credits. assigned to doctoral comprehensive marginally meets the instructor’s • A grade of “IS” (Incomplete – S/NS examination, dissertation, and select expectations as defined in the course scale) may be granted by the internship and practicum courses for syllabus. A grade of “D” earns one instructor if the learner has received all continuing course (dash C) quality point toward the learner’s GPA. approval to be graded on the S/NS registrations (subsequent to the initial The grade of “D” is for undergraduate scale. Final work must be completed registration). A grade of “NG” does level courses only and may not be by the end of the following quarter or not earn quality points and is not awarded for graduate level course work. earlier, if so directed by the instructor. included in the learner’s GPA. It does • A grade of “I” (Incomplete) may be A grade of “IS” does not earn quality not count toward attempted or earned granted by the instructor. Final work points and is not included in the credits and does not affect the total must be completed by the end of the learner’s GPA. It counts toward credits on the transcript. 24 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

• A grade of “W” (Withdrawal) is • A grade of “VR” (Verified Residency) course. Approval for the alternate awarded when a learner withdraws is awarded for residency courses for grading option is granted by school from a course after the 12th calendar which learners have met attendance administrators. day of the course and before the last and all other residency requirements. Repeating Courses day to withdraw without academic A grade of “VR” does not earn quality Learners are allowed one opportunity to penalty as defined in the Course Drop points and is not included in the repeat a course that they have completed policy. learner’s GPA. A grade of “VR” does and been assigned a grade. Courses not count toward attempted or • A grade of “HM” (Military Hold) is from which learners withdraw and earned credits. awarded when a learner is called to receive a “W” on their transcript are not active military duty and serves as a Note: The grades of “NC” (No Credit) and considered completed courses so this placeholder for the learner until he or “NP” (Non-participation) were assigned to restriction does not apply. While federal she returns to the course. A grade of courses taken prior to April 1, 2003. Grades financial aid may be used to cover the “HM” is not awarded quality points of “NC” and “NP” do not earn quality points cost of the initial repeat of a course, and is not included in the learner’s and are not included in a learner’s GPA. learners approved to repeat a course GPA. It does not count toward They count toward attempted credits but not more than once may not use federal attempted or earned credits. earned credits. financial aid to cover the cost of the • A grade of “HD” (Hold Due to National Grades are submitted by the faculty additional course repeats. Emergency) is awarded when a learner within seven calendar days after the final When a course is repeated, the grade “resides in or is employed in an area day of the course. Notification of grades considered for the credit and GPA that is declared a disaster area by any is sent to learners from Learner Support calculations will be the higher of the Federal, State, or local official in via e-mail within seven calendar days two grades earned. Each attempt in the connection with a national emergency after they are submitted to the university course will appear on the transcript and or suffers direct economic hardship as by the instructor. all attempts will be used to evaluate the a result of …national emergency.”* learner’s completion percentage for A grade of “HD” is not awarded quality In order to be graded on the S/NS scale evaluation of satisfactory academic points and is not included in the in a course in which such grading is progress. Only one course attempt will learner’s GPA. It does not count permitted, learners must notify Capella be excluded from the GPA calculation. toward attempted or earned credits. within the first 12 calendar days of the * HEROS Act GRADE VALUE SUMMARY • A grade of “PC” (Petition for Credit) Counts as Counts as is awarded when a learner successfully Grading Quality attempted earned Included in Included petitions a school for credit for scale points credits credits total credits in GPA Defaults to learning and competencies gained A 4 YES YES YES YES from previous work or educational B 3 YES YES YES YES experiences. A grade of “PC” does not C 2 YES YES YES YES earn quality points and is not included D 1 YES YES YES YES in the learner’s GPA. It does not count F 0 YES NO NO YES toward attempted or earned credits I YES NO NO NO F and only affects the total credits on S YES YES YES NO the transcript. IS YES NO NO NO NS • A grade of “T” (Transfer) is awarded NS YES NO NO NO for courses that are taken at another IP NO NO NO NO institution and are accepted for credit NG NO NO NO NO at Capella University. A grade of “T” W YES NO NO NO does not earn quality points and is not HM NO NO NO NO included in the learner’s GPA. It does HD NO NO NO NO not count toward attempted or earned credits and only affects the total credits PC NO NO YES NO on the transcript. T NO NO YES NO VR NO NO NO NO 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 25

For a course to be considered a repeat Graduation Requirements and Application to Graduate of a previous course, the learner must Commencement Undergraduate or master’s learners complete the identical course, as defined Graduation requirements are specified enrolled in their final term’s courses by the title and course number. If a new in the catalog in effect at the time or doctoral learners approved to course has been designated by the school learners matriculate to their degree register for Dissertation Research IV as the original course’s equivalent, it will programs. The degree completion plan are eligible to apply for graduation. be considered an identical course. If a (DCP) is completed by learners in The application for graduation is course is discontinued, it will no longer FirstCourse and outlines the specific completed online via iGuide. A be possible to repeat the course. Please courses learners plan to take to graduation audit is completed at the see iGuide for the full statement and complete their degree requirements as time learners apply to graduate. procedures. well as the quarter in which they plan to ACADEMIC AND OTHER UNIVERSITY POLICIES If a learner has completed all academic take each course. Upon completion of Appealing a Grade requirements for graduation, the all academic requirements, learners are The assessment of a learner's academic degree will be conferred on the last eligible for graduation. Academic performance is one of the major day of the month in which all requirements include successful professional responsibilities of faculty academic requirements have been completion of all course(s) and members and is solely and properly their met. If the application to graduate is residency requirements stated in the responsibility. It is essential for the submitted after the academic catalog with a cumulative Capella GPA standards of the academic programs at requirements have been met, the of 3.0 for graduate learners and 2.0 for Capella University and the integrity of degree will be conferred on the last undergraduate learners. the degrees conferred by this university day of the month in which the that the professional judgments of faculty In addition to completing all academic application to graduate was received. members not be subject to pressures or requirements, learners must also submit Learners graduate at the time their other interference from any source. the application for graduation. degree is conferred, and this conferral date appears on their official transcripts. Learners at Capella University may Undergraduate Academic Honors appeal a grade no later than 60 days Capella University seeks to recognize the Application to Receive Certificate after receipt of the grade that the superior accomplishments of its Certificate learners are eligible to learner believes is in error as a result of learners. Learners at the bachelor’s level apply for their certificates once they instructor capriciousness. are eligible to graduate with honors are enrolled in the final course(s) based on attaining the following grade required for their program. The Capricious grading is limited to one or point averages: application for receipt of the more of the following criteria: Graduation with Honor: certificate is completed online via 1. The assignment of a grade to a Cum Laude: 3.500-3.749 iGuide. Certificate recipients are not particular learner on some basis other eligible to participate in the Graduation with High Honor: than performance in the course. commencement ceremony. Magna Cum Laude: 3.750-3.849 2. The assignment of a grade to a Commencement particular learner by more exacting or Graduation with Highest Honor: Commencement is the ceremony that demanding standards than those Summa Cum Laude: 3.850 or better celebrates the awarding of the degree. applied to other learners in that course. This distinction will be noted on the Participation in the commencement 3. The assignment of a grade that is a learner’s official transcript at the time ceremony is optional for those who are substantial departure from the faculty the degree is conferred and will also be eligible to participate. Learners who member's established criteria. on the diploma. Honors will be plan to participate must complete the determined at the time of graduation Learners who feel that a grade has been application for graduation, complete and will be based solely on academic assigned capriciously should first confer the application for commencement, work done at Capella. In order to qualify with the faculty member. If the problem and order academic regalia to wear for these honors, the following cannot be resolved, learners may petition during the ceremony. For more requirements must be met: the school. The complete procedure for information on commencement, please • No class taken under “S/NS” option. appealing a grade and the Grade Appeal see the graduation page on iGuide. • No incompletes. form can be found on iGuide. • No grade lower than a “C.” • No course may be repeated. 26 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

Intellectual Property nondisclosure agreement. Information University Library may provide a table of Capella University respects intellectual that is subject to an obligation of contents of the book for review and property rights, and expects and confidentiality may not be used in any selection of specific chapters in lieu of requires that Capella University learners part of the Capella University learning sending the book. process, including but not limited to do so also. To ensure that faculty, The loan period is determined by the Web postings, materials prepared for a learners, and Capella University live up lending library. Capella University does course, dissertation work, and to this standard, Capella University has not control the loan period. Books must comprehensive exams. adopted the following policy regarding be returned promptly according to intellectual property and the use of • Of course, to the degree that applicable specified due dates. The Capella confidential information in course work: laws or regulations provide for University Library reserves the right to • Learners will generally continue to confidentiality, such as in connection limit or refuse interlibrary loan service own all of their intellectual property with certain learner records and to learners who repeatedly lose or return from their course work. This includes, financial aid, Capella University will items late. for example, copyrights of written abide by such laws or regulations. Overdue notices are courtesy notices work and patents for inventions. There • Faculty members do not have authority only. Failure to receive overdue notices may, however, be exceptions to this to modify this policy. Capella University will not be accepted as grounds to cancel general principle, which will be therefore recommends that prior to fines. Books that are not returned or addressed on a case-by-case basis (e.g., disclosing any information to faculty renewed by the date due will be assessed when learners are working on faculty- members, learners ensure that the a fine at the rates listed. sponsored research where information being disclosed is not the participation is contingent upon the confidential information of a third Overdue Books learners assigning certain of their party. Learners should apply for patent All interlibrary loan users will be subject intellectual property rights and/or protection for any patentable inventions to the following penalties for overdue maintaining certain information as a and advise the faculty member to and lost interlibrary loan materials: trade secret of Capella University or of whom information is disclosed of the Calendar Days Penalties and the faculty member). Further, as set patent application and the scope thereof. Overdue Impact forth in the Dissertation Publishing 7 - Fine of $1.00/day begins section, learners must grant Capella Interlibrary Loans on the seventh calendar day. University limited rights to dissertations. Capella University Library (CUL) 60 - The material is considered lost. borrows printed materials from other - In addition to the accumulated • In accordance with Capella University’s fine, a $60 processing fee will libraries for current Capella University Academic Honesty policy, learners may be assessed on the 60th learners, faculty, and staff. calendar day. not violate other parties’ rights in - Replacement charges as connection with their course work. The following items are not available determined by the lending For example, plagiarism or other through interlibrary loan: library will also be assessed. forms of copyright infringement are • Required textbooks - Charges will be applied to the learner's account. forbidden, as is the disclosure of • Dissertations - Future interlibrary loan another party’s confidential • Reference books requests will not be information or trade secrets. • Entire issues or several articles processed. • To ensure that Capella University from the same journal - Graduation hold applied until charges are paid. continues to respect learners’ rights, as • Non-academic related items a matter of policy, Capella University (such as books on a best seller list If a book is returned at any time and faculty members may not and will or books on hobbies) between 7 and 60 days of the due date, not accept information from learners • Media: videos, films, CDs accumulated charges will be applied. under an obligation of confidentiality. Learners are limited to borrowing 25 All charges are irreversible. Types of information that could be interlibrary loan items per quarter. subject to confidentiality requirements Book Recalls include information obtained from an Fulfillment of interlibrary loan requests On occasion, a lending library will recall employer, unpatented inventions, and submitted by learners outside of the a book from a Capella learner in order information obtained pursuant to a continental United States will be to sufficiently meet demand for materials. handled on a case-by-case basis. Capella If a book is recalled, the book must be 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 27

returned immediately even if the to know is illegal. Conduct that violates of violating this policy. This summary original loan period has not yet expired. federal, state, or local laws is prohibited. suspension may remain in effect until a full investigation and all disciplinary The following penalties will be applied Theft action involving the allegations has for recalled items that are not returned Learners may not post, transmit, been completed. Notification of such promptly: promote, or distribute content that suspension will be provided to the violates copyright or other protected Calendar Days learner at the time the sanction is Following Recall Penalties and intellectual property rights. issued. See iGuide for Learner Code of Notice Impact Unauthorized use of university property Conduct policy procedures and for more 7 - Fine of $1.00/day begins on is prohibited. Theft or abuse of the seventh calendar day. information on summary suspension. computer resources is prohibited. 30 - In addition to the ACADEMIC AND OTHER UNIVERSITY POLICIES accumulated fine, a $60 Learner Grievance processing fee will be assessed Disrespect on the 30th calendar day. Learners may not harass, threaten, or Capella University supports the right of - Charges will be applied to embarrass others. Learners may not faculty, staff, and learners to a review of the learner's account. post, transmit, promote, or distribute decisions made or actions taken that - Future interlibrary loan requests content that is racially, religiously, or will not be processed. they consider unfair or an impediment - Graduation hold applied ethnically offensive, or that is harmful, to working and/or learning at the until charges are paid. abusive, vulgar, sexually explicit, or university. otherwise potentially offensive. Learners 60 - The book is considered lost. Capella University does not discriminate must refrain from behavior that may be - Replacement charges as in its educational or employment determined by the lending perceived as inappropriate, offensive, programs, policies, practices, or library will also be assessed. and unfair and must treat all other procedures on the basis of race, gender, If a book is returned at any time between university learners, faculty, staff, and sexual orientation, color, creed, age, 7 and 60 days of the recall notice, administrators with respect at all times. ethnic or national origin, disability, or appropriate charges will be applied. Interfering with University Activities veteran status. In addition, harassment All charges are irreversible. Actions that interfere with, obstruct, or related to any of these areas is prohibited. disrupt university courses, functions, and Additional information on interlibrary Learner claims of harassment and/or activities are prohibited. Inappropriate, loans can be found on iGuide. discrimination are appropriate grounds offensive, or irrelevant course postings for initiating a grievance. are prohibited. Learner Code of Conduct Capella University will not subject Capella University is committed to Dishonesty learners to unfair or retaliatory action providing to its learners a high quality Learners may not intentionally provide as a result of initiating a grievance. educational experience. Capella faculty false information, forge, alter, or falsify See iGuide for learner grievance policy and staff play a primary role in assuring university documents. Learners may not and procedures. a high quality educational experience; misrepresent their academic record. learners play a role as well. They are Learners may not represent the academic For Arizona Learners responsible for conducting themselves in work of others as their own. Learners If a complaint cannot be resolved after a manner guided by respect, collegiality, engaging in prohibited conduct will be exhausting the institution’s learner and honesty. Learner conduct that subject to disciplinary action, including, grievance procedure, the learner may infringes on the quality of the educational but not limited to course failure, file a complaint with the Arizona State experience is not acceptable; this policy probation, suspension, or expulsion. Board for Private Postsecondary describes the types of conduct that are Such sanctions may lead to additional Education, 1400 W. Washington, Room unacceptable. academic and financial consequences. 260, Phoenix, AZ 85007, (602) 542-5709; Learners who are unable to complete a http://azppse.state.az.us. Learners must Prohibited learner conduct includes, but course as a result of disciplinary contact the state board for further details. is not limited to the following: sanctions, suspension, or expulsion are For Arkansas Learners — School of Illegal Activities not eligible for tuition refunds. Learners may not post, transmit, promote, Business and Technology or distribute content that they know is The university reserves the right to If a complaint cannot be resolved after illegal or could reasonably be expected immediately suspend a learner accused exhausting the institution's learner 28 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

grievance procedure, the learner may For Wisconsin Learners • Faculty must provide flexibility and file a complaint with the Arkansas If a complaint cannot be resolved after accommodate the needs of learners Higher Education Coordinating Board, exhausting the institution’s learner on a military leave of absence. 114 E. Capitol, Little Rock, AR, 72201- grievance procedure, the learner may • Learners will not incur any financial, 3918, (501) 371-2065 file a complaint with the Wisconsin academic, or administrative penalties Educational Approval Board, 30 W. For Florida Learners while on a military leave of absence. Mifflin St., 9th Floor, Madison, WI, If a complaint cannot be resolved after 53707-8896, (608) 266-1354. Limitations of Registrations with a exhausting the institution's learner Single Faculty Member grievance procedure, the learner may Leave of Absence To maximize doctoral learners’ file a complaint with the Florida In order to offer learners the flexibility exposure to faculty diversity in theory, Commission for Independent Education, they need while pursuing their education, practice, ideas, and values, doctoral 2650 Apalachee Parkway, Tallahassee, FL Capella University has developed an learners must select at least five 32301, (850) 245-3200. Learners must enrollment policy to allow for that different course instructors and may contact the Commission for further details. flexibility while ensuring that learners utilize one course instructor for no For Georgia Learners have the greatest possible success in more than five courses. If a complaint cannot be resolved after their programs. Learners who need an exhausting the institution’s learner approved leave of absence must submit Multiple Degree Program Enrollments grievance procedure, the learner may their request and receive approval Learners may not pursue more than one file a complaint with the Georgia before the start of the quarter for which Capella degree program concurrently. Nonpublic Postsecondary Education the leave is requested and approved. Within a degree program, learners may Commission, 2189 Northlake Parkway, not pursue more than one specialization For further information on leave of Building 10, Suite 100, Tucker, GA concurrently. Certificates may be absence see iGuide. 30084-4113, (770) 414-3235. Learners completed at the same time that learners are enrolled in a degree program. must contact the Commission for Military Leave of Absence further details. The Higher Education Relief National Emergency Leave of Absence For Ohio Learners — School of Opportunities for Students Act of Capella University provides the Undergraduate Studies, School of 2003 grants specific waiver authority in following accommodations to learners Business and Technology Master’s and response to a war, military operation, affected by a national emergency or MBA Programs or national emergency. disaster during the academic term: If a complaint cannot be resolved after In accordance with the Act, Capella exhausting the institution’s learner • Learners who experience an offers the following accommodations to grievance procedure, the learner may interruption in their program due to a learners who experience an interruption file a complaint with the Ohio Board national emergency or disaster will be in their program due to military service: of Regents, 30 E. Broad St., 36th Floor, offered the option of withdrawing Columbus, OH 43215-3414, • Learners who experience an (resulting in a grade of "W") from (614) 466-6000. interruption in their program due to their courses or requesting an their military commitment will be Incomplete (“I” or “IS”) grade for For Ohio Certificate Learners offered a full refund for the courses courses in which they were enrolled If a complaint cannot be resolved after they were unable to complete. when effected by a national emergency exhausting the institution’s learner or disaster. grievance procedure, the learner may • Learners will also be given the option Learners who withdraw from their file a complaint with the Ohio State of receiving an incomplete grade for courses will be offered the option of a Board of Career Colleges and Schools, any courses in which they were tuition credit or appropriate refund 35 East Gay Street, Suite 403, Columbus, enrolled when they were affected by for courses they were unable to OH 43215-3138, (614) 466-2752. their military duties. They must work complete. Learners who request an Registration No. 04-03-1709T. Learners with the armed forces liaison and their Incomplete (“I” or “IS”) grade must must contact the State Board for faculty for approval and be able to get approval from instructors of their further details. complete the required assignments in an independent study format, outside courses and be able to complete the of the courseroom. required assignments independently, 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 29

outside of the course room. Learners learners are also responsible for taking studies. To that end, the IRB delegates who request an Incomplete (“I” or the steps necessary to satisfy those to each school the authority and “IS”) grade are not issued a tuition requirements. Capella University requires responsibility to conduct the first review credit. This will appear on the all learners in these programs to sign to determine whether the research transcript as an “HD” grade. the Understanding of the Curriculum application involves the risk of harm. form, as part of the admission process, • Learners on leave due to a national Additional information on the IRB can in which the learners agree it is their emergency or disaster are not be found on iGuide. required to meet financial obligations responsibility to understand and to to Capella while on approved leave. comply with licensing and certification Residencies laws and regulations. Additional • Time spent on leave due to a national Academic residencies—onsite learning information on professional licensure ACADEMIC AND OTHER UNIVERSITY POLICIES emergency or disaster does not count experiences varying in length and and certification can be found on iGuide. towards the maximum time for number according to the specialization— completion of the program. State regulations vary regarding course are required for all doctoral • Faculty will be flexible and offer requirements for professional licensure. specializations, some clinically focused accommodations to academic For assistance with state-mandated course master’s specializations, and a post- deadlines for learners affected by requirements for licensure, contact the master’s certificate program. Academic national emergencies or disasters. appropriate school representative. residencies must be completed at specific points during a learner’s program based • Capella will provide flexibility and Research at Capella University on the length of the program or the accommodations regarding Capella University recognizes its number of credits completed. administrative deadlines for learners institutional responsibility to respect and affected by national emergencies or All doctoral learners who matriculate protect the rights of individuals involved disasters. July 1, 2005 or later must complete all as human participants/subjects in residency requirements prior to enrolling in Learners are encouraged to contact research. All learners, faculty, and staff the comprehensive examination courses. Learner Support and/or their who undertake research studies that instructor/s as soon as possible. Please grow out of their affiliation with the Depending on their program, learners see iGuide for the National Emergency university are required to obtain enroll in one of two types of residencies: policy statement and procedures. institutional approval prior to undertaking colloquia or the year-in-residence. the research. Persons who propose Professional Licensure and School of Education and School of research designed to develop or Certification Business and Technology Colloquia contribute to generalizable knowledge Capella University offers academic are expected to submit applications to PhD Specializations programs leading to advanced degrees their respective schools. PhD learners in the Schools of Education in a number of fields for which and Business and Technology are The university’s Institutional Review professional practice requires licensure required to attend colloquia Tracks I, II, Board (IRB) is charged with ensuring or certification by state, local, or and III. professional boards. However, because that all proposed research involving the licensing or certification standards human participants/subjects or records Track I is taken by doctoral learners prior vary, Capella University makes no about them will not expose human to transferring in and/or completing 56 representation, warranty, or guarantees participants/subjects to the risk of credits. However, all learners are strongly that successful completion of the course psychological, social, or physical harm. encouraged to complete Track I within of study will permit the learner to obtain The IRB process is intended to safeguard the first quarter of enrollment, because licensure or certification. Learners who the welfare of the participants/subjects this track focuses on critical success enroll in a Capella University degree without causing undue obstruction to skills and provides an introduction to program, in a field for which professional the research. In addition, the Capella-specific resources, policies, and practice requires any type of licensure or university’s IRB reviews all requests to procedures. use Capella’s learners, faculty, or staff as certification, are solely responsible for Track II is taken when learners have participants in proposed research determining and complying with state, completed 57-72 doctoral credits. local, or professional licensure and certification requirements. These 30 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

Track III is completed by doctoral colloquium during the first two HASOP Year-in-Residence learners prior to completing 96 credits quarters of enrollment. PsyD Specializations in Clinical and and before enrolling in comprehensive • Track II—HASOP master’s learners Counseling Psychology examination courses. in the clinical and counseling PsyD learners in the clinical and School of Education Leadership in specializations complete this colloquium counseling specializations complete Educational Administration Post-master’s between 30 and 60 quarter credits of specific year-in-residence sessions as Certificate course work. described in the program requirements School of Education learners in the • Track III—HASOP master’s learners and in the Residencies section of this leadership in educational administration in the clinical and counseling catalog. post-master’s certificate are required to specializations take this colloquium MS and Specialist Certificate Learners attend one, one-week colloquium, Track I. after completing 61 quarter credits in School Psychology and prior to supervised field training School of Human Services Colloquia HASOP MS and specialist certificate (practicum) or the final integrative learners in school psychology complete PhD Specializations project. specific year-in-residence sessions as Doctoral learners complete colloquia Tracks I, II, and III. MS Specializations RESIDENCY REQUIREMENTS Master’s learners in the School of Residency requirements by program—number of residential experiences required.

Human Services mental health counseling YEAR-IN-RESIDENCE and marital, couple, and family 6-day 10-day 2-week extended 3-day weekend-in- counseling/therapy specializations PROGRAM AND SCHOOL colloquium residency seminar residence complete two 10-day residencies, PhD programs, all schools 3 typically offered simultaneously with the PsyD and PhD learners enrolled colloquia and residencies for doctoral before January 2004,* Harold Abel School of Psychology 210 learners in summer and winter only. (Clinical and Counseling specializations only) Harold Abel School of Psychology MS,** Harold Abel School of (HASOP) Academic Residencies Psychology (School Psychology 15 specialization only) HASOP Colloquia— All PhD Specializations Graduate Certificate,*** • Track I—HASOP PhD learners Harold Abel School of Psychology 13 complete the first colloquium during (School Psychology specialization only) their first two quarters of enrollment. Graduate Certificate, School of • Track II—HASOP PhD learners Education (K-12 Educational 1 Leadership specialization only) complete the second colloquia MS, Harold Abel School of between 36 and 60 quarter credits Psychology (Clinical and 3 of course work. Counseling specializations only) • Track III—HASOP PhD learners MS, School of Human Services (Mental Health Counseling, and take the final colloquium prior to Marital, Couple, and Family 2 completing 61 quarter credits of Counseling/Therapy specializations only) course work. * PsyD and PhD clinical and counseling learners enrolled before January 2004 are required to complete MS Specializations in Clinical and the full year-in-residence sequence, which includes full-time enrollment in course work and no less than Counseling Psychology 500 hours of contact over a period not to exceed 13 months. Attendance is required at each extended seminar and weekend-in-residence in order to successfully complete the year-in-residence. HASOP master’s learners in the clinical and counseling specializations complete ** Harold Abel School of Psychology master's learners in the school psychology specialization are required to complete Part I of the year-in-residence. This includes the first two-week extended seminar three one-week master’s colloquia. and the first five weekends-in-residence.

• Track I—HASOP master’s learners *** Harold Abel School of Psychology post-master's certificate learners in the school psychology in the clinical and counseling specialization are required to complete Part II of the year-in-residence. This includes the last three weekends-in-residence, and the final two-week extended seminar. Most school psychology learners specializations complete this will complete both the master's degree and the post-master's certificate in school psychology. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 31

described in the program requirements weekend-in-residence (see iGuide for external service agencies to provide the and in the Residencies section of this the current fee schedule). In addition, necessary accommodations. Examples catalog. learners are responsible for the cost of include, but are not limited to, the their travel, accommodations, food, and following: sign language interpreters, Attendance Requirements and other expenses associated with residencies. mobility services, and real time captionists. Cancellation Fees Attendance Requirements Disability Accommodation Attendance at Residencies Learners are required to attend the Cancellation Fee Capella University requires academic entire residency to have successfully A learner who is unable to attend an residential experiences for learners in completed the residency. Exceptions to event for which accommodations have all of its doctoral programs and for the attendance requirement may be been contracted must cancel these learners in some master's programs. ACADEMIC AND OTHER UNIVERSITY POLICIES granted in cases of emergency, subject accommodations at least seven calendar These academic residential experiences to approval by the school’s dean or days prior to start of the event. Learners allow faculty and learners to have face-to- designee. If an exception is approved, canceling less than seven calendar prior face contact, they foster community the learner will be required to complete to the event will be required to pay all building, and they provide knowledge additional assignments to successfully cancellation fees incurred by the and skill development that will support complete the residency. university in arranging for the service. continued learner success. Residency Registration Cancellation Fees Completion of Residency Requirements Retention of Learner Work Products Learners canceling their residency for Master’s Learners and Grading Records registration may be charged a Master’s learners entering July 1, 2005 Learners are strongly advised to retain cancellation fee or the full tuition of or later are required to complete all of all of their course-related work, as well as the residency, depending on when the their residency requirements prior to all faculty correspondence pertaining to cancellation is made. registering for the final integrative final course grades. Should a learner project course in their master’s program. Timing of Cancellation Tuition appeal an assigned final course grade it cancellation fee charge Learners will not be allowed to register is his or her responsibility to provide for the integrative project course until 30 + days none none comprehensive documentation in advance all residency requirements are fulfilled. supporting his or her claim of 8 – 29 days In unusual circumstances an exception in advance $50 none capriciousness, including copies of all may be granted by the provost, upon 3 – 7 days relevant course work products and the recommendation of the dean of in advance $150 none relevant correspondence. Archived the school. 0 – 2 days courseroom materials will be available to in advance none full tuition learners for one quarter after the end of Completion of Residency Requirements the course. See the Retention of Learner for Doctoral Learners Educational Accommodations for Work Products policy on iGuide for Doctoral learners entering July 1, 2005 Learners with Disabilities faculty responsibilities. or later are required to complete all of Capella University is dedicated to providing accommodations and services their residency requirements prior to Satisfactory Academic Progress entering the comprehensive examination to qualified learners with disabilities so Capella University requires all learners and dissertation phases of their doctoral that they may achieve their full to make satisfactory progress in their program. Learners will not be allowed educational potential. The type of academic programs. Satisfactory to register for the comprehensive accommodation provided is dependent academic progress is determined through examination courses until all residency on a learners' disability and limitations. two measures—grade point average requirements are fulfilled. In unusual Learners with disabilities who require (GPA) and course completion rate. In circumstances an exception may be academic accommodations should order to maintain satisfactory academic granted by the provost, upon the contact the disabilities coordinator at progress, learners must meet minimum recommendation of the dean of [email protected]. requirements for both measures. the school. Learners are not charged additional fees Undergraduate Programs Tuition for disability accommodations. However, Undergraduate learners are required to Tuition is charged separately for each the university reserves the right to utilize maintain a cumulative grade point colloquium, extended seminar, and 32 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Academic and Other University Policies, continued

average of 2.0 or better and complete a standard for the first quarter of current probation status remains on minimum of two (2) out of every three attendance, academic progress is re- record until there is academic activity (3) attempted credits (67% of cumulative evaluated each subsequent quarter. for evaluation. When evaluation shows attempted credits). Additionally, Grades such as W, I, NS, and NC are that a learner on academic probation undergraduate learners will not be included in the course completion rate meets the satisfactory academic progress eligible for federal financial aid for any but do not impact the learner’s GPA. requirements all restrictions are courses that exceed 150% of the Repeated courses are counted as removed and financial aid will be undergraduate program requirements attempted credits; only the higher grade reinstated if applicable. as described in their catalog. will factor into the GPA. Capella reserves the right to withhold In the first quarter of attendance, With the exception of learners who financial aid and/or dismiss from the undergraduate learners must complete are disenrolled for failing to meet the University learners who register for and achieve a grade of C or better in standard for the first quarter of courses and make no progress for three FirstCourse. Learners who fail to do so attendance, learners who do not meet (3) consecutive complete terms. will be considered as failing to achieve satisfactory academic progress Learners on academic probation who satisfactory academic progress, will be requirements in any subsequent quarter leave Capella by withdrawal or placed on academic probation, and will be placed on academic probation. disenrollment are eligible to reapply for may be disenrolled. There are five (5) stages of probation, admission following one full year away. each accumulating additional Graduate Programs Upon admission and following initial restrictions. (See chart) Graduate learners are required to evaluation, the learner will be reinstated maintain a cumulative grade point A learner's academic probation status at the fourth stage of probation. average of 3.0 or better and complete a may change (whether academic Doctoral Learners minimum of one (1) out of every two probation status is cleared or progresses Capella University recognizes that (2) total attempted credits (50% of to the next stage) only in quarters learners in the comprehensive cumulative attempted credits). during which the learner is registered examination and dissertation phases of Additionally, graduate learners will not for one or more courses. Thus, a a doctoral program progress at different be eligible for federal financial aid for learner’s academic probation status will rates. Although the comprehensive any courses that exceed 200% of the not change during a quarter of examination and dissertation courses graduate program requirements as academic inactivity. The learner's described in their catalog. In the first quarter of attendance, FIVE STAGES OF ACADEMIC PROBATION graduate learners must complete and Probation achieve a grade of B or better in Stage Code Impact FirstCourse. Learners who fail to do so Stage 1 AP1 - Eligible for financial aid, subject to possible financial aid restrictions. will be considered as failing to achieve - Must meet satisfactory academic progress requirements or be moved to stage 2. satisfactory academic progress, will be Stage 2 AP2 - Eligible for financial aid, subject to possible financial aid restrictions placed on academic probation, and which include pending financial aid disbursements on hold until AP may be disenrolled. review is completed. - Must meet satisfactory academic progress requirements or be moved Academic progress is measured four to stage 3. times each academic year. Learners must Stage 3 AP3 - Not eligible for financial aid. meet minimum requirements of both - May appeal for reinstatement of financial aid, if applicable. - Must meet satisfactory academic progress requirements or be moved cumulative GPA and total attempted to stage 4. credits in order to maintain satisfactory Stage 4 AP4 - Not eligible for financial aid. academic progress. If a learner has failed - May appeal for reinstatement of financial aid, if applicable. to achieve the standard specified above - Must meet satisfactory academic progress requirements or be moved for the first quarter of attendance, they to stage 5. Stage 5 AP5 - Not eligible for financial aid. will be evaluated to determine whether - Disenrolled from the university. they may continue in their academic - May appeal disenrollment and reinstatement of financial aid, program. If a learner has achieved the if applicable. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 33

are designed to help learners move Maximum Time to Completion Transferability of Capella Credits through these phases in an appropriate Capella University is committed to Capella University is accredited by amount of time, learners may need more learner success and to providing The Higher Learning Commission than one quarter to complete a course assistance that will help learners make and a member of the North Central within the sequence. For comprehensive reasonable and timely progress in their Association of Colleges and Schools examination and dissertation courses programs. To ensure that learners' (NCA), 30 N. LaSalle Street, Suite 2400, learners are allowed to register for a degree course work is current, Capella Chicago, IL 60602-5204, (312) 263-0456, continuation (dash C) course in the University requires learners to complete www.ncahigherlearningcommission.org. following quarter. all program requirements within specific time limits in order to be eligible to The transferability of credits to another Please see iGuide for the full SAP policy graduate. Exceptions due to extenuating institution is solely at the discretion of ACADEMIC AND OTHER UNIVERSITY POLICIES statement and procedures. circumstances may be approved by the that institution. Registration in Continuation Courses, registrar. Federal Financial Aid, and Satisfactory Maximum time to Academic Progress completion from date Eligible doctoral learners in Awards of matriculation comprehensive examination and BS Degree 8 years dissertation courses and learners in some (32 quarters) practicum and internship courses may MS Degree* 4 years (16 quarters) receive federal financial aid for no more MBA 4 years than two identical continuation (dash C) (16 quarters) courses. The number of comprehensive Graduate Certificate** 3 years examination and dissertation courses in (12 quarters) which learners may enroll is outlined in Doctoral Degree 7 years the Satisfactory Academic Progress (28 quarters) policy. If doctoral learners want to enroll * Learners enrolled in the Master of Science in Human Services with a specialization in marital, couple, and in more than two continuation courses, family counseling/therapy or with a specialization in they must get the approval of their mental health counseling have a maximum of 6 years school’s dean or designee. While (24 quarters) to complete their degree. learners in some comprehensive ** Learners enrolled in the specialist certificate program in the Harold Abel School of Psychology have a examination and dissertation courses maximum of 4 years (16 quarters) to complete their may register for more than two certificate. continuation courses, doing so means Note: These time limits may not align with financial aid that the learner is no longer considered eligibility requirements. Learners will not be eligible for federal financial aid for any credits that exceed 150% of to be making satisfactory academic their undergraduate program requirements and 200% of progress (SAP). The loss of federal their graduate program requirements. financial aid due to registering for a third identical continuation course may Transcripts be appealed by submitting a Continuation Learners may request transcripts on Course Appeal form to the director of iGuide or by calling Learner Support at financial aid. No learners will be granted 1-888-Capella (227-3552), option 2. federal financial aid for a fourth Capella University reserves the right to continuation course. withhold the official transcripts of learners who are not in good financial See iGuide for more information on standing with the institution. satisfactory academic progress and financial aid. 34 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Financial Aid

Capella University offers assistance to To receive full-time veterans’ educational In order to receive veterans’ education learners who would like to secure benefits, learners must meet the benefits, all post-high school transcripts educational funding to help finance following criteria based upon their must be submitted to the Admissions their academic program. Learners can program of study: Office prior to enrollment. Learners find out more about financial aid by who fail to satisfy the requirements for Bachelor’s learners must complete a calling 1-888-CAPELLA (227-3552), veterans’ educational benefits are minimum of 12 quarter credits in that option 2, or on iGuide under Finances. personally responsible for tuition quarter. The date of course completion payments. Satisfactory Academic Progress Policy is determined by the last day of the for Financial Aid quarter. Those who do not complete at Payment is based upon pursuit as least 12 credits per quarter will not be defined by the VA. This means that Federal and state laws require learners entitled to receive full-time benefits for Capella University will certify the day to make satisfactory academic progress that quarter. the course begins and the day the during their period of enrollment to course ends as the period during which remain eligible for financial aid. In Master’s learners must complete a learners are pursuing education. The compliance with federal and state minimum of eight quarter credits in that eligibility of benefits is based upon the regulations, Capella University has quarter. Learners enrolled in the MS in number of days between the start and established policies for all learners Education program must complete a end of the course(s). regarding satisfactory academic minimum of six quarter credits in that progress, academic probation, academic quarter for full time benefits. Additional information for veterans can progress review, and the appeals process. be found on the Capella University Web MBA learners must complete a minimum These policies are described in detail in site visitor section under the U.S. Armed of six quarter credits in that quarter. the University Policies section on iGuide. Forces tab. Those who do not complete the Scholarships required credits per quarter will not be Capella reserves the right to change entitled to receive full-time benefits for these requirements if there are changes Capella has three scholarship options that quarter. in the structure of a particular program. available. First, Capella offers two internal scholarships to learners; the Doctoral learners must complete a Robert C. Ford Human Services minimum of eight quarter credits in that Scholarship and the Helene Krivosha quarter to qualify for full-time benefits. Scholarship. Second, learners are Doctoral learners enrolled in the Harold encouraged to apply for external Abel School of Psychology must scholarships that are offered specifically complete a minimum of 10 quarter to Capella learners, e.g., the Go the credits in that quarter to qualify for Distance Scholarship. Third, free full-time benefits. The date of course scholarship search engines are completion is determined by the last day available on iGuide. of the quarter. Doctoral learners who are in the comprehensive examination and Veterans’ Educational Benefits dissertation phases of their program will Capella University is approved by the be certified as full time. Minnesota State Approving Agency for Certificate learners must complete a veterans’ educational benefits. Eligible minimum of eight quarter credits in learners may apply for benefits by calling that quarter to qualify for full-time the Veterans Administration (VA) Office benefits. The date of course completion for assistance at 1-800-827-1000. The is determined by the last day of the original application should be mailed quarter. to Capella University’s Office of Financial Aid. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 35

Tuition and Fees

TUITION AND FEES

The following charges are in effect as of this catalog’s effective date, January 3, 2006, and are subject to change. For current pricing visit the Capella TUITION AND FEES University Web site at www.capella.edu. See applicable schools’ degree programs.

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

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

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

MASTER OF SCIENCE (MS) PROGRAM Petition for Credit Per Course (non-refundable) $325 $325 Tuition Per 6-Credit Course $2,100 Tuition Per 5-Credit Course $1,625 Tuition Per 4-Credit Course $1,925 $1,925 $1,400 $1,440 Tuition Per 3-Credit Course $1,050 Tuition Per 2-Credit Course $963 $700 $720 Residential Colloquium Per Week* $1,350 $1,350 School of Psychology Year-in-Residence — Weekends-in-Residence (4)* $756 School of Psychology Year-in-Residence — Extended Seminar (1)* $2,700 MS Graduation Fee $350 $350 $350 $350 $350

DOCTOR OF PHILOSOPHY (PhD) PROGRAM Quarterly Tuition $3,975 $3,975 $3,975 Quarterly Tuition for Comprehensive Examination and Dissertation Courses $3,200 $3,200 $3,200 Tuition Per 5-Credit Course $1,950 Residential Colloquium Per Week* $1,350 $1,350 $1,350 $1,350 PhD Graduation Fee $450 $450 $450 $450

DOCTOR OF PSYCHOLOGY (PsyD) PROGRAM Tuition Per 5-Credit Course $1,950 Year-in-Residence — Weekends-in-Residence (9)* $1,700 Year-in-Residence — Extended Seminars (2)* $5,400 PsyD Graduation Fee $450

CERTIFICATE PROGRAM Tuition Per Course $1,925 $1,925 $1,400 $1,440 $1,625 Residential Colloquium Per Week (Track I)* $1,350 School of Psychology Certificate Practicum 3-Credit Course $975 School of Psychology Certificate Practicum 2-Credit Course $650 School of Psychology Year-in-Residence — Weekends-in-Residence (3)* $567 School of Psychology Year-in-Residence — Extended Seminar (1)* $2,700

* Learners are responsible for food, travel, and lodging for all residential colloquia and year-in-residence sessions. See the Residencies section in this catalog for more information. 36 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Tuition and Fees, continued

Tuition and Fees related to financial aid, please refer to tuition rate (for a maximum of 12 Bachelor’s, MBA, Master’s, and the Financial Aid section. Note: Harold additional quarters of enrollment) in Certificate Tuition Abel School of Psychology learners should lieu of regular tuition (see current Learners in bachelor’s, MBA, master’s, check iGuide for the most current internship tuition schedule for reduced tuition rates). course prices. and certificate programs pay tuition on Learners meeting these criteria qualify a course-by-course basis. Learners pay Tuition for Continuation Courses for this reduced tuition rate only during their own school and program’s tuition Learners who require additional terms in which they enroll in the for all courses in which they enroll. quarter(s) to complete all required comprehensive examination or Learners who take a course from components of comprehensive dissertation courses. another school must pay their own examination and dissertation courses, Quarters in which a current doctoral school and program’s tuition for that practicum courses, and internship learner was enrolled in Capella as a course. Payment is due at the time of courses should enroll in continuation certificate or master’s learner, and time course registration. American Express, courses (dash C courses). Learners in off taken for administrative, medical, Discover, MasterCard, Visa, wire transfer, continuation courses do not earn military, or family leave shall not count and paper check payments are additional credit. accepted. For information related to toward the minimum active enrollment financial aid, please refer to the To maintain active learner status, and period. access to university activities, academic Financial Aid section. Employer Reimbursement personnel, and services (including Learners receiving tuition assistance PhD Tuition advisors, mentors, courses, and library), from their employers must arrange for For doctoral learners in the Schools of learners must register and pay for payment of their tuition to Capella prior Business and Technology, Human continuation courses based on their to the start of their course(s). This policy Services, and Education, tuition is school’s regular registration, tuition, does not currently affect learners charged quarterly as a flat rate, not on a and payment schedules. per-course basis. New doctoral learners receiving veterans’ assistance, active who enter the program after the Reduced Tuition for Advanced Doctoral armed forces learners, vocational beginning of a quarter pay 100% tuition Learners rehabilitation assistance, or learners for that quarter and receive a prorated Capella University acknowledges that whose employers arrange for a direct tuition charge for the following quarter graduate education represents a major invoice from Capella. Direct bill if registered for a course. Doctoral investment of time, energy, and money invoicing must be completed prior to the learners may choose a yearly prepayment on the part of our learners. In a start of the course and is only an option option. Learners who want more doctoral program it is difficult to when no specific grade is required by the information on yearly prepayment determine the overall cost because the employer as a condition of should contact Learner Support at “time-to-degree completion” is not reimbursement. fixed. While it is likely that doctoral 1-888-CAPELLA (227-3552), option 2. Special Business Office Hold learners will complete their program in Payment is due prior to the start of the All learners with an outstanding balance approximately four years, some financial quarter or course for mid-quarter starts. may be placed on special business office accommodation will be made for American Express, Discover, hold (SBOH). Learners who have not learners who take longer to complete MasterCard, Visa, wire transfer, and completed the financial aid process by their comprehensive examination and paper check payments are accepted. the 10th calendar day of the quarter will dissertation. For information related to financial aid, be placed on SBOH. While on SBOH, please refer to the Finances section. Doctoral learners in the schools of learners will not be granted access to Harold Abel School of Psychology Business and Technology, Education, university activities, academic personnel, PhD and PsyD Tuition and Human Services who have or services including advisors, mentors, Psychology PhD and PsyD learners pay completed at least four full years (16 courses, or library. Access will be tuition on a per-course basis. Payment is complete quarters) of active enrollment restored and billing will resume when due at the time of course registration. in their doctoral program and have the account balance is current. American Express, Discover, MasterCard, completed all residency requirements Visa, wire transfer, and paper check and degree course work (except the payments are accepted. For information comprehensive examinations and the dissertation) are charged a reduced 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 37

Tuition Refunds As part of this policy, Capella University As part of this policy, Capella University Learners who completely withdraw from may retain an administrative fee of no may retain an administrative fee of no TUITION AND FEES Capella University or drop one or more more than $150. This administrative cost more than $150. This administrative cost of their courses will have their tuition may be in addition to the percentage of may be in addition to the percentage of refunded according to the refund tuition, which may be retained by the tuition, which may be retained by the schedule in this section. institution as provided above. institution as provided above. For doctoral learners in the Schools of Florida learners should notify Capella if Georgia learners should notify Capella if Business and Technology, Human they wish to withdraw from a program or they wish to withdraw from a program or Services, and Education, tuition is drop a course. Refunds are calculated by drop a course. Refunds are calculated by charged quarterly on a flat rate, not using the date notification is received using the date notification is received on a per-course basis. from the learner, unless the learner from the learner, unless the learner immediately contacts Capella requesting immediately contacts Capella requesting There are no refunds for books, an earlier withdrawal date and provides an earlier withdrawal date and provides supplies, or application fees. acceptable verification that no acceptable verification that no academically significant interaction academically significant interaction Tuition Refund Schedules occurred after the requested date. occurred after the requested date. The following schedule applies to Capella University issues the appropriate Capella University issues the appropriate learners residing in locations other than refund in full to the learner within a refund in full to the learner within a Florida, Georgia, or Wisconsin: maximum of 30 days of notification. All maximum of 30 days of notification. All Withdrawal or Drop Date Tuition or a portion of the refund will be used or a portion of the refund will be used From the Class Start Date Refund to pay grants, loans, scholarships, or to pay grants, loans, scholarships or Through fifth calendar day 100% other financial aid in conformity with other financial aid in conformity with 6-12 calendar days 75% federal and state laws. federal and state laws. Remainder of the term No refund Georgia Residents Refund Policy: Wisconsin Residents Refund Policy: Florida Residents Refund Policy: The refund policy applicable to Georgia Regulations in the State of Wisconsin The refund policy applicable to Florida students is the Capella University require Capella University to apply a students is the Capella University institutional refund policy or the separate refund policy to Wisconsin institutional refund policy or the following minimum refund policy as learners. Refund credits will be following minimum refund policy as stipulated by Georgia law, whichever is processed in two steps. Each may be stipulated by Florida law, whichever is more favorable to the learner. reflected on separate days and/or more favorable to the learner. separate monthly statements. Capella’s Prior to beginning classes, the Georgia refund will be recorded first, and Prior to beginning classes, the Florida applicant receives a full refund of all Wisconsin’s refund (if applicable) will applicant receives a full refund of all monies if he or she requests it within be recorded as a second line item. All monies if he or she requests it within three business days after making a refunds will be applied within 40 days three business days after making a payment to Capella University. payment to Capella University. of the withdrawal date. A Georgia learner who withdraws or is The policy is as follows: A Florida learner who withdraws or is disenrolled after the start date of a disenrolled after the start date of a course, but before 50% of the course Learners residing in Wisconsin will course, but before 40% of the course term has passed, is entitled to a pro rata receive a full refund of all tuition money term has passed, is entitled to a pro rata refund as follows. (All percentages are paid if they withdraw from a course refund as follows. (All percentages are based on the total number of calendar within a three-business-day cancellation based on the total number of calendar days in the course.) period from the course start date. days in the course.) % of Total Tuition Learners who withdraw or are % of Total Tuition Calendar Days Refund disenrolled after the start date of a Calendar Days Refund 1 day – 5% 95% course, but before 60% of the course 1 day – 5% 95% 6% – 10% 90% term has passed, are entitled to a 6% – 10% 90% 11% – 25% 75% pro rata refund as follows. (All 11% – 25% 75% 26% – 50% 50% percentages are based on the total 26% – 40% 50% 51% + No refund number of calendar days in the course.) 41% + No refund 38 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Tuition and Fees, continued

% of Total Tuition The amount of the refund is in direct Other Fees Calendar Days Refund correlation to the learner’s approved Application Fees 4th day - 9% 90% withdrawal date as determined by Applicants must complete the online 10% – 19% 80% Academic Records. If learners withdraw payment section of the application. 20% – 29% 70% from Capella and have received Credit card or U.S. bank account 30% – 39% 60% financial aid, specific requirements will (e-check) payment is required with 40% – 49% 50% be followed. These can be found on the the online application. 50% – 59% 40% Capella University Web site at Tuition 60% + No refund Refund policy. The amount of the application fee will As part of the percentage breakdown, be automatically determined based on Learners who utilize the Minnesota Capella may retain a one-time information provided. The fee for SELF Loan will be subject to the administrative fee of no more than $100. domestic U.S. applicants is $75. The Tuition Refund policy. Learners will receive the tuition credit fee for international applicants is $175, within 40 days of withdrawal date. which includes $100 for international Residency Tuition and Fees academic review. All application fees Learners must notify the institution by Learners pay tuition for each residency are non-refundable. phone 1-888-CAPELLA (227-3552), they attend. Learners are responsible for option 2, or in writing of their intention their food, travel, and lodging expenses Petition for Credit Fee to withdraw from courses. The effective for all residencies. The petition process requires learners date of the withdrawals will be the date seeking credit for prior learning to pay Residency Cancellation Fee notifications are received by the a $325 evaluation fee for each petition. Learners canceling their residency institution. All or a portion of refunds See the Credit for Prior Learning registration may be charged a will be used to pay grants, loans, policy in this catalog for details and cancellation fee or may be ineligible for scholarships, or other financial aid in restrictions. Petition for credit fees are a tuition refund, depending on when conformity with federal and state law. non-refundable. the cancellation is made. Visit the Refund Procedure for Financial Aid residency registration pages in iGuide Graduation Fee Recipients for the exact dates and times of A fee will be assessed when a learner Learners receiving financial aid should cancellation deadlines. applies for graduation. See the Tuition contact the Office of Financial Aid Timing of Cancellation Tuition and Fees chart in this catalog and on before canceling enrollment and Cancellation Fee Refund iGuide. requesting a refund. They may be 30+ days in required to pay back all or part of the advance of the residency $0 100% financial aid award prior to receiving any refund from Capella University. 8 – 29 days in advance of Financial aid recipients who completely the residency $50 100% withdraw from their program or drop all 3 – 7 days in of their courses prior to the 60% point advance of the of a term are subject to the Federal residency $150 100% Return of Title IV Funds policy 0 – 2 days in regulations for any federal aid not advance of the residency $0 No refund earned. Details of actual refund calculations are available upon request from the Office of Financial Aid. Financial aid funds will be returned to the appropriate agency in the following order: • Unsubsidized Federal Stafford Loans • Subsidized Federal Stafford Loans School of Undergraduate Studies

1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 41

School of Undergraduate Studies

From the Dean I am pleased to welcome you to Capella University’s School of Undergraduate Studies. Today’s competitive work environment is rapidly changing, as are the skills necessary for career success. Programs in the School of Undergraduate Studies have an immediate and long-term impact, transforming the lives and careers of learners. Our programs and curricula help learners expand their experience into the global community through interactive technology, broad-based discussions, and STUDIES SCHOOL OF UNDERGRADUATE a recognition of the importance and impact of diversity and culture.

Degree programs in the School of Undergraduate Studies are designed for working adult learners who want to develop relevant skills in a variety of areas in the fields of business and information technology. Capella’s Valerie Perkins, EdD Dean, School of Undergraduate Studies business program develops foundational knowledge and scholarship related to current issues in the specializations of accounting, and business administration, finance, human resource management, management and leadership, and marketing. Learners in the information technology bachelor’s program, benefit from a relevant curriculum that addresses essential information technology competencies in project management, information security, enterprise systems integration, application development, network architecture and design, systems design and programming, and graphics multimedia specializations.

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

Valerie Perkins, EdD Dean 42 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

About the School of Undergraduate Studies

Mission Statement The courses in information technology learn to use analytical and relational The mission of the School of help learners build a deep knowledge of skills to improve their professional Undergraduate Studies is to create current IT tools and practices while practices through action, reflection, and competency-based, online degree preparing them to earn new adaptation. certifications they may need. During the programs that serve a collaborative At Capella University, the general program, learners gain hands-on access community of learners. Capella education program is structured around to the applications they are learning and University provides an invigorating and the development of knowledge and have the opportunity to demonstrate challenging educational experience for skills within seven core areas. adult working professionals and is their new skills. When they are finished, dedicated to the development of learners have a bachelor’s degree that 1. Communication: Capella learners learners’ knowledge, values, and skills. validates their professional status and develop the communication skills The programs in the School of a portfolio of course work that necessary to effectively use the English Undergraduate Studies have an demonstrates their mastery of the language to communicate both immediate and long-term impact on latest software, Web tools, and other verbally and in written form. In learners’ lives and careers as they applications. addition, they learn to read, write, demonstrate increased leadership, speak, and listen critically. scholarship, and service. General Education Requirements 2. Critical Thinking: Capella learners for the BS Degree develop the thinking skills necessary Undergraduate Degree Programs General education courses develop the to critically evaluate information, Bachelor of Science (BS) in Business knowledge, skills, and abilities integrate differing points of view, and The School of Undergraduate Studies foundational to a baccalaureate establish a reasoned course of action bachelor’s degree program integrates program and to more advanced study. for effectively solving problems. These the mastery of business fundamentals Capella University’s general education critical thinking skills are reinforced with practical application in a rich, curriculum works in concert with the throughout the program. interactive learning environment that course work in a learner’s field of study enhances learners’ personal and to develop reflective-practitioners at the organizational effectiveness in their bachelor’s level. Reflective-practitioners chosen field of study. Capella’s bachelor’s degree in business SPECIALIZATIONS OFFERED IN THE SCHOOL OF curriculum focuses on providing a sound grounding in accounting, business UNDERGRADUATE STUDIES administration, management and Business Program Degree leadership, human resource Accounting * BS management, finance, and marketing. Business Administration BS The curriculum also provides an Finance BS integrated approach to enterprise, Human Resource Management BS preparing learners to work in Management and Leadership BS collaboration with diverse work groups Marketing BS and functional areas. Information Technology Program Degree Bachelor of Science (BS) in Information General Information Technology BS Technology Graphics and Multimedia BS This School of Undergraduate Studies Network Technology BS bachelor’s degree program allows Project Management BS learners to efficiently complete their Web Application Development BS studies for a degree and focus on courses that teach the skills that prepare them * Capella University will seek approval of this new specialization from the states of Arkansas for careers in technology. and Georgia. Learners should contact an enrollment counselor for current approval status in these states. Anticipated start date January 2006, approval by the Higher Learning Commission pending. 6. NaturalScience: 5. MathematicalandLogicalReasoning: andHumanities: 4. FineArts 3. 7. SocialScience: 1-888-CAPELLA professional lives. problems intheirpersonaland mathematics andlogictoaddress logical reasoningandtheabilitytouse understanding ofmathematicaland Capella learnersdevelopan aesthetic judgments. develop theabilitytoformtheirown of art,literature,andphilosophy, they through thecriticalanalysisofworks expression ofhumanculture,and the artsandhumanitiesasan learners developanunderstandingof that citizenship. the abilitytoappropriatelyexercise citizen intoday’s worldanddevelop it meanstobeasociallyresponsible well asthoseofothers,theylearnwhat on theirownvaluesandpositions,as professional lives.Throughreflection dimensions oftheirpersonaland understanding oftheethical Capella learnersdevelopan theories resultingfromthisstudy. knowledge ofthepredominant human behaviorandinteraction scientific methodsusedtostudy develop anunderstandingofthe the criticalissuesfacingtoday’s world. playsinaddressing scientific inquiry and anappreciationoftherole phenomena inthenaturalsciences scientific methodsusedtostudy develop anunderstandingofthe Ethical andSocialResponsibility: • Capella learners www.capella.edu Capella learners Capella CAPELLA UNIVERSITY 43

SCHOOL OF UNDERGRADUATE STUDIES 44 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Undergraduate Studies Degree Programs

Bachelor of Science (BS) in Social Science (12 quarter credits required) Business Administration ECO1050 Microeconomics Business Specializations Learners in the business administration specialization PSY1000 Introduction to Psychology develop the business, interpersonal, and professional POL1000 The Politics of American Government thinking skills to impact organizational effectiveness Accounting SOC1000 Introduction to Human Society across all functional levels of organizations in Accounting professionals design, examine, and manufacturing, service, professional, and Additional Program Requirements manage accurate financial recording and government arenas. Learners select elective Core Courses + Lab - 42 quarter credits reporting procedures for financial and business courses based on their individual professional needs. BUS3004 Developing a Business Perspective transactions. Learners in the accounting General Education Requirements specialization acquire and apply various methods BUS3005 Undergraduate Learner Success Lab (non-credit) Choose 60 quarter credits as indicated from the of ethically maintaining accurate and up-to-date BUS3010 Fundamentals of Management and following categories: records. The specialization provides learners with Leadership Communication (12 quarter credits required) an understanding of a wide array of accounting BUS3020 Fundamentals of E-Business ENG1000 English Composition related services, including budget analysis, BUS3030 Fundamentals of Marketing and Sales ENG2000 Research Writing financial and investment planning, and financial BUS3040 Fundamentals of Human Resource statement and internal control auditing. These SPC2000 Intercultural Communication Management skills prepare graduates for a profession in SPC2050 Visual Design in Communications BUS3050 Fundamentals of Organizational (3 quarter credits) financial, managerial, or government accounting. Communication In addition to accounting expertise, learners in Ethical and Social Responsibility (6 quarter BUS3060 Fundamentals of Finance and credits required) the specialization will demonstrate the Accounting interpersonal and communication skills required PHI2000 Ethics to present information to both internal and PHI2050 Human Nature and Ethics Specialization Courses - 48 quarter credits (3 quarter credits) external clients, influencing organizational BUS4060 Financial Accounting Principles effectiveness at all levels of their organization. (BUS3060) Fine Arts and Humanities (12 quarter credits required) This specialization is not designed to prepare BUS4061 Managerial Accounting Principles ART2000 Art History Survey learners for a CPA exam. (BUS4060) HUM1000 Introduction to the Humanities General Education Requirements BUS4062 Intermediate Financial Accounting HUM1050 World Religions (3 quarter credits) Choose 60 quarter credits as indicated from the Topics & Trends (BUS4060) PHI1000 Introduction to Philosophy following categories: BUS4063 Advanced Financial Accounting Mathematical and Logical Reasoning (6 quarter Communication (12 quarter credits required) Topics & Trends (BUS4062) credits required) ENG1000 English Composition BUS4064 Cost Accounting for Planning and MAT1050 College Algebra Control (BUS4061) ENG2000 Research Writing MAT1051 Pre-Calculus BUS4065 Income Tax Concepts & Strategies SPC2000 Intercultural Communication MAT2001 Statistical Reasoning (BUS4062) SPC2050 Visual Design in Communications MAT2050 Statistical Literacy (3 quarter credits) BUS4066 Contemporary Auditing: An Ethical (3 quarter credits) Perspective (BUS4063) MAT2051 Discrete Mathematics (MAT1050) BUS4070 Foundations in Finance (BUS3060) Natural Science (12 quarter credits required) Ethical and Social Responsibility (6 quarter BIO1000 Human Biology credits required) Elective Courses - 30 quarter credits BIO1050 Biology and Society PHI2000 Ethics Choose 30 quarter credits of additional CHM1000 Chemistry for Changing Times PHI2050 Human Nature and Ethics undergraduate courses. (3 quarter credits) PHY1000 Introduction to Astronomy Fine Arts and Humanities (12 quarter credits required) Capstone Course - 6 quarter credits Social Science (12 quarter credits required) ART2000 Art History Survey To be taken during the learner’s final quarter. ECO1050 Microeconomics HUM1000 Introduction to the Humanities BUS4993 Business Capstone Project PSY1000 Introduction to Psychology HUM1050 World Religions (3 quarter credits) POL1000 The Politics of American Government Total 186 quarter credits PHI1000 Introduction to Philosophy SOC1000 Introduction to Human Society Mathematical and Logical Reasoning (6 quarter Additional Program Requirements credits required) Capella University will seek approval of this new Core Courses + Lab - 42 quarter credits MAT1050 College Algebra specialization from the states of Arkansas and BUS3004 Developing a Business Perspective MAT1051 Pre-Calculus Georgia. Learners should contact an enrollment BUS3005 Undergraduate Learner Success Lab MAT2001 Statistical Reasoning counselor for current approval status in these (non-credit) MAT2050 Statistical Literacy (3 quarter credits) states. Anticipated start date January 2006, BUS3010 Fundamentals of Management and MAT2051 Discrete Mathematics (MAT1050) approval by the Higher Learning Commission Leadership pending. Natural Science (12 quarter credits required) BUS3020 Fundamentals of E-Business BIO1000 Human Biology BUS3030 Fundamentals of Marketing and Sales BIO1050 Biology and Society BUS3040 Fundamentals of Human Resource Management CHM1000 Chemistry for Changing Times BUS3050 Fundamentals of Organizational PHY1000 Introduction to Astronomy Communication BUS3060 Fundamentals of Finance and Accounting

All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. Capstone Course - 6 quarter credits quarter 6 - Course Capstone oa 186quartercredits Total BusinessCapstoneProject BUS4993 credits quarter 30 - Courses Elective BUS4802 Change RealEstate Finance Management BUS4079 FinancialInstitution Management BUS4078 RiskManagement Strategies BUS4077 IssuesinInternational Finance BUS4076 PublicandNonprofit Finance BUS4075 BUS4074 Entrepreneurial Finance Investments andPortfolioManagement BUS4073 Analysisfor Financial Management BUS4072 FinancialMarketsandInstitutions BUS4071 FoundationsinFinance(BUS3060) BUS4070 InternationalHumanResources BUS4048 EmployeeTraining andDevelopment BUS4047 EmployeeandLaborRelations BUS4046 Recruitment,Retention,and BUS4045 LegalIssuesinHumanResource BUS4044 CompensationandBenefits BUS4043 MarketingAcross Borders ( BUS4035 BUS4034 Marketing Strategy BrandIdentityandMarketing BUS4033 CustomerPsychologyandMarketing BUS4032 Marketing,Sales,andChannel BUS4031 E-BusinessProject Implementation BUS4023 E-BusinessSourcing, Marketing,and BUS4022 E-BusinessTechnology Infrastructure BUS4021 GlobalBusinessRelationships BUS4016 StrategicPlanningandImplementation BUS4015 OperationsManagementfor BUS4014 Organizational Structure, Learning, BUS4013 LeadershipinOrganizations BUS4012 courses: following the from BUS4011 Virtual credits quarter Team42 Choose Collaboration EthicsandEnterprise BUS4801 credits quarter 48 - Courses Specialization continued Specializations, Business in Bachelor’s undergraduate courses. undergraduate To be taken during the learner’s final quarter. final learner’s the during taken be To Choose 30 quarter credits of additional of credits quarter 30 Choose course: Required 1-888-CAPELLA Management Issues Development Management Management Communication ( Research Management ( Sales Competitive Advantage and Performance (BUS4070) (BUS4070) (BUS4070) (BUS4070) (BUS4070) (BUS3040) (BUS3040) (BUS3020) (BUS3020) (BUS3010) (BUS3010) (BUS3020) • (BUS3030) www.capella.edu (BUS3040) (BUS3040) (BUS3040) BUS3030) BUS3030) (BUS3010) (BUS3030) (BUS4070) (BUS3040) (BUS4070) (BUS3010) BUS3030) (BUS3010) (BUS3010) (BUS4070) (BUS4070) credits required) credits required) categories: following Natural Science (12 quarter credits required) credits quarter (12 Science Natural A25 Discrete Mathematics MAT2051 StatisticalLiteracy(3quartercredits) MAT2050 MAT2001 Statistical Reasoning MAT1051 Pre-Calculus MAT1050 College quarter (6 Algebra Reasoning Logical and Mathematical Introduction toPhilosophy PHI1000 World Religions(3quartercredits) HUM1050 Introduction totheHumanities HUM1000 required) ArtHistorySurvey credits quarter (12 ART2000 Humanities and Arts Fine HumanNature andEthics PHI2050 PHI2000 Ethics credits quarter (6 Responsibility Social and Ethical Visual DesigninCommunications SPC2050 SPC2000 Intercultural Communication ENG2000 Research Writing ENG1000 English Composition the from indicated as credits quarter 60 Choose General EducationRequirements individual professional needs. Learners selectelectivecoursesbasedontheir effectiveness across alllevelsoftheirorganization. thinking skillstoimpactorganizational management, interpersonal,andprofessional expertise infinance,learnersalsodemonstratethe within apublicorprivateorganization. Beyond services industryorasafinanceprofessional and skillsneededtoadvanceinthefinancial finance specializationbuildtheknowledge and manageexistingassets.Learnersinthe investments andacquisitions,planforthefuture, manage theresources neededtogrow, make Finance professionals helporganizations findand Finance O10 Introduction toHumanSociety SOC1000 ThePoliticsofAmerican Government POL1000 Introduction toPsychology PSY1000 required) credits ECO1050 Microeconomics quarter (12 Science Social Introduction toAstronomy PHY1000 ChemistryforChangingTimes Biology andSociety CHM1000 BIO1050 BIO1000 Human Biology Communication (12 quarter credits required) credits quarter (12 Communication (3 quartercredits) (3 quartercredits) (MAT1050) All courses are 6 quarter credits except as noted. as except credits quarter 6 are courses All Courses listed in parentheses denote prerequisites. denote parentheses in listed Courses Capstone Course - 6 quarter credits quarter 6 - Course Capstone Elective Courses - 30 quarter credits quarter 30 - Courses Elective undergraduate courses. undergraduate Additional Program Requirements To be taken during the learner’s final quarter. final learner’s the during taken be To Choose 30 quarter credits of additional of credits quarter 30 Choose U47 AnalysisforFinancialManagement BUS4072 FinancialMarketsandInstitutions BUS4071 FoundationsinFinance credits quarter BUS4070 48 - Courses Specialization FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource BUS3040 FundamentalsofMarketingandSales BUS3030 FundamentalsofE-Business BUS3020 FundamentalsofManagementand BUS3010 Undergraduate LearnerSuccessLab BUS3005 DevelopingaBusinessPerspective credits quarter BUS3004 42 - Lab + Courses Core oa 186quartercredits Total BusinessCapstoneProject BUS4993 RealEstateFinance BUS4079 FinancialInstitutionManagement BUS4078 RiskManagementStrategies BUS4077 IssuesinInternationalFinance BUS4076 PublicandNonprofit Finance BUS4075 courses: following the from BUS4074 Entrepreneurial credits quarter 18 Finance Choose EthicsandEnterprise BUS4801 InvestmentsandPortfolioManagement BUS4073 CAPELLA UNIVERSITY Accounting Communication Management Leadership (non-credit) (BUS4070) (BUS4070) (BUS4070) (BUS4070) (BUS4070) (BUS3060) (BUS4070) (BUS4070) (BUS4070) (BUS4070) 45

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

School of Undergraduate Studies Programs, continued

Bachelor’s in Business Specializations, continued Human Resource Management Additional Program Requirements Management and Leadership Core Courses + Lab - 42 quarter credits The human resource professional wears many Management involves the coordination, BUS3004 Developing a Business Perspective hats, and the specific duties depend upon the implementation, promotion, supervision, and nature and size of the organization. Typical BUS3005 Undergraduate Learner Success Lab directing of the activities of individuals, (non-credit) responsibilities may include staffing the organizations, and businesses. The focus of the BUS3010 Fundamentals of Management and organization, training and developing employees Leadership management and leadership specialization is to at all levels, maintaining a fair and equitable develop individuals who have the skills and BUS3020 Fundamentals of E-Business compensation system, developing personnel competencies to successfully lead people and BUS3030 Fundamentals of Marketing and Sales polices and procedures, and developing manage organizations in a dynamic, global BUS3040 Fundamentals of Human Resource strategies to meet the human resource needs for Management environment. Learners in this specialization the organization’s future. Learners in the human demonstrate the management, interpersonal, and BUS3050 Fundamentals of Organizational resource management specialization develop the Communication professional thinking skills to impact human resource management, interpersonal, and BUS3060 Fundamentals of Finance and organizational effectiveness as leaders and professional thinking skills to manage talent, Accounting managers at all levels of their organizations. develop intellectual capital, work in networked General Education Requirements Specialization Courses - 48 quarter credits relationships, deal with continuous change, and Choose 60 quarter credits as indicated from the impact organizational effectiveness as human BUS4043 Compensation and Benefits following categories: resource leaders and managers at all levels of Management (BUS3040) Communication (12 quarter credits required) their organizations. BUS4044 Legal Issues in Human Resource Management (BUS3040) ENG1000 English Composition General Education Requirements BUS4045 Recruitment, Retention, and ENG2000 Research Writing Choose 60 quarter credits as indicated from the Development (BUS3040) SPC2000 Intercultural Communication following categories: BUS4046 Employee and Labor Relations SPC2050 Visual Design in Communications Communication (12 quarter credits required) (BUS3040) (3 quarter credits) ENG1000 English Composition BUS4047 Employee Training and Development Ethical and Social Responsibility (6 quarter ENG2000 Research Writing (BUS3040) credits required) SPC2000 Intercultural Communication BUS4048 International Human Resource PHI2000 Ethics Management Issues (BUS3040) SPC2050 Visual Design in Communications PHI2050 Human Nature and Ethics (3 quarter credits) BUS4801 Ethics and Enterprise (3 quarter credits) BUS4802 Change Management Ethical and Social Responsibility (6 quarter Fine Arts and Humanities (12 quarter credits required) credits required) Elective Courses - 30 quarter credits ART2000 Art History Survey PHI2000 Ethics Choose 30 credits of additional undergraduate HUM1000 Introduction to the Humanities PHI2050 Human Nature and Ethics courses. HUM1050 World Religions (3 quarter credits) (3 quarter credits) PHI1000 Introduction to Philosophy Fine Arts and Humanities (12 quarter credits required) Capstone Course - 6 quarter credits Mathematical and Logical Reasoning (6 quarter To be taken during the learner’s final quarter. ART2000 Art History Survey credits required) BUS4993 Business Capstone Project HUM1000 Introduction to the Humanities MAT1050 College Algebra HUM1050 World Religions (3 quarter credits) Total 186 quarter credits MAT1051 Pre-Calculus PHI1000 Introduction to Philosophy MAT2001 Statistical Reasoning Mathematical and Logical Reasoning (6 quarter MAT2050 Statistical Literacy (3 quarter credits) credits required) MAT2051 Discrete Mathematics (MAT1050) MAT1050 College Algebra Natural Science (12 quarter credits required) MAT1051 Pre-Calculus BIO1000 Human Biology MAT2001 Statistical Reasoning BIO1050 Biology and Society MAT2050 Statistical Literacy (3 quarter credits) CHM1000 Chemistry for Changing Times MAT2051 Discrete Mathematics (MAT1050) PHY1000 Introduction to Astronomy Natural Science (12 quarter credits required) Social Science (12 quarter credits required) BIO1000 Human Biology ECO1050 Microeconomics BIO1050 Biology and Society PSY1000 Introduction to Psychology CHM1000 Chemistry for Changing Times POL1000 The Politics of American Government PHY1000 Introduction to Astronomy SOC1000 Introduction to Human Society Social Science (12 quarter credits required) ECO1050 Microeconomics PSY1000 Introduction to Psychology POL1000 The Politics of American Government SOC1000 Introduction to Human Society

All courses are 6 quarter credits except as noted. Courses listed in parentheses denote prerequisites. Capstone Course - 6 quarter credits quarter 6 - Course Capstone oa 186quartercredits Total BusinessCapstoneProject BUS4993 credits quarter 30 - Courses Elective BUS4802 Change EthicsandEnterprise Management BUS4801 GlobalBusinessRelationships BUS4016 StrategicPlanningandImplementation BUS4015 OperationsManagementforCompetitive BUS4014 Organizational Structure, Learning,and BUS4013 LeadershipinOrganizations BUS4012 credits quarter BUS4011 Virtual48 - Courses Team Specialization Collaboration FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource BUS3040 FundamentalsofMarketingandSales BUS3030 FundamentalsofE-Business BUS3020 FundamentalsofManagementand BUS3010 Undergraduate LearnerSuccessLab BUS3005 DevelopingaBusinessPerspective credits quarter BUS3004 42 - Lab + Courses Core Additional Program Requirements undergraduate courses. undergraduate To be taken during the learner’s final quarter. final learner’s the during taken be To Choose 30 quarter credits of additional of credits quarter 30 Choose Specializations, continued Specializations, Business in Bachelor’s 1-888-CAPELLA Advantage Performance Accounting Communication Management Leadership (non-credit) (BUS3010) • www.capella.edu (BUS3010) (BUS3010) (BUS3010) (BUS3010) (BUS3010) Communication (12 quarter credits required) credits quarter (12 Communication credits required) credits required) credits categories: following Natural Science (12 quarter credits required) credits quarter (12 Science Natural O10 Introduction toHumanSociety SOC1000 ThePoliticsofAmericanGovernment POL1000 Introduction toPsychology PSY1000 required) credits ECO1050 Microeconomics quarter (12 Science Social Introduction toAstronomy PHY1000 ChemistryforChangingTimes BiologyandSociety CHM1000 BIO1050 BIO1000 Human Biology Discrete Mathematics MAT2051 Statistical Literacy(3quartercredits) MAT2050 MAT2001 Statistical Reasoning MAT1051 Pre-Calculus MAT1050 College quarter (6 Algebra Reasoning Logical and Mathematical Introduction toPhilosophy PHI1000 World Religions(3quartercredits) HUM1050 Introduction totheHumanities HUM1000 required) ArtHistorySurvey credits quarter (12 ART2000 Humanities and Arts Fine HumanNature andEthics PHI2050 PHI2000 Ethics quarter (6 Responsibility Social and Ethical Visual DesigninCommunications SPC2050 SPC2000 Intercultural Communication ENG2000 Research Writing ENG1000 English Composition the from indicated as credits quarter 60 Choose General EducationRequirements all levelsoftheirorganizations. needed toimpactorganizational effectiveness at interpersonal, andprofessional thinkingskills learners demonstratethemanagement, customers. Inadditiontomarketingexpertise, enterprise, from rawmaterialstosatisfied of howorganizations relate tothewholechainof operate, goingbeyonde-commerce intolayers E-business haschangedthewaycompanies emphasis onthemarketingaspectsofe-business. broaden theirstudytoincludeastronger on thefundamentalsofsalesandmarketingor Learners inthisspecializationmaychoosetofocus development orgeneralbusinessmanagement. from whichtobuildasuccessfulcareer inproduct scope, marketingcanalsoserveasafoundation distribution operations.Becauseofitsbroad needs ofthecustomertomanagingsalesand diverse setofchallengesfrom understandingthe Marketing professionals mustbeprepared fora Marketing (3 quartercredits) (3 quartercredits) (MAT1050) Capstone Course - 6 quarter credits quarter 6 - Course Capstone U43 Marketing,Sales,andChannel BUS4031 E-BusinessSourcing, Marketing,and credits quarter BUS4022 48 - Courses Specialization FundamentalsofFinanceand BUS3060 FundamentalsofOrganizational BUS3050 FundamentalsofHumanResource BUS3040 FundamentalsofMarketingandSales BUS3030 FundamentalsofE-Business BUS3020 FundamentalsofManagementand BUS3010 Undergraduate LearnerSuccessLab BUS3005 DevelopingaBusinessPerspective credits quarter BUS3004 42 - Lab + Courses Core oa 186quartercredits Total BusinessCapstoneProject BUS4993 MarketingAcross Borders BUS4035 BUS4034 Marketing Strategy E-BusinessProject Implementation BUS4023 courses: E-BusinessTechnology Infrastructure following the from BUS4021 credits quarter 12 Choose BUS4802 Change EthicsandEnterprise Management BUS4801 BrandIdentityandMarketing BUS4033 CustomerPsychologyandMarketing BUS4032 Elective Courses - 30 quarter credits quarter 30 - Courses Elective undergraduate courses. undergraduate To be taken during the learner’s final quarter. final learner’s the during taken be To Additional Program Requirements Choose 30 quarter credits of additional of credits quarter 30 Choose All courses are 6 quarter credits except as noted. as except credits quarter 6 are courses All Courses listed in parentheses denote prerequisites. denote parentheses in listed Courses CAPELLA UNIVERSITY Management Sales Accounting Communication Management Leadership (non-credit) Communication Research (BUS3020) (BUS3020) (BUS3020) (BUS3030) (BUS3030) (BUS3030) (BUS3030) (BUS3030) 47

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

School of Undergraduate Studies Programs, continued

Bachelor of Science (BS) in TS3110 Fundamentals of E-Business Graphics and Multimedia TS3120 Fundamentals of Project Management Information Technology As Web-enabled applications become more Specializations TS3130 Fundamentals of Database Systems common, significant demand exists for technically TS3140 Fundamentals of Software Development proficient professionals who can design high TS3150 Fundamentals of Network Systems quality, aesthetically pleasing graphic and General TS3160 Ethical and Human Side of Information multimedia content. The specialization in graphics In this general information technology Technology and multimedia helps learners build the skills specialization, learners explore a range of IT Specialization Courses - 42 quarter credits necessary to develop graphic-intensive content topics. This program of study consists of a set Choose 42 quarter credits from the following courses: that enhances the appeal and navigability of of core courses that cover the fundamental IT TS4010 Presentation Layer: Client Side Web sites. domains of networking, database, Web Programming (TS3100, TS4805) While pursuing this specialization, learners are led development, systems analysis and design, TS4012 Advanced Server Side Programming by trained graphic artists and experts in Web- and project management. Learners have an (TS4811, TS4819, TS4820) based design. Learners engage in a collaborative, opportunity to select a variety of more advanced TS4030 Project Estimation and Budgeting online community that provides real-time IT courses that allow them to develop deeper and (TS3120) feedback on their work from a variety of learner broader knowledge and skills in diverse IT topic TS4031 Risk Management in Information System and instructor perspectives. The specialization areas. These areas include Web development, Development (TS3120) leaves learners with a sound knowledge of the networking, project management, and graphics TS4032 Motivating IT Professionals (TS3120) latest professional tools used for vector graphics, and multimedia. TS4040 Network Administration (TS3150) vector graphics animation, and image processing. TS4041 Advanced Network Administration General Education Requirements General Education Requirements (TS4040) Choose 60 quarter credits as indicated from the Choose 60 quarter credits as indicated from the TS4042 Network Design (TS3150) following categories: following categories: Communication (12 quarter credits required) TS4050 Vector Graphics Animation (TS3100) Communication (12 quarter credits required) ENG1000 English Composition TS4051 Web Graphics Animation (TS3100) ENG1000 English Composition ENG2000 Research Writing TS4052 Image Processing (TS3100) ENG2000 Research Writing SPC2000 Intercultural Communication TS4060 Managing the Project I (TS3120) SPC2000 Intercultural Communication SPC2050 Visual Design in Communications TS4061 Managing the Project II (TS4060) SPC2050 Visual Design in Communications (3 quarter credits) TS4801 Information Systems Analysis and Design (3 quarter credits) Ethical and Social Responsibility (6 quarter TS4802 System Assurance Quality and Testing Ethical and Social Responsibility (6 quarter credits required) TS4803 System Assurance Security credits required) PHI2000 Ethics TS4805 Programming Concepts and Practices PHI2000 Ethics PHI2050 Human Nature and Ethics TS4806 Future of Information Technology (3 quarter credits) PHI2050 Human Nature and Ethics TS4807 Legal Issues in Information Technology (3 quarter credits) Fine Arts and Humanities (12 quarter credits required) TS4808 Object-oriented Analysis, Design and Fine Arts and Humanities (12 quarter credits required) ART2000 Art History Survey Programming (TS3140) ART2000 Art History Survey HUM1000 Introduction to the Humanities TS4809 Data Warehousing and Data Mining HUM1000 Introduction to the Humanities HUM1050 World Religions (3 quarter credits) TS4810 Web Design (TS3100) HUM1050 World Religions (3 quarter credits) PHI1000 Introduction to Philosophy TS4811 Object-oriented Programming in Java (TS4805) PHI1000 Introduction to Philosophy Mathematical and Logical Reasoning (6 quarter credits required) TS4812 Advanced Java Programming (TS4811) Mathematical and Logical Reasoning (6 quarter credits required) MAT1050 College Algebra TS4813 Operating Systems MAT1050 College Algebra MAT1051 Pre-Calculus TS4814 Wireless Web Programming MAT1051 Pre-Calculus MAT2001 Statistical Reasoning TS4815 Introduction to Telecommunications MAT2001 Statistical Reasoning MAT2050 Statistical Literacy (3 quarter credits) TS4816 Mobile Device Programming MAT2050 Statistical Literacy (3 quarter credits) MAT2051 Discrete Mathematics (MAT1050) TS4817 Security Management Practices (TS3150) TS4819 Application Layer: Server Side MAT2051 Discrete Mathematics (MAT1050) Natural Science (12 quarter credits required) Programming (TS3130, TS4805, TS4010) Natural Science (12 quarter credits required) BIO1000 Human Biology TS4820 Server Side Programming ASP.NET BIO1000 Human Biology BIO1050 Biology and Society (TS4819) BIO1050 Biology and Society CHM1000 Chemistry for Changing Times TS4899 Special Topics in Information Technology CHM1000 Chemistry for Changing Times PHY1000 Introduction to Astronomy (school permission) PHY1000 Introduction to Astronomy Social Science (12 quarter credits required) Elective Courses - 30 quarter credits Social Science (12 quarter credits required) ECO1050 Microeconomics Choose 30 quarter credits of additional ECO1050 Microeconomics PSY1000 Introduction to Psychology undergraduate courses. The School of PSY1000 Introduction to Psychology POL1000 The Politics of American Government Undergraduate Studies recommends that 18 of POL1000 The Politics of American Government SOC1000 Introduction to Human Society these quarter credits be earned through undergraduate information technology courses. SOC1000 Introduction to Human Society Additional Program Requirements Capstone Course - 6 quarter credits Core Courses + Lab - 48 quarter credits To be taken during the learner’s final quarter: TS3004 Communicating in New Media TS4990 Integrated Action Learning Project TS3005 Undergraduate Learner Success Lab (non-credit) Total 186 quarter credits TS3100 Fundamentals of Web Application All courses are 6 quarter credits except as noted. Development Courses listed in parentheses denote prerequisites. Capstone Course - 6 quarter credits quarter 6 - Course Capstone undergraduate technology courses. courses. technology undergraduate To be taken during the learner’s final quarter: final learner’s the during taken be To of these quarter credits be earned through earned be credits quarter these of Undergraduate Studies recommends that 18 18 that recommends Studies Undergraduate Elective Courses - 30 quarter credits quarter 30 - Courses Elective undergraduate courses. The School of School The courses. undergraduate Any additional 6-credit 4000-level course 4000-level 6-credit additional Any Choose 30 quarter credits of additional of credits quarter 30 Choose oa 186quartercredits Total IntegratedActionLearning Project TS4990 SystemAssuranceQualityandTesting TS4810 Web TS4802 Design InformationSystemsAnalysisand ImageProcessing TS4801 Web GraphicsProduction TS4052 Vector GraphicsAnimation TS4051 credits quarter TS4050 42 - Courses Specialization EthicalandHumanSideofInformation FundamentalsofNetworkSystems TS3160 FundamentalsofSoftware Development TS3150 FundamentalsofDatabaseSystems TS3140 FundamentalsofProject Management TS3130 FundamentalsofE-Business TS3120 TS3110 FundamentalsofWeb Application TS3100 Undergraduate LearnerSuccessLab CommunicatinginNewMedia TS3005 credits quarter TS3004 48 - Lab + Courses Core Additional Program Requirements Bachelor’s in Information Technology continued Technology Specializations, Information in Bachelor’s 1-888-CAPELLA Design Technology Development (non-credit) • www.capella.edu (TS3100) (TS3100) (TS3100) (TS3100) (TS3100) Communication (12 quarter credits required) credits quarter (12 Communication credits required) credits required) required) credits categories: following Natural Science (12 quarter credits required) credits quarter (12 Science Natural Mathematical and Logical Reasoning (6 quarter (6 Reasoning Logical and Mathematical Introduction toPhilosophy PHI1000 World Religions(3quartercredits) HUM1050 Introduction totheHumanities HUM1000 ArtHistorySurvey ART2000 credits quarter (12 Humanities and Arts Fine HumanNature andEthics PHI2050 PHI2000 Ethics quarter (6 Responsibility Social and Ethical Visual DesigninCommunications SPC2050 SPC2000 Intercultural Communication ENG2000 Research Writing ENG1000 English Composition the from indicated as credits quarter 60 Choose General EducationRequirements department withinanorganization. the ITprofessional avaluableassettoevery managerial skillsthatlastalifetimeandmake the broader criticalthinking,strategic,and in-demand certifications,theycontinueacquiring Equally important,aslearnersworktoward various environment. simulated hands-onlearninginaflexible,online Capella's advancedITinfrastructure enable operating systems.Innovativesoftware toolsand security, authenticationschemes,andvarious wide area networking,directory services,network technologies are introduced, includinglocaland other leadingtechnologyorganizations. Somekey security from Microsoft, Cisco,CompTIA,and administration, networkdesign,and certification testsintheareas ofnetwork learners withtheskillstheyneedtotake The specializationinnetworktechnologyprovides Network Technology O10 Introduction toHumanSociety SOC1000 ThePoliticsofAmerican Government POL1000 Introduction toPsychology PSY1000 required) credits ECO1050 Microeconomics quarter (12 Science Social Introduction toAstronomy PHY1000 ChemistryforChangingTimes Biology andSociety CHM1000 BIO1050 BIO1000 Human Biology Discrete Mathematics MAT2051 StatisticalLiteracy(3quartercredits) MAT2050 MAT2001 Statistical Reasoning MAT1051 Pre-Calculus MAT1050 College Algebra (3 quartercredits) (3 quartercredits) (MAT1050) Capstone Course - 6 quarter credits quarter 6 - Course Capstone undergraduate information technology courses. courses. technology information undergraduate To be taken during the learner’s final quarter: final learner’s the during taken be To of these quarter credits be earned through earned be credits quarter these of Undergraduate Studies recommends that 18 18 that recommends Studies Undergraduate Elective Courses - 30 quarter credits quarter 30 - Courses Elective undergraduate courses. The School of School The courses. undergraduate S85 Introduction toTelecommunications TS4815 SystemAssuranceSecurity TS4813 Operating TS4803 Systems TS4042 Network AdvancedNetworkAdministration Design NetworkAdministration TS4041 credits quarter TS4040 42 - Courses Specialization EthicalandHumanSideofInformation FundamentalsofNetworkSystems TS3160 FundamentalsofSoftware Development TS3150 FundamentalsofDatabaseSystems TS3140 FundamentalsofProject Management TS3130 FundamentalsofE-Business TS3120 TS3110 FundamentalsofWeb Application TS3100 Undergraduate LearnerSuccessLab CommunicatinginNewMedia TS3005 credits quarter TS3004 48 - Lab + Courses Core oa 186quartercredits Total IntegratedActionLearningProject TS4990 course 4000-level 6-credit additional Any Choose 30 quarter credits of additional of credits quarter 30 Choose Additional Program Requirements All courses are 6 quarter credits except as noted. as except credits quarter 6 are courses All Courses listed in parentheses denote prerequisites. denote parentheses in listed Courses CAPELLA UNIVERSITY Technology Development (non-credit) (TS4040) (TS3150) (TS3150) 49

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

School of Undergraduate Studies Programs, continued

Bachelor’s in Information Technology Specializations, continued Project Management TS3110 Fundamentals of E-Business Fine Arts and Humanities (12 quarter credits required) TS3120 Fundamentals of Project Management ART2000 Art History Survey The project management specialization focuses on developing skills that are required to effectively lead TS3130 Fundamentals of Database Systems HUM1000 Introduction to the Humanities and manage a complex IT project. This TS3140 Fundamentals of Software Development HUM1050 World Religions (3 quarter credits) specialization also allows learners to integrate TS3150 Fundamentals of Network Systems PHI1000 Introduction to Philosophy information technologies, business, and human TS3160 Ethical and Human Side of Information Mathematical and Logical Reasoning (6 quarter interaction skills. Technology credits required) MAT1050 College Algebra Learners are introduced to a variety of topics Specialization Courses - 42 quarter credits including assessing product requirements; TS4030 Project Estimating and Budgeting MAT1051 Pre-Calculus establishing configuration management; TS4032 Motivating IT Professionals (TS3120) MAT2001 Statistical Reasoning understanding the impact of evolving legal and TS4060 Managing the Project I (TS3120) MAT2050 Statistical Literacy (3 quarter credits) regulatory issues on a project; understanding TS4061 Managing the Project II (TS4060) MAT2051 Discrete Mathematics (MAT1050) team dynamics; and using tools for project TS4802 Systems Assurance Quality and Testing Natural Science (12 quarter credits required) planning, estimation, budgeting, and risk TS4807 Legal Issues in IT BIO1000 Human Biology management. Learners will ultimately integrate IT Any additional 6-credit 4000-level course (TS4031 is BIO1050 Biology and Society fundamentals, professional practice, and project recommended) CHM1000 Chemistry for Changing Times management specialization course work in an Elective Courses - 30 quarter credits PHY1000 Introduction to Astronomy integrated action learning project. Choose 30 quarter credits of additional Social Science (12 quarter credits required) General Education Requirements undergraduate courses. The School of ECO1050 Microeconomics Undergraduate Studies recommends that 18 Choose 60 quarter credits as indicated from the PSY1000 Introduction to Psychology following categories: of these quarter credits be earned through undergraduate information technology courses. POL1000 The Politics of American Government Communication (12 quarter credits required) SOC1000 Introduction to Human Society ENG1000 English Composition Capstone Course - 6 quarter credits Additional Program Requirements ENG2000 Research Writing To be taken during the learner’s final quarter: Core Courses + Lab - 48 quarter credits SPC2000 Intercultural Communication TS4990 Integrated Action Learning Project TS3004 Communicating in New Media SPC2050 Visual Design in Communications Total 186 quarter credits (3 quarter credits) TS3005 Undergraduate Learner Success Lab (non-credit) Ethical and Social Responsibility (6 quarter TS3100 Fundamentals of Web Application credits required) Web Application Development Development PHI2000 Ethics The Web application development specialization TS3110 Fundamentals of E-Business PHI2050 Human Nature and Ethics is appropriate for those whose goal is to create TS3120 Fundamentals of Project Management (3 quartercredits) professional, high quality Web-based TS3130 Fundamentals of Database Systems Fine Arts and Humanities (12 quarter credits required) applications. This specialization focuses on the TS3140 Fundamentals of Software Development ART2000 Art History Survey enabling technologies, but also integrates an TS3150 Fundamentals of Network Systems HUM1000 Introduction to the Humanities awareness of business and human realities. The TS3160 Ethical and Human Side of Information HUM1050 World Religions (3 quarter credits) key concepts of Web application development Technology PHI1000 Introduction to Philosophy are emphasized to prepare learners for the Specialization Courses - 42 quarter credits Mathematical and Logical Reasoning (6 quarter variety of development environments. Some key technologies will be introduced using the Virtual TS4010 Presentation Layer: Client Side credits required) Programming (TS3100, TS4805) Lab Environment (VLE) including Enterprise Java- MAT1050 College Algebra TS4012 Advanced Server Side Programming MAT1051 Pre-Calculus Beans, Common Object Request Broker (TS4010, TS4819, TS4820) Architecture (CORBA), Extensible Markup MAT2001 Statistical Reasoning TS4802 System Assurance Quality and Testing Language (XML), and Open Database MAT2050 Statistical Literacy (3 quarter credits) TS4811 Object-oriented Programming in Java MAT2051 Discrete Mathematics (MAT1050) Connectivity (ODBC)/Java Database Connectivity (TS4805) (JDBC), and Application Programming Interfaces Natural Science (12 quarter credits required) TS4819 Application Layer: Server Side (APIs). Learners will ultimately integrate IT Programming (TS3130, TS4010, TS4805) BIO1000 Human Biology fundamentals, professional practice, and Web TS4820 Server Side Programming ASP.NET BIO1050 Biology and Society application development specialization course (TS4819) CHM1000 Chemistry for Changing Times work in an integrated action learning project. Any additional 6-credit 4000-level course (TS4805 is PHY1000 Introduction to Astronomy General Education Requirements recommended) Social Science (12 quarter credits required) Choose 60 quarter credits as indicated from the Elective Courses - 30 quarter credits ECO1050 Microeconomics following categories: Choose 30 quarter credits of additional PSY1000 Introduction to Psychology Communication (12 quarter credits required) undergraduate courses. The School of Undergraduate POL1000 The Politics of American Government ENG1000 English Composition Studies recommends that 18 of these quarter credits SOC1000 Introduction to Human Society ENG2000 Research Writing be earned through undergraduate information technology courses. SPC2000 Intercultural Communication Additional Program Requirements SPC2050 Visual Design in Communications Capstone Course - 6 quarter credits Core Courses + Lab - 48 quarter credits (3 quarter credits) To be taken during the learner’s final quarter: TS3004 Communicating in New Media Ethical and Social Responsibility (6 quarter TS4990 Integrated Action Learning Project TS3005 Undergraduate Learner Success Lab credits required) (non-credit) Total 186 quarter credits PHI2000 Ethics TS3100 Fundamentals of Web Application PHI2050 Human Nature and Ethics All courses are 6 quarter credits except as noted. Development (3 quarter credits) Courses listed in parentheses denote prerequisites. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 51

Undergraduate Course Descriptions in Numerical Order by Program Prefix

The following course list is correct as of the date nature give rise to and affect a number of ethical MAT1051 - Pre-calculus (6 quarter credits). Pre- this catalog was prepared. These descriptions issues. Specific topics addressed by the course calculus extends the formal study of elementary indicate the general content and topics typically include the age-old human aspiration to improve functions introduced in algebra. In this course, covered in the course. Capella University retains human nature, the scientific view and approach to learners use technology, modeling, and problem the right to withdraw, modify, or add courses to human nature, the relation between bodies and solving skills to study and apply trigonometric and the existing list without prior notice. minds (souls), how we change over the course of circular functions, identities and inverses, polar 3-credit general education courses are offered our lives and yet still remain "ourselves," and the coordinates, complex numbers, and vectors in two during both the first and second half of each character and dignity of human beings. Assigned and three dimensions. The course focuses on quarter. readings are interdisciplinary and historically range solving problems by applying multiple tools: from the ancient Greeks to the twenty-first algebraic, graphic and numeric. Quadratic

century. relations are represented in polar, rectangular, and STUDIES SCHOOL OF UNDERGRADUATE General Education Courses parametric forms. Each of these topics provides a bridge to further study in calculus and other key COMMUNICATION FINE ARTS AND HUMANITIES areas including economics, business, physics, ENG1000 - English Composition (6 quarter ART2000 - Art History Survey (6 quarter credits). chemistry, biology, chemistry, computer science, credits). This course provides an introduction to This course provides a survey of art of the Western and other natural and social sciences topics. Prior writing with an emphasis on exposition, including world from prehistoric to modern times. Activities college algebra course work or completion of learning research techniques and writing in a include exploration of museums or galleries, Math 1050 is strongly recommended prior to variety of forms. Particular attention is given to analysis of art and buildings, and examination of enrollment in this course. increasing learners' effectiveness in organizing and art in everyday life. MAT2001 - Statistical Reasoning (6 quarter developing topics, thinking critically, and revising HUM1000 - Introduction to the Humanities credits). This course covers the basic concepts for clarity of purpose, readability, and style. (6 quarter credits). This course provides a broad- of elementary statistics, including descriptive ENG2000 - Research Writing (6 quarter credits). based introduction to the humanities, including statistics, methods of counting, probability This course is intended to help learners become topics within the various arts, philosophy, and distributions, approximations, estimation, and more familiar and comfortable with the kind of religion. Emphasis will be placed on developing an hypothesis testing. While the computation of writing that depends on the use of source material. understanding of the uniqueness as well as the statistics (with software) is important, more Since most writing in professional or academic interrelatedness of these fields, how they emphasis is placed on the application and contexts calls in some fashion for evaluating or significantly shape the cultures in which they are interpretation of statistical results. interpreting information provided by others, this found, and how they reflect their culture’s values MAT2050 - Statistical Literacy (3 quarter credits). course’s main goal is to give you portable and and vision of the human condition. This course concentrates on the application of adaptable skills that will help you uncover and HUM1050 - World Religions (3 quarter credits). critical thinking skills to arguments involving critically assess sources, and then appropriately This course introduces the wisdom traditions of statistics. Emphasis will be placed on the learner and correctly incorporate them into the the world, both East and West, including as a consumer of statistics rather than a producer professional or academic work you are writing. Hinduism, Buddhism, Confucianism, Taoism, of statistical calculations. Course activities will SPC2000 - Intercultural Communication Judaism, Christianity, and Islam. focus on the interpretation, evaluation, and (6 quarter credits). This course explores cultural PHI1000 - Introduction to Philosophy (6 quarter communication of real world situations and differences and their implications for credits). An inquiry into the main problems of news stories. communication, including differences in values, philosophical inquiry begins with an introduction MAT2051 - Discrete Mathematics (6 quarter norms, social interaction, and code systems. to the nature of philosophy and a logical module, credits). Topics for this course include number SPC2050 - Visual Design in Communications which includes basic logical concepts, syllogistic logic and set theory, functions and sequences, (3 quarter credits). This course introduces the reasoning, Venn diagrams, deductive reasoning, relations (equivalence, partial order, digraphs, learner to the use of visual design in inductive reasoning, and informal fallacies. The recurrence relations, counting techniques, logic communication. Fundamental concepts of graphic course further explores topics in philosophy such and techniques of proof, graphs, and algorithms. design and the principles of visual design will be as religion, knowledge and perspectives on truth, Other topics include networks (graphs), applied through the use of online exercises, rationality and cognitive relativism, philosophy of fundamentals of counting and discrete probability, discussions, critiques, and texts. Methods to mind issues including monism/dualism, personal and matrices. This course prepares learners for analyze visual images and their influence on identity and immortality, freedom of the will and further study in business, especially marketing and communication will be explored. determinism, theoretic and applied ethics, and the information technology. Prerequisite(s): MAT1050. meaning of human existence.

ETHICAL AND SOCIAL RESPONSIBILITY NATURAL SCIENCE PHI2000 - Ethics (6 quarter credits). The course MATHEMATICAL AND LOGICAL REASONING BIO1000 - Human Biology (6 quarter credits). explores major philosophical approaches to MAT1050 - College Algebra (6 quarter credits). This course provides an introduction to basic evaluating moral actions and then applies them to This course introduces the study of mathematical biological principles with a human perspective. contemporary issues. Learners will reflect on their functions, including linear, exponential, Areas addressed include the molecular and own moral beliefs and the ways in which these logarithmic, and other functions with their cellular basis of life, genetics, organ systems, and beliefs influence and inform their moral judgments graphical, algebraic, numerical and other human impact on the environment. and behavior. properties. Emphasis is placed on applying the BIO1050 - Biology and Society (3 quarter PHI2050 - Human Nature and Ethics (3 quarter learned concepts to applications in the social and credits). This course introduces learners to an credits). This course introduces learners to some natural sciences, business, and everyday life. awareness of environmental issues that shape our of the principal Western conceptions of human world. We will explore humans’ roles in the nature and how these conceptions of human 52 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Undergraduate Course Descriptions, continued

environment, consider the causes for environmental Business Courses markets, and relational marketing and sales stresses and degradation, and study initiatives strategy. Learners prepare a marketing and sales currently underway to deal with these issues. BUS3004 - Developing a Business Perspective plan for a simple product offering and a (6 quarter credits). Learners gain a business CHM1000 - Chemistry for Changing Times corresponding marketing and sales strategy. perspective of what higher education can do to (6 quarter credits). This course provides a broad BUS3040 - Fundamentals of Human Resource prepare them for careers in a constantly changing introduction to basic chemistry and basic risk Management (6 quarter credits). This course is workplace. In addition, learners investigate and analysis. These concepts are applied to ecological, designed to help learners develop an practice thinking habits, the new business realities environmental, health, nuclear, and medical understanding of the fundamentals of human that business professionals must deal with in the concerns, with an emphasis on understanding the resource management, explore the human capital twenty-first century, and develop the research and impact of chemistry in society. There is no lab perspective of employees as the principal writing skills needed for success in the associated with the course. economic asset of the enterprise, examine human undergraduate program. Throughout the course, capital development, study how the human PHY1000 - Introduction to Astronomy (6 quarter learners analyze, synthesize, and evaluate resource management function is evolving in credits). This course provides an overview of our business concepts and current topics in light of different types of organizations and underscore solar system, stars, and galaxies. The development their personal and professional experiences. This the implications for human resource professionals. of scientific thought is traced from early civilization course encourages all learners to broaden their A case study to identify and understand the to the present day. perspective, participate in building a learning evolving talents, motivations, and needs of community, and tap into the talents and resources different types of employees from different of the class. BUS3004 and BUS3005 must be SOCIAL SCIENCE generations, backgrounds, and personality types taken concurrently by bachelor’s learners in is assigned to learners. ECO1050 - Microeconomics (6 quarter credits). their first quarter. Cannot be fulfilled by transfer. This economics course focuses on the optimizing BUS3050 - Fundamentals of Organizational BUS3005 - Undergraduate Learner Success Lab behavior of individual consumers and firms and the Communication (6 quarter credits). This course (non-credit). This lab is designed to provide new coordination of these individual decisions through assists learners to develop an understanding of undergraduate learners with the knowledge and markets. It includes the evaluation of market the fundamentals of organizational skills they need to be successful in their academic outcomes in terms of efficiency and fairness. Topics communication, explore the interrelationship of programs. The lab familiarizes learners with the include the theory of the consumer, the theory of organizational communication, symbols, culture, Capella online environment and support resources the firm, market structures, and market failure and and performance, learn effective communications provided to ensure success. Learners build skills in the role of government. Applications to real world practices in relationships internal and external to the selection and use of methods, techniques, and events are used to provide examples of principles the enterprise, and realize how they contribute to library resources. Working with an academic of microeconomics. successful organizational performance. Through advisor, learners will develop a degree completion participation in a case study, learners experience PSY1000 - Introduction to Psychology (6 quarter plan. BUS3005 is an advisor-led course taken in how the interrelated organizational communication credits). This course provides an introduction to the first quarter, in conjunction with BUS3004. factors function in an enterprise. the basic principles of psychology and the scientific Cannot be fulfilled by transfer. methods that psychologists employ. A variety of BUS3060 - Fundamentals of Finance and BUS3010 - Fundamentals of Management and topics, including the brain, learning and memory, Accounting (6 quarter credits). This course Leadership (6 quarter credits). This course personality, social influence, child and lifespan content enables learners to gain knowledge of introduces the primary forces that drive development, and psychopathology will be the fundamentals of finance and accounting, contemporary business. Learners explore the addressed. The application of psychological understand and create the standard financial implications for organizational management and concepts to everyday situations is emphasized. statements of a simple enterprise, and evaluate collaborative leadership within a changing the financial condition of this simple enterprise, POL1000 - The Politics of American Government business climate. This course focuses on key from the different perspectives of various financial (6 quarter credits). This course examines the elements of the business world, including the institutions, using typical financial ratios and fundamental workings of the American political manager, the enterprise, and the environment metrics. Learners practice reading and system, particularly how the Constitutional within which both the manager and the enterprise deciphering annual reports of more complex structure shapes American politics, and how operate. institutions and processes connect individuals to publicly traded enterprises to interpret BUS3020 - Fundamentals of E-Business the larger political system. explanatory footnotes, and to relate financial (6 quarter credits). This course presents an statements to the business performance of the SOC1000 - Introduction to Human Society understanding of the fundamentals of e-business, enterprise. (6 quarter credits). This course explores questions the acquisition of hands-on experience with e- BUS4011 - Virtual Team Collaboration (6 quarter such as "What is society?" and "How does it make business technology, an evaluation of the primary credits). Practical communication and us who we are?" The manner in which sociology management considerations in the development collaboration skills for effective participation in offers insights into discovering the world and one's process of commercial e-business systems, an and leadership of teams in a virtual networked place in it is discussed, with an emphasis on assessment of the implications of an e-business context are examined. Various forms of developing an understanding of culture, social initiative, and the development of an e-business collaborative leadership will be examined and structure, institutions, and our interactions with technological and management plan for an learners participate in collaborative leadership each other. enterprise. experiences in a virtual networked organizational BUS3030 - Fundamentals of Marketing and setting. Prerequisite(s): BUS3010. Sales (6 quarter credits). This course examines the fundamentals of marketing and sales: market research and planning, product differentiation and positioning, marketing communications, differences between consumer and business 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 53

BUS4012 - Leadership in Organizations future possibilities of e-business technology to marketplace is explored for the practical (6 quarter credits). The art and science of provide a context for management in an evolving significance of focusing brand identity and leadership in the networked enterprise at different field are examined. An e-business technology plan selecting marketing communications. organizational levels and perspectives are for an enterprise, including scenarios on the Prerequisite(s): BUS3030. examined. Personal characteristics of effective plausible future of e-business driven by technological BUS4034 - Marketing Strategy (6 quarter leaders including coaching skills, personal change, is developed. Prerequisite(s): BUS3020. credits). This course introduces and illustrates integrity, trustworthiness, a courageous and BUS4022 - E-Business Sourcing, Marketing, and major concepts and strategies that help learners generous heart, and an ability to engage the active Sales (6 quarter credits). Through participation in connect concepts to real world marketing strategy participation of others in leadership are studied. a case study learners examine the integrated and situations and problems. Learners analyze the Prerequisite(s): BUS3010. interrelated factors involved in e-business kinds of marketing information available and learn BUS4013 - Organizational Structure, Learning, sourcing, marketing, and sales for a new e- about the tools and procedures used to gather STUDIES SCHOOL OF UNDERGRADUATE and Performance (6 quarter credits). Various business initiative creating a new e-business and evaluate this information, and understand the types of organizational structures that influence enterprise model. E-business-enabled supply growing role of the Internet in market organizational intelligence, learning ability, and chain and logistics, marketing operations and opportunities. Advances in information practical performance of an enterprise are strategy, and sales cycle and management are technology are discussed and the role these presented and studied. Special attention will focus addressed. Learners prepare an e-business advances play in impacting environmental, on the adaptive and responsive organization and sourcing, marketing, and sales plan for an competitive, and customer information. its relationship to enterprise stakeholders and enterprise. Prerequisite(s): BUS3020. Prerequisite(s): BUS3030. environment. A collaborative case study to BUS4023 - E-Business Project Implementation BUS4035 - Marketing Across Borders (6 quarter illustrate the interrelationship of organizational (6 quarter credits). This course will help learners credits). This course presents an accurate picture structure, learning, and performance is presented. identify the key factors for success in the of what is happening in the global marketplace Prerequisite(s): BUS3010. implementation of e-business projects. Learners without overreacting to events, including BUS4014 - Operations Management for participate in a case study to illustrate the nature coverage of the dark side of global business, Competitive Advantage (6 quarter credits). of the e-business technology development especially relevant to recent events in the world. This course surveys the field of operations process, risk management issues, and the The course progresses from how to market an management in both the service and uncertainty and surprise-filled potential of the existing product outside of the domestic market to manufacturing environments. Coverage flows from rapidly evolving field. Special attention is given to how to develop a new product for specific local the overall strategic issues of designing products nurturing effective working relationships with markets and then broadens the scope to discuss and services and making major capacity and diverse stakeholders and the e-business initiative. marketing and management topics from a global location decisions, through the operating Prerequisite(s): BUS3020. managerial perspective. Legal, regulatory, processes and control systems. Case studies are BUS4031 - Marketing, Sales, and Channel political, and cultural issues are discussed as liberally used to demonstrate important concepts Management (6 quarter credits). An appropriate throughout the course. and decision-making tools. Prerequisite(s): understanding of marketing, sales, and channel Prerequisite(s): BUS3030. BUS3010. management as an integrated and interrelated BUS4043 - Compensation and Benefits BUS4015 - Strategic Planning and process is developed. A case study that illustrates Management (6 quarter credits). This course Implementation (6 quarter credits). Learners the mutual interdependencies of marketing, sales, content addresses the trends and evolution of develop an understanding of strategic planning and channel management for success in a new compensation and benefits at both the strategic and implementation by participating in case product launch helps learners explore both the and operational dimensions. Evaluation of costs studies and simulations of various business strategic and operational aspects of marketing, associated with various approaches to planning processes. Learners examine the sales, and channel functions. Learners prepare and compensation and benefits is explored. Learners “unknowable” dimension of strategic business present a plan for marketing, sales and channel participate in a case study involving selected planning. Implementation to surprising unplanned management. Prerequisite(s): BUS3030. compensation and benefit issues and integrate developments will be addressed as an important BUS4032 - Customer Psychology and Marketing their learning by preparing and presenting a part of real-world strategy. Prerequisite(s): Research (6 quarter credits). In this course compensation and benefits plan for an enterprise. BUS3010. learners explore market research on the Prerequisite(s): BUS3040. BUS4016 - Global Business Relationships psychology of customers, including: Why do BUS4044 - Legal Issues in Human Resource (6 quarter credits). In this course learners develop customers buy? What are the surface reasons of Management (6 quarter credits). The primary a broad understanding of international business customers for buying? What are the deep needs orientation of the course is to enable learners to by participation in selected case studies, customers are attempting to satisfy when they recognize the spirit and purpose of the legal complemented by a theory and research buy? What is the significance of customer trust and framework of enterprise so that they can embrace framework on international business. Multiple membership-in-community with the enterprise? compatible strategies and avoid cutting corners in dimensions of international business will be The methodology and assumptions underlying the the short-run, which can ultimately result in major addressed, including: cultural; business structure; market research on customer psychology are disasters. Case studies illustrating how a minor finance and trade; technology and communications; examined. Prerequisite(s): BUS3030. legal issue can either be managed well or spiral political; economic; and legal. Prerequisite(s): BUS4033 - Brand Identity and Marketing into an unmanageable legal, financial, and public BUS3010. Communications (6 quarter credits). relations mess are studied. Prerequisite(s): BUS4021- E-Business Technology Infrastructure Learners explore multiple forms of marketing BUS3040. (6 quarter credits). Key characteristics of the communications media and messages in this BUS4045 - Recruiting, Retention, and Internet and related technologies are explored for course, including the hidden power of word-of- Development (6 quarter credits). The primary their implications to development of successful mouth marketing and the expanding media of the focus of this course is on the characteristics and e-business enterprise models. The history and Internet. The over-communicated nature of the motivations of people of different backgrounds 54 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Undergraduate Course Descriptions, continued

and the match between their needs and management practices to circumstances abroad; BUS4064 - Cost Accounting for Planning and aspirations and the relevant characteristic of the how to localize management; how to recognize Control (6 quarter credits). This course employing enterprise. The practical operations of and ultimately avoid obstacles in joint ventures; emphasizes the role of cost and managerial recruiting, retention, and development of how to expand across borders through accounting for planning, control, and performance employees are examined. Special attention is paid acquisitions; how to respond to the contradictory evaluation in business, government, and not-for- to effective performance review processes and its pressures of the transnational firm where HRM has profit organizations in a global context. Topics relationship to coaching and mentoring. a critical role to play in enabling managers to include costing, pricing, analyses, budgeting, Prerequisite(s): BUS3040. resolve these paradoxes in innovative ways; and performance evaluation, centers of responsibility, BUS4046 - Employee and Labor Relations how global competition is changing the nature of modern control methods, allocation, and transfer (6 quarter credits). This course presents employee management and organization even for firms pricing. The focus is on managerial decision and labor relations as a system for striking a operating in domestic markets. The course draws making in organizations with an emphasis on the balance between the employment relationship on practical examples from companies that have effective use of financial data and critical thinking goals of efficiency, equity, and voice, and between experienced the real challenges of international processes, and theory and practice of the rights of labor and management. The course HRM. Prerequisite(s): BUS3040. management control with particular attention to places the discussion of contemporary U.S. BUS4060 - Financial Accounting Principles the potential strategic aspects within the decision processes into the context of underlying themes — (6 quarter credits). Learners are introduced to cycles. Prerequisite(s): BUS4061. what are the goals of labor relations, are those Generally Accepted Accounting Principles, which BUS4065 - Income Tax Concepts and Strategies goals being fulfilled, and are reforms needed. provide guidance for an organization's financial (6 quarter credits). This course is an introduction The course replaces the tired paradigm of “labor accounting systems, including the reports to basic concepts of individual income taxation relations equals detailed work rules” with the generated by these systems, such as income and tax related transactions pertaining to gains, dynamic paradigm of “employee and labor statements and balance sheets. The course shows losses, income, expenses, tax free exchanges, relations equals balancing workplace goals and how external stakeholders and internal managers depreciation, deductions, and credits. Teaches rights.” Labor law, union organizing, bargaining, and leaders use accounting information to assess material on a conceptual level with additional dispute resolution, and contract administration the performance and financial strength of the projects designed to teach and reinforce tax are central topics, but these processes are not organization. Prerequisite(s): BUS3060. compliance rules and provide a basic foundation presented as self-evidently good. These topics are BUS4061 - Managerial Accounting Principles for tax research. The course highlights topics from placed in the broader context of the goals of the (6 quarter credits). This course provides insight an individual taxation standpoint with additional employment relationship, conflicting rights, and into the role of accounting and finance as it relates emphasis on business application as time permits. the environment of the twenty-first century. to direct management of the firm. Internal Prerequisite(s): BUS4062. Prerequisite(s): BUS3040. business reporting and fundamental analysis are BUS4066 - Contemporary Auditing: An Ethical BUS4047 - Employee Training and Development emphasized. Various costing systems and the Perspective (6 quarter credits). The emphasis in (6 quarter credits). This course covers the most comprehensive budget process are a particular this course is on the philosophy and current up-to-date developments in training and research focus. Other topics include cash flow planning, environment of the auditing profession. It focuses and in practice, including the strategic role of inventory control, capital investments, differential on the nature and economic purpose of auditing, training and the use of new technologies in analysis, product pricing, and financial statement auditing standards, professional conduct, legal training. The course presents a real balance analysis. Prerequisite(s): BUS4060. liability of auditors, and the auditor’s between research and real company practices. The BUS4062 - Intermediate Financial Accounting consideration of internal control, audit sampling, course provides learners with a solid background in Topics and Trends (6 quarter credits). This course and the nature of audit evidence. The course the fundamentals of training and development — is an in-depth study of financial accounting theory includes coverage of the American Institute needs assessment, transfer of training, designing a and practice. It includes study of Generally Certified Public Accountants’ (AICPA) code of learning environment, methods, and evaluation. In Accepted Accounting Principles (GAAP)and professional ethics, auditing techniques, the addition, the role of training is broadening due to Financial Accounting Standards Board (FASB) auditor's reporting responsibilities, and other its strategic nature, the changing nature of the pronouncements that provide a guide to the attestation and accounting services. workplace, and availability of technology. Current recording of economic resources and obligations. Prerequisite(s): BUS4063. topics such as strategic training and development Topics include principal financial statements, the BUS4070 - Foundations in Finance (6 quarter process, e-learning, blended learning, learning time value of money, investments, pension and credits). This course provides learners with an management systems, knowledge management, post-retirement benefits, and revenue intuitive and conceptual understanding of the older workers, issues in work life balance and work recognition. Learners develop an understanding financial decision-making process rather than just life balance programs, and protean careers are of accounting concepts and the ability to apply introducing soon-forgotten formulas and discussed. Prerequisite(s): BUS3040. this knowledge to solve problems. calculations of finance. Course content explores BUS4048 - International Human Resources Prerequisite(s): BUS4060. the “big picture” and actual practice — i.e., Management Issues (6 quarter credits). This BUS4063 - Advanced Financial Accounting financial decision-making rooted in current course provides a broad guide on how to manage Topics and Trends (6 quarter credits). This course financial theory and in the current state of world the process of internationalization, with a particular offers intensive study of financial accounting, economic conditions. Prerequisite(s): BUS3060. focus on the transnational firm. This course will covering such topics as business combinations BUS4071 - Financial Markets and Institutions discuss the “people implications” of traditional and consolidation, interim and segment reporting, (6 quarter credits). This course describes financial strategies for internationalization and how such accounting for leases, liquidations, and markets and institutions by providing a conceptual strategies get executed through human resource reorganizations. Topics also include analysis of the framework to understand why markets exist and management (HRM). They discuss such important influence the Securities Exchange Commission has what their role is in the financial environment. topics as: how to manage expatriates from the on Generally Accepted Accounting Principles. Each type of financial market is described with a parent country; how to go about adapting Prerequisite(s): BUS4062. focus on its utilization by financial institutions, its 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 55

internationalization, and recent events that have manager, making real-world decisions. Thorough addressed as primary resources for effective affected it. Each type of financial institution is information and follow-up on the effects of the change management. Trust building, fear- described with a focus on its regulatory aspects, Euro and Asian currency crises, as well as other containment, and broad participation in the management, use of financial markets, and special topics in international finance, are change process receive special attention. performance. Prerequisite(s): BUS4070. presented. Prerequisite(s): BUS4070. BUS4993 - Business Capstone Project (6 quarter BUS4072 - Analysis for Financial Management BUS4077 - Risk Management Strategies credits). The capstone project is the culminating (6 quarter credits). Because financial statements (6 quarter credits). This course provides learners experience of the bachelor’s program. It allows are the basis for a wide range of business analysis, a thorough and current introduction to risk each learner to demonstrate the technical and managers, securities analysts, bankers, and management. It assists the learner in identifying, applied business knowledge gained in their field, consultants all use them to make business analyzing, and managing risk through insurance as well as the critical thinking, diverse decisions. This course provides learners with an and alternative tools/techniques such as loss perspectives, and communication skills to help STUDIES SCHOOL OF UNDERGRADUATE excellent framework for using financial statement control, risk retention, and risk transfer. The course make them successful in their profession. The data in a variety of business analysis and valuation focuses on managing risk and covers insurance project demonstrates the learner’s ability to contexts. Prerequisite(s): BUS4070. within this context. Concepts of risk management identify an idea for a new product or service, BUS4073 - Investments and Portfolio are presented as they apply to business and create a vision, and develop a strategic plan to Management (6 quarter credits). The course personal situations as well as international describe how the concept would be implemented. provides learners with a survey of the important situations. Prerequisite(s): BUS4070. To be taken during final quarter. Cannot be areas of investments: valuation, the marketplace, BUS4078 - Financial Institution Management fulfilled by transfer. fixed income instruments and markets, equity (6 quarter credits). This course focuses on instruments and markets, derivative instruments, managing return and risk in modern financial Information Technology Courses and a cross-section of special topics such as institutions. The central theme is that the risks international markets and mutual funds. The faced by financial institution managers and the TS3004 - Communicating in New Media course establishes the appropriate theoretical methods and markets through which these risks (6 quarter credits). Learners gain an IT base of investments, while at the same time are managed are becoming increasingly similar perspective of what higher education can do to applying this theory to real-world examples. whether an institution is chartered as a commercial prepare them for careers in a constantly changing Prerequisite(s): BUS4070. bank, a savings bank, an investment bank, or an workplace. In addition, learners investigate and BUS4074 - Entrepreneurial Finance (6 quarter insurance company. Prerequisite(s): BUS4070. practice thinking habits, research various IT credits). This course provides learners with an BUS4079 - Real Estate Finance (6 quarter perspectives or specializations, and practice overview of personal finance concepts, small credits). This course includes a complete writing skills needed for success in their program. business finance issues, and real estate financing treatment of real estate partnerships, secondary A number of new media types are explored in this and investments. Personal financial planning mortgage markets, fixed and adjustable rate course, including collaborative and communication principles are discussed including investment mortgages, and real estate construction and land tools and techniques. Throughout the course, planning, tax planning, estate planning, retirement development. Coverage of corporate real estate, learners analyze, synthesize, and evaluate planning, education planning, and risk including lease-versus-own analysis, sale and concepts and current topics in light of their management. Small business finance concepts leaseback decisions, and the role of real estate in personal and professional experiences. This such as sources of capital, payroll, taxation, and corporate restructuring is also presented. The course encourages all learners to broaden their forecasting are examined and analyzed. course also covers the importance of perspective, participate in building a learning Prerequisite(s): BUS4070. understanding the underlying economic factors community, and tap into the talents and resources of the class. TS3004 and TS3005 must be taken BUS4075 - Public and Nonprofit Finance that ultimately affect the value of properties. Prerequisite(s): BUS4070. concurrently by bachelor’s and certificate learners (6 quarter credits). This course is an overview of in their first quarter. Cannot be fulfilled by non-corporate finance practices, techniques, and BUS4801 - Ethics and Enterprise (6 quarter transfer or petition. concepts. Public finance principles at all credits). Learners develop the ability to recognize governmental and municipal levels including and exercise leadership in significant enterprise- TS3005 - Undergraduate Learner Success Lab governmental revenues and expenditures, wide ethical and human matters. Case examples (non-credit). This lab is designed to provide new intergovernmental fiscal relations, public debt, and projects highlight the ethical and human undergraduate learners the knowledge and skills and fiscal policy are discussed and evaluated. dimensions of enterprise. Special attention is they need to be successful in their academic Nonprofit organization financial issues, including given to studying how commitment to social and programs. The lab familiarizes learners with the health care financing and nonprofit financial environmental ethical responsibility can be Capella online environment and support resources statements, are presented. Prerequisite(s): compatible and complementary with the provided to ensure success. Learners build skills in BUS4070. economic success of the enterprise and the selection and use of methods, techniques, and satisfaction of enterprise stakeholders. library resources. Working with the academic BUS4076 - Issues in International Finance advisor, learners will develop a Degree (6 quarter credits). The course covers the BUS4802 - Change Management (6 quarter Completion Plan or a Certificate Completion Plan. fundamentals of the environment of international credits). In this course, learners gain an TS3005 is an advisor-led course taken in the first financial management, explores the financial understanding of the knowledge and skills quarter, in conjunction with TS3004, and carries no environment in which the multinational firm and its required to lead, facilitate, and support change credit. Cannot be fulfilled by transfer or petition. managers must function, and covers foreign management. Case studies to gain an exchange management and financial management understanding of the unfolding dynamics of TS3100 - Fundamentals of Web Application in a multinational firm. The course emphasizes planned and unplanned change in organizations Development (6 quarter credits). This course business strategy even more than accessibility so are presented. Networked many-to-many emphasizes Web application development that learners are put in the role of the financial communications and language change are fundamentals and engages the learner with the intellectual and software tools necessary for 56 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Undergraduate Course Descriptions, continued

developing professional Web applications. The introduces network performance analysis, security schedule, cost, and required quality level of the learner gains experience with the professional issues, firewalls, SSL, digital certificates, encryption resulting IT product. Using readings, online process of planning and developing prototype techniques, and types of authentication (strong discussions, practical exercises, and computer- Web applications. The learner develops a personal and weak). The learners apply their knowledge in based tools, learners develop skills to Web site that serves as an e-portfolio and resume a project that is designed to give them first-hand systematically estimate the projects in which they of the learning performance at Capella University. experience in building a networked application are involved. Prerequisite(s): TS3120 or TS3110 - Fundamentals of E-Business (6 quarter and/or analyzing and evaluating the performance equivalent experience upon school approval. credits). This course emphasizes foundational of protocols and applications. TS4031 - Risk Management in Information business concepts, helping learners analyze key TS3160 - Ethical and Human Side of Information System Development (6 quarter credits). This business units such as marketing, finance, and Technology (6 quarter credits).This course uses course provides an overview of proven risk operations and key business competencies such as specific case examples and projects to explore the management techniques that information team work and communications. Exercises in which ethical and human dimensions of information technology project managers and project leaders learners apply fundamental business techniques technology within organizations and in use to better meet their project estimates. Using help them understand how information technology relationships with customers, partners, and readings, online discussions, practical exercises, (IT) is integrated with the enterprise as a whole. society. Learners develop the ability to recognize, and computer-based tools, learners develop skills Course topics focus on learner development as IT to take seriously, and to exercise leadership in to systematically manage project risks. professionals within the business environment. significant ethical and human matters related to Prerequisite(s): TS3120 or equivalent TS3120 - Fundamentals of Project Management information technology. Cannot be fulfilled by experience upon school approval. (6 quarter credits). This course emphasizes the transfer or petition. TS4032 - Motivating Information Technology critical activities associated with managing and TS4010 - Presentation Layer: Client Side Professionals (6 quarter credits). This course leading information technology projects. It Programming (6 quarter credits). This course introduces strategies for improving job includes vendor management, configuration focuses on advanced client side programming satisfaction, teamwork, and creativity within the management, project estimation, risk management, with a basic introduction to server side team. Through readings, case study analysis, and and managing cross-functional and multi-national programming. It is an extension of TS3100 online discussions, learners understand how to teams. Case studies of information technology Fundamentals of Web Application Development. effectively motivate IT professionals. project successes and failures are explored. Topics include dynamic HTML, JavaScript, Java Prerequisite(s): TS3120 or equivalent Learners build and apply a project plan during this Applets, cascading style sheets, design templates, experience upon school approval. course. Learners are also introduced to software and principles of user-centered design. Learners TS4040 - Network Administration (6 quarter management practices within the Software are also introduced to multimedia and plug-in credits). This course focuses on the latest network Engineering Institute’s Capability Maturity Model. functionalities. The course includes a basic operating systems (NOS) concepts and tools to TS3130 - Fundamentals of Database Systems introduction to CGI programming and Server Side administer a local area network (LAN). Topics (6 quarter credits). This course introduces Includes (SSI). Learners apply their knowledge of include planning, installing, configuring, database analysis, database design, and N-tiered client side programming as they enhance their optimizing, securing, printing, and client-server database systems. Topics include personal e-portfolio Web site and construct a troubleshooting networks. Upon completion, database structures, data dictionaries, data rudimentary e-business site. Prerequisite(s): learners will have a solid understanding of analysis, and common database applications. TS3100 and TS4805 or equivalent knowledge network administration practices in a productive Learners develop an application in a popular upon school approval. environment. In addition, learners will be able to database system. Advanced discussion topics TS4012 - Advanced Server Side Programming take one of the industry certification exams after include database scripting (SQL), API interfaces, (6 quarter credits). This course introduces the completing this course. Prerequisite(s): TS3150 database connectivity technologies (ODBC/JDBC), learner to non-Microsoft Web server technologies. or equivalent experience upon school approval. and data warehousing multidimensional databases In particular it focuses on JSP and XML/XSL as TS4041 - Advanced Network Administration and data mining methods that extract useful these are used in the term project. The course (6 quarter credits). This course is a continuation information from the data warehousing. A problem- investigates how Extensible Markup Language of TS4040 focusing on enterprise and wide area based approach using SQL is used in this course. (XML) is utilized by Internet agents to share networks (WAN). Topics include advanced WAN TS3140 - Fundamentals of Software information between diverse business units. It also concepts such as directory services, Development (6 quarter credits). This course introduces distributed object technology such as authentications, advanced connectivity issues, covers the software engineering fundamentals CORBA and Enterprise Java Beans (EJBs). Other traffic, advanced security issues, remote access, necessary for good programming practice. Current topics include Perl/CGI, ODBC/JDBC, EDI, SOAP, remote management, advanced multi-protocol techniques used in large-scale information system and J2EE versus .NET. Learners are required to concepts, and monitoring network performance. software development are introduced, including take TS4811 prior to taking this course, or have Upon completion, learners will have a solid requirements analysis, functional specification, comparable job experience with Java. Learners understanding of administering wide area system design, implementation, testing, and are also required to take TS4011 prior to taking networks. In addition, learners will be able to take maintenance. A problem-based approach using this course, or have comparable job experience one of the industry certification exams after practical examples is used. Learners are also with basic Web server programming using SQL completing this course. Prerequisite(s): TS4040 introduced to software engineering practices select statements. Prerequisite(s): TS4010, or equivalent experience upon school approval. within the Software Engineering Institute’s TS4819, TS4820 or equivalent experience upon school approval. TS4042 - Network Design (6 quarter credits). Capability Maturity Model. This course focuses on the design and integration TS3150 - Fundamentals of Network Systems TS4030 - Project Estimation and Budgeting of multi-protocol networks (local area networks (6 quarter credits). This course provides an (6 quarter credits). This course focuses on the and wide area networks) forming an enterprise introduction to computer networks, protocols, critical aspects of planning an information network. Designing intranets, virtual local area TCP/IP and the Internet. The course also technology project including estimating the effort, networks, firewalls using different Internet- 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 57

working devices and media will be carefully TS4060 - Managing the Project I (6 quarter also helps network designers incorporate security- studied based on different situations taking into credits). This course focuses on the critical aspects conscious designs. The course presents strategies consideration cost, compatibility, expandability, of initiating, planning, and executing the project. to guard against hackers and forms of viruses, security, and future requirements. In addition, These typically relate to the first three phases describes firewalls and gateways, and explores learners will be able to take one of the industry associated with project development and authentication and encryption techniques. The certification exams after completing this course. execution. This course will prepare learners to course also covers a list of the most often used Prerequisite(s): TS3150 or equivalent experience gather, assess, and integrate budget resources, methods for attacking a network system and ways upon school approval. schedules, and other related resources in the to defend against them. TS4050 - Vector Graphics Animation (6 quarter project planning process. Upon completion, TS4805 - Programming Concepts and Practices credits). The course will cover the basic learners will be able to identify and negotiate with (6 quarter credits). This course is designed to functionality of Web animation and interactivity. stakeholders, assist the team in defining introduce the fundamental concepts and practices STUDIES SCHOOL OF UNDERGRADUATE Learners will learn to illustrate with Flash, using appropriate performance measure, identify key of computer programming to those with minimum animation techniques and special effects. Flash cultural opportunities and constraints, and prepare previous programming experience. Microsoft’s files produce resizable compact full-screen a cost and resource estimate of the project. Visual Basic is the tool used to explore these navigation interfaces, technical illustrations, long- Process and knowledge areas covered include programming concepts. Topics covered will form animations, and other dazzling site effects. work breakdown structure. Prerequisite(s): TS3120. include the programming development cycle, Flash enables Web designers to import artwork TS4061 - Managing the Project II (6 quarter objects, events, numbers, strings, constants, from their favorite bitmap or illustration programs, credits). This course focuses on the critical aspects variables, loops, input/output, functions, methods, apply transparency, create morphing effects, add of controlling and closing a project. These typically procedures, and data types. Learners will also be interactivity and sound, and animate them over relate to the last two phases associated with the exposed to SQL query language as they work to time. Unlike bitmapped images that are optimized operational activities and project closure. connect an application to a database. Learners will for a single resolution, vector images can adapt to Additionally, this course covers the important produce a course project using Visual Basic that multiple display sizes and resolutions. This is ideal professional responsibilities associated with a demonstrates their competencies in fundamental for displaying Web sites uniformly on set-top project such as diversity, ethics, continuous programming concepts and practices. boxes, hand-held computers, or PCs. You will learn improvements, interpersonal skills, philosophical TS4806 - Future of Information Technology how to embed exported Flash movies into HTML reflection, and training opportunities. This course (6 quarter credits). This course is intended to documents for play in a browser. Prerequisite(s): will prepare learners to become familiar with data acquaint learners with the potential that TS3100 or equivalent experience upon school collection techniques, apply risk management information technology has to affect our lives in approval. tools and techniques, describe the process of the future. The course will explore both positive TS4051 - Web Graphics Production (6 quarter inspection, record project results, prepare closing and negative aspects of the future. Learners study credits). This course covers creating, editing, and documents, and set up procedures for the historical development of information animating Web graphics using bitmap and vector implementation after project completion. technology to obtain a perspective for tools. Learners use export controls to optimize Prerequisite(s): TS4060. understanding legacy systems, for assessment of images, with advanced interactivity, and export TS4801 - Information Systems Analysis and current trends, and for anticipating future them into Macromedia Dreamweaver and other Design (6 quarter credits). This course examines possibilities. This course develops strategic skills HTML editors. Learners will be able to launch and the process of developing an information system to help learners anticipate and participate in the edit Fireworks graphics from inside Dreamweaver from conception to implementation. Although the next wave of information technology. or Macromedia Flash. Learners use tools to help focus is upon the traditional system development TS4807 - Legal Issues in Information Technology them efficiently manage graphic layers, behaviors, methods, alternative methods are also described. (6 quarter credits). This course provides an and colors and improve Web page loading. These alternative methods include object-oriented, analysis of rapidly evolving legal issues associated Prerequisite(s): TS3100 or equivalent experience rapid application development, and joint with information technology and e-business. upon school approval. applications development. Various systems Topics include intellectual property, privacy rules, TS4052 - Image Processing (6 quarter credits). analysis and design tools are used as part of encryption regulations, and current legislative This course is for Web designers who wish to the process. activities. This course emphasizes the technical create and have optimum control over the images TS4802 - System Assurance Quality and Testing aspects associated with these legal issues so used in a Web site. Learners will use Photoshop, (6 quarter credits). This course covers proven learners can prepare for the upcoming changes in the industry-standard program for image editing, strategies for improving the quality of an their profession. New laws may impact the design Web site design, digital photography, collage, information system through quality assurance of Web applications, e-business strategies, and prepress production, and fine art. Learners will be and testing methods. Learners review system many other IT activities. able to use the traditional bitmap image editing requirements for testability, participate in TS4808 - Object Oriented Analysis, Design, and features combined with a new vector feature simulated design and code inspections, explore Programming (6 quarter credits). This course which provides control when compositing testing strategies, and prepare test plans. introduces object-oriented analysis and design photographic pixel-based images and crisp, Learners are introduced to a common list of concepts using the universal modeling language resolution-independent type. While the bigger quality characteristics and methods to obtain (UML) and the Java programming language. focus in this course is image processing for the them. Process improvement strategies and models Sound practices for the design, construction, Web, learners will be able to use the same image are also discussed. testing and debugging of object-oriented for high DPI print media, such as brochures and TS4803 - System Assurance Security (6 quarter software applications are emphasized. This course catalogs. It is suggested that learners have access credits). This course provides additional detail on also introduces patterns. A problem-based to a scanner or digital camera. Prerequisite(s): network security and information systems. This approach to object-oriented analysis and design TS3100 or equivalent experience upon school course is geared for the network administrator concepts is used in this course. Prerequisite(s): approval. who must implement security strategies to protect TS3140 or programming knowledge. their organization from exposure to the Internet. It 58 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Undergraduate Course Descriptions, continued

TS4809 - Data Warehousing and Data Mining communications and advanced telephony services course learners will install a basic Web server on a (6 quarter credits). This course introduces data on digital mobile phones pagers, personal digital PC and create simple Web pages that display data warehousing and data mining concepts. Learners assistants, and other wireless terminals. Learners from a small database residing on their PCs. develop an understanding of the principles and will use simulation software to design and debug Learners will learn how to upload those pages to a techniques associated with storing large amounts wireless Web applications using Wireless Markup remote Web server, and run them using a remote of organizational data and using automatic data Language (WML) for Internet-enabled phones. SQL server database. Throughout the course retrieval methods. This course also emphasizes the This course focuses on the Wireless Application learners will refresh and reinforce their SQL skills statistical techniques involved in data extraction. Protocol (WAP), the standard currently prevalent and become proficient connecting a Web page to TS4810 - Web Design (6 quarter credits). This in North America and Europe but also touches on a database and using SQL SELECT statements to course is for learners who already know the basic protocols and services used in other parts of the create dynamic Web pages. Learners will also techniques of creating a Web page and want to world. learn how to use a tool on the PC to manage a improve the aesthetics, design, and usability of a TS4815 - Introduction to Telecommunications remote SQL database. The final course project will Web site. This course specifically covers general (6 quarter credits). This course introduces basic expand the business Web site created in TS4010 design elements of page layout and typography as concepts and structural components of the by interfacing it to a SQL server database. The it relates to Web pages. It will be assumed that the telephony and voice telecommunications industry. project will result in a Web store that can display learner knows something about optimum file size It introduces and explores a telecommunications data from existing customer and product and for graphics, safe colors, screen size resolution as it platform that includes switching, wiring, and order tables. This course is intended for learners relates to page size, system platform differences, networking, as well as facilities that provide and who have little or no previous experience with and browser differences. Prerequisite(s): TS3100 support telecommunications. PBX switching and Web server programming, or who are weak in or equivalent experience upon school approval. telecommunications are covered. In addition, database skills. It uses ASP.NET, VB.NET and ADO.NET as the technology. Prerequisite(s): TS4811 - Object-Oriented Programming in Java learners in the course survey the state of convergence of communications technologies. TS3130, TS4805, and TS4010, or equivalent (6 quarter credits). This is an intermediate level experience upon school approval. object-oriented programming course using Java. TS4816 - Mobile Device Programming Focus of the course will be on developing (6 quarter credits). This course provides an TS4820 - Server Side Programming ASP.NET applications using the Java Software Development overview of the tools and languages used to (6 quarter credits). This course provides the Kit (SDK), with numerous example programs and a program native applications for mobile devices learner with advanced skills to build a professional course project. The course will also explore how such as Personal Digital Assistants and mobile Web application using .NET technology. It builds Java relates to various features of C, C++ and C#. phones. Unlike wireless Web applications, native upon the knowledge and skills gained from Prerequisite(s): TS4805 or equivalent knowledge applications run directly on the device hardware TS4819 Learners will learn how to develop upon school approval. and do not require wireless connectivity to administrative Web pages that can add/delete/ operate. Examples includes productivity update records in a remote database table. TS4812 - Advanced Java Programming Learners will refresh their knowledge of SQL (6 quarter credits). This course extends the topics applications such as digital forms, collaboration applications such as instant messaging and JOINs, and use it to create more complicated Web covered in TS4811 by covering several advanced pages. They will extend their Web store to allow features of Java programming. It is intended for database synchronization, and entertainment applications such as games and audio/video customers to register and create their own learners who understand the fundamental Java accounts and to accept customer orders and programming concepts and who now want to players. While the tools used for native applications are based on the tools used for implement a full check-out sequence. Learners will explore some of the advanced Java programming learn more advanced ASP.NET techniques topics. The primary focus of this course is on the traditional programming, the differences in technical architecture and user interface design including session state and two different kinds of advanced features and libraries of the Java2 authentication. Learners must have taken TS4819, Prerequisite(s): TS4811 or equivalent are significant. This course will cover the platform. or have equivalent job experience with ASP.NET, programming knowledge/ experience of either fundamentals of designing and building applications for mobile devices. VB.NET and ADO.NET and SQL. Prerequisite(s): C or C++, Visual Basic, Smalltalk, or COBOL etc., TS4819 or equivalent experience upon school upon school approval. TS4817 - Security Management Practices approval. (6 quarter credits). This course covers hands-on TS4813 - Operating Systems (6 quarter credits). TS4899 - Special Topics in Information This course is an introduction to fundamental security management practices through the study of access controls; administration, audit, and Technology (special interest alternate) concepts in operating systems. Topics include main (6 quarter credits). This course enables learners memory management, virtual memory, I/O and monitoring; risk, response, and recovery; cryptography; data communications; and to propose and conduct a study of special topics device drivers, and secondary storage of interest related to information technology. management and file systems. Practical examples malicious code. The focus of the course is built around the SSCP seven domains. After Appropriate course topics address an area of using the Unix operating system will be explored, study that complements the learner’s past including study of process, file structures, and completing this course, a learner will be prepared to take the System Security Certified Practitioner experience and learning objectives. The course inter-process communication. The course will typically involves learners, working on individual explore how key concepts are implemented in Unix (SSCP) certification exam. Prerequisite(s): TS3150 or equivalent experience upon school approval. learning plans, in the context of a learning compared to other leading operating systems community. Special permission is required for TS4819 - Application Layer: Server Side including Windows and Linux. registration. TS4814 - Wireless Web Programming (6 quarter Programming (6 quarter credits). This course credits). This course provides an overview of the provides the learner with the skills to build a Web evolving wireless technologies and the Wireless application, which interfaces to an existing Application Protocol (WAP). WAP is the de facto database. It builds upon the knowledge gained worldwide standard for providing Internet from TS3100, TS3130, TS4805, and TS4010. In this 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 59

TS4990 - Integrated Action Learning Project (6 quarter credits). This course allows learners to apply knowledge and skills from other courses as they develop a project that benefits an organization, community, or industry. Learners prepare a proposal that includes a project description, deliverables, completion dates, and the associated learning that will be exhibited. Upon approval from the instructor, learners execute the proposal, record their progress weekly using a project tracking Web site, and STUDIES SCHOOL OF UNDERGRADUATE produce a final project report.

Graduate Schools

1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 63

School of Business and Technology

From the Dean Welcome to the School of Business and Technology. Our programs offer an integrated approach to solving contemporary issues in business and technology. In the past decade, the business and technology disciplines have coalesced; today, information technology is an integral function of business — essential to workplace productivity, customer relationship management, commerce, and the development of new business models.

In the School of Business and Technology, our high-caliber degree programs are SCHOOL OF BUSINESS AND TECHNOLOGY designed to reflect the competitive and rapidly changing business environment. Programs provide opportunities to build knowledge and upgrade skills and support career success through relevant curriculum. Professionals who have profited from our approach to business and technology education include systems analysts, human Kurt R. Linberg, PhD resource professionals, project managers, corporate executives, corporate Dean, School of Business and Technology information officers, financial analysts, network designers, general managers, consultants, teachers, and others.

School of Business and Technology faculty bring academic credentials and industry experience to our courserooms and contribute enormously to the success of our programs. With deep knowledge and passion for their subject areas, faculty members create learning experiences that link theory and research and have immediate application to the workplace. Whether learners are at the beginning, middle, or peak of their careers, our faculty support their personal goals and professional evolution.

The Doctor of Philosophy in organization and management (with specializations in leadership, human resource management, and information technology management, in addition to the general program of study) is designed to develop scholar- practitioners with the ability to teach, lead, and conduct research in a variety of organizational and academic contexts.

The Master of Science in organization and management (with specializations in information technology management, leadership, and human resource management) provides deep subject matter knowledge and professional preparation for the workplace.

The Master of Science in information technology (with specializations in project management and leadership, information security, system design and programming, and network architecture and design) helps learners develop core information technology leadership and business skills as well as deep subject matter expertise.

The Master of Business Administration (with specializations in accounting, finance, and marketing) offers high-impact curriculum focused on leadership and business skills.

I am pleased to welcome you to Capella University's School of Business and Technology. We are committed to providing a rich and rewarding learning experience and look forward to helping you celebrate the completion of your program.

Kurt R. Linberg, PhD Dean 64 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

About the School of Business and Technology

Mission Statement Master of Science (MS) in contributions in their organizations. For Our mission is to educate adult learners Organization and Management the IT professional who wants to lead in using highly relevant curriculum and The Master of Science in organization the design and deployment of secure exceptional instruction to deliver and management program is intended enterprise applications and network competency-based learning. Our for working adults who wish to develop technologies, Capella University offers a learners’ educational experiences deep subject matter knowledge in MS in information technology with provide immediate impact to their job as specific areas of organizational practice. specializations in system design and well as lay the foundation for addressing Learners may pursue a specialization in programming, network architecture and challenges throughout their professional human resource management, design, or information security. In careers. Our learners participate in information technology management, addition, the information technology powerful, faculty-guided learning or leadership. This highly relevant and MS with a specialization in project communities that support the sharing of contemporary graduate program management and leadership offers experience and knowledge across challenges and prepares learners to learners a broad understanding of industries, professions, and geographies. become effective professionals at middle technology used in enterprise-wide The School of Business and Technology and upper levels of organizational systems projects and the methods and is committed to continual integration of management in a variety of industries. mastery of skills necessary for disciplined relevant theory with effective practice. In The goal of the program is to develop project management professionals. The our own work and in the education of graduates who can utilize appropriate program helps learners acquire higher- our learners, we provide and develop the theory to make responsible and effective level managerial skills while familiarizing necessary framework to drive meaningful business decisions and foster inclusive them with the newest applications being solutions to complex problems. Through work environments. used by leading corporations. Learners also apply their course work to work- the development of business, research, Master of Science (MS) in related systems challenges in the virtual and information technology knowledge, Information Technology lab, immediately increasing their our learners are uniquely equipped to be The Master of Science in information credibility and effectiveness in their jobs. exceptional problem-solvers who make a technology is specifically designed to positive impact in their organizations and help working adults acquire the skills society. and knowledge needed to advance their careers and make significant Degree Programs Doctor of Philosophy (PhD) in Organization and Management The PhD in organization and SPECIALIZATIONS OFFERED IN THE management program prepares scholar- SCHOOL OF BUSINESS AND TECHNOLOGY practitioners for professional teaching or Specializations Degrees and Certificates organizational roles in the fast-paced, Accounting MBA competitive, global enterprise system. Finance MBA Doctoral-level course work prepares men Human Resource Management PhD, MSOM, Certificate and women to utilize research and Information Security MSIT theory to make informed organizational Information Security Professional Certificate decisions. PhD learners may pursue the Information Technology Management PhD, MSOM, Certificate general program of study or specialize Leadership PhD, MSOM, Certificate in human resource management, Marketing MBA information technology management, Network Architecture and Design MSIT or leadership. Mid-level and executive Project Management and Leadership MSIT managers and leaders study existing Professional Project Management Certificate practices, investigate new management System Design and Programming MSIT and leadership techniques, and translate General PhD, MSOM, MSIT, MBA theory into practice. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 65

Master of Business Administration (MBA) The Master of Business Administration program is designed to meet the needs of working professionals seeking to advance their careers in management and to turn experienced managers into effective leaders. The MBA degree focus is on practical content, relevant skills, and job-related behaviors that are critical for success in today’s competitive SCHOOL OF BUSINESS AND TECHNOLOGY environment. Additionally, the learning experience blends a supportive professional effectiveness process, individualized assessments, and self- reflection with a challenging curriculum and a deep commitment to adult- centered learning. The faculty that support the curriculum are experienced scholar-practitioners who are committed to learner success. Learners receive broad exposure to core business disciplines and have the option to increase the depth of their competency in the accounting, finance, or marketing specializations. Certificates The School of Business and Technology certificate programs provide business professionals with the opportunity to pursue new knowledge and skills through completion of a concentrated graduate-level program of study. Learners may pursue certificates in human resource management, information security, information technology management, leadership, and project management. 66 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Business and Technology Degree Programs

Doctor of Philosophy (PhD) in Specialization courses: OM7050 Ethics and Social Responsibility Organization and Management Choose five from the following courses: OM7080 Statistical Research Techniques OM8201 Theories of Executive Human Resource OM8010 Principles of Organization Theory Specializations Management and Practice OM8202 The HR Executive as Strategic Partner OM8012 Strategy Learners in the PhD in organization and OM8203 Perspectives and Practices in OM8021 * Management Theory Creation management should carefully assess their ability Global HRM OM8022 * Survey of Applied Research Methods to write and think critically and from a scholarly OM8204 Legal Systems, Labor Relations, and OM8025 * Advanced Qualitative Research OR perspective. Learners with any potential deficits in Regulatory Practices OM8026 * Applied Multivariate Modeling OR these areas are encouraged to take OM7006 - OM8205 Knowledge Management, Human OM8027 * Survey Research Methodology Research and Writing for Graduate Learners and Resource Information Systems, and OM8910 * Teaching Practice Seminar OR OM7007 - Focused Research and Writing for Internet Technologies OM8920 * Leadership Practice Seminar OR Graduate Learners. OM8206 Human Capital Management, OM8930 * Consulting Practice Seminar Acquisition, Development, and Retention Human Resource Management Upon completion of all required course work: Specialization courses: OM9984 * Doctoral Comprehensive Examination I OM8301 Survey of Research Literature in The human resource management (HRM) Information Technology Infrastructure OM9985 * Doctoral Comprehensive Examination II specialization provides mid-level and executive OM8302 Survey of Research Literature in OM9986 * Dissertation Research I leadership with leading theories and practices for Information Technology Planning and human resource management in a complex and OM9987 * Dissertation Research II Delivery global business environment. Learners receive OM9988 * Dissertation Research III OM8303 IT Technical Foundations training as scholar-practitioners conducting and OM9989 * Dissertation Research IV OM8304 IT Delivery applying research across a wide spectrum of Eight Elective Courses 32 quarter credits OM8305 IT Strategy and Management HRM topics. The HRM specialization within the Choose at least five courses from the 8000-level Upon completion of all required course work: organization and management PhD program organization and management courses listed in the OM9984 * Doctoral Comprehensive Examination I prepares learners to lead, consult, or teach in the graduate course descriptions. Up to three 7000-level courses may be taken. OM9985 * Doctoral Comprehensive Examination II field of human resource management from an Total 120 quarter credits OM9986 * Dissertation Research I informed, strategic viewpoint, creating practical OM9987 * Dissertation Research II solutions to real-world problems. This OM9988 * Dissertation Research III specialization prepares HRM executives for the OM9989 * Dissertation Research IV role of strategic partner in leading and managing Information Technology Management Eight Elective Courses 32 quarter credits the human assets of the organization as a full The information technology (IT) management Choose at least five courses from the 8000-level business partner. specialization investigates the contemporary organization and management courses listed in the Residency Requirement(s): theories and practices that today’s organizations graduate course descriptions. Up to three 7000-level Three one-week residential colloquia sessions are using to gain a strategic advantage through courses may be taken. related to time and program credit completion. the deployment of information technology. Total 120 quarter credits See Residential Colloquia in Academic and Other Learners develop the process skills and subject University Policies. matter knowledge needed to excel as scholar- Twenty-two Required practitioners and leaders in this growing field. Courses + Lab 88 quarter credits Leadership This specialization equips learners with the tools Core courses: needed to pioneer innovative solutions to The leadership specialization prepares leaders for OM8004 Managing and Organizing People complex problems in the planning, development, today’s fast-paced and complex global enterprise OM8005 Doctoral Learner Success Lab and management of information technology in system by exploring and applying cutting-edge (non-credit) the fast-moving environment of modern leadership theory and its application to the OM7020 Marketing Strategy and Practice organizations. Completing the PhD in this challenges facing today’s organizations. Executive OM7040 Accounting and Financial Management specialization prepares learners to lead, consult, leadership, leader development, and issues on OM7050 Ethics and Social Responsibility or teach in the field of IT management from an the frontier of the global economy are but a few OM7080 Statistical Research Techniques informed, strategic viewpoint, creating practical of the topics covered in the leadership OM8010 Principles of Organization Theory solutions to emerging real-world problems as specialization. Executives, mid-level managers, and Practice organizations compete in the global marketplace. and those in the initial stages of their careers OM8012 Strategy benefit from the relevant topics and are prepared Residency Requirement(s): OM8021 * Management Theory Creation to develop real-world answers to the challenges Three one-week residential colloquia sessions of the twenty-first century organization. This OM8022 * Survey of Applied Research Methods related to time and program credit completion. OM8025 * Advanced Qualitative Research OR See Residencies in Academic and Other University specialization prepares learners to lead, consult, OM8026 * Applied Multivariate Modeling OR Policies. or teach in the area of leadership from an OM8027 * Survey Research Methodology Twenty-two Required informed, strategic viewpoint, creating practical OM8910 * Teaching Practice Seminar OR Courses + Lab 88 quarter credits solutions to real-world problems. OM8920 * Leadership Practice Seminar OR Core courses: Residency Requirement(s): OM8930 * Consulting Practice Seminar OM8004 Managing and Organizing People Three one-week residential colloquia sessions OM8005 Doctoral Learner Success Lab related to time and program credit completion. (non-credit) See Residencies in Academic and Other University Policies. OM7020 Marketing Strategy and Practice OM7040 Accounting and Financial Management

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 67

PhD in Organization and Management Specializations, continued Twenty-two Required General Master of Science (MS) in Courses + Lab 88 quarter credits Learners in the general organization and Organization and Management Core courses: management specialization may select courses OM8004 Managing and Organizing People Specializations and electives from one or more specializations, OM8005 Doctoral Learner Success Lab (non-credit) provided that they meet the general Human Resource Management OM7020 Marketing Strategy and Practice requirements for the program and any OM7040 Accounting and Financial Management prerequisites for the courses. It is expected that The human resource management (HRM) OM7050 Ethics and Social Responsibility learners choose electives that provide a coherent specialization targets mid-level managers who OM7080 Statistical Research Techniques foundation for research in an area of organization aspire to HR executive leadership roles in OM8010 Principles of Organization Theory and management inquiry. Completing the general organizations. The curriculum prepares learners and Practice PhD program prepares learners to lead, consult, to think critically—beyond traditional functional OM8012 Strategy or teach in the field of management from an boundaries—and to turn strategic plans into SCHOOL OF BUSINESS AND TECHNOLOGY OM8021 * Management Theory Creation informed, strategic viewpoint, creating practical workplace practices that deliver business results. OM8022 * Survey of Applied Research Methods solutions to real-world problems. The course work also prepares learners to solve real-world human resource challenges from a OM8025 * Advanced Qualitative Research OR Residency Requirement(s): OM8026 * Applied Multivariate Modeling OR business perspective. Learners enhance their OM8027 * Survey Research Methodology Three one-week residential colloquia sessions related to time and program credit completion. HRM knowledge and acquire the skills needed to OM8910 * Teaching Practice Seminar OR See Residential Colloquia in Academic and Other become strategic business partners in their OM8920 * Leadership Practice Seminar OR University Policies. organizations. Completion of this specialization OM8930 * Consulting Practice Seminar Seventeen Required helps position learners for a career as a human Specialization courses: Courses + Lab 68 quarter credits resource leader. Choose five from the following courses: OM8004 Managing and Organizing People Twelve Required OM8101 Theories of Leadership OM8005 Doctoral Learner Success Lab Courses + Lab 48 quarter credits OM8102 Leading at the Top: The Upper Echelon (non-credit) Core Courses: OM8103 Global Executive/Manager Development OM7020 Marketing Strategy and Practice OM5004 People at Work OM8104 Leadership: The Dark Side OM7040 Accounting and Financial Management OM5005 Master’s Learner Success Lab OM8105 Issues on the Frontier of the OM7050 Ethics and Social Responsibility (non-credit) Global Economy OM7080 Statistical Research Techniques OM5015 Marketing OM8106 Leading the Global Enterprise System OM8010 Principles of Organization Theory OM5025 Accounting and Finance in OM8107 Entrepreneurial Leader as Pioneer and Practice Organizations Upon completion of all required course work: OM8012 Strategy OM5030 Corporate Social Responsibility and Managerial Ethics OM9984 * Doctoral Comprehensive Examination I OM8021 * Management Theory Creation OM8022 * Survey of Applied Research Methods OM5035 Data Analysis and Decision Making OM9985 * Doctoral Comprehensive Examination II for Managers OM9986 * Dissertation Research I OM8025 * Advanced Qualitative Research OR OM8026 * Applied Multivariate Modeling OR OM5040 Strategic Planning OM9987 * Dissertation Research II OM8027* Survey Research Methodology Specialization courses: OM9988 * Dissertation Research III OM8910 * Teaching Practice Seminar OR OM9989 * Dissertation Research IV OM8920 * Leadership Practice Seminar OR OM5210 Human Resource Management Eight Elective Courses 32 quarter credits OM8930 * Consulting Practice Seminar Choose four from the following courses AND the Integrative Project course: Choose at least five courses from the 8000-level Upon completion of all required course work: organization and management courses listed in the OM9984 * Doctoral Comprehensive Examination I OM5212 * Managing Diversity and Inclusion in Organizations graduate course descriptions. Up to three 7000-level OM9985 * Doctoral Comprehensive Examination II courses may be taken. OM5214 * Employment Law: Legal Structures, OM9986 * Dissertation Research I Total 120 quarter credits Compliance, and Reporting OM9987 * Dissertation Research II OM5216 * Conflict Management and Employee OM9988 * Dissertation Research III Dispute Resolution OM9989 * Dissertation Research IV OM5218 * Managing Compensation, Benefits, Thirteen Elective Courses 52 quarter credits and Reward Systems Choose at least ten courses from the 8000-level OM5220 * Recruitment, Selection, and Assessment organization and management courses listed in the OM5222 * Training, Development, and graduate course descriptions. Up to three 7000-level Succession Planning courses may be taken. OM5299 * Special Topics in Human Resource Total 120 quarter credits Management The Integrative Project course should be taken during the learner’s final quarter. OM5990 * Integrative Project: Organizational Leadership and Change Management Total 48 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 68 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Business and Technology Degree Programs, continued

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

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 69

Master of Science (MS) in TS5508 Enterprise System Security Information Security TS5513 * Advanced Programming Strategies Information Technology Information technology professionals need an in- Specializations TS5514 * Advanced Graphics and Multimedia depth knowledge of emerging security threats TS5515 * Advanced Wireless and Mobile and solutions to ensure that networks and Development computer systems are secure. Today, they are School of Business and Technology learners TS5516 Client Server Architecture and Design pursuing a master’s degree in an IT specialization responsible for developing information security who need to enhance their skills in the areas of TS5517 Network Enterprise Architecture and and disaster recovery plans that proactively Design Web application development, database systems, protect the enterprise. This specialization TS5518 Advanced Network Technology - software design, and/or network systems are prepares technology leaders to identify, develop, strongly encouraged to enroll in TS5590 - Web Routing and implement highly secure networks that Development and Networks and/or TS5591 - TS5520 Operating System Theory and Programming and Database Systems. Additionally, Application support organizational goals. It combines both SCHOOL OF BUSINESS AND TECHNOLOGY the Admissions Committee may request that the TS5521 * Advanced Network Technology - technical and policy-level course work to provide applicant enroll in one or both of these courses. Switching information assurance (IA) skills to protect In either case, these courses are in addition to the TS5522 * Advanced Network Technology - information systems by ensuring their availability, specialization requirements. Remote Access integrity, and confidentiality. The curriculum is TS5523 * Advanced Network Technology - designed around the domains of knowledge General Information Technology Troubleshooting represented in the Certified Information Systems TS5524 Advanced Project Management Security Professional (CISSP) certification. Capella University's Master of Science (MS) program in information technology helps working TS5525 Project Risk Management Twelve Required IT professionals acquire the intellectual capital TS5526 Leadership and Human Resource Courses + Lab: 48 quarter credits Management and technical skills to make significant, far- Core courses: reaching contributions to their organizations. It is TS5527 Procurement Management TS5004 Technical Communications also ideal for those with bachelor’s degrees in TS5528 Project Integration Management TS5005 Master’s Learner Success Lab other fields looking to enter the IT industry at a TS5529 * Component Development - Java (non-credit) Framework senior contributor or managerial level. TS5110 Enterprise System and Application TS5530 * Component Development - Microsoft Development OR Learners can select a specialization in information Framework TS5111 Overview of Enterprise Applications security, network architecture and design, project TS5531 Security Management Practices TS5120 Project Management for Technology management and leadership, or system design TS5532 Secure System Development and Professionals and programming. Learners may also choose to Cryptology TS5130 System Development Theory and obtain greater breadth in understanding IT topics TS5536 Ethical and Legal Considerations in Practice by selecting the following general program. Information Technology TS5140 System Usability Analysis and Twelve Required TS5537 Project Portfolio Management Design OR TS5150 Enterprise Application Testing OR Courses + Lab: 48 quarter credits TS5538 * Programming Strategies – Microsoft TS5151 Quality Assurance Core courses: Environment TS5160 Business Foundations TS5004 Technical Communications TS5540 * Introduction to XML and Web Services TS5005 Master’s Learner Success Lab TS5899 * Special Topics in Technology Specialization courses: (non-credit) OR Choose five of the following courses AND the TS5110 Enterprise System and Application Choose two, two-credit intensive study courses in Integrative Project course: Development OR place of one four-credit specialization course: TS5507 Network Technology TS5111 Overview of Enterprise Applications TS5270 Cyber Threats to Enterprise Security TS5508 Enterprise System Security TS5120 Project Management for Technology TS5271 Network Security Solutions for the TS5520 Operating System Theory and Professionals Enterprise Application TS5130 System Development Theory and The Integrative Project course should be taken TS5525 Project Risk Management Practice during the learner’s final quarter. TS5531 Security Management Practices TS5140 System Usability Analysis and Design OR TS5990 * Integrative Project TS5150 Enterprise Application Testing OR TS5532 Secure System Development and Total 48 quarter credits TS5151 Quality Assurance Cryptology TS5160 Business Foundations TS5536 Ethical and Legal Considerations in Information Technology Specialization courses: TS5899 * Special Topics in Technology Choose five from the following courses AND the OR Integrative Project course: Choose two, two-credit intensive study courses in place of one four-credit specialization course: TS5500 Systems Analysis and Design TS5270 Cyber Threats to Enterprise Security TS5501 Database Analysis and Design TS5271 Network Security Solutions for the TS5502 * Programming Strategies Enterprise TS5503 * Advanced Enterprise System The Integrative Project course should be taken Development during the learner’s final quarter. TS5504 Wireless Web Design and Development TS5990 * Integrative Project TS5505 Object-oriented Design and Development Total 48 quarter credits TS5506 * Graphics and Multimedia TS5507 Network Technology

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 70 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Business and Technology Degree Programs, continued

Master’s in Information Technology Specializations, continued Network Architecture and Design Project Management and Leadership System Design and Programming Organizations need systems design and Information technology professionals in high The Internet, Web, and related technologies (XML, programming personnel, but without a secure demand by global enterprises and Web Services, Distributed Database Systems) have and high-performing network infrastructure, a entrepreneurial start-ups must be able to master become integral to today's business applications, business cannot be successful. Network project management and risk management skills. creating higher demands on technology professionals ensure that networks are designed These professionals need to understand the professionals. Many companies estimate that their and maintained to support the success of an current state of technology, the key greatest demand for information technology organization. They are responsible for making the organizational and societal issues influencing professionals will fall in the area of systems right connections for the Internet, intranets, and technology, and how to effectively motivate integration, information management, software extranets, including designing and maintaining individuals and teams. The project management engineering, software development, and the local area networks and wide area networks. and leadership specialization helps prepare management of development efforts locally and They are also responsible for developing and technical leaders and managers with the skills offshore. This specialization helps prepare implementing the organization’s information necessary to successfully lead multiple technology leaders with the skills necessary to security and disaster recovery plans. The network technology projects that span dispersed design and implement high-quality applications architecture and design specialization helps geographical areas. and to utilize the components involved in that provide technology leaders with the skills Twelve Required effort most effectively to meet the needs of necessary to design and implement high-quality Courses + Lab: 48 quarter credits business. networks that meet the needs of business. Core courses: Twelve Required Twelve Required TS5004 Technical Communications Courses + Lab: 48 quarter credits Courses + Lab: 48 quarter credits TS5005 Master’s Learner Success Lab Core courses: Core courses: (non-credit) TS5004 Technical Communications TS5004 Technical Communications TS5110 Enterprise System and Application TS5005 Master’s Learner Success Lab TS5005 Master’s Learner Success Lab Development OR (non-credit) (non-credit) TS5111 Overview of Enterprise Applications TS5110 Enterprise System and Application TS5110 Enterprise System and Application TS5120 Project Management for Technology Development Development OR Professionals TS5120 Project Management for Technology TS5111 Overview of Enterprise Applications TS5130 System Development Theory and Professionals TS5120 Project Management for Technology Practice TS5130 System Development Theory and Practice Professionals TS5140 System Usability Analysis and Design OR TS5140 System Usability Analysis and Design OR TS5130 System Development Theory and TS5150 Enterprise Application Testing OR TS5150 Enterprise Application Testing OR Practice TS5151 Quality Assurance TS5151 Quality Assurance TS5140 System Usability Analysis and Design OR TS5160 Business Foundations TS5160 Business Foundations TS5150 Enterprise Application Testing OR TS5151 Quality Assurance Specialization courses: Specialization courses: TS5160 Business Foundations Choose five of the following courses AND the Choose five of the following courses AND the Integrative Project course: Integrative Project course: Specialization courses: TS5500 Systems Analysis and Design TS5500 Systems Analysis and Design Choose five of the following courses AND the TS5508 Enterprise System Security TS5501 Database Analysis and Design Integrative Project course: TS5524 Advanced Project Management TS5502 * Programming Strategies TS5507 Network Technology TS5525 Project Risk Management TS5503 * Advanced Enterprise System Development TS5508 Enterprise System Security TS5526 Leadership and Human Resource TS5504 Wireless Web Design and Development Management TS5516 Client Server Architecture and Design TS5505 Object-oriented Design and Development TS5527 Procurement Management TS5517 Network Enterprise Architecture and TS5506 * Graphics and Multimedia Design TS5528 Project Integration Management TS5513 * Advanced Programming Strategies TS5518 Advanced Network Technology - Routing TS5536 Ethical and Legal Considerations in TS5514 * Advanced Graphics and Multimedia TS5521* Advanced Network Technology - Information Technology TS5515 * Advanced Wireless and Mobile Switching TS5537 Project Portfolio Management Development TS5522* Advanced Network Technology - TS5899 * Special Topics in Technology TS5520 Operating System Theory and Application Remote Access The Integrative Project course should be taken TS5529 * Component Development - Java TS5523* Advanced Network Technology - during the learner’s final quarter. Framework Troubleshooting TS5990 * Integrative Project TS5536 Ethical and Legal Considerations in TS5530 * Component Development - Microsoft Total 48 quarter credits Information Technology Framework TS5899 * Special Topics in Technology TS5538* Programming Strategies – Microsoft Environment OR TS5540 * Introduction to XML and Web Services Choose two, two-credit intensive study courses in place of one four-credit specialization course: TS5899 * Special Topics in Technology TS5270 Cyber Threats to Enterprise Security The Integrative Project course should be taken during the learner’s final quarter. TS5271 Network Security Solutions for the Enterprise TS5990 * Integrative Project The Integrative Project course should be taken Total 48 quarter credits during the learner’s final quarter. TS5990 * Integrative Project Total 48 quarter credits * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 71

Master of Business Accounting Applicants to the accounting specialization must complete and submit the Capella University Administration (MBA) The accounting specialization emphasizes School of Business and Technology Specializations accounting applications with respect to the Accounting Experience form located at nature and scope of business operations. The http://www.capella.edu/inc/pdf/accounting specialization cultivates learners’ abilities to plan experience.pdf. Capella University’s MBA program responds and control organizational budgeting. Learners directly to the needs of the marketplace with an Capella University does not guarantee that the gain knowledge and skills in the audit and integrated curriculum focusing on core business MBA with a specialization in accounting will, on evaluation of controls and computerized knowledge and professional effectiveness its own, provide learners with the educational information systems of accounting. Learners requirements necessary to sit for the CPA competencies. The program builds essential skills examine the nature and function of accounting examination or other professional licensures. required to achieve long-term business results. Learners are encouraged to contact their state information in the decision-making process.

MBA learners are challenged to stretch beyond boards of accountancy for requirements in their SCHOOL OF BUSINESS AND TECHNOLOGY Learners also study the conceptual framework what is expected and are given impact state. of accounting theory and practice, focusing on assignments that can be immediately applied in processes of identification, measurement, Capella University will seek approval of this new the workplace. Learners create and develop a documentation, and financial reporting. This specialization from the state of Georgia. Learners blueprint and portfolio of skills for being an should contact an enrollment counselor for specialization is not designed to lead to effective leader. Because of the transformative current approval status in these states. professional licensure in accounting. nature of this MBA curriculum, learners are better prepared to reposition themselves for success in Sixteen Required Courses 48 quarter credits their careers. Core courses: First two courses taken first and in sequence: SM Professional Effectiveness Coaching MBA9010 Professional Effectiveness: Stretch, Capella University's MBA Professional Impact, Reposition Effectiveness Coaching process helps learners MBA9020 Leading for Results focus on the areas where they need to stretch to MBA9110 Marketing and Brand Management become more effective managers, apply what MBA9130 Operations and Process Management they've learned to impact their current job, and MBA9140 Financial Management reposition themselves to advance toward future MBA9150 Strategy goals. Learners have the option to establish a MBA9160 Managing Information Assets and relationship with a professional coach who helps Technology facilitate this growth process through one-on-one MBA9210 Building Relationships coaching sessions. MBA9230 Leading Teams MBA9240 Facilitating Change General MBA9260 Negotiating for Results Sixteen Required Courses 48 quarter credits Specialization courses: First two courses taken first and in sequence: MBA9182 Advanced Accounting MBA9010 Professional Effectiveness: ` Stretch, Impact, Reposition MBA9184 *Budget Planning and Control MBA9020 Leading for Results MBA9186 *Audit and Control of Accounting Information Systems MBA9110 Marketing and Brand Management MBA9188 *Accounting Information for Decision MBA9120 Sales and Customer Relationship Making Management The Accounting Capstone course should be taken MBA9130 Operations and Process Management during the learner’s final quarter. MBA9140 Financial Management MBA9380 *Accounting Capstone: Judgment, MBA9150 Strategy Planning, and Action MBA9160 Managing Information Assets and Total 48 quarter credits Technology MBA9170 Regulatory and Ethical Environment of Business MBA9210 Building Relationships Admission to the accounting specialization MBA9220 Developing and Coaching Others requires a fundamental understanding of accounting principles. Applicants must meet MBA9230 Leading Teams one or more of the following requirements: MBA9240 Facilitating Change 1. Completed at least eight quarter hour credits MBA9250 Leveraging Workplace Diversity of upper-level undergraduate accounting course MBA9260 Negotiating for Results work with a grade of “B” or better; 2. Earned an undergraduate degree in accounting from a The MBA Capstone course should be taken during regionally accredited or internationally recognized the learner’s final quarter. institution. 3. Completed at least four quarter MBA9300 *MBA Capstone: hour credits of graduate accounting course work Judgment, Planning, and Action with a grade of “B” or better. 4. Passed the CPA Total 48 quarter credits or CMA examination.

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 72 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Business and Technology Degree Programs, continued

Master of Business Administration (MBA) Specializations, continued Finance Marketing Graduate Certificates The finance specialization provides learners with The marketing specialization prepares learners current knowledge and skills in financial analysis to move into middle or senior marketing Certificates are an ideal way to update existing and decision making, preparing them for careers management positions within their organizations. knowledge, gain new knowledge, and study at in finance at middle or senior management The marketing specialization provides deeper the graduate level. Course work completed in a levels. Learners who select finance as their area insight into contemporary issues and examines certificate program may be transferred into the of specialization are required to complete various theories and techniques used by related Capella Master of Science specialization. designated MBA core business and professional marketers in today’s competitive environment. Note: Certification and Certificates — There is effectiveness courses that focus on leading and The specialization extends a learner’s an important distinction between the two terms. managing others, strategy, operations competencies in market research, analysis, The School of Business and Technology offers a management, information technology, and planning, execution, and evaluation. During the variety of graduate certificates. University- marketing. The courses in the finance capstone course, all learners synthesize and apply sponsored certificates represent an advanced specialization extend the core competencies by what they have learned into a final marketing course of study in a specific discipline which is examining theories and techniques related to plan. Learners who select marketing as their area intended to enhance knowledge. However, corporate finance, investment and portfolio of specialization are required to complete obtaining a university-awarded certificate is management, international finance, and designated MBA core business and professional not equivalent to “certification.” The term emerging topics in the field. effectiveness courses that focus on leading certification refers to the official mandate and managing others, strategy, operations Sixteen Required Courses 48 quarter credits awarded by a state regulatory board or management, information technology, and Core courses: professional organization to an individual for finance. First two courses taken first and in sequence: a specific professional practice. MBA9010 Professional Effectiveness: Sixteen Required Courses 48 quarter credits Stretch, Impact, Reposition Core courses: MBA9020 Leading for Results First two courses taken first and in sequence: Human Resource Management MBA9110 Marketing and Brand Management MBA9010 Professional Effectiveness: The certificate in human resource management MBA9130 Operations and Process Management Stretch, Impact, Reposition helps professionals increase their expertise in the MBA9140 Financial Management MBA9020 Leading for Results principles and practices of the human resource MBA9150 Strategy MBA9110 Marketing and Brand Management function. The certificate provides the opportunity MBA9160 Managing Information Assets and MBA9130 Operations and Process Management to enhance skills, knowledge, and abilities Technology MBA9140 Financial Management through the development of human resource MBA9210 Building Relationships MBA9150 Strategy competencies. By providing learners a better MBA9230 Leading Teams MBA9160 Managing Information Assets and understanding of various human resource MBA9240 Facilitating Change Technology disciplines, the certificate prepares participants MBA9260 Negotiating for Results MBA9210 Building Relationships for the challenges and demands faced by human MBA9230 Leading Teams resource professionals. Specialization courses: MBA9240 Facilitating Change Four Required Courses 16 quarter credits Choose four from the following courses: MBA9260 Negotiating for Results OM5210 Human Resource Management MBA9141 *Financial Markets and Institutions Choose three from the following courses: MBA9142 *Advanced Finance Specialization courses: OM5212 * Managing Diversity and Inclusion in Choose four from the following courses: MBA9143 *Bank Management Organizations MBA9112 *Market Research MBA9144 *International Financial Management OM5214 * Employment Law: Legal Structures, MBA9146 *Investment and Portfolio Management MBA9114 *Consumer Behavior Compliance, and Reporting MBA9147 *Risk Management MBA9116 *New Product Design and Development OM5216 * Conflict Management and Employee MBA9148 *Corporate Finance Analysis and MBA9118 *International Marketing Dispute Resolution Decisions MBA9120 Sales and Customer Relationship OM5218 * Managing Compensation, Benefits, The Finance Capstone course should be taken Management and Reward Systems during the learner’s final quarter. The Marketing Capstone course should be taken OM5220 * Recruitment, Selection, and MBA9340 *Finance Capstone: during the learner’s final quarter. Assessment Judgment, Planning, and Action MBA9310 *Marketing Capstone: OM5222 * Training, Development, and Total 48 quarter credits Judgment, Planning, and Action Succession Planning Total 48 quarter credits Total 16 quarter credits

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

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

1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 75

School of Education

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

Capella’s specializations in higher education (leadership for higher education, postsecondary and adult education, instructional design for online learning, training and performance improvement, and enrollment management) focus on career requirements for educators and trainers working in adult learning environments. The competencies learners acquire are based on current adult learning theory and are designed for professionals in community colleges, four-year colleges, and other James Wold, PhD organizations serving adult learners. The specialization in instructional Dean, School of Education design for online learning prepares professionals to lead and to manage instructional challenges in Web-based environments and places equal importance on design and delivery of adult instruction.

Capella’s K-12 education specializations (advanced classroom instruction, curriculum and instruction, leadership in educational administration, and reading and literacy) prepare individuals to assume vital roles in schools, districts, and other organizations serving children and adolescents. The competency-based programs are aligned with nationally recognized external standards and are specifically designed for dedicated, licensed K-12 teachers whose futures require recognized credentials but whose lives demand convenience. Our programs in K-12 education deliver the practical skills needed to be more successful in today’s diverse schools. Capella’s leadership in educational administration specialization has received unconditional approval to prepare learners for Minnesota principal and superintendent licensure by meeting the rigorous standards set forth by the Minnesota Board of School Administrators.

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

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

James Wold, PhD Dean 76 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

About the School of Education

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

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

The School of Education’s master’s Specializations Degrees and Certificates degree integrates recognized theory and Leadership in Educational Administration PhD, MS, Post-master’s Certificate best practices with practical application Leadership for Higher Education PhD, MS in a collaborative environment in order Postsecondary and Adult Education PhD, MS to enhance learners’ abilities to excel as Instructional Design for Online Learning PhD, MS practitioners in their chosen Training and Performance Improvement PhD, MS specializations. Professional Studies in Education PhD, MS Certificate Advanced Classroom Instruction MS The School of Education’s post-master’s Reading and Literacy MS certificate program provides learners Curriculum and Instruction MS with recognized, relevant competencies Enrollment Management MS that have an immediate, positive impact on their professional lives. Learners in Kentucky, Washington, and Wisconsin are advised that the reading and literacy specialization is not pre-approved for specialist endorsement/licensure. Learners should verify home state and local district requirements prior to enrollment. Individuals seeking endorsement must perform a transcript review with their state upon completion of their program. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 77

School of Education Degree Programs

Doctor of Philosophy (PhD) Twelve Elective Courses 48 quarter credits Specialization courses: Specializations Recommended elective courses: ED7212 Administration and Leadership of ED7543 The Superintendency (required for Distance Education Programs those seeking superintendent license) ED7540 Leadership in Higher Education

Leadership in Educational ED8910 The Minnesota Superintendency ED814 Evaluating the Effectiveness of the SCHOOL OF EDUCATION Administration ED7544 Introduction to School Business Educational Process Administration ED815 The Future of Educational Institutions: Learners in the doctoral specialization in ED7560 Innovative Leadership Topics and Trends OR leadership in educational administration develop ED818 The Future of Teaching and Learning: ED812 The Governance of Educational Issues for the Educational Leader the knowledge, skills, and attitudes needed to Institutions meet the rigorous demands and enjoy the ED825 Curriculum Development ED815 The Future of Educational Institutions: profound rewards of twenty-first century Topics and Trends ED834 Higher Ed and the Law principalship and superintendency. The doctoral ED818 The Future of Teaching and Learning: ED837 Funding and Managing Education research and problem solving skills learners Issues for the Educational Leader Enterprises develop transfer to the leadership challenges of ED853 Elementary School Administration OR ED840 The Politics of Higher Education the current student achievement focused world ED854 Secondary School Administration ED841 The History of Higher Education of K-12 education. The curriculum is aligned with ED857 Personnel Administration ED855 Higher Education Administration nationally recognized leadership standards and is Choose any graduate course(s). ED9984 * Doctoral Comprehensive Examination I designed to prepare learners to be bold, Total 120 quarter credits ED9985 * Doctoral Comprehensive Examination II innovative, ethical K-12 leaders. ED9986 * Dissertation Research I Residency Requirement(s): Learners seeking endorsement for Minnesota ED9987 * Dissertation Research II Three one-week residential colloquia sessions superintendency must take ED8910. ED9988 * Dissertation Research III related to time and program credit completion. Learners seeking licensure in states not requiring ED9989 * Dissertation Research IV See Residential Colloquia in Academic and Other an internship may petition the faculty director for Twelve Elective Courses 48 quarter credits University Policies. permission to replace the internship with an State regulations vary regarding course requirements elective. Recommended elective courses: ED7541 Teacher Supervision and Evaluation for professional licensure. For assistance with Admission to the leadership in educational state-mandated course requirements for licensure, administration specialization requires learners to ED7692 Strategies for Building Online contact the appropriate school representative. complete and submit the Capella University Learning Communities Eighteen Required School of Education Certification of Teaching ED7703 Student Development Challenges and Courses + Lab 72 quarter credits Experience form located at www.capella.edu/ Successes Core courses: aspscripts/schools/TeachingExperience.pdf. ED7713 Student Advising and Retention ED8004 Societal and Cultural Change ED7819 Grantsmanship ED8005 Doctoral Learner Success Lab ED8111 The Historical and Social Foundations (non-credit) Leadership for Higher Education of Education ED8113 Advanced Study in Research Methods Learners in the doctoral specialization in ED812 The Governance of Educational leadership for higher education prepare Institutions Specialization courses: themselves to guide community colleges, HS834 Ethnic and Cultural Awareness ED7541 Teacher Supervision and Evaluation universities, and other postsecondary, human ED857 Personnel Administration ED7542 The Politics of Pre-K-12 Education service, military, and religious organizations at Choose any graduate course(s). ED7545 Special Education Administration both the academic and executive levels. The Total 120 quarter credits ED8111 The Historical and Social Foundations specialization content, doctoral research, and of Education problem solving skills learners develop transfer to ED820 Principles of Educational Administration their leadership challenges as department chairs, ED822 The Funding of Educational Institutions deans, provosts, directors of student services, ED823 Education and the Law presidents and vice presidents of these ED853 Elementary School Administration OR organizations. The curriculum is designed to ED854 Secondary School Administration OR prepare learners to be bold, innovative, ethical ED8911 The Minnesota K-12 Principalship leaders. ED9984 * Doctoral Comprehensive Examination I Residency Requirement(s): ED9985 * Doctoral Comprehensive Examination II Three one-week residential colloquia sessions ED9986 * Dissertation Research I related to time and program credit completion. ED9987 * Dissertation Research II See Residential Colloquia in Academic and Other ED9988 * Dissertation Research III University Policies. ED9989 * Dissertation Research IV Eighteen Required Choose one internship sequence: Courses + Lab 72 quarter credits ED7901 Internship for Educational Core courses: Administration I AND ED8004 Societal and Cultural Change ED7902 * Internship for Educational Administration II ED8005 Doctoral Learner Success Lab OR (non-credit) ED7903 Internship for the Superintendency I ED8113 Advanced Study in Research Methods AND ED7904 * Internship for the Superintendency II

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 78 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Education Degree Programs, continued

PhD Specializations, continued

Postsecondary and Adult Education ED828 Intellectual Development and Twelve Elective Courses 48 quarter credits Learning Styles Across the Lifespan Recommended elective courses: The PhD specialization in postsecondary and adult education is designed to develop and ED836 The Collaborative Nature of Adult ED7212 Administration and Leadership of Education Distance Education Programs enhance skills for effective teaching in a variety of Choose any graduate course(s). ED7700 Learning Theory and the Educational postsecondary settings and training environments, Process including adult education, workforce Total 120 quarter credits ED7580 Theory and Development of Multiple development, continuing higher education, Intelligences community development, military education, and ED7692 Strategies for Building Online business and industry. The PhD specialization Instructional Design for Learning Communities focuses on major theories of adult learning and Online Learning ED7641 Needs Assessment: Models and distance education, the development of effective The PhD specialization in instructional design for Procedures learning communities and environments, critical online learning prepares professionals to lead The following electives are available for PhD analysis and research skills, best practices in learners as directed studies: and manage instructional challenges in a variety postsecondary instruction, and utilizing theory ED7495 Research Strategies and Methodologies of online settings in educational institutions, and research to enhance learning for individuals for Online Learning corporations, the military, health care, and from a variety of backgrounds. ED7497 * Storyboarding for Instructional Design government agencies. This comprehensive ED7499 * Needs Analysis for Instructional Design Residency Requirement(s): course of study gives equal importance to design Three one-week residential colloquia sessions and delivery of adult instruction. This specialization ED7693 Curriculum Development for Online Learning related to time and program credit completion. prepares learners to practice the application of See Residential Colloquia in Academic and Other ED7493 Internship for Instructional Design for instructional design theory to real-world problems. University Policies. Online Learning Fourteen Required Residency Requirement(s): ED9058 Special Topics for Instructional Design Courses + Lab 56 quarter credits Three one-week residential colloquia sessions for Online Learning Core courses: related to time and program credit completion. Choose any graduate course(s). See Residencies in Academic and Other University Total 120 quarter credits ED8004 Societal and Cultural Change Policies. ED8005 Doctoral Learner Success Lab Eighteen Required (non-credit) Courses + Lab 72 quarter credits ED8113 Advanced Study in Research Methods Core courses: Training and Performance Specialization courses: ED8004 Societal and Cultural Change Improvement ED7701 Educational Philosophy and Change ED8005 Doctoral Learner Success Lab The PhD in education with a specialization in (non-credit) ED815 The Future of Educational Institutions: training and performance improvement is Topics and Trends ED8113 Advanced Study in Research Methods designed for experienced career professionals ED7590 Critical Thinking in Adult Education Specialization courses: who wish to advance to leadership roles such as ED814 Evaluating the Effectiveness of the ED815 The Future of Educational Institutions: chief learning officer, training director, professor, Educational Process Topics and Trends OR or manager of learning and performance ED829 Theory and Methods of Educating Adults ED8111 The Historical and Social Foundations improvement. Required courses like Managing ED838 Teaching and Learning with Diverse of Education Training and Performance Improvement broaden Populations ED851 Principles of Instructional Design and deepen the learner’s understanding of both ED9984 * Doctoral Comprehensive Examination I ED7620 Theoretical Basis of Instructional Design strategic and tactical issues that are important to ED9985 * Doctoral Comprehensive Examination II ED7624 Theories of Learning and Instruction the success of any performance improvement ED9986 * Dissertation Research I ED852 Ethics and Social Responsibility in intervention. The entire doctoral experience is ED9987 * Dissertation Research II Distance Education designed to help create reflective scholar- ED9988 * Dissertation Research III ED7496 * Advanced Instructional Design practitioners and innovative thinkers with ED9989 * Dissertation Research IV ED7504 Leadership for Instructional Design advanced skills in critical thinking, research, and Sixteen Elective Courses 64 quarter credits ED9984 * Doctoral Comprehensive Examination I problem solving. The curriculum is based on Recommended elective courses: ED9985 * Doctoral Comprehensive Examination II ASTD’s Human Performance Improvement model. ED7580 Theory and Development of Multiple ED9986 * Dissertation Research I Residency Requirement(s): Intelligences ED9987 * Dissertation Research II Three one-week residential colloquia sessions ED7690 Critical Skills for Facilitating Online ED9988 * Dissertation Research III related to time and program credit completion. See Residencies in Academic and Other University Learning ED9989 * Dissertation Research IV Policies. ED7692 Strategies for Building Online Learning Choose three from the following courses: Eighteen Required ED7700 Learning Theory and the Educational ED7210 The Delivery of Distance Education Process Courses + Lab 72 quarter credits ED7211 * Designing Online Instruction ED7703 Student Development, Challenges Core courses: and Successes ED722 Interface Design ED8004 Societal and Cultural Change ED7711 Course Design and Development ED7503 Instructional Media Tools ED8005 Doctoral Learner Success Lab ED7712 Classroom Assessment in Education ED846 * Instructional Design for Distance (non-credit) Learning ED7713 Student Advising and Retention ED8113 Advanced Study in Research Methods ED724 Project Management for Multimedia ED7716 Faculty Leadership Development ED8111 The Historical and Social ED7505 * Evaluation and Assessment of Foundations of Education Instructional Design ED7819 Grantsmanship * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 79

PhD Specializations, continued Specialization courses (suggested sequence as Professional Studies in Education Master of Science (MS) follows): The PhD with a specialization in professional ED7631 Introduction to Training and Specializations Performance Systems studies in education is designed for experienced ED7641 Needs Assessment: Models and career professionals such as licensed K-12

Advanced Classroom Instruction SCHOOL OF EDUCATION Procedures teachers, teachers in alternative programs, and Learners in the master’s specialization in ED7662 Designing Training and Performance adult educators in health care, the military, public Solutions and private institutions, and government advanced classroom instruction will demonstrate the research-based knowledge, skills, and ED7672 Delivery Systems for Training and agencies. This specialization provides optimal Performance Improvement opportunity to construct a program of study that attitudes of exceptional elementary and ED7652 Evaluating Training and Performance meets the unique needs of a diverse group of secondary classroom teachers. The curriculum is Improvement Systems teachers who wish to excel in leadership as aligned with nationally recognized teaching ED7674 Managing Training and Performance teachers and researchers. The entire doctoral standards and is designed to prepare learners to Improvement experience is designed to help create scholar- produce significant improvements in student ED502 Survey of Human Resource practitioners with advanced skills in critical achievement. Learners may customize the elective Development Research thinking, problem solving, and research. portion of their programs to meet their ED9984 * Doctoral Comprehensive Examination I educational, personal, professional, and school Residency Requirement(s): ED9985 * Doctoral Comprehensive Examination II site needs by selecting courses from any of the Three one-week residential colloquia sessions specialization courses below. The following ED9986 * Dissertation Research I related to time and program credit completion. ED9987 * Dissertation Research II See Residencies in Academic and Other University courses have been designed for licensed teachers ED9988 * Dissertation Research III Policies. and may require K-12 classroom access. ED9989 * Dissertation Research IV Twelve Required Nine Required Choose three from the following courses: Courses + Lab 48 quarter credits Courses + Lab 40 quarter credits ED830 Coaching for High Performance Core courses: Core courses: ED839 International Aspects of Adult Education ED8004 Societal and Cultural Change ED5007 Foundations of Educational Leadership (6 quarter credits) ED851 Principles of Learning and ED8005 Doctoral Learner Success Lab Instructional Design (non-credit) ED5005 Master’s Learner Success Lab (non-credit) ED7210 The Delivery of Distance Education ED8113 Advanced Study in Research Methods ED5501 Assessment and Improvement of ED7673 The Future of Corporate and Technical Specialization courses: Instruction Training: Topics and Trends ED7701 Educational Philosophy and Change ED5500 Standards-Based Curriculum, Instruction, ED8111 The Historical and Social Foundations and Assessment of Education ED815 The Future of Educational Institutions: Topics and Trends ED5503 Classroom Management Strategies Elective Courses 48 quarter credits ED7700 Learning Theory and the Educational ED5504 Strategies for Eliminating the Choose any graduate course. Process OR Achievement Gap Total 120 quarter credits ED829 Theory and Methods of Educating Adults ED7712 Classroom Assessment in Specialization courses: Education OR ED5541 * Master’s Practicum in Advanced ED814 Evaluating the Effectiveness of the Classroom Instruction (6 quarter credits) Educational Process In addition, choose at least three specialization ED9984 * Doctoral Comprehensive Examination I courses from the list below: ED9985 * Doctoral Comprehensive Examination II For a focus on elementary classroom instruction ED9986 * Dissertation Research I the following electives are recommended: ED9987 * Dissertation Research II ED5515 Action Research for Teacher-Leaders ED9988 * Dissertation Research III ED5502 Learning Theory and Instructional ED9989 * Dissertation Research IV Practice Eighteen Elective Courses 72 quarter credits ED5516 Adult Learning and Professional Choose any graduate course(s). Development Total 120 quarter credits ED5523 Inquiry-Based Curriculum and Resources for Elementary Science Teachers ED5508 Research and Best Practices in Mathematics Instruction

For a focus on secondary classroom instruction the following electives are recommended: ED5515 Action Research for Teacher-Leaders ED5513 Middle-Level Issues ED5528 Technology Skills for the Virtual School Teacher ED5511 Teaching Algebra for Understanding ED5516 Adult Learning and Professional Development

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 80 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Education Degree Programs, continued

Master’s Specializations, continued

For a focus on teacher leadership the following Reading and Literacy Specialization courses: electives are recommended: ED5551 Developing Fluent Readers Capella University’s reading and literacy ED5514 Educational Leadership for Teacher- (3 quarter credits) specialization is offered in partnership with the Leaders ED5552 Teaching Comprehension Strategies ED5515 Action Research for Teacher-Leaders University of California, Irvine Extension. (3 quarter credits) ED5516 Adult Learning and Professional Graduates of this specialization earn a master’s ED5553 Assessment-based Reading Instruction Development degree from Capella University and a reading (3 quarter credits) certificate from UC-Irvine Extension. UC-Irvine ED5554 Socio-cultural Context of Reading For a focus on advanced instruction in science the Extension’s reading certificate is state approved Instruction (3 quarter credits) following electives are recommended: in California and is aligned with nationally ED5555 Foundational Theories in Reading ED5522 The Art of Planning Science Instruction: recognized teaching standards. Instruction (3 quarter credits) Creating the Engaged Science Student Learners in this master’s specialization will ED5556 Reading and Literacy Practicum ED5523 Inquiry-Based Curriculum and Resources (3 quarter credits)+ for Elementary Science Teachers demonstrate and further build the research- based knowledge, skills, and attitudes of ED5557 Reading and Literacy Portfolio Review ED5524 Inquiry-Based Curriculum and Resources (3 quarter credits)+ for Secondary Science Teachers exceptional elementary and secondary teachers. One Elective Course 4 quarter credits ED5526 Student Assessment and Work Analysis in The specialization is designed for licensed K-12 Science Instruction classroom teachers who want to enhance the Choose any 4-credit graduate course. reading skills of their students and to impart best Total 47 quarter credits For a focus on advanced instruction in mathematics practices and key instructional strategies to the following electives are recommended: peers and others involved in teaching reading. ED5506 Standards and the K-12 Mathematics Capella learners completing the reading and +ED5556 and ED5557 must be taken concurrently. Curriculum literacy specialization are prepared to assess ED5507 The Art of Planning Mathematics Admission to the reading and literacy Instruction student reading and provide reading instruction specialization requires learners to complete and ED5508 Research and Best Practices in employing multiple modalities and learning styles submit the Capella University School of Education Mathematics Instruction based on assessment data as well as to develop, Certification of Teacher Licensure form located at www.capella.edu/aspscripts/schools/ ED5511 Teaching Algebra for Understanding implement, and adapt the reading curriculum within and across grade levels at the school site. TeacherLicensure.pdf. For a focus on virtual school teaching the The specialization courses present a host of As with all programs involving endorsement, following electives are recommended: research-based concepts, demonstrate those licensure, or certification, individual states have ED5528 Technology Skills for the Virtual concepts in action, and provide opportunities to varying requirements. Capella University cannot School Teacher put those concepts into practice. guarantee that licensure, endorsement, or ED5529 Instructional Strategies for the certification will be granted. For this reason, Virtual School Teacher Thirteen Required it is important that learners interested in these Courses + Lab 43 quarter credits ED5530 Assessment Strategies for the programs contact the appropriate authorities in Virtual School Teacher Core courses: their state. Two Elective Courses 8 quarter credits ED5007 Foundations of Educational Leadership (6 quarter credits) Learners in Kentucky, Washington, and Wisconsin ED5533 Curriculum Mapping: Reflection and are advised that the reading and literacy Practice (recommended elective for all ED5005 Master’s Learner Success Lab specialization is not pre-approved for specialist K-12 teachers.) (non-credit) endorsement/licensure. Learners should verify OR ED5501 Assessment and Improvement of home state and local district requirements prior to Choose any graduate course(s). Instruction (4 quarter credits) enrollment. Individuals seeking endorsement must Total 48 quarter credits ED5500 Standards-based Curriculum, Instruction, perform a transcript review with their state upon and Assessment (4 quarter credits) completion of their program. ED5503 Classroom Management Strategies Admission to the advanced classroom instruction (4 quarter credits) specialization requires learners to complete and ED5504 Strategies for Eliminating the submit the Capella University School of Education Achievement Gap (4 quarter credits) Certification of Teacher Licensure form located at www.capella.edu/aspscripts/schools/ TeacherLicensure.pdf.

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 81

Master’s Specializations, continued

Curriculum and Instruction Leadership in Educational Leadership for Higher Education Learners in the master’s specialization in Administration The master’s specialization in leadership for curriculum and instruction will develop and Learners in the master’s specialization in higher education integrates current, recognized demonstrate the research-based knowledge, leadership in educational administration will theory and best practices with practical skills, and attitudes necessary for effective develop the skills, knowledge, and attitudes application — the basis of Capella's scholar- SCHOOL OF EDUCATION classroom, building, and district-level leadership necessary to successfully meet the rigors and practitioner model — to prepare learners to excel in curriculum and instruction. The specialization is enjoy the rewards of twenty-first century as leaders in community colleges, universities, designed for teachers interested in teaching elementary and secondary principalship. The and other postsecondary, human service, military, improvement initiatives supported by current curriculum prepares learners to meet nationally and nonprofit organizations. theory and research in curriculum design and recognized leadership standards including those Eleven Required instructional models, and assessment strategies of the Interstate School Leaders Licensure Courses + Lab 44 quarter credits focused on increasing student achievement. Consortium (ISLLC) and to have a profound, Core courses: Teachers participate in course discussions and positive impact on student achievement. This ED5004 Societal and Cultural Change activities that provide practical experiences and results-oriented program prepares learners to ED5005 Master’s Learner Success Lab projects that demonstrate innovative and timely translate theory into effective leadership practice. (non-credit) theory, research, and practice. Eleven Required ED5006 Survey of Research Methodology Ten Required Courses + Lab 44 quarter credits Courses + Lab 48 quarter credits Specialization courses: Core courses: Core courses: ED7212 Administration and Leadership of ED5007 Foundations of Educational Leadership ED5007 Foundations of Educational Leadership Distance Education Programs (6 quarter credits) (6 quarter credits) ED7540 Leadership in Higher Education ED5005 Master’s Learner Success Lab ED5005 Master’s Learner Success Lab (non-credit) (non-credit) ED814 Evaluating the Effectiveness of the Educational Process ED5501 Assessment and Improvement of ED5501 Assessment and Improvement of Instruction Instruction ED834 Higher Education and the Law ED5500 Standards-Based Curriculum, Instruction, ED5500 Standards-Based Curriculum, ED837 Funding and Managing Education and Assessment Instruction, and Assessment Enterprises ED5503 Classroom Management Strategies ED5503 Classroom Management Strategies ED840 The Politics of Higher Education ED5504 Strategies for Eliminating the ED5504 Strategies for Eliminating the ED841 The History of Higher Education Achievement Gap Achievement Gap ED855 Higher Education Administration ED5990 * Integrative Project Specialization courses: Specialization courses: One Elective Course 4 quarter credits ED5533 Curriculum Mapping: Reflection and ED 820 Principles of Educational Administration Recommended elective courses: Practice ED822 The Funding of Educational Institutions ED7541 Teacher Supervision and Evaluation ED5534 Instruction and Assessment: ED823 Education and the Law Theory and Practice ED7692 Strategies for Building Online ED5006 Survey of Research Methodology Learning Communities ED5535 Collaboration for the Improvement of ED853 Elementary School Administration OR Curriculum and Instruction ED7703 Student Development Challenges and ED854 Secondary School Administration Successes ED5536 Applying Research to the Improvement ED5900 * Master’s Internship in Educational of Curriculum and Instruction ED7713 Student Advising and Retention Administration (6 quarter credits) ED5540 * Master’s Practicum in Curriculum and ED7819 Grantsmanship Total 48 quarter credits Instruction (6 quarter credits) ED8111 The Historical and Social Foundations One Elective Course 4 quarter credits of Education Recommended elective courses: Admission to the leadership in educational ED815 The Future of Educational Institutions: Topics and Trends ED5537 Emerging Technology and Multimedia administration specialization requires learners to for Curriculum and Instruction complete and submit the Capella University ED818 The Future of Teaching and Learning: School of Education Certification of Teaching Issues for the Educational Leader ED5538 Curriculum and Instruction: Experience form located at ED825 Curriculum Development Program Evaluation www.capella.edu/aspscripts/schools/ ED857 Personnel Administration OR TeachingExperience.pdf. Choose any graduate course. Choose any graduate course(s). Total 48 quarter credits State regulations vary regarding course Total 48 quarter credits requirements for professional licensure. For assistance with state-mandated course Admission to the curriculum and instruction requirements for licensure, contact the specialization requires learners to complete and appropriate school representative. submit the Capella University School of Education Certification of Teacher Licensure form located at Learners seeking principal licensure should contact www.capella.edu/aspscripts/schools/ their state to determine whether they should take TeacherLicensure.pdf. ED853 or ED854 or both courses.

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 82 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Education Degree Programs, continued

Master’s Specializations, continued

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

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 83

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

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 84 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Education Degree Programs, continued

Certificate Learners who wish to add endorsements to an existing license must do additional field work.

Leadership in Educational To expand an elementary or secondary license to K-12, learners need to complete a second 200- Administration Post-master’s hour internship. To add a principal endorsement Certificate to a superintendent endorsement in Minnesota (or vice versa), the internship is 320 hours (MR, This post-master’s certificate is designed 3512.0200, Subp. 3.). exclusively for learners with three years licensed teaching experience seeking principal and/or Learners seeking licensure in states not requiring superintendent licensure in Minnesota. The an internship may petition the faculty director for course work, internship, and residential colloquia permission to replace the internship with an elective. deliver Minnesota’s 21 principal and eight superintendent competencies to prepare learners Admission to the leadership in educational to qualify for licensure and to succeed in K-12 administration specialization requires learners to administration. The post-master’s certificate complete and submit the Capella University program is for learners specifically seeking School of Education Certification of Teaching Experience form located at www.capella.edu/ licensure in the state of Minnesota. aspscripts/schools /TeachingExperience.pdf. State regulations vary regarding course requirements for professional licensure. For assistance with state-mandated course requirements for licensure, contact the appropriate school representative. Residency Requirement(s): One one-week colloquium session (Track I). Twelve Required Courses + Lab 48 quarter credits ED8004 Societal and Cultural Change ED8005 Doctoral Learner Success Lab (non-credit) ED8113 Advanced Study in Research Methods OR ED814 Evaluating the Effectiveness of the Educational Process ED820 The Principles of Educational Administration ED822 The Funding of Educational Institutions ED823 Education and the Law ED825 Curriculum Development ED8910 The Minnesota Superintendency ED8911 The Minnesota K-12 Principalship ED8111 The Historical and Social Foundations of Education ED7541 Teacher Supervision and Evaluation Choose one internship sequence: ED7901 Internship in Educational Administration I AND ED7902 * Internship in Educational Administration II OR ED7903 Internship in the Superintendency I AND ED7904 * Internship in the Superintendency II Total 48 quarter credits

Learners who have completed this post-master’s certificate may transfer up to 48 master’s degree credits and 48 post-master’s certificate credits into the Capella doctoral program in leadership in educational administration. Learners who transfer the maximum 96 credits will be required to complete, at a minimum, two additional residential colloquia and all comprehensive examination and dissertation courses. Learners who elected ED814 in their certificate program will also be required to take ED8113 to complete the doctoral program.

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

School of Human Services

From the Dean As one of the founding schools at Capella University, the School of Human Services continues to design and offer advanced programs of academic study and real-world preparation needed by today’s human services professionals.

The school provides graduate study in eight areas of specialization including SCHOOL OF HUMAN SERVICES study in two CACREP-accredited counselor education specializations (mental health counseling, and marital, couple, and family counseling/therapy). Our leading-edge MS and PhD programs are designed to prepare professionals to make an impact on the social problems and issues that confront contemporary society. The challenges faced by our social institutions, communities, organizations, and families are complex. These challenges demand the attention and commitment of professionals who have Pamela Patrick, PhD achieved advanced graduate education. With such dedicated involvement, Dean, School of Human Services workable solutions to these complex issues can be found.

Acquisition of graduate education is part of a personal and professional change process that directly impacts society. Adults who seek advanced education have a vision that guides them to push beyond personal limits and to pursue goals that, at times, seem unattainable. Individual goals for graduate education can be achieved in Capella University’s distance education learning environment that is supportive, stimulating, and sensitive to diversity and multiculturalism. Such an environment makes dreams come true, makes visions for a better society a possibility, and makes individual academic accomplishments a reality.

I welcome you to Capella University and to the School of Human Services. We are committed to the mission of guiding you through your educational journey and making your dream of earning a graduate degree a reality.

Pamela Patrick, PhD Dean 86 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

About the School of Human Services

Mission Statement Professional Licensure and As part of the admission process, Capella The Capella University School of Human Certification University requires all learners in these Services mission is to impact social Capella University offers academic programs to sign an Understanding of the change within specific professional areas programs leading to advanced degrees in Curriculum form in which the learners of practice as well as within American a number of fields for which professional agree that it is their responsibility to social systems. To accomplish this practice requires licensure or understand and to comply with licensing mission, the school provides highly certification by state, local, or and certification laws and regulations. relevant graduate education to adult professional boards. However, because Additional information on professional learners in counselor education and the licensing or certification standards licensure and certification can be found contemporary areas of professional vary, Capella University makes no on iGuide. human service delivery. Graduates of the representation, warranty, or guarantee School of Human Services degree that successful completion of the course programs implement this mission by of study will permit the learner to obtain applying academic knowledge and licensure or certification. Learners who expertise in a variety of institutional, enroll in a Capella University degree agency, community, and educational program in a field for which professional settings. practice requires any type of licensure or certification, are solely responsible for Degree Programs determining and complying with state, Doctor of Philosophy (PhD) local, or professional licensure and The Capella University School of Human certification requirements. These Services Doctor of Philosophy program learners are also responsible for taking mission is based on the scholar- the steps necessary to satisfy those practitioner model that guides graduates requirements. in the acquisition and application of advanced theory, research, critical thinking, and leadership competencies necessary to affect social change. SPECIALIZATIONS OFFERED IN THE SCHOOL OF HUMAN SERVICES Master of Science (MS) Specializations Degrees and Certificates The Capella University School of Human General Human Services PhD, MS Services Master of Science program Criminal Justice PhD, MS, Certificate mission is to prepare practitioner-scholar Counseling Studies PhD, MS graduates to assume positions as agents Health Care Administration PhD, MS, Certificate of social change and leadership as they Management of Nonprofit Agencies PhD, MS, Certificate enter the profession or discipline. Marital, Couple, and Family Counseling/Therapy MS Mental Health Counseling MS Certificates Social and Community Services PhD, MS, Certificate The Capella University School of Human Addictions Counseling Certificate Services certificate program mission is to Diversity Studies Certificate provide concentrated, discipline-specific Marriage and Family Services Certificate knowledge that is directly applicable to Professional Counseling Certificate human services professionals. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 87

School of Human Services Degree Programs

Doctor of Philosophy (PhD) Criminal Justice Counseling Studies Specializations The specialization in criminal justice prepares The specialization in counseling studies offers professionals to understand and effectively doctoral preparation for human services General Human Services address the complex issues surrounding criminal professionals who seek career advancement behavior, prevention, intervention programming, within the counseling professions. The counseling The specialization in general human services and development of public policy strategies at studies specialization is ideal for licensed provides optimal opportunity to construct a

the community, state, and national levels. counseling professionals and those who seek SCHOOL OF HUMAN SERVICES program of study that meets the needs of the Designed for professionals with a master’s positions in educational, consultative, and human services professional. Included in this degree in human services, psychology, or a leadership roles in agency, institutional, public, specialization is required course work that related social sciences field, the PhD with a or private human services settings. This provides a foundation upon which a distinctive specialization in criminal justice is ideal for specialization is not designed to meet licensure program of study can be positioned. Emphasis is learners who desire advanced study and research requirements for the counseling professions. on the acquisition of advanced academic skill sets in the field and wish to advance their careers to and competencies that prepare the graduate to Residency Requirement(s): academic, supervisory, or administrative levels. teach, consult, and contribute to diverse Three one-week residential colloquia sessions Graduates are prepared for leadership, research, professions and disciplines. related to time and program credit completion. and consulting positions that will impact systems See Residential Colloquia in Academic and Other Residency Requirement(s): of criminal justice. University Policies. Three one-week residential colloquia sessions Residency Requirement(s): Twenty-three Required related to time and program credit completion. Courses 92 quarter credits See Residential Colloquia in Academic and Other Three one-week residential colloquia sessions Core courses: University Policies. related to time and program credit completion. See Residential Colloquia in Academic and Other HS8002 Advanced Research in Adult Human University Policies. Development and Behavior with LSL Sixteen Required Courses 64 quarter credits Twenty-three Required HS831 Psychopathology: Assessment and HS8002 Advanced Research in Adult Human Courses 92 quarter credits Treatment Development and Behavior with LSL Core courses: HS839 Theories of Psychotherapy HS815 Professional and Scientific Ethics HS8002 Advanced Research in Adult Human HS879 Life Planning and Career Development HS817 Social Systems Development and Behavior with LSL HS8106 Epistemology of Practice Knowledge HS818 Scope of Human Services HS864 Contemporary Issues in Compulsive HS8100 * Fundamentals of Social Science Research HS8300 Diversity in the Workplace and Addictive Behavior Treatment HS8111 * Quantitative Research Methods in the HS8106 Epistemology of Practice Knowledge HS8106 Epistemology of Practice Knowledge Human Services HS8100 * Fundamentals of Social Science Research HS8100 * Fundamentals of Social Science HS8112 * Advanced Qualitative Research Methods HS8111 * Quantitative Research Methods in the Research HS8113 * Advanced Study in Research Methods Human Services HS8111 * Quantitative Research Methods in the HS8112 * Advanced Qualitative Research Methods Human Services Specialization courses: HS8113 * Advanced Study in Research Methods HS8112 * Advanced Qualitative Research Methods HS825 Human Sexuality HS9984 * Doctoral Comprehensive Examination I HS8113 * Advanced Study in Research Methods HS841 Group Counseling and Psychotherapy HS9985 * Doctoral Comprehensive Examination II HS845 Grief and Bereavement Counseling Specialization courses: HS9986 * Dissertation Research I HS854 Child and Adolescent Counseling HS8210 Issues in Police-Community Relations HS9987 * Dissertation Research II HS858 Mental Health and Aging HS8370 The Criminal Mind HS9988 * Dissertation Research III HS864 Contemporary Issues in Compulsive HS8371 Race/Culture in Criminal Justice HS9989 * Dissertation Research IV and Addictive Behaviors HS8372 Criminal Behavior: A Sociological Primus Fourteen Elective Courses 56 quarter credits HS878 Family in the Social Context HS8373 Understanding Criminology Choose any graduate course(s). HS8501 Contemporary Issues in Counseling HS8374 Current Research on Violent Behavior Studies Total 120 quarter credits HS8375 Deviance: The Interactionist Perspective HS9984 * Doctoral Comprehensive Examination I HS8376 Correlates of Crime HS9985 * Doctoral Comprehensive Examination II HS8377 The Penal System: Its Role in the HS9986 * Dissertation Research I U.S. Society HS9987 * Dissertation Research II HS847 Applied/Clinical Sociology Services HS9988 * Dissertation Research III HS9984 * Doctoral Comprehensive Examination I HS9989 * Dissertation Research IV HS9985 * Doctoral Comprehensive Examination II Seven Elective Courses 28 quarter credits HS9986 * Dissertation Research I Choose any graduate course(s). HS9987 * Dissertation Research II Total 120 quarter credits HS9988 * Dissertation Research III HS9989 * Dissertation Research IV Seven Elective Courses 28 quarter credits Choose any graduate course(s). Total 120 quarter credits

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

School of Human Services Degree Programs, continued

PhD Specializations, continued

Health Care Administration Management of Nonprofit Agencies Social and Community Services The specialization in health care administration The specialization in management of nonprofit The specialization in social and community includes advanced course work and research that agencies is designed for professionals with a services is designed for individuals who have a is based on the scholar-practitioner model master’s degree in human services, counseling, master’s degree in sociology, social work, or a emphasizing critical analysis of theory, research, business, administration, or related fields. This related field. Learners may be licensed clinical and practice within the health care field. specialization offers advanced study and research social workers or licensed professional counselors Designed for experienced professionals with a learning experiences necessary to effectively lead who wish to teach, pursue advanced research, master’s degree in health care services, business, nonprofit agencies. Included in this specialization administer programs, or supervise clinicians. public administration, or a related field, this PhD is course work that addresses contemporary This specialization provides advanced study of specialization is ideal for learners who seek issues impacting the nonprofit agency such as contemporary issues impacting social work and doctoral preparation for roles as researchers, financial management, marketing, public policy, community services as well as preparation to educators, administrators, or consultants. advocacy, and human resource management. assume leadership roles as social change agents Residency Requirement(s): Graduates of this program are prepared to at community, state, and national levels. Three one-week residential colloquia sessions assume leadership positions within nonprofit Additionally, graduates are prepared to teach, related to time and program credit completion. agencies, serve as consultants, and fulfill roles engage in research, and provide consultation See Residential Colloquia in Academic and Other as educators. services within the field. This specialization is not University Policies. Residency Requirement(s): designed to meet licensure requirements for the Twenty-three Required Three one-week residential colloquia sessions social work professions. Courses 92 quarter credits related to time and program credit completion. Residency Requirement(s): Core courses: See Residential Colloquia in Academic and Other HS8002 Advanced Research in Adult Human University Policies. Three one-week residential colloquia sessions Development and Behavior with LSL related to time and program credit completion. Twenty-three Required See Residential Colloquia in Academic and Other HS8106 Epistemology of Practice Knowledge Courses 92 quarter credits University Policies. HS8100 * Fundamentals of Social Science Research Core courses: Twenty-two Required HS8111* Quantitative Research Methods in the HS8002 Advanced Research in Adult Human Courses 88 quarter credits Human Services Development and Behavior with LSL Core courses: HS8112 * Advanced Qualitative Research Methods HS8106 Epistemology of Practice Knowledge HS8002 Advanced Research in Adult Human HS8113 * Advanced Study in Research Methods HS8100 * Fundamentals of Social Science Research Development and Behavior with LSL HS8111 * Quantitative Research Methods in the HS815 Professional and Scientific Ethics Specialization courses: Human Services HS8300 Diversity in the Workplace HS8114 Operations in Health Care Systems HS8112 * Advanced Qualitative Research Methods HS8106 Epistemology of Practice Knowledge HS8115 Managing Human Capital in Health HS8113 * Advanced Study in Research Methods Care Environments HS8100 * Fundamentals of Social Science Research HS8116 Financial Analysis in Health Care Systems Specialization courses: HS8111 * Quantitative Research Methods in the Human Services HS8117 Strategic Management of Health Care HS893 Management of Human Service Agencies HS8112 * Advanced Qualitative Research Methods Reimbursement Systems HS889 Role and Function of Boards and CEOs HS8113 * Advanced Study in Research Methods HS8118 Health Policies Analysis and Strategy HS8107 Marketing and Public Relations for HS8502 Health Care Strategic Planning and Non-Profits Specialization courses: Management HS8108 Financial Analysis and Reporting for HS8101 Social Change and Public Policy HS8503 Health Systems Analysis and Evaluation Nonprofit Executives HS813 Social Influences of Behavior HS8504 Law and Health Care Administration HS8109 Nonprofit Public Policy and Advocacy HS845 Grief and Bereavement HS8505 Ethics and Decision Making in HS7501 Fundraising Strategies for Nonprofit Health Care Organizations HS847 Applied/Clinical Sociology Services HS8506 Leading Organizational Change in HS7502 Grant Proposal Development and HS853 Prevention and Causes of Child Abuse Health Care Systems Administration HS876 Methods of Family Research HS7500 Quality Improvement and Organizational HS8508 Ethics for Nonprofit Executives HS8102 History of Social Welfare Performance in Health Care HS8509 Law and Nonprofit Organizations HS8103 Principles and Practice of Social Work HS9984 * Doctoral Comprehensive Examination I HS8511 Resource Management in Nonprofit HS9984 * Doctoral Comprehensive Examination I HS9985 * Doctoral Comprehensive Examination II Organizations HS9985 * Doctoral Comprehensive Examination II HS9986 * Dissertation Research I HS8512 Organizational Assessment and Program HS9986 * Dissertation Research I HS9987 * Dissertation Research II Evaluation in Nonprofit Organizations HS9987 * Dissertation Research II HS9988 * Dissertation Research III HS9984 * Doctoral Comprehensive Examination I HS9988 * Dissertation Research III HS9989 * Dissertation Research IV HS9985 * Doctoral Comprehensive Examination II HS9989 * Dissertation Research IV HS9986 * Dissertation Research I Seven Elective Courses 28 quarter credits Eight Elective Courses 32 quarter credits HS9987 * Dissertation Research II Choose any graduate course(s). Choose any graduate course(s). HS9988 * Dissertation Research III Total 120 quarter credits Total 120 quarter credits HS9989 * Dissertation Research IV Seven Elective Courses 28 quarter credits Choose any graduate course(s). Total 120 quarter credits

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

Master of Science (MS) HS867 Intervention with Compulsive and Specialization courses: Specializations Addictive Behaviors HS880 Contexts and Models of Health Three Elective Courses 12 quarter credits HS885 Managed Care and Health Services Choose any graduate course(s). General Human Services HS886 Health Care Communication: Total 48 quarter credits Providers and Receivers The specialization in general human services is HS8801 Health Care and the Law designed for professionals seeking advanced HS5100 Health Care Management graduate education in a flexible, inclusive SCHOOL OF HUMAN SERVICES Counseling Studies HS5101 Health Care Finance academic curriculum. Included in this HS5990 * Integrative Project The specialization in counseling studies is specialization is required course work that Three Elective Courses 12 quarter credits provides a foundation upon which a distinctive designed for professionals in the counseling, Choose any graduate course(s). program of study can be positioned. Learners are psychology, or sociology fields who wish to Total 48 quarter credits provided the maximum level of elective courses advance in their field and for those wishing to so that course selection may be based on enter the human services profession. Graduates personal areas of interest, unique professional with this specialization pursue career areas of concentration, and traditional as well as opportunities in public or private human services Management of Nonprofit Agencies contemporary areas of study and research within settings or continue into the doctoral program. The specialization in management of nonprofit the human services field. The counseling studies specialization is not agencies is designed for professionals including Seven Required Courses 28 quarter credits designed to meet licensure requirements for the mental health workers, social service workers, counseling professions. HS5002 Survey of Research in Human health care professionals, employment specialists, Development and Behavior with LSL Ten Required Courses 40 quarter credits and case workers who wish to move into HS5006 Survey of Research Methodology Core courses: administrative or supervisory positions. Included HS5990 * Integrative Project HS5002 Survey of Research in Human in this specialization is course work that addresses HS815 Professional and Scientific Ethics Development and Behavior with LSL contemporary issues impacting the nonprofit HS817 Social Systems HS815 Professional and Scientific Ethics agency such as financial management, grant HS818 Scope of Human Services HS818 Scope of Human Services writing, advocacy, and human resource HS834 Ethnic and Cultural Awareness HS834 Ethnic and Cultural Awareness management. This specialization prepares Five Elective Courses 20 quarter credits HS5006 Survey of Research Methodology graduates to assume leadership roles in nonprofit agencies Choose any graduate course(s). Specialization courses: Nine Required Courses 36 quarter credits Total 48 quarter credits HS814 Theories of Personality Core courses: HS821 Mental Health Counseling HS5002 Survey of Research in Human HS837 Counseling and Guidance in Development and Behavior with LSL Diverse Populations Criminal Justice HS817 Social Systems HS5108 Foundations of Addictive and The specialization in criminal justice prepares Compulsive Behavior HS8300 Diversity in the Workplace professionals to understand and effectively HS5990 * Integrative Project HS5006 Survey of Research Methodology address the complex issues surrounding criminal Two Elective Courses 8 quarter credits behavior. This specialization is designed for Specialization courses: caseworkers, probation and parole officers, Choose any graduate course(s). HS5102 Nonprofit Organization and juvenile specialists, law enforcement Total 48 quarter credits Management professionals, and federal government agents HS5103 Strategic Planning for Nonprofit who wish to advance their careers in corrections, Organizations criminal justice, or the judicial system. The HS5104 Accounting and Economics for Health Care Administration Nonprofit Management criminal justice course work emphasizes The specialization in health care administration HS5105 Human Resources and Volunteer acquisition of knowledge, leadership, and prepares health care professionals including Management in Nonprofits research that prepares professionals to impact administrators, nurses, analysts, care givers, and HS5990 * Integrative Project social change. researchers to successfully manage and lead Three Elective Courses 12 quarter credits Nine Required Courses 36 quarter credits health care organizations. The health care Choose any graduate course(s). Core courses: administration specialization focuses on the Total 48 quarter credits HS5002 Survey of Research in Human mastery of fundamental health care knowledge Development and Behavior with LSL needed to serve as change agents and to HS834 Ethnic and Cultural Awareness strengthen the delivery of services to consumers. HS5006 Survey of Research Methodology Nine Required Courses 36 quarter credits Specialization courses: Core courses: HS5990 * Integrative Project HS5002 Survey of Research in Human Development and Behavior with LSL HS8101 Social Change and Public Policy HS5006 Survey of Research Methodology HS8211 Practice of Probation, Parole and Community Corrections HS8212 History of the Juvenile Criminal Justice System HS827 Juvenile Delinquency

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 90 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Human Services Degree Programs, continued

Master’s Specializations, continued

Social and Community Services Marital, Couple, and Family Specialization courses: HS879 Life Planning and Career Development The specialization in social and community Counseling/Therapy HS854 Child and Adolescent Counseling services is designed for entry-level professionals The mission of the CACREP-accredited marital, HS872 Marriage and Marital Therapy in the human services field who wish to advance couple, and family counseling/therapy HS877 Family Therapy Theory and Methods their careers. Graduates of this specialization are specialization is to prepare adult learners to HS5990 * Integrative Project prepared to assume leadership roles in social and assume positions as marital, couple, and family community service agencies in both private and counselors/therapists in agency, community, and One Elective Course 4 quarter credits publicly funded agencies and organizations. This private practice settings. Learners receive family Choose one from the following courses: specialization is not designed to meet licensure systems and life-cycle dynamics academic HS876 Methods of Family Research requirements for the social work professions. preparation and clinical training designed to instill HS869 Families, Systems, and Health Care Nine Required Courses 36 quarter credits high standards for professional practice based on HS871 Marriage and Family Systems Core courses: established counselor ethics standards and HS825 Human Sexuality HS5002 Survey of Research in Human sensitivity to the complex family systems needs of HS5108 Foundations of Addictive and Development and Behavior with LSL a multicultural and ethnically diverse society. Compulsive Behavior HS849 Health Advocacy and the Community HS818 Scope of Human Services The primary goal is to develop the ability to apply HS834 Ethnic and Cultural Awareness systems-based counseling theory to services and HS8212 History of the Juvenile Criminal Justice System HS5006 Survey of Research Methodology to integrate wellness theory, as well as research, HS881 Health in the Workplace into the contemporary practice of relationship- HS8300 Diversity in the Workplace Specialization courses: building with families and couples. HS8101 Social Change and Public Policy PSY8420 Multicultural Issues in Addiction This specialization contains course work and HS8102 History of Social Welfare (5 quarter credits) clinical experience; see Clinical Experience. HS823 Philosophy of Social Work PSY7230 Adolescent Psychology (5 quarter credits) HS836 Utilization of Community Resources Residency Requirement(s): PSY7330 Psychopharmacology (5 quarter credits) HS5990 * Integrative Project Two 10-day residencies (HS-R5900, HS-R5901). Total 92 quarter credits Three Elective Courses 12 quarter credits Twenty-two Required Courses 88 quarter credits Choose any graduate course(s). Capella University does not, and cannot, guarantee Core courses: Total 48 quarter credits licensure. These programs are intended to prepare HS5002 Survey of Research in Human learners to sit for their state's licensure exam. Development and Behavior with LSL Attainment of state license is the learner's HS5006 Survey of Research Methodology responsibility. Each learner must determine the HS5107 Principles of Psychopathology: requirements of each state in which the learner Diagnosis and Treatment seeks to be licensed and is responsible for compliance with those requirements. HS5106 Assessment, Tests, and Measures HS814 Theories of Personality State regulations vary regarding course HS815 Professional and Scientific Ethics requirements for professional licensure. For HS821 Mental Health Counseling assistance with state-mandated course requirements for licensure, contact the appropriate school HS834 Ethnic and Cultural Awareness representative. HS839 Theories of Psychotherapy HS841 Group Counseling and Psychotherapy HS852 Personal Growth Seminar

All academic courses listed below are 12-week online courses. Each includes specific residency days or field experience. Learners must complete prerequisites and residency or field training requirements to be eligible to complete each course in the sequence. HS5900 * Counselor Education Pre-Practicum Course I HS-R5900 * Counselor Education Pre-Practicum Laboratory I HS5901 * Counselor Education Pre-Practicum Course II HS-R5901 * Counselor Education Pre-Practicum Laboratory II HS9002 * Clinical Practicum (4 quarter credits plus 100 hours field experience) HS9031 * Clinical Internship I (4 quarter credits plus 300 hours field experience) HS9032 * Clinical Internship II (4 quarter credits plus 300 hours field experience) HS9033 * Clinical Internship III (4 quarter credits plus 300 hours field experience)

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 91

Master’s Specializations, continued Mental Health Counseling Specialization courses: Clinical Experience HS879 Life Planning and Career Development The mission of the CACREP-accredited mental Master of Science learners enrolled in the mental health counseling specialization is to prepare HS5108 Foundations of Addictive and health counseling and marital, couple, and family Compulsive Behavior adult learners to assume positions as mental counseling/therapy specializations complete HS849 Health Advocacy in the Community health counselors in institutional, community, and clinical courses as a requirement of their HS871 Marriage and Family Systems private practice settings. Learners receive specialization. The clinical experience consists HS5990 * Integrative Project academic preparation and clinical training of online courses and supervised laboratory SCHOOL OF HUMAN SERVICES designed to instill high standards for professional One Elective Course 4 quarter credits practice/client interactions as follows: Choose one from the following courses: practice based on established ethical standards The Clinical Laboratories are online courses HS876 Methods of Family Research for counselors and sensitivity to the complex combined with corresponding two ten-day HS877 Family Therapy Theory and Methods mental health needs of a multicultural and pre-practicum residencies (60 contact hours ethnically diverse society. HS869 Families, Systems, and Health Care each). The residencies provide clinical skills The primary goal is to develop the ability to HS854 Child and Adolescent Counseling development coordinated with an online apply varied mental health theoretical HS872 Marriage and Marital Therapy course. HS825 Human Sexuality approaches and integrate wellness theory, as well The Practicum (HS9002) is an online course as research, into the contemporary practice of HS8212 History of the Juvenile Criminal Justice System and 100-hour clinical experience. Skills mental health assessment and treatment services learned and practiced in the clinical HS881 Health in the Workplace for individuals, groups, and families. This residencies are applied in a mental health HS8300 Diversity in the Workplace specialization contains course work and clinical setting where the practicum is completed. experience; see Clinical Experience. PSY8420 Multicultural Issues in Addiction (5 quarter credits) The Clinical Internship (HS9031, HS9032, Residency Requirement(s): PSY7230 Adolescent Psychology (5 quarter credits) and HS9033) consists of three online courses Two 10-day residencies (HS-R5900, HS-R5901). PSY7330 Psychopharmacology (5 quarter credits) that accompany the internship. Each Twenty-two Required Total 92 quarter credits internship experience has a 300-hour hands- Courses 88 quarter credits on learning experience at an agency/program Core Courses: that provides agreed-upon clinical learning HS5002 Survey of Research in Human Capella University does not, and cannot, experiences as an intensive field experience. guarantee licensure. These programs are intended Development and Behavior with LSL The internship represents a significant time of HS5006 Survey of Research Methodology to prepare learners to sit for their state's licensure exam. Attainment of state license is the learner's learning and applying clinical proficiencies HS5107 Principles of Psychopathology: responsibility. Each learner must determine the that is critical to the provision of mental Diagnosis and Treatment requirements of each state in which the learner health counseling, and marital, couple, and HS5106 Assessment, Tests, and Measures seeks to be licensed and is responsible for family counseling/therapy services. HS814 Theories of Personality compliance with those requirements. Learners should consult the School of Human HS815 Professional and Scientific Ethics State regulations vary regarding course Services clinical manual for details about the HS821 Mental Health Counseling requirements for professional licensure. For clinical experience. HS834 Ethnic and Cultural Awareness assistance with state-mandated course HS839 Theories of Psychotherapy requirements for licensure, contact the HS841 Group Counseling and Psychotherapy appropriate school representative. HS852 Personal Growth Seminar

All academic courses listed below are 12-week online courses. Each includes specific residency days or field experience. Learners must complete prerequisites and residency or clinical experience requirements to be eligible to complete each course in the sequence. HS5900 * Counselor Education Pre-Practicum Course I HS-R5900 * Counselor Education Pre-Practicum Laboratory I HS5901 * Counselor Education Pre-Practicum Course II HS-R5901 * Counselor Education Pre-Practicum Laboratory II HS9002 * Clinical Practicum (4 quarter credits plus 100 hours field experience) HS9031 * Clinical Internship I (4 quarter credits plus 300 hours field experience) HS9032 * Clinical Internship II (4 quarter credits plus 300 hours field experience) HS9033 * Clinical Internship III (4 quarter credits plus 300 hours field experience)

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 92 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

School of Human Services Degree Programs, continued

Certificates Health Care Administration Professional Counseling The certificate in health care administration is The certificate in professional counseling is Addictions Counseling designed for professionals who want to increase designed for professionals who want to develop their knowledge in the social, philosophical, knowledge of assessment and treatment of mental The certificate in addictions counseling is economic, and administrative aspects of health health issues. designed for professionals in agencies or in care administration, including managed care and Four Required Courses 16 quarter credits private practice who want to build their workplace health. knowledge related to substance abuse, HS814 Theories of Personality addictions, and compulsive behaviors. Four Required Courses 16 quarter credits HS815 Professional and Scientific Ethics HS869 Families, Systems, and Health Care HS821 Mental Health Counseling Four Required Courses 16 quarter credits HS880 Contexts and Models of Health HS5107 Principles of Psychopathology: HS864 Contemporary Issues in Compulsive Diagnosis and Treatment and Addictive Behavior Treatment HS881 Health in the Workplace Total 16 quarter credits HS865 Group Therapy and Compulsive and HS885 Managed Care and Health Services Addictive Behavior Total 16 quarter credits HS866 Compulsive Behavior and Disturbance of the Self Social and Community Services HS867 Intervention with Compulsive and Management of Nonprofit Agencies Addictive Behaviors The certificate in social and community services is designed for professionals who desire greater Total 16 quarter credits The certificate in management of nonprofit agencies provides professionals with a knowledge in the fundamentals of social and foundation of knowledge required to manage community services. nonprofit agencies today. The certificate Four Required Courses 16 quarter credits Criminal Justice addresses leadership issues, organizational HS823 Philosophy of Social Work The certificate in criminal justice is designed for behavior, and financial management. HS836 Utilization of Community Resources professionals who want to increase their Four Required Courses 16 quarter credits HS847 Applied/Clinical Sociology knowledge in human services as it relates to the HS889 Role and Function of Boards and CEOs HS878 The Family in Social Context criminal justice system. The certificate addresses HS5103 Strategic Planning for Nonprofit Total 16 quarter credits key issues and concepts in juvenile delinquency, Organizations the juvenile and adult criminal justice system, and HS5102 Nonprofit Organization and addiction counseling. Management Four Required Courses 16 quarter credits HS7502 Grant Proposal Development and HS827 Juvenile Delinquency Administration HS867 Intervention with Compulsive and Total 16 quarter credits Addictive Behaviors HS8211 Practices of Probation, Parole and Community Corrections Marriage and Family Services HS8212 History of the Juvenile Criminal Justice System The certificate in marriage and family services is Total 16 quarter credits designed for human services professionals and therapists who want to increase their knowledge of marital and family therapy. Diversity Studies Four Required Courses 16 quarter credits HS871 Marriage and Family Systems This certificate in diversity studies is designed for HS872 Marriage and Marital Therapy professionals who desire greater understanding HS876 Methods of Family Research of ethnic, gender, cultural, and multicultural issues HS877 Family Therapy Theories and Methods and applications in order to practice in industry, Total 16 quarter credits schools, the military, government, and other sectors of American society. Four Required Courses 16 quarter credits HS5500 Multicultural Issues in Health Care HS834 Ethnic and Cultural Awareness HS8300 Diversity in the Workplace HS837 Counseling and Guidance in Diverse Populations Total 16 quarter credits

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 93

Harold Abel School of Psychology

From the Interim Co-Dean Welcome to the Harold Abel School of Psychology at Capella University. We have designed programs in psychology to provide you with a quality educational experience that is designed around national standards in the field of psychology.

Learners may choose to study in the professional training specializations of clinical, counseling, or school psychology. Master’s specializations are offered in each of these areas. The school psychology specialization and specialist HAROLD ABEL SCHOOL OF PSYCHOLOGY certificate are designed around the standards of the National Association of School Psychologists (NASP). Learners can also study for the Doctor of Psychology (PsyD) in the clinical or counseling psychology specializations. Capella’s PsyD curriculum has been designed around the national standards of Jody Neuman-Aamlie, PhD, LP the American Psychological Association (APA). The PsyD degree reflects our Interim Co-Dean, Harold Abel School of Psychology commitment to training practitioner psychologists within a scholar-practitioner model. While no school of psychology can guarantee that its graduates will become licensed psychologists, these programs are intended to prepare learners for that opportunity.

Alternatively, learners may choose to study in the academic track specializations of educational, industrial/organizational, sport, and general psychology. Master’s specializations are offered in each of these areas. Learners may also study for the Doctor of Philosophy (PhD) with specializations in educational, industrial/organizational, and general psychology. Capella’s psychology degree programs are designed to provide an outstanding education in fields of psychology that play increasingly important roles in our society. The workplace and the classroom are crucial settings in our culture that can benefit greatly from the participation of persons highly educated in psychological principles. These academic track specializations are not intended to provide the necessary educational requirements for a graduate to become licensed as a practitioner psychologist, but will provide the background for individuals to apply psychological principles in many different environments. We at the Harold Abel School of Psychology believe that there is no limit to the range of psychosocial arenas that can benefit from applying psychological principles and raising psychological consciousness.

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

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

Jody Neuman-Aamlie, PhD, LP Interim Co-Dean 94 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

About the Harold Abel School of Psychology

Mission Statement Doctor of Philosophy (PhD) Certificate The mission of the Harold Abel School of The Harold Abel School of Psychology The Harold Abel School of Psychology Psychology is to educate and train adult offers a Doctor of Philosophy (PhD) with offers a specialist certificate program in learners to apply psychological principles specializations in educational, industrial/ school psychology that is designed to be to improve the quality of life. Psychology organizational, and general psychology. coupled with the master’s specialization in practitioners provide assistance to Graduates from these three academic school psychology. The master’s degree individuals, groups, and families. In tracks can apply psychological principles and specialist certificate in combination addition, graduates in all areas of study in areas such as teaching, administration, are offered to prepare graduates for can apply psychological principles to a research, consultation, coaching, certification as a school psychologist. wide range of psychosocial environments management, and leadership. Obtaining the specialist certificate alone is not equivalent to certification. The term such as the workplace, school systems, The PhD represents recognition for certification refers to the official mandate organizations, and communities. The advanced academic preparation focusing awarded by a state regulatory board or school subscribes to a scholar-practitioner on research and scholarship in a professional organization to an individual model of educating psychologists that particular discipline of study. The for a specific professional practice. requires learners to apply theoretical and research and scholarship can be used in research knowledge to practice. The the practical application of psychological Professional Licensure and Certification competency-based educational model is principles and knowledge in a broad Capella University offers advanced taught by skilled psychology professionals range of areas such as education, business, degrees in a number of fields for which who are qualified to teach at the graduate public policy, sports, and social issues. A professional practice requires licensure or level and are experienced in the familiar parallel example is a certification by state, local, or professional application of their knowledge. microbiologist who holds a PhD in boards. However, because licensing or microbiology and does medical research certification standards vary, Capella Harold Abel School of Psychology exploring cures for cancer. Degree Programs University makes no representation, Doctor of Psychology (PsyD) Master of Science (MS) warranty, or guarantee that successful The Harold Abel School of Psychology The Master of Science in the Harold Abel completion of the course of study will offers a Doctor of Psychology (PsyD) with School of Psychology is designed for permit the learner to obtain licensure or specializations in clinical psychology and individuals seeking an introduction to the certification. Learners who enroll in a counseling psychology. Training field of psychology. Master’s learners Capella University degree program, in a requirements are outlined by a specific begin their socialization to the profession field for which professional practice set of goals, objectives, and competencies through basic foundation courses in requires any type of licensure or that define the practice of professional psychology and contact with faculty who certification, are solely responsible for psychology. Activities completed in course are also seasoned professionals in the determining and complying with state, work, the year-in-residence, and field field. Some master’s specializations local, or professional licensure and training prepare learners for a career as require residency and field experiences certification requirements. These learners a clinical or counseling psychologist. that provide opportunities to apply are also responsible for taking the steps knowledge and skills learned in online necessary to satisfy those requirements. Professional training in these programs courses. Those specializations without Capella University requires all learners in emphasizes the ability to form effective residency requirements focus more these programs to sign an Understanding professional relationships, conduct heavily on the academic aspect of of the Curriculum form as part of the assessments, and implement empirically psychology. The master’s program admission process in which the learners supported interventions as well as provide prepares learners in several areas of agree it is their responsibility to consultation and supervision. In addition, study to enter a doctoral program. understand and to comply with licensing the scholar-practitioner model prepares and certification laws and regulations. learners to conduct research and evaluate Additional information on professional outcomes of programs and therapeutic licensure and certification can be found interventions. The highest level of ethical on iGuide. standards and sensitivity to issues of diversity pervades every level of training. SPECIALIZATIONS OFFERED IN THE HAROLD ABEL SCHOOL OF PSYCHOLOGY The PsyD represents advanced preparation Professional Track Degrees and Certificates for professional practice that requires the Clinical Psychology PsyD, MS incorporation of scientific knowledge and Counseling Psychology PsyD, MS the use of methods of scientific inquiry in School Psychology MS, Specialist Certificate the application of psychological Academic Track interventions. These professional activities General Psychology PhD, MS include a broad range of services such as Industrial/Organizational Psychology PhD, MS psychotherapy, psychological assessment, Educational Psychology PhD, MS consultation, and supervision. Sport Psychology MS 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 95

Harold Abel School of Psychology Degree Programs

Doctor of Psychology (PsyD) Specialization courses: • Complete 30 credits before starting the Specializations PSY7320 * Advanced Biological Psychology year-in-residence. PSY8310 Theories of Psychotherapy • Full-time enrollment during year-in-residence PSY8315 Research in Psychotherapy and (at least 30 credits). Clinical Psychology Empirically Supported Treatments Residency Requirement(s): Doctoral learners in clinical psychology typically PSY8330 Ethics and Standards of Professional A year-in-residence; see the following section, plan to seek licensure as professional Practice Academic Residencies, for more details. psychologists in their states and therefore need PSY8392 * Doctoral Practicum I Field Training Requirement(s): to be familiar with the license requirements of PSY8394 * Doctoral Practicum II 1,000 total practicum hours and 2,000 pre-doctoral their state psychology boards. Some graduates PSY8401 * Internship I internship hours; see the following section, Field Training, for more details. pursue careers in teaching, research, program PSY8402 * Internship II administration, or consulting. PSY8403 * Internship III Twenty-eight Required HAROLD ABEL SCHOOL OF PSYCHOLOGY Courses + Lab 140 quarter credits Degree Requirement(s): PSY8404 * Internship IV Core courses: • Clinical PsyD learners start their program only in PSY9984 * Doctoral Comprehensive Examination I PSY7021 Foundations of Psychology – the first month of the quarter and complete PSY9985 * Doctoral Comprehensive Examination II PSY7021 and PSY7023 before other courses. Doctoral Learners PSY9986 * Dissertation Research I • Up to 15 quarter credits (three courses) may be PSY7023 PsyD Learner Success Lab PSY9987 * Dissertation Research II transferred to the PsyD program. (non-credit) PSY9988 * Dissertation Research III • Three academic years of full-time enrollment PSY7110 History and Systems of Psychology (at least nine quarters with ten or more credits, PSY9989 * Dissertation Research IV PSY7210 Lifespan Development exclusive of the internship and dissertation One Elective Course 5 quarter credits PSY7421 Cognitive/Affective Psychology courses), of which two academic years must be Choose from the graduate psychology courses in PSY7520 Social Psychology in the Harold Abel School of Psychology at the Harold Abel School of Psychology. Capella University. PSY7540 Multicultural Perspectives in Total 145 quarter credits Human Behavior • Must complete a minimum of 15 credits at Capella University prior to beginning the year-in- PSY7625 * Advanced Inferential Statistics residence. Check state licensure requirements. The ability PSY7656 * Advanced Research Methods • PSY7540, PSY7656, PSY8220, PSY8230, PSY8240, to practice as a professional psychologist— PSY8220 * Advanced Psychopathology PSY8310, PSY8315, PSY8330, PSY8371, must be independently and without supervision—is PSY8230 * Psychological Testing taken during the quarter in which the regulated in all states. Learners who intend to PSY8240 * Advanced Psychological Testing complementary weekend-in-residence is offered. seek licensure or certification should check the Many of these courses have prerequisites that program requirements in their home state. This PSY8371 Strategies of Clinical Supervision must be completed in advance, (Refer to the program is not accredited by the American and Consultation Clinical PsyD Learner Manual for general Psychological Association (APA). Specialization courses: sequencing guidelines.) PSY7310 Biological Basis of Behavior • Full-time enrollment during year-in-residence (at least 30 credits). PSY8090 Counseling Theories Residency Requirement(s): PSY8093 Professional Standards and Ethics of Counseling Psychology Counseling A year-in-residence; see the following section, Academic Residencies, for more details. Doctoral learners in counseling psychology PSY8160 Strategies for Career and Life Planning typically intend to seek a license to practice Field Training Requirement(s): PSY8392 * Doctoral Practicum I professional psychology and must be familiar 1,000 total practicum hours and 2,000 pre-doctoral PSY8394 * Doctoral Practicum II internship hours; see the following section, Field with the licensure requirements of their state PSY8401 * Internship I Training, for more details. psychology boards. Some graduates of this PSY8402 * Internship II Twenty-eight Required program choose to apply for licensure as a PSY8403 * Internship III professional counselor and therefore need to be Courses + Lab 140 quarter credits PSY8404 * Internship IV familiar with the separate licensure requirements Core courses: PSY9984 * Doctoral Comprehensive Examination I in their states. In addition to providing PSY7021 Foundations of Psychology – PSY9985 * Doctoral Comprehensive Examination II Doctoral Learners counseling services to individuals and groups, PSY9986 * Dissertation Research I PSY7023 PsyD Learner Success Lab graduates will be prepared to work with PSY9987 * Dissertation Research II (non-credit) nonprofit organizations or government agencies, PSY9988 * Dissertation Research III PSY7110 History and Systems of Psychology to teach at the undergraduate or graduate level, PSY9989 * Dissertation Research IV PSY7210 Lifespan Development to conduct program evaluations, to offer One Elective Course 5 quarter credits PSY7421 Cognitive/Affective Psychology consulting services, and to provide supervision of Choose from the graduate psychology courses in the PSY7520 Social Psychology other mental health professionals. Harold Abel School of Psychology. PSY7540 Multicultural Perspectives in Degree Requirement(s): Total 145 quarter credits Human Behavior • Counseling PsyD learners start their program only PSY7625 * Advanced Inferential Statistics in the first month of the quarter and complete PSY7021 and PSY7023 before other courses. Check state licensure requirements. The ability PSY7656 * Advanced Research Methods to practice as a professional psychologist— • Up to 15 quarter credits (three courses) may be PSY8220 * Advanced Psychopathology independently and without supervision—is transferred to the PsyD program. PSY8230 * Psychological Testing regulated in all states. Learners who intend to • Three academic years of full-time enrollment PSY8240 * Advanced Psychological Testing seek licensure or certification should check the (at least nine quarters with 10 or more credits, program requirements in their home state. This PSY8371 Strategies of Clinical Supervision and exclusive of the internship), of which two program is not accredited by the American Consultation academic years must be in the Harold Abel Psychological Association (APA). School of Psychology at Capella University. * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 96 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Harold Abel School of Psychology Degree Programs, continued

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

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 97

PhD Specializations, continued Educational Psychology Four Elective Courses 20 quarter credits Master of Science (MS) Choose at least four elective courses from the lists Doctoral learners in this specialization acquire a below. Specializations broad base of information about learning, development, testing, research methods, and For a focus in instructional design science Clinical Psychology data analysis. Core courses provide a foundation recommended electives include: The master’s degree in clinical psychology trains in the discipline of psychology. Recommended PSY8130 Adult Learner in the Classroom learners in the foundational scientific theories and electives allow learners to focus their study in PSY8170 Principles of Instructional Design practices of clinical psychology. Learners areas such as instructional design science, PSY8182 Field Experience in Educational admitted to this specialization typically intend to teaching science, or developmental science. Psychology pursue a doctoral degree in clinical psychology. Learners who desire a broader field of study may ED7211 Designing Online Instruction The master’s degree introduces learners to

work from the recommended electives for a HAROLD ABEL SCHOOL OF PSYCHOLOGY clinical interviewing and interventions, testing breadth of study. Career opportunities available For a focus in teaching science recommended electives include: and assessment, research methods, to graduates of this program include college- PSY8130 Adult Learner in the Classroom psychopathology, and diagnosis. The degree level teaching, corporate and military educational PSY8182 Field Experience in Educational requirements for this specialization are not training, institutional research, program Psychology designed to prepare graduates for licensure as evaluation and test construction specialists. PSY7110 History and Systems of Psychology professional counselors or psychologists. These degree requirements are not intended to PSY7530 Group Psychology prepare graduates for licensure as a professional Residency Requirement(s): Three one-week master’s residential colloquia; counselor or psychologist. For a focus in developmental science recommended see the following section, Academic Residencies, electives include: Residency Requirement(s): for more details. PSY7225 Child and Adolescent Psychology Three one-week residential colloquia; see the Field Training Requirement(s): following section, Academic Residencies, for more PSY7230 Adolescent Psychology Minimum of 600 total practicum hours; see the details. PSY7240 Adult Psychology following section, Field Training, for more details. Twenty Required PSY8220 Research in the Aging Process Thirteen Required Courses + Lab 100 quarter credits Courses + Lab 65 quarter credits Core courses: For a breadth of study in educational psychology, Core courses: PSY7021 Foundations of Psychology – recommended electives include: PSY7011 Foundations of Psychology – Doctoral Learners PSY7110 History and Systems of Psychology Master’s Learners PSY7022 PhD Learner Success Lab PSY7310 Biological Basis of Behavior PSY7012 Master’s Learner Success Lab (non-credit) PSY7510 Psychology of Personality (non-credit) PSY7210 Lifespan Development PSY7530 Group Psychology PSY7210 Lifespan Development PSY7421 Cognitive/Affective Psychology PSY8130 Adult Learner in the Classroom PSY7542 Ethics and Multicultural Issues PSY7520 Social Psychology PSY8140 Mentoring Psychological Research PSY7610 Tests and Measurements PSY7540 Multicultural Perspectives in OR PSY7620 Inferential Statistics Human Behavior Choose from graduate courses in the Harold Abel PSY7650 Research Methods PSY7610 Tests and Measurements School of Psychology and School of Education PSY8210 Principles of Psychopathology PSY7630 Qualitative Analysis (excluding 8000-level Harold Abel School of PSY8230 * Psychological Testing PSY7656 * Advanced Research Methods Psychology testing, practicum, and internship courses). PSY8330 Ethics and Standards of Professional Specialization courses: Practice Note: Courses without a PSY designation may be PSY7310 Biological Basis of Behavior PSY7625 * Advanced Inferential Statistical Analysis worth fewer than 5 credits. Learners must carefully PSY8312 Clinical Interventions OR plan their elective courses to ensure that total credit HS8112 * Advanced Qualitative Research Methods requirements for the degree are met. Special topics PSY8391 * Master’s Practicum I See notation below regarding total credit hours. courses in the Harold Abel School of Psychology can PSY8393 * Master’s Practicum II be used as an option to complete the total required PSY9150 * Master’s Final Project Specialization courses: credits needed for graduation. Total 65 quarter credits PSY8100 Principles of Educational Psychology Total 120 quarter credits PSY7410 Psychology of Learning PSY8110 Teaching Psychology PSY8120 Computer Mediated Instruction/Learning PSY9984 * Doctoral Comprehensive Examination I PSY9985 * Doctoral Comprehensive Examination II PSY9986 * Dissertation Research I PSY9987 * Dissertation Research II PSY9988 * Dissertation Research III PSY9989 * Dissertation Research IV

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 98 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Harold Abel School of Psychology Degree Programs, continued

Master’s Specializations, continued

Counseling Psychology School Psychology Specialist Certificate in The master’s degree in counseling psychology Master's learners in the school psychology School Psychology trains learners in the basic theories, practices, specialization are typically interested in practicing This certificate is designed for master’s degree and research methods of the counseling psychology as school psychologists in public and private graduates with a specialization in school profession. Learners admitted to this specialization settings. Learners who are interested in preparing psychology from Capella University. Those who typically intend to pursue doctoral degrees in to apply for state or national certification as a earn the specialist certificate typically are counseling psychology or in counseling-related school psychologist will need to enroll in both the preparing to apply for a license or a certificate to fields such as human services, counselor education, school psychology master's specialization and the practice as a school psychologist. The 50 quarter community counseling, or clinical psychology. The specialist certificate in school psychology. credits required for the specialist certificate are master’s degree introduces learners to individual Completion of the master’s degree alone does intended to complement the master’s and group counseling interventions, testing and not adequately prepare learners to be eligible to specialization in school psychology. Therefore, assessment, research methods, and counseling sit for a licensure or certification exam as a school learners who complete both the master’s degree diagnosis. The degree requirements for this psychologist. Learners also need to know their and the specialist certificate in school psychology specialization are not designed to prepare specific state requirements to ensure these from Capella University will have completed 120 graduates for licensure as professional counselors programs meet those requirements. quarter credits of study. or psychologists. Degree Requirement(s): Degree Requirement(s): Residency Requirement(s): • Master’s learners are admitted and start the • Specialist certificate learners start their program Three one-week master’s residential colloquia; academic program on a quarterly basis. only in the first month of the quarter. see the following section, Academic Residencies, • Up to 15 quarter credits (three courses) may be • Completion of master’s degree in school for more details. transferred to the MS program. psychology from Capella University. Field Training Requirement(s): • Learners must complete the following course • Learners may not transfer credit into the certificate None required. Learners do have the option to gain sequence prior to starting the year-in-residence: program in order to reduce overall course work practicum experience through a two course series. PSY7011 and 7012 the first quarter; PSY7610 the and/or program requirements. Course substitutions See elective options below. Should this option be second quarter; PSY8231 the third quarter. may be considered. selected, see the following section, Field Training, • Successfully pass final review, which evaluates • Successfully pass formative portfolio review during for more details. overall progress and professional development Year-in-Residency, Part II. Twelve Required while enrolled in MS program. • Successfully pass annual review which evaluates Courses + Lab 60 quarter credits Residency Requirement(s): overall progress and professional development Core courses: School Psychology Year-in-Residence, Part I; see the while enrolled in specialist certificate program. PSY7011 Foundations of Psychology – following section, Academic Residencies, for more • Complete PSY8150, PSY8232, and PSY8332 prior Master’s Learners details. to beginning practicum. PSY7012 Master’s Learner Success Lab Fourteen Required • Complete all course work, residencies, and initial (non-credit) Courses + Lab 70 quarter credits portfolio review prior to beginning internship. PSY7210 Lifespan Development Core courses: • Completion of final, culminating portfolio review PSY7542 Ethics and Multicultural Issues PSY7011 Foundations of Psychology – toward the end of field training, demonstrating proficiency across competency areas. PSY7610 Tests and Measurements Master’s Learners Residency Requirement(s): PSY7620 Inferential Statistics PSY7012 Master’s Learner Success Lab (non-credit) School Psychology Year-in-Residence, Part II; PSY7650 Research Methods PSY7210 Lifespan Development see the following section, Academic Residencies, PSY8210 Principles of Psychopathology for more details. PSY7610 Tests and Measurements PSY8230 * Psychological Testing PSY7620 Inferential Statistics Field Training Requirement(s): Specialization courses: PSY7650 Research Methods Minimum of 350 practicum hours and 1,200 internship hours; see the following section, Field Training, for PSY8090 Counseling Theories more details. PSY8091 Group Counseling Specialization courses: PSY8092 Counseling Skills and Procedures PSY7225 Child and Adolescent Psychology PSY9150 * Master’s Final Project PSY7421 Cognitive/Affective Psychology Two Elective courses 10 quarter credits PSY7540 Multicultural Perspectives in Human Behavior Recommended courses include: PSY7612 * Functional Based Assessment PSY7225 Child and Adolescent Psychology PSY8231 * Psychological Assessments for PSY7310 Biological Basis of Behavior School Psychologists I PSY8160 Strategies for Career & Life Planning PSY8331 Principles of School Psychology PSY8510 Family Systems Theories PSY8335 Consultation and Collaboration in PSY8520 Couples Therapy the Schools PSY8310 Theories of Psychotherapy PSY8337 Legal and Ethical Issues in the School PSY9150 * Master’s Final Project For learners interested in gaining practicum experience, the following two course sequence is Total 70 quarter credits available. Both courses must be taken to complete the practicum experience: State regulations vary regarding course PSY8391 Master’s Practicum I requirements for professional licensure. For PSY8393 Master’s Practicum II assistance with state-mandated course requirements Or choose from any graduate courses in the Harold for licensure, contact the appropriate school Abel School of Psychology, excluding 8000-level representative. psychology testing and internship courses. 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 99

Master’s Specializations, continued

Eleven Required Courses 50 quarter credits Industrial/Organizational Psychology Educational Psychology PSY7310 Biological Basis of Behavior Master’s learners interested in the application of Learners pursuing this master’s specialization PSY8150 Exceptional Children in the Classroom industrial/organizational behavior principles and frequently plan to teach at the community PSY8210 Principles of Psychopathology research found in the workplace and other college level or work with people in various levels PSY8232 * Psychological Assessments for organizational settings will choose this field of of lifespan development from early childhood School Psychologists II study. Learners explore the application of through aging adults. Program outcomes allow PSY8332 Advanced Methods in School leadership theories, group development, learners to gain knowledge and skills in the Psychology motivation and workplace performance, conflict application of teaching, training, and learning PSY8336 Organization and Operation of the School resolution, and organizational processes in issues. Learners gain an understanding of the pursuit of entry-level to mid-management psychological foundations of education, PSY8377 * School Psychology Practicum I

(3 quarter credits) positions in business services, consulting, human instructional strategies and designs, psychological HAROLD ABEL SCHOOL OF PSYCHOLOGY PSY8378 * School Psychology Practicum II resources, teaching, training and development, research, human development, and adult (2 quarter credits) and organizational administration. These degree learning. These degree requirements are not PSY8385 * School Psychology Internship I requirements are not intended to prepare intended to prepare graduates for licensure PSY8386 * School Psychology Internship II graduates for licensure as a professional as a professional counselor or psychologist. PSY8387 * School Psychology Internship III counselor or psychologist. Residency Requirement(s): None Total 50 quarter credits Residency Requirement(s): None Eleven Required Twelve Required Courses + Lab 55 quarter credits State regulations vary regarding course requirements Courses + Lab 60 quarter credits Core courses: for professional licensure. For assistance with state- Core courses: PSY7011 Foundations of Psychology – mandated course requirements for licensure, PSY7011 Foundations of Psychology – Master’s Learners contact the appropriate school representative. Master’s Learners PSY7012 Master’s Learner Success Lab PSY7012 Master’s Learner Success Lab (non-credit) (non-credit) PSY7210 Lifespan Development General Psychology PSY7110 History and Systems of Psychology PSY7410 Psychology of Learning This specialization offers learners a great deal of PSY7210 Lifespan Development PSY7520 Social Psychology flexibility in designing and personalizing their PSY7410 Psychology of Learning PSY7540 Multicultural Perspectives in education since some individuals enter graduate PSY7610 Tests and Measurements Human Behavior school uncertain about their professional and PSY7650 Research Methods PSY7610 Tests and Measurements occupational plans. Learners can choose this PSY7620 Inferential Statistics PSY7620 Inferential Statistics course of study as an opportunity to explore the PSY7650 Research Methods curriculum in psychology. These degree Specialization courses: PSY8330 Ethics and Standards of requirements are not intended to prepare PSY8711 Principles of Industrial/Organizational Professional Practice graduates for licensure as a professional Psychology Specialization courses: counselor or psychologist. PSY8720 Psychology of Leadership PSY8730 Consultation Psychology PSY8100 Principles of Educational Psychology Residency Requirement(s): None PSY8740 Psychology Practices in Personnel PSY9101 * Master’s Integrative Project Ten Required Courses + Lab 50 quarter credits and Human Resource Management Two Elective Courses 10 quarter credits PSY7011 Foundations of Psychology – PSY9101 * Master’s Integrative Project Recommended electives for learners anticipating Master’s Learners One Elective Course 5 quarter credits matriculation to the PhD program in Educational PSY7012 Master’s Learner Success Lab Psychology include: (non-credit) Choose from graduate courses in the Harold Abel School of Psychology, excluding 8000-level testing PSY7110 History and Systems of Psychology PSY7210 Lifespan Development courses, practicum, and internship. (However, PSY7220 Child Psychology PSY7410 Psychology of Learning learners in the industrial/organizational specialization PSY8130 Adult Learner in the Classroom PSY7421 Cognitive/Affective Psychology may take PSY8765.) PSY8182 Field Experience in Educational PSY7520 Social Psychology Total 65 quarter credits Psychology PSY7540 Multicultural Perspectives in Or choose two graduate courses in the Harold Abel Human Behavior School of Psychology, excluding 8000-level testing PSY7610 Tests and Measurements courses, practicum, and internship. PSY7620 Inferential Statistics Total 65 quarter credits PSY7650 Research Methods PSY9101 * Master’s Integrative Project Three Elective Courses 15 quarter credits OR Choose from graduate courses across the university, excluding 8000-level Harold Abel School of Psychology testing, practicum, and internship courses.

Note: Courses without a PSY designation may be worth fewer than 5 credits. Learners must carefully plan their elective courses to ensure that total credit requirements for the degree are met. Special topics courses in the Harold Abel School of Psychology can be used as an option to complete the total required credits needed for graduation. * Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. Total 65 quarter credits 100 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Harold Abel School of Psychology Degree Programs, continued

Master’s Specializations, continued Sport Psychology Certificate PSY8332 Advanced Methods in School Psychology Master’s learners in this specialization are PSY8336 Organization and Operation of the frequently school-based coaches, physical Specialist Certificate in School education teachers, or individuals working in School Psychology PSY8377 * School Psychology Practicum I parks and recreation departments who wish to (3 quarter credits) This certificate is designed for master’s degree gain current theory and research knowledge PSY8378 * School Psychology Practicum II associated with performance enhancement, graduates with a specialization in school (2 quarter credits) psychology from Capella University. Those who individual and team motivation, injury recovery, PSY8385 * School Psychology Internship I earn the specialist certificate typically are and stress management as it applies to amateur PSY8386 * School Psychology Internship II preparing to apply for a license or a certificate athletes. Some learners plan to apply these PSY8387 * School Psychology Internship III to practice as a school psychologist. The 50 principles to settings such as fitness/health clubs, Total 50 quarter credits sports camps, and resort-based wellness quarter credits required for the specialist programs. These degree requirements are not certificate are intended to complement the intended to prepare graduates for licensure as a master’s specialization in school psychology. State regulations vary regarding course requirements professional counselor or psychologist. Therefore, learners who complete both the for professional licensure. For assistance with master’s degree and the specialist certificate in state-mandated course requirements for licensure, Residency Requirement(s): None school psychology from Capella University will contact the appropriate school representative. Twelve Required have completed 120 quarter credits of study. Courses + Lab 60 quarter credits Core courses: Degree Requirement(s): PSY7011 Foundations of Psychology – • Specialist certificate learners start their program Master’s Learners only in the first month of the quarter. PSY7012 Master’s Learner Success Lab • Complete the master’s degree with the school (non-credit) psychology specialization from Capella University. PSY7210 Lifespan Development • Successfully pass formative portfolio review during the year-in-residence part II. PSY7410 Psychology of Learning • Successfully pass annual review, which evaluates PSY7540 Multicultural Perspectives in overall progress and professional development Human Behavior while enrolled in the specialist certificate PSY7610 Tests and Measurements program. PSY7620 Inferential Statistics • Complete PSY8150, PSY8232, and PSY8332 prior PSY7650 Research Methods to beginning practicum. • Complete all course work, residencies, and initial Specialization courses: portfolio review prior to beginning internship. PSY7310 Biological Basis of Behavior • Complete final, culminating portfolio review PSY8840 Principles of Sport Psychology toward the end of field training, demonstrating PSY8841 Performance Enhancement in Sport proficiency across competency areas. PSY8842 Applied Sport Psychology Residency Requirement(s): PSY9101 * Master’s Integrative Project School psychology year-in-residence, part II; see the following section, Academic Residencies, One Elective Course 5 quarter credits for more details. Choose from graduate courses in the Harold Abel Field Training Requirement(s): School of Psychology, excluding 8000-level testing courses, practicum, and internship. Minimum of 350 practicum hours and 1,200 internship hours; see the following section, Total 65 quarter credits Field Training, for more details. Eleven Required Courses 50 quarter credits PSY7310 Biological Basis of Behavior PSY8150 Exceptional Children in the Classroom PSY8210 Principles of Psychopathology PSY8232 * Psychological Assessments for School Psychologists II

* Denotes courses that have required prerequisite(s). Refer to the course descriptions for further detail. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 101

Academic Residencies These content areas offer sequenced workshops, with faculty and other graduate psychology with Track I offering foundational workshops in learners during the year. These hours are the six areas, Track II offering intermediate divided as follows: The Harold Abel School of Psychology (HASOP) workshops in the six areas, and Track III offering A. At least 500 hours of formally scheduled offers residencies that supplement course work advanced workshops in the six areas. School- face-to-face instruction with clinical or and help learners to develop their identities as specific topics addressed at colloquia include counseling psychology faculty and learners, professionals in the field of psychology. issues in psychology such as critical thinking and demonstrating competency in assessment, Residency is an essential component of a analysis, the product and process of comps and intervention, efficacy evaluation, ethics and graduate degree in psychology at Capella dissertation, research design, quantitative and diversity, professional practice, and other University. Residencies are required in the qualitative analysis, research ethics, and trends areas. The 500 hours of formally scheduled doctoral programs and in professional master’s in psychology. meetings of the year-in-residence take degree specializations including clinical HAROLD ABEL SCHOOL OF PSYCHOLOGY For master’s learners, these colloquia address place over a period not to exceed 13 psychology, counseling psychology, and school skills training and practice in areas of months and include the following main psychology. A residency is also required for the interventions, assessment, ethics, diversity, and components, which are taken in the specialist certificate in school psychology. The culture-specific issues. These workshops or labs following sequence: Harold Abel School of Psychology has two types function as the “practice labs” associated with of residency requirements: the master’s and PhD - Learners begin the clinical or counseling specialization course work. The three tracks are residential colloquia and the year-in-residence for year-in-residence with the opening cumulative rather than sequential, allowing all PsyD learners and learners in the master’s weekend and the first extended seminar learners to achieve approximately 60 hours of degree/specialist certificate in school psychology. (PSY-R6360 and PSY-R6361 for the clinical training and practice in each skill set required for specialization and PSY-R6460 and PSY- For more detailed information on residencies, success in the practicum. R6461 for the counseling specialization) learners should consult their specialization At all colloquia, in addition to formal instruction typically scheduled in June. manual. and practice, learners experience keynote - Following the opening weekend and addresses by Capella faculty and other experts, extended seminar, learners take eight MS and PhD Residential Colloquia group sessions that allow faculty and learners consecutive weekends-in-residence (PSY- MS and PhD residential colloquia are required to interact as a community of scholars, and R6362 through PSY-R6369 for the clinical for PhD and MS learners in the following individualized advising sessions with faculty to specialization and PSY-R6462 through specializations: support their individual learning plans and PSY-R6469 for the counseling assess academic progress. • PhD learners in educational psychology, specialization) typically scheduled August industrial/organizational psychology, and through March. general psychology. PsyD Clinical and Counseling - Last, learners complete the clinical or • MS learners in clinical psychology and Year-in-Residence counseling year-in-residence final counseling psychology. The year-in-residence is a requirement for the weekend-in-residence and second PsyD clinical and counseling specializations. extended seminar (PSY-R6370 and PSY- The residency requirement for these programs is R6371 for the clinical specialization and satisfied by attendance at three one-week The clinical and counseling year-in-residencies PSY-R6470 and PSY-R6471 for the colloquia (Track I, Track II, and Track III). PhD require the following: counseling specialization) typically learners are required to complete three colloquia: • Clinical learners must complete a minimum of scheduled in June. one week each year for the first three years of 15 quarter credits at Capella University prior to their programs. Master’s learners take all three B. At least 100 additional hours of informal beginning the year-in-residence. PSY7540, face-to-face meetings with other tracks prior to starting their master’s final PSY7656, PSY8220, PSY8230, PSY8240, projects. HASOP recommends that all learners psychologists and psychology learners (both PSY8310, PSY8315, PSY8330, and PSY8371 inside and outside of HASOP), engaging in attend the first colloquium (Track I) within the first must be taken during the quarter in which the two quarters of enrollment, Track II between 36 discussion, study, research, or other complementary weekend-in-residence is scholarly activities commonly associated and 60 quarter credits, and Track III prior to offered. Many of these courses also have completing 61 quarter credits. with doctoral training in professional prerequisites that must be completed in psychology. These additional hours, which Through residential colloquia, learners gain a advance. (Refer to the Clinical PsyD Learner must be documented in a way approved by stronger sense of academic community by Manual for general sequencing guidelines.) the associate director of training for networking and discussing course work, projects, • Counseling learners must complete at least residency programs and the dean of the and research issues face-to-face with fellow 30 quarter credits (including transferred Harold Abel School of Psychology, include learners and faculty. This experience provides a credits) prior to starting the year-in-residence. the following: learning environment that fosters the application • Clinical and counseling learners must enroll of critical thinking and integrated knowledge to – At least 25 hours of informal face-to-face full time during the year-in-residence. That is, professional and research issues. scholarly activities with fellow learners in they must be enrolled each quarter and take HASOP that should take place outside The following content areas are covered at each at least 30 quarter credits during the year the formally scheduled events and of the PhD colloquia: depending on the specialization’s sequencing meetings of the residence year. Area 1: Development of scholar-practitioners guidelines. Area 2: Critical analysis skills • Clinical and counseling learners must Area 3: Research skills demonstrate readiness for field training. Area 4: Professional communication skills Area 5: Development of learning communities • Clinical and counseling learners must Area 6: Psychology-specific content and offerings complete no fewer than 1,250 hours of psychological study, training, and interaction 102 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Harold Abel School of Psychology Degree Programs, continued

Academic Residencies, continued

– At least 25 hours of face-to-face scholarly and reflective practice skills. The demonstration for the master’s learners, the second for the activities with other faculty members or of skills is a significant part of determining the specialist certificate learners. The two parts are practicing psychologists (who do not learner’s readiness for field training, which is divided as follows: need to be affiliated with the Harold Abel evaluated throughout the year-in-residence A. Master’s learners in school psychology School of Psychology), outside the and summarized in the portfolio review. complete the school psychology year-in- formally scheduled events and meetings 2. Learners develop the network of relationships residence, part I. Part I requirements include of the residence year. within the community of psychologists that the following components: – At least 50 hours of direct engagement in promotes the learner’s identification with the • Learners must complete no fewer than 240 professional societies or organizations profession of psychology and development of hours of face-to-face contact with faculty dedicated to the promotion of the an attitude of lifelong learning and reflective and learners in school psychology over a profession and practice of psychology. practice. By preparing and giving period not to exceed six months (typically – At least 650 hours during the residency presentations, participating in workshop June through December), including year of direct engagement in the activities and informal social and intellectual attendance at the following residencies: discussions with other learners and faculty, and scholarly study of clinical psychology and – Learners begin the school psychology creating advising and mentoring opportunities counseling psychology. “Direct year-in-residence with the opening with resident faculty members, learners engagement in scholarly study” is defined weekend and the first extended seminar, participate in the range of academic and as participation in the courseroom; a two-week residency (PSY-R6560 and intellectual activities common to departmental course-required or course-related PSY-R6561) typically scheduled in June. reading, writing, research, or skills life in all programs in psychology. - Following the opening weekend and practice; and any other activities 3. Learners demonstrate the behaviors, extended seminar, learners take the first approved by an instructor in a psychology attributes, and ethical characteristics four weekends-in-residence (PSY-R6562 course in HASOP. congruent with the role and identity of the through PSY-R6565) typically scheduled professional psychologist. C. Learners must complete the portfolio August through November. review and gain approvals from the • In addition, master’s learners must associate director of training for residency School Psychology Year-in-Residence for complete all outcome documentation and programs, the chair of the program, and the MS and Specialist Certificate Learners in obtain approval from the associate director mentor. School Psychology of training for residency programs, the chair Year-in-residence requirements should not be The year-in-residence is the first face-to-face of the school psychology specialization, and confused with either the practicum or the component of HASOP’s training in school their mentor. internship requirements. In addition to the year- psychology and is followed by practicum and B. Specialist certificate learners in school in-residence, PsyD learners in clinical psychology internship. The year-in-residence provides psychology complete the year-in-residence, or counseling psychology specializations practice labs and workshops in the basic practice part II. Part II requirements include the complete a practicum (a period of supervised proficiencies of the school psychologist following components: field training separate and distinct from the year- (assessment, ethics, intervention, interviewing, in-residence), and the internship (a full year of consultation, counseling, report writing, profile • No fewer than 210 hours of contact over a supervised field experience). These requirements analysis, treatment planning and supervision six-month period, typically between are described in the Field Training section. skills). It also provides interactive support, January and June, including attendance at comradeship, and professional development in – Three school psychology weekends-in- residence (PSY-R6568 – R6570), typically The clinical and counseling year-in-residencies the attitudes and behaviors appropriate to being offered during spring quarter. have three fundamental objectives. a school psychologist and scholar-practitioner. Prerequisite(s): PSY7011, PSY7012, PSY7610, and – The school psychology year-in-residence 1. Learners experience face-to-face training and PSY8231. extended seminar II (PSY-R6571), typically practice opportunities for skills-development offered in June. necessary to demonstrate readiness for field School psychology learners complete either part training and for independent practice. These I (for school psychology master’s learners) or part • Complete the certificate portfolio review skills are associated with the courses in II (for school psychology specialist certificate at Extended Seminar II. learners) of the full school psychology year-in- individual, group, and family therapy; risk • Certificate learners must complete all residence. Each group of learners takes about assessment and crisis intervention; advanced outcome documentation and obtain half of this full year-in-residence. Learners diagnostics and treatment planning; cognitive, approval from the associate director of seeking licensure as school psychologists achievement, adaptation, personality, and training for residency programs, the chair typically earn both the master’s degree and the neuropsychological testing and assessment; of the school psychology specialization, and specialist certificate, which means they take both supervision and consultation; efficacy and their mentor. outcome evaluation; and ethical applications halves of the school psychology year-in-residence. The school psychology year-in-residence parts I and diversity. The school psychology year-in-residence, like and II should not be confused with either the that of the doctoral clinical and counseling Learners develop competency in the areas of practicum or the internship requirements. psychology specializations, has two, two-week relationship issues, assessment abilities, Learners in the specialist certificate in school extended seminars (at the beginning of part I intervention abilities, elements of practice, psychology complete both the school roles of the psychologist, systematic evaluation and at the end of part II), and seven weekends- abilities (outcome and evaluation-related in-residence in between. However, as currently research), consultation and supervision, ethical designed, the full school psychology year-in- applications, diversity-specific interventions, residence is divided into two parts, the first part 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 103

Academic Residencies, continued psychology practicum and an internship. These Field Training a full-time, onsite commitment which takes place are entirely distinct from the year-in-residence. over one academic year and also includes The school psychology year-in-residence has Introduction to Field Training enrollment in the accompanying course(s). three fundamental objectives. Field training is one of the most important parts The first step for all learners with regard to 1. Learners experience face-to-face training and of the educational experience for HASOP learners internship is to review the manual. Learners must practice opportunities for skills-development in the professional training specializations (clinical, follow the guidelines and the application process necessary to demonstrate readiness for field counseling, and school psychology). Learners stated in the most current manual. Learners are training and for practice. These skills are apply the theory and skills learned in the course required to locate and arrange internship sites associated with the courses required in the work and residencies in a professional setting which must be approved by the director of school psychology specialization. under supervision. Given the level of importance training using the application in the manual.

Competencies are developed in the areas of associated with field training experiences, learners HAROLD ABEL SCHOOL OF PSYCHOLOGY relationship issues, assessment abilities, will benefit greatly from planning ahead to search Field Training Requirements intervention abilities, elements of practice, for appropriate training experiences. PsyD—clinical psychology and counseling roles of the psychologist, systematic evaluation To assist learners, HASOP has developed a manual psychology abilities (outcome and evaluation-related that describes basic requirements and the Practicum research), consultation and supervision, ethical application process. The director of training reviews • Approved practicum application. applications, diversity-specific interventions, all applications and will approve applications that • A minimum of 1,000 hours plus the online and reflective practice skills. The meet the standards set by Capella University. demonstration of competency is linked to a course work in PSY8392 and PSY8394. determination of the learner’s readiness for Overview of Practicum Internship field training, which is evaluated throughout A practicum learner works at a site to learn • Learner demonstrates readiness for internship. the year-in-residence and summarized in the professional practice skills. In general, a • Approved internship application. portfolio review. practicum is a training experience that occurs in 2. Learners develop a network of relationships the second or third year of the program; learners • Full-time site placement with a minimum of within the community of psychologists that should plan on being at a site part time for 2,000 hours and the online course work in promotes the learners’ identification with the approximately six months to one year while PSY8401, PSY8402, PSY8403, and PSY8404. profession of psychology and development of enrolled in the accompanying course(s). The first These must be completed sequentially over a an attitude of lifelong learning and reflective step for learners with regard to practicum is to one-year period. practice. By preparing and giving presentations, review the current manual available on iGuide. Master’s degree—clinical psychology participating in workshop activities, in informal Learners must follow the guidelines and the social and intellectual discussions with other application process stated in the most current Practicum learners and faculty, and by creating advising manual. • Approved practicum application. and mentoring opportunities with resident Overview of Internship • A minimum of 600 hours and the course faculty members, learners participate in the work in PSY8391 and PSY8393. range of academic and intellectual activities Doctoral degree common to departmental life in all programs in The pre-doctoral internship occurs in the final NOTE: Counseling psychology learners who choose to take the practicum must meet psychology. years of the doctoral program and is the last these requirements. opportunity for practical training prior to the 3. Learners practice and begin to demonstrate Internship the behaviors, attributes, and ethical granting of the degree. Internship is a full-time, characteristics congruent with the role and onsite commitment (2,000 hours) that takes place • Internship not available. identity of the professional psychologist. over a calendar year and includes enrollment in the accompanying internship courses. The pre- Specialist certificate in school psychology doctoral internship is viewed critically by licensing Practicum boards and future employers. All clinical and • Approved practicum application. counseling doctoral learners are required to apply for internship through the Association of • Part-time site placement with a minimum of Psychology Postdoctoral and Internship Centers 350 hours and the course work in PSY8377 (APPIC). APPIC is not an accrediting body but is and PSY8378. widely recognized as an organization that Internship establishes minimum standards of internship • Learner demonstrates readiness for internship. training in areas that include, but are not limited to: supervision requirements, didactic training, • Approved internship application. and staffing requirements. Obtaining an internship • Full-time site placement with a minimum of through the APPIC match is a competitive 1,200 hours and the online course work in process that may involve relocating for the year PSY8385, PSY8386, and PSY8387. These of internship. Additional information about the courses must be completed sequentially APPIC process can be found at www.appic.org. during the internship. Specialist Certificate in School Psychology NOTE: Field training hours and supervisor The internship occurs after all course work for the credential requirements vary across states and certificate has been completed and is the last Canadian provinces. Learners are responsible for opportunity for practical training prior to the determining the specific licensing requirements for granting of the specialist certificate. Internship is any state or province in which they plan to seek licensure. 104 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions in Numerical Order by Program Prefix

The following course list is correct as of the date explores both the theory and practice of changing instructor and the learner in adult education and this catalog was prepared. These descriptions educational institutions to meet future needs. An to become skillful in the selection and use of indicate the general content and topics typically understanding of the philosophy of American appropriate methods, techniques, and materials covered in the course. Capella University retains education, as well as a knowledge of institutional for achieving particular learning objectives. This the right to withdraw, modify, or add courses to change, will be necessary in this course. course explores adult development and learning the existing list without prior notice. ED818 - The Future of Teaching and Learning: from both a theoretical and a personal Issues for the Educational Leader (4 quarter perspective. School of Education Courses credits). To develop and exercise stewardship of a ED830 - Coaching for High Performance vision that will lead an educational institution into (4 quarter credits). In this course, participants ED502 - Survey of Human Resource the future, the school leader must be aware of the learn to effectively guide individuals to improved Development Research (4 quarter credits). rapidly increasing body of research about learning, decision making, and performance. In this course, learners explore the values, teaching and learning. Recent technological Topics to be covered include the role of coaching purposes, methods, and processes of human advances have made possible new research about in organizational performance systems; several resource development (HRD) research. The focus is the brain and how people learn. This course theoretical approaches and models for coaching on identifying how theory and research can be examines current brain research and implications individuals; essential knowledge, skills, and practical tools to solve HRD challenges that for instruction, the use of technology in the attitudes for effective coaching; assessment of practitioners face on a daily basis. This course is classroom, and new thinking about educational client needs; and communication skills and only applicable to learners enrolled in the School reform. techniques for supporting the client through of Education training and performance ED820 - Principles of Educational personal and professional change. Through improvement specialization. Administration (4 quarter credits). This course extensive work on both theory and practice, ED722 - Interface Design (4 quarter credits). offers an examination of the basic principles of participants become confident and effective Almost all communication in online learning is administrative theory and practice. Models of mediators of people seeking to improve the visual. For this communication to be effective, the administration from business and public quality of their personal or professional lives. instructional designer must consider both administration, as well as theoretical constructs ED834 - Higher Education and the Law functionality and appeal. In addition, this course from various disciplines, are explored. (4 quarter credits). This course explores addresses topics such as screen layout, color, ED822 - The Funding of Educational Institutions constitutional, statutory, and case law as related to navigation, and the use of graphics and video. The (4 quarter credits). This course examines the higher education school settings. Both federal and course also deals with the non-visual interfaces of many issues surrounding the funding of public state legislation are reviewed, along with sound and user input via keyboard, mouse, voice, education. The focus is on present and future implications for both public and private higher and touch. Learners will receive practical guidance funding patterns. education institutions. for designing effective and attractive interfaces. ED823 - Education and the Law (4 quarter ED836 - The Collaborative Nature of Adult ED724 - Project Management for Multimedia credits). This course explores constitutional, Education (4 quarter credits). This project-based Development (4 quarter credits). The design and statutory, and case law as related to primary and course examines the collaborative nature of adult development of online multimedia courses require secondary school settings. Both federal and state education through a variety of approaches linked the coordination of a variety of people doing very legislation are examined. to individual learner needs and the development different tasks. Each member of the project team of individualized projects. This course emphasizes has to produce what is required in a timely fashion ED825 - Curriculum Development (4 quarter the theoretical support for adult collaboration, within a prescribed budget. This course deals with credits). This course explores implementation and changing authority and power relationships in a wide range of issues in project management, assessment of curricula based on historical and collaborative learning, best practices in designing including budgeting and final roll out. The course theoretical perspectives. Learners may examine collaborative processes, assessing collaborative provides insights and tools that will help the new curricula from any educational setting. projects and collaborative learning, the instructional designer effectively manage a project. ED828 - Intellectual Development and Learning experiential aspect of collaboration, and the ED812 - The Governance of Educational Styles across the Lifespan (4 quarter credits). integration of collaboration in professional Institutions (4 quarter credits). This course This course provides learners with a general practice. Each learner, in consultation with the examines models of the governance of educational overview of recent and selected research on adult instructor, develops an action plan for institutions, including formal and informal settings learning and related teaching methods. Special collaboration that combines theory, best as well as traditional and non-traditional models. emphasis is placed on the unique needs of adult practices, and specific applicable strategies for learners, transformational learning, and in-depth designing collaboration. The final project serves ED814 - Evaluating the Effectiveness of the study of learning styles and strategies. Each of as a plan or design manual for integrating Educational Process (4 quarter credits). This these is important in order for educators to collaboration or collaborative learning within a course presents common terms, issues, and understand and to successfully facilitate adult learner’s practice, professional setting, or approaches in evaluation and provides a historical learning in the 21st century. A major premise of community. context in which to better understand the this course is that each educator’s own learning ED837 - Funding and Managing Education evolution of program evaluation. Six major style and learning history influences the way that evaluation approaches are compared, as are both Enterprises (4 quarter credits). Private and public he/she presents material to and works with adult funding patterns are examined and learners qualitative and quantitative evaluation learners. Therefore, the course begins with an methodologies. Additionally, learners apply explore practical fund-raising plans. Also examination of individual learning styles and considered is the management function that established standards to both the process and preferences as a first step in helping learners to product of program evaluation. includes personnel matters as well as marketing become better instructors and facilitators. and evaluation. Evaluation methods to assure ED815 - The Future of Educational Institutions: ED829 - Theory and Methods of Educating quality and accountability are also explored. Topics and Trends (4 quarter credits). Based on an Adults (4 quarter credits). The purpose of this ED838 - Teaching and Learning with Diverse examination of the formative ideas which have course is to apply adult learning theory in order to shaped educational institutions, this course Populations (4 quarter credits). This course enhance understanding of the roles of the explores teaching and learning principles and 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 105

practices as applied to diverse, multicultural administration considers current theories, master’s learners, although PhD learners may take populations. competencies, skills, and practices needed for the it as an elective. ED839 - International Aspects of Adult effective administration of secondary schools. The ED5007 - Foundations of Educational Education (4 quarter credits). This course key role of the administrator in the success of all Leadership (6 quarter credits). This introductory explores adult education from an international students and the continuous improvement of staff course, the required FirstCourse in the advanced perspective. Emphasis is on the comparative and programs are a central focus of the course. In classroom instruction, curriculum and instruction, analysis of adult educational systems in terms of addition to literature specific to high school reading and literacy, and leadership in educational individual philosophy, goals and methods. reform, issues of governance, shared leadership, administration master’s specializations, focuses on

organizational structures, curriculum, planning, the competencies essential to Capella learners COURSE DESCRIPTIONS GRADUATE ED840 - The Politics of Higher Education scheduling, school improvement, use of data, staff (4 quarter credits). This course involves an who as teachers and administrators assume development, technology, and community leadership roles in the improvement of student examination of the differing and changing engagement are examined and discussed. perceptions of the role of higher education in achievement. Learners are introduced to the America. The politics of competition for resources, ED855 - Higher Education Administration concepts fundamental to their entire program the expectations of consumers and providers, and (4 quarter credits). This course includes analysis including reflective practice, the role of the the role of state and local government are of theory, policies, and procedures involved in practitioner-scholar, critical thinking, data-driven examined. administering institutions of higher education. decision making, educational leadership, and the ED857 - Personnel Administration (4 quarter role of instructional technology in twenty-first ED841 - The History of Higher Education century education. Each of these principles is (4 quarter credits). This course examines the credits). This course addresses staffing assignment, policy making, salary negotiation, integrated throughout the program. In addition, history of colleges, universities, and other learners are introduced to the process of building postsecondary institutions from colonial times to grievance procedures, records, supervision, and evaluation of professional and non-professional their Capella portfolio. Cannot be fulfilled by the present. The focus is on the major trends in transfer. postsecondary education which reflect the needs employees. and provide leadership in the social structure. ED5004 - Societal and Cultural Change ED5500 - Standards-Based Curriculum, Instruction, and Assessment (4 quarter credits). ED846 - Instructional Design for Distance (4 quarter credits). Understanding the impact of social and cultural differences, diversity, and This K-12 course, required of all School of Education (4 quarter credits). This course Education learners in the advanced classroom introduces learners to the increasing societal change is a fundamental competency of educators. This is a foundation course for master’s instruction, curriculum and instruction, reading demands to deliver education in new and and literacy, and leadership in educational innovative ways. The course enables learners to learners that introduces themes that persist throughout the degree program. Societal and administration master’s specializations, examines design instructional applications in a distance the impact of state learning performance education setting. Prerequisite(s): ED851. Cultural Change prepares learners to lead in the field of education by addressing theories of standards on the planning of curriculum, ED851 - Principles of Instructional Design change and strategies of the change agent. A assessment, and instruction. Learners design (4 quarter credits). This course provides an broad array of theories and readings will cover the instruction using research-based curriculum introduction to instructional design from a theory- spectrum of social change and its effect on planning and instructional models. This course based treatment of the instructional design process, education. As a result, learners understand the emphasizes the connections between assessment including the design of instructional strategies. complexity of a diverse classroom population and and planning of instruction and on basic testing ED852 - Ethics and Social Responsibility in the impact of social movements. Assessment of and measurement concepts such as validity and Distance Education (4 quarter credits). This learning will consist of evaluation of the ability to reliability. course analyzes, from both conceptual and analyze and synthesize course materials and ED5501- Assessment and Improvement of applied points of views, the interaction between demonstrate critical thinking. Cannot be fulfilled Instruction (4 quarter credits). This K-12 course, education and society. Through an examination of by transfer. required of K-12 teachers and administrators in the basic assumptions, attitudes, and values, learners ED5005 - Master’s Learner Success Lab advanced classroom instruction, curriculum and build an ethical foundation for understanding the (non-credit). This lab provides new master’s instruction, reading and literacy, and leadership in issues and policies related to distance education. learners with the knowledge and skills they need educational administration master’s specializations, ED853 - Elementary School Administration to be successful in their academic programs. The develops skills in planning, analyzing, and (4 quarter credits). This standards-based lab familiarizes learners with the Capella online reflecting on teaching that will lead to introductory course in elementary school environment and support resources provided to improvement in instruction. The course focuses on administration considers current theories, ensure success. Learners build skills in the research-based professional teaching standards principles, and practices needed for effective selection and use of methods, techniques, and and on strategies to improve instruction, including elementary and middle school administration. The library resources. Working with the academic collaborative feedback processes. Learners key role of the administrator in the success of all advisor, learners will develop a degree completion practice observing and assessing classroom students and the continuous improvement of staff plan (DCP). ED5005 is an advisor-led course taken instruction, including their own. Prerequisite(s): and programs will be a central focus of the course. in the first quarter, in conjunction with ED5004 or Learners must have access to a classroom to Standards for school leaders form a framework for ED5007, and carries no credit. Cannot be fulfilled teach a lesson and to apply course content, the course, which examines relevant issues by transfer. including implementation of a professional growth plan and teacher observations. (Current including governance, leadership, curriculum and ED5006 - Survey of Research Methodology administrators will apply course content in instruction, staff development, community (4 quarter credits). This course presents an consultation with their instructor.) engagement, technology, use of data, and school overview of the general approaches to research improvement. methodology at the graduate level. It deals with ED5502 - Learning Theory and Instructional ED854 - Secondary School Administration the quantitative and qualitative approaches to Practice (4 quarter credits). This course for K-12 (4 quarter credits). This standards-based rigorous scholarly inquiry and the major research teachers and administrators focuses on current introductory course in secondary school methodologies. This course is aimed primarily at research in cognition, emotion, and the brain and 106 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

the implications for instructional practice. Learners practices searches, video analysis of instructional ED5523 - Inquiry-Based Curriculum and apply theory by implementing strategies for strategies, and reflection on their own teaching Resources for Elementary Science Teachers recognizing differences among learners, including practice and knowledge of content. Learners gain (4 quarter credits). This course explores the many giftedness, and meeting learner needs through skills in teaching key mathematics concepts in facets of inquiry in elementary science education, differentiated instruction. multiple ways. the relationship of inquiry and content standards, ED5503 - Classroom Management Strategies ED5511 - Teaching Algebra for Understanding and the collaborative nature of science, math, and (4 quarter credits). This course, required in the (4 quarter credits). Learners in this K-12 course technology. Learners critique current elementary advanced classroom instruction, curriculum and review the algebra and algebraic functions texts and programs using National Science instruction, leadership in educational content area, research best practices in teaching Foundation guidelines and explore the array of administration, and reading and literacy master’s algebra, and assess and analyze student work resources available to the educator-scientist. K-12 specializations, focuses on skills for creating samples. Using a variety of resources and student ED5524 - Inquiry-Based Curriculum and classroom environments that maximize the data, learners gain skills in planning instruction, Resources for Secondary Science Teachers opportunity for each student to learn. Capella assessments, and rubrics. (4 quarter credits). This course explores the many learners apply current strategies for managing a ED5513 - Middle-Level Issues (4 quarter credits). facets of inquiry in secondary science education, wide range of diverse and challenging behaviors. This course is designed for K-12 teachers and the relationship of inquiry and content standards, This course emphasizes roles and responsibilities administrators interested in examining current and the collaborative nature of science, math, and of teachers under The Individuals with Disabilities research and best practice regarding middle-level technology. Learners critique current secondary Education Act (IDEA), The Americans with organization, curriculum, and instruction. texts and programs using National Science Disabilities Act (ADA), and Section 504 legislation, Specifically, learners address the tension between Foundation guidelines and explore the array of including knowledge of the rights and the need to balance middle-level students’ resources available to the educator-scientist. responsibilities of students, parents, and teachers developmental and social needs with new and ED5526 - Student Assessment and Work regarding success for all learners. Prerequisite(s): increasingly demanding state achievement Analysis in Science Instruction (4 quarter Learners must have access to a classroom for standards. credits). Learners in this K-12 course develop application of course content, including the ED5514 - Educational Leadership for Teacher- multiple types of science assessments with implementation of behavior interventions. Leaders (4 quarter credits). This course for appropriate, accompanying rubrics. Learners (Current administrators will apply course content master’s and doctoral K-12 teachers and apply protocols for examining student work in in consultation with their instructor.) administrators provides an overview of teacher collegial groups and analyze data from a variety of ED5504 - Strategies for Eliminating the leadership skills essential for engaging in sources to plan for future instruction and school Achievement Gap (4 quarter credits). This K-12 successful school change and improvement improvement. course, required of all School of Education learners efforts. Topics of study include school culture, ED5528 - Technology Skills for the Virtual in the master’s advanced classroom instruction, learning communities, master teaching, School Teacher (4 quarter credits). This course is curriculum and instruction, reading and literacy, management of change processes, and the focused on identifying and providing background and leadership in educational administration development of skills that inspire others to higher in the technology skills necessary for effective specializations, addresses differences in student levels of performance. online K-12 teaching. Descriptions and achievement due to racial, cultural, gender, and ED5515 - Action Research for Teacher-Leaders examinations of troubleshooting, software, language differences. The course focuses on (4 quarter credits). This course for K-12 teachers Internet, and student reporting and evaluation current research and best practices, and on and administrators provides in-depth knowledge resources identified by experts at the Florida identifying those practices and instructional of action research as a means of classroom and Virtual School as keys to online instructional strategies most likely to eliminate achievement school improvement. Learners acquire the skills to success are included. disparities. Learner access to a classroom/school define and resolve problems that are barriers to ED5529 - Instructional Strategies for the Virtual for application of course content is highly student learning and engage in individual and School Teacher (4 quarter credits). This course desirable. collaborative research as a means of continuously for K-12 teachers and administrators focuses on ED5506 - Standards and the K-12 Mathematics improving learning outcomes for students. the identification, examination, and application of Curriculum (4 quarter credits). This course ED5516 - Adult Learning and Professional the instructional strategies of particular interest to examines the national, state, and local standards virtual school teachers. Strategies to personalize that shape mathematics curriculum and instruction Development (4 quarter credits). This course for K-12 teachers and administrators focuses on the the student experience, to motivate, to create in the K-12 classroom. Learners identify, describe, community, to teach to higher order thinking, and classify, and differentiate these standards and development of skills needed to design and implement effective professional development for to attend to the diverse learning styles and needs demonstrate their use in planning and of all learners in a virtual environment are implementing instruction and assessment. teachers. Learners use their skills as practitioner- scholars to integrate adult learning theory and included. ED5507 - The Art of Planning Mathematics current research-based best practices to plan ED5530 - Assessment Strategies for the Virtual Instruction (4 quarter credits). Learners in this professional development for their schools. School Teacher (4 quarter credits). This course K-12 course apply knowledge of students’ ED5522 - The Art of Planning Science addresses the assessment challenges the K-12 mathematical thinking, misconceptions about virtual school teacher faces in today’s math, and developmental levels to the planning Instruction: Creating the Engaged Science Student (4 quarter credits). Learners in this K-12 performance-based K-12 environment. The use and implementation of instruction. The roles of of rubrics, alternative assessment strategies, parents and community in student learning, and course examine the key components in planning science learning experiences informed by deep student choices, feedback, and re-submission the importance of cross-disciplinary connections in opportunities are included in the course. math instruction are examined. knowledge of students and content-related pedagogy. Lesson study, a system for examining ED5531 - Communication Skills and the Virtual ED5508 - Research and Best Practices in teaching, is introduced as a research-based model School Teacher (4 quarter credits). This course Mathematics Instruction (4 quarter credits). for learners as they co-plan and document actual addresses the unique communication challenges In this K-12 course, learners investigate ways to classroom science lessons. of the K-12 virtual school teacher, including the improve mathematics instruction through best to theimpactoftechnologyandmultimedia on learners discusscurrent trends andissuesrelated Through anexaminationofresearch andliterature, for CurriculumandInstruction(4quarter credits). ED5537 -Emerging Technology andMultimedia school ordistrictlevel. contribute todata-drivendecisionmakingatthe instructional areas that,ifimplemented,may content andgrade-levelcurriculum Learners prepare research designswithin specific as abasisfordata-drivendecisionmaking. encourages learnerstoexaminecurrent research curriculum andinstructionmaster’s specialization, (4 quartercredits). Improvement ofCurriculumandInstruction ED5536 -ApplyingResearch tothe experiences inthiscourse. case studiescomplementthepractical building, andcommunitiesofpractice.Simulated includes coachingandmentoringskills,team improvement. Collaborativeskilldevelopment engage intheactofcollaborationforcurriculum curriculum andinstructionmaster’s specialization Learners inthisrequired courseintheK-12 Curriculum andInstruction(4quartercredits). ED5535 -CollaborationfortheImprovement of presentations byleadingprofessionals inthefield. and assessmentstrategiesmayinclude related tonewandemerging instructionalmodels course includesdiscussionsonissuesandtrends content-area andgrade-levelapplications.The assessment strategiesanddevelopspecific supporting innovativeinstructionalmodelsand Learners examinethetheoryandresearch curriculum andinstructionmaster’s specialization. focus ofthiscourse,arequirement forthe meet thediverseneedsofK-12studentsis instructional modelsandassessmentstrategiesto and Practice(4quartercredits). ED5534 -InstructionandAssessment:Theory will bepresented. Computer-based curriculummappingapplications curriculum andinstructionmaster’s specialization. level application.Thisisarequired courseinthe development foraspecificcontentandgrade- design, learnersengageincurriculum a research-based professional visionforcurriculum Practice (4quartercredits). ED5533 -CurriculumMapping:Reflectionand safety issues. course room, academicintegrity, andhealth The socialfocusisontheculture oftheonline on copyright,e-mail,privacy, andsecurityissues. the K-12virtualschoolteacher. Thelegalfocusis addresses thesocialandlegalissueschallenging Teaching (4quartercredits). School ED5532 -SocialIssuesandVirtual the importanceofinteractivity. needs forpersonalizationandcollaboration, management ofe-mailandphonecontacts,the and synchronous, theneedforfeedback, demands ofanenvironment bothasynchronous 1-888-CAPELLA • This course,required inthe www.capella.edu Through reflection on This course The designof this 45-hourpracticum. professional portfolio,theculminatingactivityin experiences necessarytocompleteandpresent a provide thelearnerwithsubstantive instructor, andthelearnerdevelopaplanto interest area. Thesitesupervisor, aCapella experience andexpertiseinthelearner’s academic learner selectsaschoolandsitesupervisorwith curriculum andinstructionspecialization.The the capstonecourseforalllearnersin Instruction (6quartercredits). ED5540 -Master’s PracticuminCurriculumand leadership. building level,gradeordistrict-levelC&I and doctorallearnerswhowishtofocuson level. Thiselectiveisrecommended formaster’s assessment attheclassroom, school,anddistrict improvement ofcurriculum,instruction,and integral role program evaluationplaysinthe and practicalapplicationthatdemonstratesthe Learners engageinaprocess ofcriticalreflection components oftheprogram evaluationprocess. that encouragelearnerstoengageincritical K-12 teachersandadministratorsfocusesonskills Evaluation (4quartercredits) ED5538 -CurriculumandInstruction:Program instructional technologyinC&I. have aparticularinterest intheintegrationof curriculum andinstruction(C&I)specializationwho elective isrecommended forlearnersinthe technology andmultimediaapplications.This assessments enhancedthrough innovative include thedesignofcurriculum,instruction,and literature, learnersdevelopcourseprojects that K-12 studentlearning.Basedonareview ofthe structure of English;morphologicalstructure of include phonemic awareness; phonological speakers ofEnglishandlearners. Topics develop fluentreading across gradelevelsfor focuses onthecompetencieslearners needto credits). ED5551 -DevelopingFluentReaders (3quarter this 45-hourpracticum. professional portfolio,theculminatingactivityin experiences necessarytocompleteandpresent a to provide thelearnerwithsubstantive Capella instructor, and thelearnerdevelopaplan academic interest area. Thesitesupervisor, the with experienceandexpertiseinthelearner’s The learnerselectsaschoolandsitesupervisor the advancedclassroom instructionspecialization. practicum isthecapstonecourseforalllearnersin Classroom Instruction(6quartercredits). ED5541 -Master’s PracticuminAdvanced available as an elective to learners outside the outside learners to elective an as available the outside learners to elective an as available master’s specialization in advanced classroom advanced in specialization master’s and curriculum in specialization master’s instruction. This course cannot be taken prior to prior taken be cannot course This instruction. to prior taken be cannot course This instruction. the final quarter of the program. the of quarter final the program. the of quarter final the This three-credit course forK-12teachers This course is not is course This not is course This . Thiscoursefor The practicumis The comprehension forolder, strugglingreaders. student andfamilysupportnetworks; and instructional technology;scaffolding strategies; small group andone-on-onetechniques; writing interventionprograms; flexiblegroupings; aligning ongoingassessmentwithreading and English languageproficiency. Topics alsoinclude home andcommunityliteracypractices skills ineffective interventions,takingintoaccount research-based interventionmodelsanddevelop and intermediatereading levels.Learnersstudy assessment-based interventionstrategiesatearly competencies necessaryforimplementing course forK-12teachersaddresses the Instruction (3quartercredits) ED5554 -Socio-culturalContextofReading instruction. using instructionaltechnologyforassessmentand assessment-based interventionprograms; and assessments withinstructionalprograms; effective board members,andstudents;aligning results toparents, administrators,teachers,school strategies andtools;communicatingassessment learners; formalandinformalassessment proficient learnersaswellEnglishlanguage assessment ofknowledgeandskillswithEnglish interpretation ofreading andwritingassessments; the coursecoversselection,use,and and writinginstructionforallstudents.Specifically, evaluation todevelop,deliver, andmodifyreading necessary touseeffective assessmentand K-12 teachersaddresses thecompetencies (3 quartercredits). ED5553 -Assessment-basedReadingInstruction improving comprehension strategies. expository textforchildren andadolescents; knowledge andskillsforapplyingliterature and English languagelearner;motivationalstrategies; informational text;scaffolding strategiesforthe comprehension skills;multiculturalliterature and development oflisteningandreading independent reading ofhighqualitybooks; (summarizing, predicting, questioning,clarifying); questioning, clarifying);studystrategies strategies (inference, summarization,predicting, narrative andexpositorytextanalysis;thinking vocabulary developmentandconceptformation; language andofbackground knowledge; of reading comprehension; therole ofacademic comprehension. Topics includethedevelopment knowledge andskillsneededtoteachreading K-12 teachersfocusesondevelopingthe (3 quartercredits). ED5552 -Teaching Comprehension Strategies readers. and strategiesmaterialsforstruggling reading skillstoEnglishlanguagereading skills; transfer ofstrategiesfrom primarylanguage writing toreinforce reading, connectedtexts,and readers; reading andwritingpractice,including skills andstrategiestodevelopindependent importance ofextensivepractice;decodabletexts; English; decoding/workattackstrategies;spelling; CAPELLA UNIVERSITY This three-credit coursefor This three-credit coursefor . Thisthree-credit 107

GRADUATE COURSE DESCRIPTIONS 108 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

ED5555 - Foundational Theories in Reading enrollment management programs. The course is ED5900 - Master’s Internship in Leadership in Instruction (3 quarter credits). This three-credit designed to broaden and deepen knowledge and Educational Administration (6 quarter credits). course for K-12 teachers reviews and explores the understanding of basic concepts and best This course is the culminating experience for research in reading and language arts and its practices in enrollment management. learners in the master’s specialization in leadership implications for student assessment and ED5603 - Essentials of Effective Retention in in educational administration. Learners receive six instruction. Topics include knowledge of and Higher Education (4 quarter credits). This course credits for completion and presentation of their instructional experience related to how children provides a comprehensive overview of the portfolio based on the specialization’s 16 program learn to read; the phonological and morphological fundamentals and best practices of effective outcomes and for a documented 150-175 hour structure of English; orthography/spelling; second student retention in higher education. In this internship. This field work experience is language acquisition; the relationship between course learners analyze and interpret a significant supervised by a Capella faculty member and a language, spelling, reading, and writing; balanced body of research on student retention and apply licensed principal at the school site. The learner comprehensive literacy instruction; reading and this knowledge to the enrollment management selects the site supervisor and site, and working writing skills for the English proficient learner and profession. with the Capella University faculty member, the English language learner; respect for ethnic, designs a set of experiences that will strengthen cultural, gender, linguistic, and socioeconomic ED5605 - Applying Technology to Enrollment the learner’s readiness to meet the challenges of differences; and the writing process (pre-writing, Management (4 quarter credits). Learners are twenty-first century principalship. Prerequisite(s): drafting, revising, editing, and publishing). introduced to basic concepts in higher education Learners must complete 38 credits, or nine core enrollment management technology. The focus of ED5556 - Reading and Literacy Practicum and specialization courses including ED5007 the course is on technologies used in the effective before enrolling in ED5900. (3 quarter credits). Learners must have completed management of enrollment in colleges and all course work except ED5557, Reading and universities. Learners develop an understanding of ED5990 - Integrative Project (4 quarter credits). Literacy Portfolio Review, before enrolling in technologies currently used in recruitment and Master’s learners demonstrate proficiency in ED5556, Reading and Literacy Practicum. These retention, and synthesize and apply emerging integrating learning from required, specialization, two courses, the culmination of the reading and technologies to the field of enrollment and elective courses by completing an analysis of literacy specialization, are taken concurrently. management. an organization or system, or the design of a new ED5556 extends the guided practice provided application in their professional field. This course during the previous specialization courses by ED5607 - Financial Aid and Enrollment is intended for School of Education learners. The engaging learners in 45 hours of documented, Management (4 quarter credits). This course integrative project is taken following completion mentored work in a classroom, of which a minimum explores the nature and role of financial aid in of required course work. student recruitment and retention. The course is of 15 hours are observed by the mentor or ED7004 - Graduate Writing for ESL/EFL practicum instructor. The 45 hours also includes designed for those interested in applying financial aid principles and regulations to effective Learners (4 quarter credits). This course attendance at 15 hours of practicum seminars. introduces non-native speakers of English to The practicum is restricted to sites that can provide enrollment management strategies. Learners enrolled in this course synthesize knowledge graduate-level academic writing. Learners learners with balanced, comprehensive reading develop an understanding of the assumptions and and language arts instruction and can ensure that acquired from other courses and as practitioners with financial aid principles and policies. intentions that underlie advanced academic each learner has diverse experiences that include writing as it is practiced in the United States. teaching English language learners, beginning ED5609 - Communications and Marketing in Learners develop skills in producing effective readers, and students with reading problems. Enrollment Management (4 quarter credits). advanced academic writing including skills in Learners practice assessing struggling readers at This course provides a comprehensive combining facts and opinions from multiple two or more reading levels including the non- understanding of the purpose and power of sources. Learners develop linguistic and content reader level and one or more higher levels. targeted communications and marketing editing skills so that they can continue to improve ED5557 - Reading and Literacy Portfolio Review strategies and tactics in enrollment management. their own academic writing after they leave the (3 quarter credits). Learners must have completed Learners analyze existing communications and course. other marketing documents and prepare a all course work except ED5556, Reading and ED7006 - Research and Writing for Graduate Literacy Practicum, before enrolling in ED5557, strategic plan to improve marketing for higher education institutions. Learners (4 quarter credits). This course is Reading and Literacy Portfolio Review. These two designed to prepare graduate learners for the courses, the culmination of the reading and literacy ED5611 - Strategic Enrollment Planning rigors of academic writing. Academic writing specialization, are taken concurrently. ED5557 is (4 quarter credits). This course introduces basic requires a series of related critical thinking and the course in which master’s learners complete and concepts of strategic planning for higher writing skills, including: understanding the nature present their portfolio, a document that education including environmental scanning, data of academic research; developing strong demonstrates their mastery of the specialization collection and analysis, quantifying annual and arguments based on primary and secondary outcomes. The portfolio review is conducted by long-term goals, developing enrollment research; evaluating, summarizing, paraphrasing, the Capella ED5557 instructor following the management strategies, and developing and and citing sources; drafting, revising, and editing completion of the reading and literacy practicum. implementing action plans. Learners develop a multiple drafts of major projects; and producing As a result of this experience, learners will be able strategic enrollment plan and learn how to tie that clear, accurate, and error-free prose. Because this to demonstrate what they know and have plan to the institution’s strategic plan. Course is a writing course, learners should expect to write accomplished related to reading and literacy. topics include building institutional support for a lot: the course includes weekly writing ED5601 - Enrollment Management in Higher the strategic enrollment management plan and assignments, several short writing projects, and a Education (4 quarter credits). This course offers a mobilizing human and financial resources. This is research plan for a longer project. Learners submit comprehensive overview of the recruitment the capstone course for the enrollment a final portfolio at the end of the course. strategies in enrollment management and management specialization and includes the project required for the master’s degree. ED7007 - Focused Research and Writing for introduces fundamental recruitment concepts, Graduate Learners (4 quarter credits). In the practices, and techniques utilized in successful second course of this sequence, learners refine various instructional designmethodsthatcanbe Programs (4quartercredits). ED7491 -InstructionalDesignforHealth Care programs formore efficient andeffective delivery. transformation ofexistingdistanceeducation distance educationprograms, andthe programs, thedesignandimplementationofnew management ofexistingdistanceeducation education programs. Discussionsincludethe management, andleadershipofdistance competencies neededfortheadministration, This courseprovides anoverviewoftheskillsand Distance EducationPrograms (4quartercredits). ED7212 -AdministrationandLeadershipof ED851. Prerequisite(s): methodologies suchastutorialsandsimulations. detailed examinationofcommoninstructional management. Inaddition,thecourseprovides a affecting learning,communication,andproject course focusesonfourareas: design,factors usually foundonCD-ROMorWeb sites.This which are oftenmultimediacoursesorsegments, create instructorless(orself-paced)programs credits). ED7211 -DesigningOnlineInstruction(4quarter satellite dissemination,andwireless networking. distance educationincludinginteractivetelevision, understanding ofcurrent deliverysystemsfor discussions andexperiencesleadingtoan (4 quartercredits). ED7210 -TheDeliveryofDistanceEducation in thiscourse. ED7006-ED7007 coursesequencebefore enrolling Learners are strongly encouragedtotakethe to demonstratelearningandunderstanding. writing submissionsusedinexternalcoursework awareness anduseofvoicestyle;revise of writingstrategiesthatleadtoimproved writers’ rhetoricalchoices;learnandapplyanarray their own,inorder tounderstandtheeffects of of writingsamples,includingsamples and style.Inthiscourselearnersanalyzeavariety communication) whilemaintainingindividuality in scholarship(research, thinking,and developing avoiceandstylethatreflect excellence challenging componentsofacademicwriting: credits). Academic andProfessional Writing (4quarter ED7008 -DevelopingVoice andStylein ED7006. Prerequisite(s): thinking andwritingskillsestablishedinED7006. sources appropriately whilefocusingonthecritical significant length(25-35pages),anddocument review, develop an argumentative essayof research topic,conductandwriteashortliterature project, andafinalportfolio.Learnersdevelop several shortwritingprojects, onelongwriting course includingweeklywritingassignments, time completingwritingassignmentsforthis should expecttospendasignificantamountof focusing onwritingintheirdisciplines.Learners the principlesandstrategieslearnedinED7006by 1-888-CAPELLA This courseteachesthelearnerhowto This coursefocusesononeofthemost • This courseprovides www.capella.edu This courseexplores methods are basedare addressed. frameworks uponwhichtheinstructionaldesign used inhealthcare programs. Theoretical study, PhD only. PhD study, study, PhD only. PhD study, opportunities forinstructional designersto (4 quartercredits). ED7504 -LeadershipforInstructional Design instructional mediatodesign. current software with direct applicationof provides hands-onexperiencesinthepreview of innovative Web-based courses.Thiscourse instructional designersopportunities tocreate credits). ED7503 -InstructionalMediaTools (4quarter settings. instruction, especiallyasitrelates toinstructorless the requirements andboundariesforasetof practice withapproaches toneedsanalysis,setting Design (4quartercredits). ED7499 -NeedsAnalysisforInstructional PhD study, Directed ED7211. Prerequisite(s): delivery typicallyusedininstructorlesssettings. plans forthemedia,andmethodscontent with storyboarding, amechanismforcapturing opportunity fordetailedexaminationandpractice (4 quartercredits). ED7497 -Storyboarding forInstructionalDesign contextualized settings. designed toreplicate authenticworkin industry settings.Theactivitiesinthisclassare instructional designinvariouseducationand learners examinepracticalapplicationsof The courseusesacasestudyapproach inwhich in real lifescenarios(thepractitionercomponent). concept (thescholarcomponent)toimplementation practice. Thecoursetiesadvancedtheoryand the advancedapplicationsoftenfoundinactual design theoriesandprinciplesthatcanbeusedin learners withastrong foundationofinstructional (4 quartercredits). ED7496 -AdvancedInstructionalDesign included fordiscussionandanalysis. own study. Quantitativeandqualitativestudiesare models andmethodologiesthatmayguidetheir of current research studies,learnersformulate of onlinelearning.Through discussionandanalysis dissertational research inthepracticeanddelivery credits). (4quarter Methodologies forOnlineLearning ED7495 -Research Strategiesand internship. documentation are required componentsofthe plan ofaction,fieldsupervision,andwritten area ofinstructionaldesignforonlinelearners.A offer experientialopportunitiesforlearnersinthe (4quartercredits).Online Learning forInstructionalDesign ED7493 -Internships PhD only. PhD Directed study, PhD only. PhD study, Directed only. Many software programs nowoffer This courseprovides opportunitiesfor Prerequisite(s): ED851 or ED7211. or ED851 Prerequisite(s): Directed study, PhD only. PhD study, Directed This courseprovides This courseprovides an This courseprovides doctoral Prerequisite(s): ED851. Prerequisite(s): This courseprovides Directed Directed Internships effective assessmentforonlinelearningprograms. activities alsoprovide instructionincreating environments inaWeb-based format.Course the evaluationandassessmentoflearning course provides specificguidelinesandformatsfor Instructional Design(4quartercredits). ED7505 -EvaluationandAssessmentof problem-solving, andchangemanagement. collaborative teamplanning,decisionmaking, participate inassessmentsthatevaluate of aprofessional portfolio,instructionaldesigners Web-based instruction.Through thedevelopment necessary fortheeffective designanddeliveryof examine theleadershipandmanagementskills and warehousing, riskmanagement,nutrition facilities planningandconstruction,purchasing accounting, budgeting,informationtechnology, administration, providing anoverviewof provides anintroduction toschoolbusiness Administration (4quartercredits) ED7544 -Introduction toSchoolBusiness technologies. populations, demandsforequity, andnew issues rangingfrom socialchange,diversestudent energy, vision,andadaptability toamyriadof superintendency requires courage,creativity, becoming contributingcitizensoftheworld.The become successful,caringAmericans,capableof creating qualityschoolsthatinspire ourchildren to Their visionandperformancemustfocuson position mustbeamongourbestandbrightest. leadership responsibilities. Thosewhoholdthe credits). ED7543 -TheSuperintendency(4quarter empowerment. privatization andchoice,aswellteacher affirmative action,bilingualeducation,technology, decentralization, schoolfinance,desegregation, making, schoolandcommunityrelations, state, andlocalgovernmentsinschoolpolicy- education, includingtheinfluenceoffederal, categories ofpoliticalscienceastheyapplyto Education isanintroduction tothebasicanalytical (4 quartercredits). ED7542 -ThePoliticsofPre-K-12 Education and provides differentiated pathsforevaluation. that includestheperspectivesofallstakeholders, supervision andevaluationshouldfollowaprocess development ofeffective systemsofteacher outcomes, whileensuringqualityinstruction.The focuses onprofessional developmentandstudent for teachersupervisionandevaluationsystemthat and greater accountabilitydemandsaframework (4 quartercredits). ED7541 -Teacher Supervision andEvaluation develop decision-makingstructures. the overallgoalofpreparing professionals to as related tohighereducationadministrationwith overview ofleadershipphilosophiesandtheories (4 quartercredits). ED7540 -LeadershipinHigherEducation ED7211. or ED851 Prerequisite(s): CAPELLA UNIVERSITY School superintendentshavecomplex The callforhigherstandards This courseprovides an The PoliticsofPre-K-12 . Thecourse This 109

GRADUATE COURSE DESCRIPTIONS 110 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

services, maintenance/operations and ED7631 - Introduction to Training and ED7673 - The Future of Corporate and Technical transportation. Legal requirements, organization, Performance Systems (4 quarter credits). This Training: Issues and Trends (4 quarter credits). and staffing for each area are addressed. course provides learners with an overview of the With the continuing rapid changes in technology, ED7545 - Special Education Administration history and evolution of training and performance global competition, and business strategies, the (4 quarter credits). This course is intended for improvement systems in business and industry. field of training and performance improvement personnel administering special educational Learners develop an understanding of the must also respond in a nimble and timely manner. services; responsibilities of superintendents, important role played by the Human Performance This course explores those forces that are most principals, supervisors, and directors for special Improvement (HPI) process and other supporting dramatically shaping the evolution of corporate education, student personnel, and other special and critical services such as performance and technical training, including the recent programs are discussed. management, coaching, and career and transition to greater emphasis on performance organizational development. The course takes a improvement methodologies. ED7560 - Innovative Leadership (4 quarter macro or systems view of developing people and ED7674 - Managing Training and Performance credits). To successfully improve school organizations. Included are numerous structured performance, the K-12 leader must engage in a Improvement (4 quarter credits). Internet-based learning exercises, application activities, learning and the emergence of performance continuous process of change and transformation. discussions, and a final project. Understanding the processes of change and its management in the field of human resource impact on faculty, parents, students, and ED7641 - Needs Assessment: Models and development have added importance, complexity, community is a challenge. Through study of Procedures (4 quarter credits). This course and increased accountability to the training change and behavioral theories, leadership surveys a variety of needs assessment models and manager role. Participants in this course become principles, and case studies, school leaders build procedures that practitioners may use to diagnose more prepared to meet these challenges by skills as effective change agents. the causes of workplace performance problems. learning to determine priorities, assess needs, As key outcomes, learners are able to design and create a mission and goals, develop a budget and ED7580 - Theory and Development of Multiple develop needs assessment instruments, collect, a marketing strategy, plan programs and Intelligences (4 quarter credits). This course uses and then diagnose data in order to differentiate performance interventions, conduct evaluations, Howard Gardner’s theory of multiple intelligences between a workplace performance issue that hire and manage personnel, and provide leadership. as a framework to better understand creative requires training solutions as opposed to one that thinking and to explore and develop teaching ED7690 - Critical Skills for Facilitating Online requires another, more appropriate, non-training Learning (4 quarter credits). The educator’s/ strategies and techniques to teach to all of the intervention. intelligences. Teachers and administrators learn trainer’s role in online learning differs markedly how to be more effective in working with the ED7652 - Evaluating Training and Performance from the traditional classroom or corporate differences and potentials in learners. Improvement Systems (4 quarter credits). As an training room, yet many of the same hallmarks of often neglected process, evaluation is essential for success still apply. Participants examine online ED7590 - Critical Thinking in Adult Education two reasons: so that courses or performance learning from a variety of perspectives to enhance (4 quarter credits). This course provides a solutions can be improved and so that it can be technical skills, improve success, and facilitate framework for practicing critical inquiry and clearly shown how a particular training learning. reflection on issues that come up in personal and intervention can improve both personal and professional life and in the field of adult education. ED7692 - Strategies for Building Online organizational performance. This course provides Learning Communities (4 quarter credits). Educators of adults, and indeed all adults, need to learners with an understanding of measurement think and act critically to resolve conflicts, The virtual classroom benefits from interaction and evaluation theory, principles, and procedures. among learners. In this course, learners develop negotiate multiple solutions, and understand the Topics include quantitative and qualitative many ideas, theories, and proposals that enter our facilitation strategies and tactics designed to measures, performance objectives, Kirkpatrick’s nurture interaction and collaboration among lives on a daily basis. Three distinct models are five levels, and reporting strategies. presented that can aid adult educators in thinking, online learners and guide learners in the reading, and acting critically. These models ED7662 - Designing Training and Performance development of effective personal learning represent the best practices of leaders in critical Solutions (4 quarter credits). The design of strategies. thinking in adult education today. training and performance solutions is both a ED7693 - Curriculum Development for Online systematic and an artful process. Alternative ED7620 - Theoretical Basis of Instructional Learning (4 quarter credits). This course is solutions are often possible. In this context, design designed for instructors and those who develop Design (4 quarter credits). This course surveys the is informed by multiple factors: the needs of the major instructional design theories that are curriculum for online instructor-led and hybrid learner, the circumstances, the organization, and courses. Course study includes contemporary applicable to training and education, regardless of the experience and savvy of the designer. In this delivery method. This course provides a solid models of curriculum design, teaching models, course, learners are exposed to learning theories, and learning theory. As a project-based course, foundation for the rest of the instructional design several instructional and performance design curriculum. curriculum development activities include the models, and case studies. Learners design development of a course syllabus, content, ED7624 – Theories of Learning and Instruction (4 performance solutions by diagnosing the results assignments, and activities. quarter credits). This course explores and key of needs assessments, specifying objectives and theories of learning and instruction that influence applying the principles and procedures of learning ED7699 - Practical Applications for Online the design of online teaching and learning solution design, selecting appropriate methods, Teaching and Training (4 quarter credits). environments, and provides essential knowledge and continuous evaluation. Participants apply skills, strategies, and tactics and skills for the capstone courses in the IDOL from earlier courses, and create a collaborative ED7672 - Delivery Systems for Training and learning environment. It is recommended that specialization. Throughout the course, learners will Performance Improvement (4 quarter credits). focus on major research findings that have learners complete ED7690, ED7692, and ED7693 This course provides learners with an in-depth, prior to enrolling in this course. influenced the development of various theories application-based overview of facilitation skills of learning. and e-learning initiatives. A variety of tools and ED7700 - Learning Theory and the Educational strategies are utilized to address these critical Process (4 quarter credits). This course explores issues. major learning theories (behaviorism, social 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 111

learning theory, and constructivism) as well as ED7819 - Grantsmanship (4 quarter credits). ED8004 - Societal and Cultural Change associated concepts, including memory and This course focuses on methods and practices of (4 quarter credits). Understanding the impact of motivation. Applications of these theories and obtaining funding from governments, research social and cultural differences, diversity, and concepts focus on the educational setting. and philanthropic institutions, and other change is a fundamental competency of ED7701 - Educational Philosophy and Change private sources. educators. This is a foundation course for doctoral (4 quarter credits). This course examines the ED7901- Internship in Educational learners that introduces themes that persist philosophical foundations, ideologies, and Administration I (4 quarter credits). Internship in throughout the degree program. Societal and theories that have influenced the development of Educational Administration I is the first of two Cultural Change prepares learners to lead in the

American educational philosophy and practices. consecutive courses that provide learners with field of education by addressing theories of COURSE DESCRIPTIONS GRADUATE Learners examine, articulate, clarify, and refine the academic and field experiences that are change and strategies of the change agent. A their basic assumptions, and beliefs underlying prerequisites for principal or administrative broad array of theories and readings cover the their personal educational philosophy and practice. licensure in most states. During the first of the two spectrum of social change and its effect on education. As a result, learners understand the ED7703 - Student Development, Challenges, internship courses, learners create, sign, and begin to fulfill a contract with the site supervisor based complexity of a diverse classroom population and and Successes (4 quarter credits). This course the impact of social movements. Assessment of offers a comprehensive examination of the on Capella’s leadership in educational administration outcomes and competencies. learning consists of the evaluation of the depth of theoretical and research literature related to learners’ ability to analyze, synthesize, and think successful student development, developmental To be endorsed for principal or administrative licensure by Capella, learners must successfully critically in relation to course content and issues, and challenges facing U.S. college interpretation of research material. Learners also students. This course also explores the complete ED7901 and ED7902 in two consecutive quarters. For purposes of licensure endorsement, demonstrate the ability to conceptualize original constructive-developmental theoretical claim that thought in relation to course content. ED8004 and the epistemological, intrapersonal, and the two courses constitute a single 320-hour internship experience. ED8005 must be taken concurrently by PhD interpersonal aspects of student development are learners in their first quarter. Cannot be fulfilled interrelated, and therefore, all three aspects ED7902 - Internship in Educational by transfer. should be primary goals of a college education. Administration II (4 quarter credits). Internship in Educational Administration II is the concluding ED8005 - Doctoral Learner Success Lab ED7711 - Course Design and Development (non-credit). This lab is designed to provide new (4 quarter credits). This course explores elements course of the two-quarter principal or administrative internship. Learners complete a log of hours, a doctoral learners the knowledge and skills they of course design as applicable to the need to be successful in their academic programs. comprehensive community college. Various portfolio, and a competency-based internship contract. Learners must have taken ED7901 the The lab familiarizes learners with the Capella models of course (instructional) design and guides online environment and support resources for design are included. Course preparation quarter immediately before they enroll in ED7902 if they plan to apply for Capella’s endorsement for provided to ensure success. It is specifically material, instructional techniques, and forms of designed to provide doctoral learners the tools evaluation constitute the final units of the course. principal or administrative licensure. For purposes of licensure endorsement, the two courses they need to successfully complete their program ED7712 - Classroom Assessment in Education constitute a single 320-hour internship experience. and dissertation. Learners build skills in the (4 quarter credits). The primary focus of the Prerequisite(s): ED7901. selection and use of methods, techniques, and course is classroom assessment of individual library resources. Working with the academic student achievement, including alternative ED7903 - Internship in the Superintendency I advisor, learners develop a degree completion assessment techniques. This topic is treated as a (4 quarter credits). Internship in the plan (DCP). ED8005 is an advisor-led course taken key component of student-centered education, Superintendency I is the first of two consecutive in the first quarter in conjunction with ED8004. identifying the importance of initial and ongoing courses that provide the academic and field Available online only. Cannot be fulfilled by assessment of student needs, skills, and progress. experiences that are prerequisites for transfer. A secondary focus of this course is that of superintendent licensure in most states. In this internship, learners create, sign, and begin to ED8111 - The Historical and Social Foundations classroom assessment techniques designed to of Education (4 quarter credits). This course collect ongoing, formative feedback for instructors fulfill a contract with the site supervisor based on Capella’s leadership in educational administration explores the ways in which educational institutions to better facilitate the learning environment in have emerged and developed, particularly in their classroom. outcomes and competencies. To be endorsed for superintendent licensure by Capella, learners must relation to societal functions and expectations. ED7713 - Student Advising and Retention successfully complete ED7903 and ED7904 in two The study of the historical and social foundations (4 quarter credits). This course examines the consecutive quarters. For purposes of licensure of education provides us with an awareness of and process of advising and retaining students endorsement, the two courses constitute a single context for the evolving practices of education. including faculty role and institutional support. 320-hour internship experience taken over two This course helps learners develop specific Various advising models, screening methods, and quarters. knowledge, skills, and attitudes necessary for approaches to orientation are explored to assist looking at education historically and for with retention and success of students. ED7904 - Internship in the Superintendency II understanding the socio-cultural forces that have (4 quarter credits). Internship in the made American education what it is today. ED7716 - Faculty Leadership (4 quarter credits). Superintendency II is the conclusion of the two- This course explores the role of educator as leader quarter superintendent internship. Learners ED8113 - Advanced Study in Research Methods from both a personal and organizational complete a log of hours, a portfolio, and a (4 quarter credits). This course focuses on perspective. In addition, concepts of effective competency-based internship contract. Learners research methods applicable to disciplines leadership and followership are reviewed and must have taken ED7903 the quarter immediately relevant to the School of Education and to discussed. The focus is on educational leadership before they enroll in ED7904 if they plan to apply professional development. Learners analyze the as it applies to teaching and learning in any for Capella’s endorsement for superintendent relevance and appropriateness of specific research educational setting in higher education. licensure. For purposes of licensure endorsement, methodologies in preparation for use in the the two courses constitute a single 320-hour dissertation. Cannot be fulfilled by transfer. internship experience. Prerequisite(s): ED7903. 112 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

ED8910 - The Minnesota Superintendency course topics that are not covered in any of the Training Initiative (CITI) modules in order to pass (4 quarter credits). This course prepares learners electives. Directed Study, PhD only. Dissertation Research I. Grading for this course is aspiring to licensure as Minnesota superintendents. ED9058 - Special Topics in Instructional Design S/NS. Prerequisite(s): ED9985. Cannot be Minnesota’s superintendents are licensed on the for Online Learning (4 quarter credits). This fulfilled by transfer. basis of eight competencies spelled out in statute, course provides learners with an opportunity to ED9987 - Dissertation Research II (4 quarter and the course touches on each. In addition, the study specific or innovative areas of interest within credits). In this course, learners obtain committee course addresses issues such as law and finance the area of instructional design for online learning. approval on the dissertation prospectus, prepare that are unique to Minnesota superintendents. Learners propose appropriate course topics that informed consent and field testing materials, Cannot be fulfilled by transfer. are not covered in any of the electives. Directed develop and solidify the data collection ED8911 - The Minnesota K-12 Principalship Study, PhD only. design/plan and schedule (based on the (4 quarter credits). This course prepares learners ED9984 - Doctoral Comprehensive Examination I prospectus), prepare and submit the IRB aspiring to licensure as Minnesota principals. (4 quarter credits). In the first course of the application for approval, conduct field testing to Minnesota’s licensure is K-12, thus the course comprehensive examination and dissertation establish validity and reliability of the instrument touches on the critical aspects of the principalship sequence, learners examine the key components (when appropriate), complete the dissertation at the elementary, middle and senior high levels. in the comprehensive examination. The course prospectus conference call, develop and The course addresses the state’s 21 principal includes an overview of the comprehensive complete dissertation Chapters 1 (Introduction), competencies, especially those (such as law and examination process and the university’s 2 (Literature Review), and 3 (Methodology), based finance) that are unique to Minnesota. Cannot be expectations of academic honesty and integrity on the prospectus. Resources for research designs fulfilled by transfer. and introduces the four core themes of the and methodology are provided, including the ED9050 - Special Topics in Leadership in examination and the evaluation criteria. dissertation manual and a template for Chapters Educational Administration (4 quarter credits). Structured study groups are established and 1, 2, and 3. Procedures for prospectus and IRB This course provides learners with an opportunity resources on the core themes are provided. application submission and the prospectus to study specific or innovative areas of interest Course requirements include completion of the conference call are available. Grading for this within the leadership in educational administration overview and a preliminary conference call with course is S/NS. Prerequisite(s): ED9986. Cannot specialization. Learners propose, then develop, the comprehensive examination committee and be fulfilled by transfer. appropriate course topics not covered in the development of a schedule for the final oral ED9988 - Dissertation Research III (4 quarter specialization’s elective offerings. Directed Study, examination. Grading for this course is S/NS. credits). In this course, learners engage in data PhD only. Prerequisite(s): All required and elective course collection according to the plan and schedule, ED9051 - Special Topics in Leadership for Higher work completed with a GPA of 3.0 or better. develop and organize Chapter 4 (Results) draft Education (4 quarter credits). This course Fulfillment of all residency requirements. (structure based on the research questions and provides learners with an opportunity to study Cannot be fulfilled by transfer. methods before data collection is complete), specific or innovative areas of interest within the ED9985 - Doctoral Comprehensive Examination II check in data (as they come in), process and leadership in higher education specialization. (4 quarter credits). Learners and their analyze the data, and finalize Chapter 4 with Learners propose then develop appropriate topics comprehensive examination committee members results. Resources for data analysis designs and not covered in the specialization’s elective each develop one comprehensive examination interpretation are provided, including the offerings. Directed Study, PhD only. question to address one of the four core themes. dissertation manual and a template for Chapter 4. Learners write answers to the comprehensive Grading for this course is S/NS. Prerequisite(s): ED9052 - Special Topics in Professional Studies ED9987. Cannot be fulfilled by transfer. in Education (4 quarter credits). This course examination questions, which are evaluated by the provides learners with an opportunity to study committee using analytical point-scale scoring ED9989 - Dissertation Research IV (4 quarter specific or innovative areas of interest within the rubrics. Upon passing the written examination, credits). In this course, learners develop and professional studies in education specialization. learners complete the comprehensive examination finalize Chapter 5 (Conclusions and Directed Study, PhD only. final oral defense conference call and are eligible Recommendations), polish the final draft of all for enrolling in the first dissertation course upon chapters (1-5), obtain approval on the dissertation ED9053 - Special Topics in Advanced Classroom passing their defense. Grading for this course is manuscript, complete the final dissertation Instruction (4 quarter credits). This course S/NS. Prerequisite(s): ED9984. Cannot be conference call, make all necessary final content provides learners with an opportunity to study fulfilled by transfer. changes, obtain form and style clearance, publish specific or innovative areas of interest within the the dissertation online with UMI, and obtain advanced classroom instruction specialization. ED9986 - Dissertation Research I (4 quarter clearance from Academic Records on degree Directed Study, PhD only. credits). Learners examine the key components of planning and conducting dissertation research, audit (to verify that all required and elective ED9054 - Special Topics in Postsecondary and including the dissertation process and the roles program courses have been taken). Resources for Adult Education (4 quarter credits). This course and responsibilities of the dissertation committee, writing conclusions and recommendations are provides learners with an opportunity to study course instructor and course administrator. In provided, including the dissertation manual, a specific or innovative areas of interest within the addition, learners form and obtain approval on template for Chapter 5, and procedures for postsecondary and adult education specialization. their dissertation committees, conduct a dissertation submission and the final conference Directed Study, PhD only. preliminary literature review, develop the call. Grading for this course is S/NS. ED9056 - Special Topics in Training and dissertation prospectus, and become familiar Prerequisite(s): ED9988. Cannot be fulfilled Performance Improvement (4 quarter credits). with procedures for protecting human by transfer. This course provides learners with an opportunity participants/subjects in research. Resources for to study specific or innovative areas of interest research methodology and the IRB process are within the area of training and performance provided. Learners must complete the dissertation improvement. Learners propose appropriate prospectus and the short online Collaborative IRB 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 113

School of Human Services Courses with diverse populations, and various methods of special issues and needs of cultural subgroups, therapeutic interventions. The course applies and therapeutic approaches to working with HS813 - Social Influences of Behavior (4 quarter current theory and research to clinical practice. culture-specific issues. Current theory and credits). This course is an overview of behavior HS823 - Philosophy of Social Work (4 quarter research are applied to specific clinical issues. that is influenced by the presence of others, or credits). This course reviews the history and HS839 - Theories of Psychotherapy (4 quarter behavior that is under the control of society. development, philosophical tenets, and credits). This course provides an examination of Culture and society, large and small group intervention methods of contemporary social major psychotherapy theories, procedures, and behavior, cross-cultural factors, and interpersonal work. Learners examine issues related to techniques. The course reviews various schools of relationships will be considered. The social community development, social policy analysis, therapeutic intervention, their philosophical COURSE DESCRIPTIONS GRADUATE psychology of decision making, attitude intermediate care systems, and improvement of tenets, and therapeutic skills. Emphasis is placed formation, and social attribution will be reviewed social conditions. on applying current theory, research and and applied to contemporary issues. HS825 - Human Sexuality (4 quarter credits). techniques to a variety of clinical problems. HS814 - Theories of Personality (4 quarter This course provides investigation of sexuality HS840 - Counseling and Guidance with Children credits). This course is an examination of the within the larger context of human experience. (4 quarter credits). This course presents a review assumptions, constructs, and processes of Emphasis is placed on physical and psychosexual of current theories, research and methods of personality as these are expressed in the major development, frequency and significance of counseling and guidance of children. Special theoretical writings. Reviewed are the various types of sexual behavior, and health attention is given to addressing the family psychodynamic, behavioral, structuralist, related issues. Issues addressed are treatment of relationships and their impact on the child, humanistic, existential, social, feminist, and sexual problems and concerns of special and childhood abuse and trauma, methods of parent cognitive theories of personality. Research on diverse populations. education, and specialized techniques for working normal and abnormal constructs of personality is with challenging children. reviewed. Contemporary issues and problems in HS827 - Juvenile Delinquency (4 quarter credits). personality theory and types are addressed. This course presents investigation into the HS841 - Group Counseling and Psychotherapy etiology, nature and extent, and treatment of (4 quarter credits). This course reviews the HS815 - Professional and Scientific Ethics juvenile delinquency in contemporary society. historical development, major theories, current (4 quarter credits). This course examines the Various theories are reviewed, and current theory research and clinical procedures of group historical origins of professional ethics, including and research are applied to understanding the counseling and psychotherapy. Course content issues affecting education, psychotherapy, law, dynamics of juvenile delinquency and current also includes the role of the leader and leadership and institutional guidelines for protecting human methods of intervention. styles, mechanics of co-therapy, designing special subjects in research. Attention is given to function groups, and handling of critical incidents identifying effective methods for addressing HS831 - Psychopathology: Assessment and within groups. ethical dilemmas and to current ethical issues in Treatment (4 quarter credits). This course the human services. examines the assessment and treatment of various HS845 - Grief and Bereavement Counseling forms of psychopathology, current methods of (4 quarter credits). This course investigates HS817 - Social Systems (4 quarter credits). This psychological assessment, research on research on death and dying. Students examine course is designed to review basic features and psychodynamics, and existing treatment methods. psychological stages of dying common to all factors of social systems theory as it applies to The politics of mental disorders, emerging losses, symptomatology of grief, death trajectory, groups, families, agencies, institutions or diagnoses, and other contemporary issues are hospice model of treatment, and dealing with corporations, and government entities. It addressed. death in the family. Case consultations with dying addresses problems inherent in the operation of children and parents are featured utilizing these systems, as well as suggesting resolution of HS834 - Ethnic and Cultural Awareness techniques of drawing therapy and storytelling these problems from a systemic viewpoint. (4 quarter credits). This course involves which elicit, respectively, psychological material in Additionally, the course covers issues of social examination of ethnic and cultural issues that the form of unfinished business and techniques for policy-making and decision-making that will affect influence the etiology, perception, and treatment coping with losses of all types. conditions of social change. of mental illness. Topics reviewed are: needs for specialized training, needs of various special HS847 - Applied/Clinical Sociology (4 quarter HS818 - Scope of Human Services (4 quarter populations, the impact of racial identity on self- credits). Clinical Sociology provides a solid credits). The human services movement is in its perception, and specialized methods of treatment. grounding in sociological practice, including the fourth decade of development and emphasis has application of sociological knowledge, research, been on educating learners and professionals to HS836 - Utilization of Community Resources and theory to intentional intervention. Whether serve a wide variety of client populations with a (4 quarter credits). This course investigates the sociological practitioner or clinician is working wide array of services. Problems encountered by influences of larger social systems on human with individuals or families, designing and human services professionals include crime and behavior and the various methods of organizing executing interventions to improve productivity delinquency, chemical abuse and addiction, and utilizing community resources to address a and performance of public and private poverty, education, job training and employment, variety of human service needs. Specific topics organizations, or helping to design and implement aging, mental illness, health care, physical and addressed are theories of social organization, policy which could affect an entire nation, the sexual abuse, homelessness, and issues involving community organizing, self-help organizations, focus in clinical sociology is important to the marriage and the family. This course addresses use of volunteers and the use of social policy to overall field of human services. problem analysis and problem-solving strategies influence human behavior. for many of these issues. HS837 - Counseling and Guidance in Diverse HS849 - Health Advocacy in the Community (4 quarter credits). A major goal in human services HS821 - Mental Health Counseling (4 quarter Populations (4 quarter credits). This course is to develop effective change agents in credits). This course reviews the basic skills, examines substantive and theoretical issues communities. Health care is an extremely methods, and practices related to mental health concerning guidance and counseling in a variety of important issue for communities in our society. counseling. Topics included are basic counseling culturally diverse populations. Issues addressed Issues such as the purity of drinking water, waste skills, treatment planning, special issues in working are: the role of culture-specific programming, disposal, clean air, health education and public 114 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

safety, public and private health care plans, effects HS864 - Contemporary Issues in Compulsive and family. This course explores information on of HMOs and managed care, and Medicare and Addictive Behavior Treatment (4 quarter credits). functional and dysfunctional features of public and Medicaid are all issues which involve health This course reviews current development, research private health care and how they contribute to advocacy. This course addresses many of these and trends within the addiction field. Emphasis is family health or dysfunction. issues. placed on gaining a current understanding of HS870 - Transpersonal Counseling and HS850 - Mind/Body Healing Practices (4 quarter substantive issues in the field. Possible topics Psychotherapy (4 quarter credits). This course credits). This course describes the crucial role the considered include developments in psycho- covers material that emanates from the growth of mind plays in health and healing. It analyzes the pharmacologic treatment of addictions, the humanism to spirituality, and the impact that this mind/body connection in illness and wellness, influences of managed care on treatment, ethics movement has on therapeutic change. Topics investigates the concept of holistic healing, and and managed care, the use of Internet resources in included are the role of spirituality in counseling, explores alternative approaches to the promotion the field, the changing role of the counselor, and the use of yoga, meditation, and prayer in of a healthy mind and body. The commonly used emerging treatment approaches, and the counseling. Emphasis is placed upon how these word “holistic” refers to that approach which development of new treatments. theories and practices may be used to help the attempts to heal the whole person, acknowledging HS865 - Group Therapy and Compulsive and growing population of spiritually-oriented clients. the importance of subjective as well as objective Addictive Behavior (4 quarter credits). Students HS871 - Marriage and Family Systems (4 quarter elements in health care. Consequently, holistic in this course review a variety of theoretical credits). Families are studied as systems from a practitioners often bring many treatment orientations, relevant research findings and theoretical, clinical and research perspective. strategies to bear, from the traditional to the develop and practice a number of practical clinical Emphasis is placed on family development, alternative, on the health problems of their skills based on a thorough understanding of group transitions, assessment and intervention. Systems- patients or clients. process. Topics include group development, styles oriented assessment models are explored. HS852 - Introspective and Personal Growth of leadership, and critical incidents in group Strategies for initial interviews, hypothesis Seminar (4 quarter credits). This experiential therapy including member “acting out” (e.g., formulation, designing a strategy for intervention, course is intended to elucidate various aspects of relapsing to some form of addictive or compulsive and the process of termination are covered. behaviors) inter-group conflict, group transference the learner’s history and personality which are HS872 - Marriage and Marital Therapy relevant to professional clinical work. The course with leaders and premature exit from the group by a member. (4 quarter credits). This course is an overview of employs a variety of methods to assist the theory and research on marriage and the couple introspective process including journaling, HS866 - Compulsive Behavior and the relationship in contemporary society. Topics personal psychotherapy, self-expressive artwork, Disturbance of the Self: Alternatives to the covered include relationship development, dream work, and specialized readings. Emphasis is Addiction Model (4 quarter credits). This course maintenance, and termination; conflict-resolution placed on identifying personal strengths and defines the nature of addictive and compulsive skills; communication styles and skills; marital limitations and how they may influence clinical behavior problems, discusses the development of adjustment and assessment of interpersonal effectiveness. the addiction model and its tenets, and reviews relationships; cultural variations; and issues related HS853 - Prevention and Causes of Child Abuse the literature on the validity and efficacy of to gender. Major approaches to marital therapy (4 quarter credits). This course explores the treatment approaches based on the addiction are reviewed. model. Alternatives to the addiction model are recognition of child abuse as a sociological HS876 - Methods of Family Research (4 quarter problem in the United States. The social, discussed, including cognitive behavior therapy. An understanding of the compulsive behavior credits). This course provides an introduction to psychological and familial causes are considered measurement of family variables, complexities of and the current prevention approaches and model, a psycho-dynamically oriented model, is developed and covered in detail. family research design, data collection and analysis. treatment programs are reviewed. Topics include scales of measurement, validity, HS854 - Child and Adolescent Counseling HS867 - Intervention with Compulsive and and reliability, experimental and non-experimental (4 quarter credits). This course presents an Addictive Behaviors (4 quarter credits). This designs, and approaches to integrating clinical overview of major theories and current research in course reviews traditional and nontraditional research and practice. Special attention is given the area of adolescent and child development. approaches to treatment. Topics covered are in- to the unique factors in family research. Biological and psychosocial factors are examined. and out-patient treatment programming, self-help groups, utilization of community resources and HS877 - Family Therapy Theory and Methods Topics considered are normal development, the (4 quarter credits). This course provides a influence of trauma on development, family alternative treatment approaches, and the use of individual, group, and family psychotherapy. comparative study of the prominent schools of factors, and the influence of community and thought within the field of marriage and family societal factors on development. Current trends in service delivery are considered, particularly in light of ongoing changes in the therapy, their tenets, therapeutic strategies, and HS858 - Mental Health and Aging (4 quarter health care delivery system. techniques. Structural, strategic, credits). The dramatic increase in the population transgenerational, behavioral, communication, of older persons has focused attention on the well- HS869 - Families, Systems, and Health Care and analytical approaches to marriage and family being of older persons — their mental and (4 quarter credits). This course examines therapy are discussed. consequences of adequate or inadequate health physical health. This course examines mental HS878 - The Family in Social Context (4 quarter health and aging as major psychosocial care upon the family system in America. Today’s families, composed of parents, grandparents, and credits). This course explores the dynamics within phenomena integrating biological, psychological, families and the systems that influence the family social and environmental perspectives and factors. children as well as extended family members who live in or out of the home, all operate as such as the larger society, church, school, and Contemporary research in these areas of the other societal organizations. Topics include family mental health of the older population is explored subsystems of families where each member affects and is affected by every other family member. development, cross cultural perspectives on the as a function of many aspects of modern society: family, roles and functions of the family, alternative family life, caregivers, community and institutional When health crises occur in families, then the health care system becomes a subsystem of those forms of the family, and influences of social policy care, ethnic and sociocultural differences, and on the family. urbanization. families which affects each and every part of the 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 115

HS879 - Life Planning and Career Developments broad overview of health communication and is HS5100 - Health Care Management (4 quarter (4 quarter credits). This course provides theory, designed to examine current theoretical models. credits). This course presents the foundation research, and opportunities for application The material presented allows the learner to principles and dynamics of health care management, appropriate for counselors working with individuals develop strategies to enhance communication the health care system, and basic concepts and responding to life transitions. Included are theory between professionals, allied health personnel, skills in administration. The institutional, social, and research related to career and life patients and their families in both interpersonal and political forces in the field of health care are development, improvement, and transition. and group settings, and to enable the analyzed. Topics include fundamentals of HS880 - Contexts and Models of Health communication process to be more functional management in health care, trends in health care

(4 quarter credits). This course explores the and therapeutic. financing, and contemporary issues. COURSE DESCRIPTIONS GRADUATE models of health and their contexts as utilized in HS889 - Role and Function of Boards and CEOs HS5101 - Health Care Finance (4 quarter credits). the contemporary health industry. This is an (4 quarter credits). This course addresses the This course addresses financial management extraordinary time in health care from aspects of roles of boards of directors in public and private concepts and practices and the basic economic policy with the devolution of power from the sectors, including policy-making, representing the models in health care organizations through federal level to the states and private sectors. public, and promoting the organization. It reviews principles of accounting and finance that have Learners examine the impact of changes in the new functions of boards as they establish contracts and particular relevance to the health care manager. era on models of health care within the context of hire executives and general managers. The course Topics include basic accounting, financial health delivery systems. Implications for health also reviews the roles and functions of CEOs, who statements and ratios, evaluation of project service administration are also addressed. are commissioned to represent the organization investment decisions, break-even analysis, HS881 - Health in the Workplace (4 quarter and implement board policy while carrying out budgeting, cost allocation, and reimbursement credits). This course explores emerging problems administrative decisions and policies. Boards of methodologies. Health care specific topics are and issues facing employees in government service public and private companies are represented in reimbursement mechanisms, managed care, or private business who are burdened by increasing the analysis, which includes legal liabilities and capitation, per-case or per-diagnosis payment, demands for productivity coupled with decreasing responsibilities. how these are packaged by third-party payors, health and welfare in the workplace. The current HS893 - Management of Human Services and the effects reimbursement types have on downturn in federal employment, downsizing in Agencies (4 quarter credits). This course health care provider organizations. Issues of industry, and rightsizing of corporations have led to integrates the principles of management practice working capital, capital budgeting, and investment increased employee complaints of discrimination, in nonprofit agencies. A metatheoretical model in relation to net present value and value added to disenfranchisement, and disgruntled feelings of organizational managerial effectiveness is the organization, health care organizations’ ratio which cause alcohol and drug usage at work, presented as a basis for comparisons between the analysis, cost analysis, and other financial marital problems, and violence in the workplace. for-profit, public, and nonprofit sectors. Special management techniques of primary importance This course reviews the growth of employee emphasis is given to fundraising and government to health care organizations are discussed. assistance programs (EAP) as a method to solve resources(acquisition of support) for nonprofit HS5102 - Nonprofit Organization and these types of problems. and charitable agencies as well as to budgeting Management (4 quarter credits). This course HS884 - Stress Management in Organizations (spending). examines the origins, history, and societal role of (4 quarter credits). This course studies the role and HS5002 - Survey of Research in Human nonprofit organizations in the United States, management of stress in the workplace. Emphasis Development and Behavior with LSL (4 quarter including their social, political, economic, cultural, is placed on the management of distress and the credits). In this course, learners review the major and ideological importance in American society. utilization of stress management techniques to theories of human development and behavior The magnitude, scope, and functions of the enhance performance, particularly in high stress across the entire lifecycle. The developing person nonprofit sector and its relationships with business situations. Topics covered include the psychological is the focus of inquiry and connects such areas of and government are presented. Theories, general and physical effects of stress, methods of stress study as psychology, anthropology, and biology. concepts and principles of organization reduction and individual and organizational Research approaches human development from management, governance and leadership in strategies for preventing high levels of stress. different points of view: personality theory, nonprofit organizations are explored. A wide range of external forces and internal dynamics that HS885 - Managed Care and Health Services developmental tasks, or moral development. (LSL) Learner Success Lab. This lab provides new affect nonprofit organizations are presented. The (4 quarter credits). This course provides a broad life and growth cycles of organizations are applied overview of managed care and is designed to master’s learners with the knowledge and skills they need to be successful in their academic to non-profits. Current trends in non-profits and examine the variety of techniques employed by projections for the future are analyzed. this new main-stream health system in its attempt programs. The lab familiarizes learners with the to provide quality care in an efficient and Capella online environment and the support HS5103 - Strategic Planning for Nonprofit affordable manner. The learner focuses on the resources that support academic success. Organizations (4 quarter credits). Nonprofit various delivery systems and utilization and quality HS5002 must be taken by master’s learners in operations are viewed from a strategic perspective. management practices employed by a wide variety their first quarter. Cannot be fulfilled by The role of strategic thinking and planning in of organizations. Regulatory, legal, and ethical transfer. enhancing organizational effectiveness in the issues are also explored. The course also allows the HS5006 - Survey of Research Methodology context of increased competition for scarce learner to consider the future of our health care (4 quarter credits). This course presents an resources and the wide range of challenging issues system and how the world of providers, receivers, overview of the general approaches to research requiring solutions is examined. Organizational and payors may continue to change in the methodology at the graduate level. It deals with missions and goals, governance, program evolution of American medicine. the quantitative and qualitative approaches to development and structure, operational and fiscal rigorous scholarly inquiry and the major research controls, information systems and monitoring, and HS886 - Health Care Communication: Providers evaluation are analyzed. and Receivers (4 quarter credits). Effective methodologies. This course is aimed primarily at communication is central to every aspect of the master’s-level learners although PhD learners may HS5104 - Accounting and Economics for the health care delivery process. This course provides a take it as an elective. Nonprofit Manager (4 quarter credits). This course introduces the basic language, underlying 116 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

concepts, and reporting methods of accounting evaluation, as well as emerging issues in the field, Education Pre-practicum Laboratory I. The twelve- and financial analysis which pertain to nonprofit are considered. week online course reinforces laboratory skills organizations. The underlying foundation is the HS5500 - Multicultural Issues in Health Care development including academic assignments comprehension, analysis, and interpretation of (4 quarter credits). The course explores culture- and online discussion. This course emphasizes nonprofit organizational financial statements, specific variations as they affect health care therapeutic relationship skills, therapeutic rather than producing them. Topics include basic administration and the health care delivery system. assessment, therapeutic intervention, and ethical accounting principles, financial statements Strategies sensitive to cultural diversity and the and legal standards. It integrates effective theories composition, cost accounting concepts, respective positions of professional associations, and practices of individual and family systems budgeting, discounted cash flow analysis, and regulatory agencies, and health care systems are counseling methods relevant to mental health ratio analysis. Additionally, economic thinking and explored and analyzed. Additionally, the processes counselors and marital, couple, and family the economist’s tools, elasticity, public goods and by which culturally sensitive and linguistically counselors/therapists. Prerequisite(s): Mental the role of nonprofit organizations in a market specific information are incorporated into Health and Marital, Couple, and Family economy, cross-subsidization and competition, administrative policies and health outreach Counseling/Therapy learners must have and cost-benefit analysis are presented. programs are examined. completed or be progressing in the following courses: HS5002, HS834, HS814, HS815, HS5105 - Human Resources and Volunteer HS5501 - Health Informatics (4 quarter credits). Management in Non-Profits (4 quarter credits). HS821, HS841, (HS871 for MHC), (HS877 for This course provides a management perspective MCFC/T). Cannot be fulfilled by transfer. This course addresses the theories, concepts, of information technology and how health care practices, and strategies of human resource administrators can use information technology to HS5901 - Counselor Education Pre-practicum management in the nonprofit organization. Basic maximize organizational performance. Topics Course II (4 quarter credits). This online course human resource management issues such as include fundamental principles of information must be taken with HS-R5901 - Counselor strategic workforce planning, hiring, training, technology and data management and their Education Pre-practicum Laboratory II. The twelve- personnel evaluation, and compensation are implications for health care administrators. The week online course reinforces laboratory skills examined from the perspective of the nonprofit use of technology, data bases, and other analytical development including academic assignments and organizations with their mix of paid staff and tools to structure, analyze, and present online discussion. The course focuses on advanced volunteers. Additionally, the impact of human information related to health care management therapeutic relationships and special applications resource management on the board, dean, staff and problem solving are explored. Strategic of individual psychotherapy for Axis-I behaviorally interface, volunteerism, and productivity is information systems planning, systems analysis, disordered clients, techniques for group evaluated. Particular attention is paid to the legal system design, evaluation, and selection are also psychotherapy for unrelated individuals, and responsibilities of the organization in human explored. Current applications, such as patient systemically oriented therapies for couples and resource management and to the role of the board. care, administrative and strategic decision family groups. It integrates effective theories and HS5106 - Assessment, Tests, and Measures support, managed health, health information practices of individual and family systems (4 quarter credits). This course examines the networks, and the Internet will be examined to counseling relevant to mental health counselors assessment process and the use of tests and determine how they may be used to meet the and marital, couple, and family counselors/ measures to engage in assessment activities. challenges facing health care administrators today therapists. Prerequisite(s): HS-R5900 and Theory and content of assessment, testing and and in the future. The course also focuses on the HS5900, HS839, HS5106, HS5107, HS5006, measurement applicable to the counselor role are regulatory and legal requirements for acquiring (HS5108 for MHC), (HS854 for MCFC/T). provided including history of assessment methods, and managing health information; related Cannot be fulfilled by transfer. principles of test construction and standardization, technology; patient rights and the release of HS5990 - Integrative Project for Human Services interpretation of assessment measures, and health information under state law, federal law, Learners (4 quarter credits). Master’s learners strategies for use of assessment measures. and the Health Insurance Portability and demonstrate proficiency in integrating learning HS5107 - Principles of Psychopathology: Accountability Act. from required, specialization, and elective courses Diagnosis and Treatment (4 quarter credits). HS5502 - Nonprofit Entrepreneurship (4 quarter by completing an analysis of an organization or This course examines the theory, research, and credits). Entrepreneurship lies at the foundation system, or the design of a new application in their application of principles of psychopathology. of the nonprofit sector. This course provides an professional field. This course is intended for Included in the course are etiology of introduction to the theory and practice of School of Human Services learners. psychopathology, current methods of entrepreneurship in the nonprofit sector. The HS5992 - Integrative Project for Human Services assessment, use of the DSM-IV-TR to diagnose course focuses both on the creation of an Learners (2 quarter credits). The integrative mental disorders, application of psychopathology innovative mission-based organization and the project represents the culminating academic assessment to individuals, couples, families, establishment of an innovative program or activity activity for the online master’s degree learner. and groups, and intervention strategies. within an existing organization to meet a societal The project incorporates elements of knowledge Contemporary issues associated with assessment need. Areas of social innovation as diverse as mastery, the ability to critique literature and/or and treatment of mental disorders are business, environment, education, human services, research, synthesis of a diverse body of incorporated into the course. and government are explored. Topics include information, and application to an area or topic of HS5108 - Foundations of Addictive and practical information about how to identify particular interest to the learner. The integrative Compulsive Behavior (4 quarter credits). This potential opportunities, necessary skills project is taken following completion of required course examines theory and research that guide development, and competencies for creating, course work. treatment for addictive and compulsive behavior developing, and implementing entrepreneurship HS7004 - Graduate Writing for ESL/EFL Learners disorders. Traditional and non-traditional ideas and ways of measuring success of (4 quarter credits). This course introduces non- interventions are reviewed as applied to inpatient, entrepreneurial activity. native speakers of English to graduate-level outpatient, and community-based treatment HS5900 - Counselor Education Pre-practicum academic writing. Learners will develop an methods for individuals, families, and groups. Course I (4 quarter credits). This online course understanding of the assumptions and intentions Assessment, diagnosis, treatment planning and must be taken with HS-R5900 - Counselor that underlie advanced academic writing as it is 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 117

done in the United States. Learners will develop health care arenas. Methods for measuring, services professions is central to this course. (LSL) skills in producing effective advanced academic benchmarking, and assessing organizational Learner Success Lab. This lab provides new writing including skills in combining facts and performance along dimensions such as financial doctoral learners the knowledge and skills they opinions from multiple sources. Learners will results, clinical services, utilization, productivity, need to be successful in their academic programs. develop linguistic and content editing skills so that and the health of the community are examined. The lab familiarizes learners with the Capella they will be able to continue to improve their own Additionally, public and private quality review online environment and support resources academic writing after they complete the course. mechanisms, including the joint Commission on provided to support academic success. HS8002 HS7006 - Research and Writing for Graduate Accreditation of Health Care Organizations, must be taken by PhD learners in their first

Learners (4 quarter credits). This course is Professional Review Organizations, and quarter. Cannot be fulfilled by transfer. COURSE DESCRIPTIONS GRADUATE designed to prepare graduate learners for the Accreditation Council for Graduate Medical HS8100 - Fundamentals of Social Science rigors of academic writing. Academic writing Education, and quality control mechanisms in Research (4 quarter credits). This course requires a series of related critical thinking and managed care plans, including the National introduces learners to social science research, writing skills, including: understanding the nature Committee for Quality Assurance and others are particularly in the context of human services. The of academic research; developing strong evaluated. overall goals of the course are two-fold. First, the arguments based on primary and secondary HS7501 - Fundraising Strategies for Nonprofit course will assist learners in becoming educated research; evaluating, summarizing, paraphrasing, Organizations (4 quarter credits). This course consumers of research; that is, to be able to and citing sources; drafting, revising, and editing examines a variety of strategies for securing critically evaluate published research and utilize multiple drafts of major projects; and producing resources for a nonprofit organization such as research findings in practice. Second, the course clear, accurate, and error-free prose. Because this is donor research, annual giving, endowment and will also prepare learners to design research a writing course, learners should expect to write a capital campaigns, major gifts, planned giving, studies in their fields of interest. Therefore, major lot: the course includes weekly writing social enterprise, and special events. The key concepts and techniques of social science assignments, several short writing projects, and a practices, principles, and processes of fundraising research will be examined, including problem research plan for a longer project. Learners will are also analyzed to enable the nonprofit formulation, identification of variables, literature submit a final portfolio at the end of the course. executive to create, participate in, and manage review, research design, sampling, definition and HS7007 - Focused Research and Writing for fund development programs and staff. measurement of study variables, instrument Graduate Learners (4 quarter credits). In the HS7502 - Grant Proposal Development and construction, and data collection and analysis. second course of this sequence, learners refine the Administration (4 quarter credits). Grant funding Prerequisite(s): HS8106. Cannot be fulfilled by principles and strategies learned in HS7006 by is one of the major keys to the financial survival of transfer. focusing on writing in their disciplines. Learners nonprofit organizations. This course provides HS8101 - Social Change and Public Policy should expect to spend a significant amount of insights into the success strategies for grant- (4 quarter credits). This course provides an time completing writing assignments for this seeking such as effective research, compelling introduction to social welfare policies and course including weekly writing assignments, prose, and constructive relationships, and for programs that are designed to improve the well- several short writing projects, one long writing grant-making perspectives such as effective being and the quality of people’s lives. The project, and a final portfolio. Learners develop a writing and proposal preparation. A process of development and implementation of research topic, conduct and write a short literature comprehensive overview of private and corporate programs targeted to poverty, mental illness, review, develop an argumentative essay of philanthropies is examined along with other children and families, elderly, ethnic minorities, significant length (25-35 pages), and document research resources including the Internet. HIV/ AIDS, and other social problems and groups sources appropriately while focusing on the critical HS8001 - Human Services Practicum (4 quarter will be examined. Learners will also begin to thinking and writing skills established in HS7006. credits). This is a supervised hands-on practicum acquire policy and program formation, change, Prerequisite(s): HS7006. during which PhD learners apply the theory and and evaluation skills. Finally, the course will set the HS7008 - Developing Voice and Style in skills from their course work and residencies to a stage for how social welfare policies affect the Academic and Professional Writing (4 quarter work environment in their professional direct practice of human service professionals and credits). This course focuses on one of the most specialization. Includes study assignments, social workers. The professional role of affecting challenging components of academic writing: tracking of practicum and supervision hours, change at the public policy level and policy at the developing a voice and style that reflect excellence monthly reports, and final evaluation from site agency level will be explored. in scholarship (research, thinking, and supervisor. The four quarter credits include up to HS8102 - History of Social Welfare (4 quarter communication) while maintaining individuality and 300 hours of experience, including but not limited credits). This course is an advanced historical style. In this course learners analyze a variety of to 12 hours of face-to-face site supervisor survey of social services, public policies, social writing samples, including writing samples of their feedback for the learner. Prerequisite(s): HS815, welfare, and the profession of social work in the own, in order to understand the effects of writers’ or equivalent, and faculty approval. Contact the United States from the colonial era to the present. rhetorical choices; learn and apply an array of School of Human Services six months prior to The course follows a general chronological writing strategies that lead to improved awareness registration for application materials. Cannot be approach of the emergence of the American and use of voice and style; and revise writing fulfilled by transfer. welfare state and professional social services. It submissions used in external course work to HS8002 - Advanced Research in Adult Human provides learners with a broad understanding of demonstrate learning and understanding. Development and Behavior with LSL (4 quarter the historical evolution of America’s response to Prerequisite(s): Learners are strongly credits). Learners in this course critically analyze social need, as well as an understanding of the encouraged to take the HS7006-HS7007 course theory and research in adult development and historical emergence of social work as a helping sequence before enrolling in this course. behavior with an emphasis on contemporary profession. The course explores the historical HS7500 - Quality Improvement and research and application issues. Adult development social welfare experience of different groups, Organizational Performance in Health Care is studied from biological, psychological, social, including women, Asian-Americans, African- (4 quarter credits). This course analyzes the and multicultural perspectives. Learning to apply Americans, Native Americans, Hispanics, citizens concept of quality and its application in a variety of principles of adult development to the human with disabilities, gays or lesbians, and others in the United States. Comparisons will be made to some 118 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

other social welfare systems, particularly those of create effective tools for financial decision making. in the HS8113 course. Mentor assignment is England, which greatly influenced early U.S. “poor Prior knowledge in the areas of accounting, required to advance to the comprehensive laws.” However, the bulk of the course emphasizes finance, and familiarity with financial statements is examination courses. Cannot be fulfilled by social welfare issues in the United States. expected. transfer. HS8103 - Principles and Practices of Social Work HS8109 - Nonprofit Public Policy and Advocacy HS8114 - Operations in Health Care Systems (4 quarter credits). This course provides learners (4 quarter credits). This course provides a (4 quarter credits). This course applies principles an overview of principles, methods, and practice comprehensive view of the current advocacy from the field of operations management science models for intervention and social change through strategies utilized by nonprofit executives and to the complex health care industry. Topics work with groups and communities. It examines advocates to advance their organizations’ missions examined include formulating a competitive theoretical perspectives of group and community and to inform public policies and attitudes. These strategy and key management science decision organizing as well as advocacy models, grassroots strategies include advocacy organizing, public area, including strategic planning, process design, participation, and the empowerment of education, litigation, mobilization, demonstrations, quality control, and service delivery. Organizational disadvantaged groups. Learners will also explore polling, research, lobbying, and working with the technology and structure as well as operations and theories and methods of present-day social work media. Emphasis is also placed on the ways various models for organizing work, such as the practices with individuals, families, and nonprofit advocates can advance their goals in matrix structure, are examined and assessed. Tools organizations. the public policy process. of Continuous Quality Improvement (CQI) and HS8106 - Epistemology of Practice Knowledge HS8111 - Quantitative Research Methods in the selected quantitative techniques used in the (4 quarter credits). This course examines theories Human Services (4 quarter credits). This course efficient management of health care delivery such that guide the acquisition of knowledge within the emphasizes the application of research methods as forecasting, queuing, inventory analysis, and human services professions. The methods used to and designs to specific social problems linear programming are explored. develop theory within the social sciences are encountered in human service disciplines. Topics HS8115 - Managing Human Capital in Health critically analyzed and evaluated as precursors to include human subjects protection, and issues Care Environments (4 quarter credits). This understanding and using the scientific method. associated with measurement, development of course addresses the complex theories, concepts, Included in the course is the study of how theory is instruments, data collection, data management, practices, and strategies in the management of derived, how research methods are linked to and initial phases of data analysis. SPSS (Statistical human resources in health care organizations. theory, and finally, how scholar-practitioners apply Package for the Social Sciences) will be Strategic workforce planning, hiring, training, scientific method. Cannot be fulfilled by transfer. introduced, and learners will learn how to set up personnel evaluation, and compensation are HS8107 - Marketing and Public Relations for an SPSS database, create variables, enter data, examined from the perspective of health care Nonprofits (4 quarter credits). The importance of and perform basic descriptive statistical analysis. management as carried out from the unit level establishing an integrated marketing system and Methodological adaptations are considered when through the executive level. Topics include the specialized aspects of marketing strategies in conducting research with special populations and recruitment, interviewing and selection; retention nonprofit organizations are examined. Topics in diverse human service contexts. Prerequisite(s): (including compensation and benefits); diversity; include segmentation, complementary HS8100. Cannot be fulfilled by transfer. performance management; and career positioning, membership recruitment, products HS8112 - Advanced Qualitative Research development. Also examined are the laws and and services, the supply chain, and promoting Methods (4 quarter credits). This course regulations that frame human resource intangible products whose benefits are often examines qualitative designs used in research, management including employment law and indirect. The roles of public relations, advertising including in-depth interviewing, case studies, OSHA; fair employment practices; wrongful and persuasive communication with target participant-observations, focus groups, termination and privacy; National Labor Relations markets are also explored. Disciplines such as ethnographies, and document analysis. Specific Act (and unions); and strikes and boycotts. fundraising, volunteer management, and media attention will focus on the development of skills in HS8116 - Financial Analysis in Health Care relations are viewed from a marketing perspective, question development, interviewing, observation, Systems (4 quarter credits). This course focuses with attention given to the integration of their selection of sampling strategy, verification of data, on the knowledge and skills required to conduct various techniques into compelling marketing and recording of data. Learners will examine the advanced strategic financial analyses of an positioning strategies for the organization. philosophical assumptions, the political and ethical organization’s external environment, mergers and HS8108 - Financial Analysis and Reporting for issues involved in qualitative research. Qualitative acquisitions, capital budgeting and sources of Nonprofit Executives (4 quarter credits). software programs will be introduced, and capital, and debt and investment are examined. Techniques and principles of financial analysis and learners will gain experience in entering data and High-uncertainty, high-impact trends and events management, including budgeting, finance and extracting themes. Scholarly presentation and of importance to health care organizations are investment decision making, revenue writing of qualitative findings will also be analyzed. Current issues in fraud and abuse in the management, internal control, and cost reviewed. Prerequisite(s): HS8111. Cannot be health care environment are addressed. management for the nonprofit organization are fulfilled by transfer. Frameworks for conducting advanced strategic presented. Current economic thinking about the HS8113 - Advanced Study in Research Methods financial analyses and making innovative role of nonprofit organizations in a market (4 quarter credits). This course focuses on organizational recommendations on the basis of economy, cross-subsidization and competition, research methods applicable to disciplines these are presented. Scenarios of possible futures, and cost-benefit analysis are also considered. relevant to the School of Human Services. Learners assessing different outcomes of trends and events Additionally, timely financial issues, transactions, analyze the relevance and appropriateness of and identifying possible management responses and trends in nonprofit finance are analyzed. specific research methodologies in preparation for are examined. These include innovative financing techniques, use in the dissertation. HS8113 is to be taken as HS8117 - Strategic Management of Health Care complicated organizational structures, mergers, the last academic course before registering for the Reimbursement Systems (4 quarter credits). This and bankruptcy. Database and spreadsheet Comprehensives. You can only receive a mentor course is an in-depth examination and analysis of scenarios and sensitivity analysis of finance topics, assignment if you have completed all other the current health care reimbursement policies through the use of analytical models, are used to coursework since mentor assignment takes place including the full spectrum of insurances, from 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 119

conventional catastrophic insurance (with or “root causes” for juvenile violence and crime versus Society’s response to crime is often reflected in without a medical savings account), through PPOS, the survivability of the children’s court system. public opinion via the news media, stronger to strictly managed health maintenance HS8300 - Diversity in the Workplace (4 quarter policing, prosecution, and finally, punishment. organizations, and post retirement health benefits credits). All CEOs, managers, supervisors, training However, in order to reduce the crime rate, crime are examined. Proposed legislative changes in professionals, and educators must be able to must not only be addressed as a problem these reimbursement policies such as tax financing effectively recruit, train, manage, and promote a manifested in the behavior of the individual, but for public insurance are also explored. Strategic culturally diverse workforce. Unfortunately, too also as a problem of society, since it is also social issues are considered for meeting government few managers and directors have been adequately structure and process that impacts this outcome. regulations for Medicare and managed care. trained to accomplish these tasks. The Hudson Succinctly, the root causes of criminal behavior in COURSE DESCRIPTIONS GRADUATE Contracting and policy decisions are examined Institute’s demographic study called the U.S. may lie with the way society itself is with regard to revenue impact. Decision making WORKFORCE 2000 determined that due to organized. Therefore, a different strategy must be strategies are explored which maximize revenues increased U.S. immigration quotas and increased imposed to understand such a seemingly while providing excellent quality care to patients. birthrates among minorities, workplace diversity intransigent problem. HS8118 - Health Policies Analysis and Strategy will be an inevitable fact in twenty-first century HS8373 - Understanding Criminology (4 quarter (4 quarter credits). This course analyzes selected America. While the demographics make an credits). This course is for learners who are existing and proposed health policies from the appreciation of workforce diversity a requirement, interested in understanding crime as it relates to perspectives of economic, sociological, and its effective management is seen as good the field of criminology. It focuses on the central political theory, methodology, and models. Health business. It takes communication, conflict issue of defining crime. While many people would care executives must be able to participate resolution, and the creation of an inclusive be content to accept a clinical definition of crime, effectively in the development and analysis of organizational structure for diversity in the that is, “behavior that violates the law,” such a policy and in the political processes within which workplace to succeed. This course helps definition would only necessitate changing the they take place. Health care issues, strategies, and administrators to better understand the problems individual’s crime calculus in reducing such programs that are the subject of comparative to be faced and the solutions to be planned. behavior. Modern criminologists have come to analysis for public and quasi public sector decision HS8370 - The Criminal Mind (4 quarter credits). believe that crime is a more complex enterprise, making are evaluated. Alternative methods of Lifestyles, practices, and motivations of serial since they are acutely aware that what is policy analysis including matrix analysis, decision killers, robbers, and those who assault citizens in considered a crime may also be a product outside trees, and cost-benefit analysis are examined. our communities are examined continually in the of the individual’s control. Yet, both issues are Additionally, the ethical dilemmas that arise in media, television, and cinema. Virtually a new sub- important factors in developing a better policy making and analysis are included. culture has arisen to follow the lives and habits of understanding of (1) why people break the law; HS8210 - Issues in Police-Community Relations these perpetrators of harm and violence. This (2) how society responds to offenders; and (3) how (4 quarter credits). This course is a study of issues course is a review of psychosocial theories that criminologists define crime and conceptualize in police communication and their impact on analyze and evaluate deviant human behavior and these affects relative to that of the criminal. society in the context of police-community the environment that precipitates repetitive Therefore, it is important for learners in those fields relations. The course will cover a variety of law criminal conduct. The course also is an of study dealing with crime to have a better enforcement structures in large and small introduction into profiling criminals and predicting understanding to the how and why or “root cause” communities, urban and rural areas, and suburban criminal behavior. of such a trenchant issue as criminal behavior. This districts. Learners will examine resident course is designed for learners in the fields of HS8371 - Race/Culture in Criminal Justice criminology, criminal justice, and sociology. expectations of police, sheriff, and legal systems in (4 quarter credits). As our communities become their local communities, particularly focusing upon more diverse, there is a heightened need to HS8374 - Current Research on Violent Behavior disparities between relationships with the police in understand and address racial and cultural (4 quarter credits). The course has been designed mainstream versus racial minority resident areas. pluralism in human behavior. The criminal justice to help learners develop a thorough understanding HS8211 - Practices of Probation, Parole, and system, like the larger society, must reflect such a and extensive accounting in explaining “violent” Community Corrections (4 quarter credits). This change in social attitudes. Law enforcement behavior. It draws upon sociological and course is an investigation of the historical and agents, in particular, are being monitored for their psychological perspectives as part of a coherent current practices of non-institutional correctional relationships with those who come from diverse approach relating to those violent acts which have practices. The course will cover education and backgrounds. Similarly, disproportionate rates and caused public concern. The course also focuses on training requirements for the community lengths of incarceration between racial and ethnic the ways in which violence is defined by the correctional officials, caseload assignments, the groups are being evaluated. This course will criminal justice system. Definitions of the main ratio of correction officers to released offenders, as examine these and other issues in correctional violent offenses, including violent sexual offenses, well as policies that govern release from practice and the criminal justice system. are discussed and an indication of the levels of institutional custody to the community. It will focus sentencing in particular cases is provided. Finally, HS8372 - Criminal Behavior: A Sociological the course focuses on techniques used to confront upon an examination of the release of sexual Primus (4 quarter credits). It has become offenders to local communities. offenders of violent behavior within the criminal increasingly apparent in the twenty-first century justice system. This course is designed for learners HS8212 - History of the Juvenile Criminal Justice that the traditional “get tough” policy of the past in the fields of criminology, criminal justice, System (4 quarter credits). This course offers an century toward crime remains less than sociology, and psychology. intensive study of the juvenile criminal justice completely effective in finding a way to deal with system and process. Theories of causation and those who continue criminal behavior. One reason HS8375 - Deviance: The Interactionist innovative intervention approaches, such as “drug for this failure is that all too often little attention is Perspective (4 quarter credits). This course courts,” will be examined. The course will review paid to the social causes of crime. Crime rates advances a new sociology of deviance by focusing the dramatic increase of juvenile violence and differ both geographically and sociographically. on the issues that relate to how people stereotype crime in American culture over the last quarter Race, gender, social class, and age contribute to one another with regard to their interest in crime. century. It will focus upon the debate between the pattern of criminal behavior and victimization. Relationships between individuals based on such stereotypes identify an important link between 120 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

“crime in the streets” and “crime in the suites” schools of thought on the applicability of social- constraints imposed on the health care industry, and the differences between the two in eluding skills education as well as an evaluation of specific the liability of health care providers, the rights of punishment and its consequences. Use of this techniques for social-skills instruction. Some major patients, labor relations, and administrative law for perspective helps the learner to understand the issues discussed in this course could involve health care organizations. Legal issues relating to interactionist approach to the course and mainstreaming and inclusion strategies, disabled admission and discharge, emergency treatment, distinctions between deviance and crime by and culturally diverse students, and curriculum medical records and mental health treatment are examining deviance as a social phenomenon that adaptations for special students. Learners may also covered. consists of a set of interpretations and social expect a broad philosophical inquiry coupled with HS8505 - Ethics and Decision Making in Health reactions. This course is designed for learners in case-by-case applications and techniques. Care (4 quarter credits). This course focuses on the fields of criminology, criminal justice, and HS8501 - Contemporary Issues in Counseling substantive ethical principles and procedural sociology. Studies (4 quarter credits). The counseling methodologies by which managers can HS8376 - Correlates of Crime (4 quarter credits). professions are increasingly faced with the need to understand, analyze, and resolve ethical problems. One of the most perplexing problems faced by advance understanding of the role of the Issues in medical ethics are explored with an any person with a basic knowledge of statistics is counselor in contemporary society and to devise emphasis on their impact on administrative the confusion of correlation with cause. research-based methods of practice that can meet policies in health care delivery organizations, Criminologists often speculate that correlation existing and emerging consumer needs. This including the personal and moral dilemmas they does not equal a deeper examination but requires course focuses on analysis and evaluation of may raise for administrators. Topics include the crucial step of observing correlates and contemporary issues that are impacting the business ethics versus health care ethics, interpreting them with the help of methodological counseling professions such as ethical issues, organizational philosophy and mission statements, theory. It is only by building and testing theories compassion fatigue and burnout, the impaired professional codes of ethics, conflicts of interest, that criminologists can begin to make sense of professional, Internet counseling applications, ethical committees, the allocation of scarce such correlates. This course examines social class, multiculturalism and diversity challenges, and the resources, informed consent, confidentiality, race, sex, and gender as correlates of crime to role of the biological sciences on counselor role human experimentation, determination of death, determine if any patterns exist for understanding development. euthanasia, suicide, abortion, the ethics of their development. This course is designed for HS8502 - Health Care Strategic Planning and managed care, and HIV disease. learners in the fields of criminology, criminal Management (4 quarter credits). This course HS8506 - Leading Organizational Change in justice, and sociology. focuses on strategic analysis of the mission and Health Care Systems (4 quarter credits). This HS8377 - The Penal System: Its Role in the U.S. goals of the institution, its governance, services, course presents a comprehensive examination of Society (4 quarter credits). This course provides operational and fiscal components, market, and the complex, dynamic, rapidly changing health an in-depth examination of the social and historical clients. These elements are evaluated within a care system in the United States. The health care foundation of the American correctional strategic management framework that links system’s major components and their characteristics institution. Issues relating to structure and social planning to operations. The role of strategic are identified with an emphasis on current policy processes of institutions of confinement in relation thinking and planning in enhancing organizational issues, performance challenges, and program to problems of treatment and rehabilitation are its effectiveness in the context of increased solutions. Social, economic, and political forces primary focus. The course includes a systemic competition for health care dollars and the wide that have shaped and continue to influence the evaluation of recidivism, general and specific range of challenging issues requiring solutions is health care system are traced. Policy innovations deterrence, rehabilitation, incapacitation, and examined. designed to address performance gaps are retribution in relation to the American correctional HS8503 - Health Systems Analysis and Evaluation analyzed for federal, state, and private sector system. Emphasis will be placed on philosophies (4 quarter credits). This course focuses on the programs. Potential lessons from international of punishment, sentencing strategies, the prison structure, function, financing, and management of health care systems are explored. Prospects for community, alternatives to incarceration, and health care systems in the United States at both the future of U.S. health care are also discussed. various reform efforts. Critical issues facing micro and macro levels. It focuses on the critical HS8508 - Ethics for Nonprofit Executives corrections will be examined. This course is issues facing the United States with emphasis on (4 quarter credits). This course is an examination designed for learners in the fields of criminology, the relationships among providers, payors, and of the ethical principles and methodologies by criminal justice, and sociology. patients. The course is designed to evaluate the which nonprofit executives can understand, HS8402 - Teacher-Student Behavior impact of the myriad of interdependent actors analyze, and resolve ethical issues. Both Management (4 quarter credits). “Discipline is a within the health care systems and the widespread conceptual and practical ethical questions and double-edged sword” was an axiom examined consequences of decisions in the clinical, policy, value dilemmas encountered by executives in twenty years ago in a course on classroom and management arenas. Related evaluation various types of contemporary nonprofit discipline for teachers of problem students. True measurement issues are addressed and evaluative organizations are examined. Topics include then as it is today, most educators and parents still research on health care systems and services are personal codes of ethics, organizational believe that in order to discipline a child the adult analyzed. philosophy and goals, conflicts of interest, ethics must possess and practice good discipline skills. HS8504 - Law and Health Care Administration committees of the board, and allocation of This course reviews a general overall model of (4 quarter credits). The course focuses on analysis scarce resources. disciplinary philosophies, from the behavioral to of the impact of law on the way health care is HS8509 - Law and Nonprofit Organizations the humanistic, as well as in-depth evaluations of delivered in the U.S. The major legal principles and (4 quarter credits). This course provides an the effectiveness of several classroom discipline issues relevant to health care administration are overview of the laws and regulations governing techniques. examined such as those that affect the operational the establishment and operations of nonprofit HS8403 - Social Skills for At-Risk Students decisions of health care providers, payors, and organizations. Specifically, the laws governing (4 quarter credits). This course is designed for managers, and others that impact development of incorporation and tax-exempt status of nonprofit educators, parents, and those in the helping markets for health care products and services. organizations, and the implications of laws and professions. It reviews theories from various Topics addressed include legal and regulatory statutes are explored. Additionally, the efforts of 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 121

nonprofit organizations to influence legislative and regulation apply to the world of providers, HS9050 - Special Topics in Criminal Justice rule-making processes are examined. receivers, and payors. (4 quarter credits). This course provides an HS8511 - Resource Management in Nonprofit HS8900 - Nonprofit Program Development and opportunity to engage in an in-depth study of the Organizations (4 quarter credits). The theoretical Implementation (4 quarter credits). This course theory, research, and application of subject matter and conceptual economic models fundamental to includes an examination of the theories and issues that is not included in the criminal justice curriculum. all nonprofit organizations are analyzed. Topics of planning, developing and implementing Using the special topics course format, each include resource allocation, price formation, programs consistent with the mission and goals of element of a directed study course focuses on the production and costs, and economic impact the nonprofit organization. Topics include specific subject matter identified by the learner analysis. Trade-offs faced by non-profits and conducting and interpreting needs assessments, and approved by the course tutor. The course COURSE DESCRIPTIONS GRADUATE methods for evaluating them are explored. The evaluating the organization and its programs, and guide template is used to construct the course. economic impact of nonprofit organizations on the making operational the organization’s philosophy HS9051 - Special Topics in Health Care people and communities that they serve is critically and goals. Administration (4 quarter credits). This course analyzed. HS9002 - Clinical Practicum (100 hours) provides an opportunity to engage in an in-depth HS8512 - Organizational Assessment and (4 quarter credits). This clinical practicum is study of the theory, research, and application of Program Evaluation in Nonprofit Organizations required for all learners specializing in mental subject matter that is not included in the health (4 quarter credits). This course focuses on critical health counseling and marital, couple, and family care administration curriculum. Using the special analysis of the principles and techniques that counseling/therapy who seek licensure as a part of topics course format, each element of a directed nonprofit managers use to assess and measure their academic program. This is an online-directed study course focuses on specific subject matter organizational effectiveness. The need for and intensely supervised, one-quarter field identified by the learner and approved by the accountability is intensified for funders, major experience during which the learner receives course tutor. The course guide template is used to stakeholders, and the public at large. Activities supervised practice in specific clinical skills in construct the course. that provide justification for the use of the financial interviewing, assessment, intervention, HS9052 - Special Topics in General Human and human resources is evaluated to ensure that documentation, and consultation in a field setting Services (4 quarter credits). This course provides non-profits gain sophistication in assessment and relevant to the learner’s chosen field of counseling an opportunity to engage in an in-depth study of program evaluation techniques. The course or marriage and family therapy. Field supervision the theory, research, and application of subject examines how nonprofit managers can use the contracts are negotiated, agreed upon, and matter that is not included in the general human results of assessment processes to enhance the monitored by the online instructor of record. services curriculum. Using the special topics organization’s mission. Actual field supervision is conducted and course format, each element of a directed study HS8800 - Long Term Care (4 quarter credits). In evaluated by university assigned licensed course focuses on the specific subject matter this course learners examine how their profession supervisors in specific locations throughout the identified by the learner and approved by the relates to long-term care and the management of country. Learners are expected to meet face-to- course tutor. The course guide template is used to personal, social, and medical services needed by face with field supervisors in monthly scheduled construct the course. people who can no longer care for themselves due meetings during this one-quarter course that HS9053 - Special Topics in Counseling Studies to a physical or mental chronic illness or disability. includes 100 hours of clinical field experience and (4 quarter credits). This course provides an While areas of home care and assisted living no less than 15 hours of face-to-face contact with opportunity to engage in an in-depth study of the facilities are explored, the primary focus of the field supervisors. Prerequisite(s): Learners must theory, research, and application of subject matter course is on skilled nursing facilities and the crisis complete or be progressing in the following that is not included in the counseling studies facing this industry today. Subjects to be explored courses: HS5900, HS5901. curriculum. Using the special topics course format, include the changing long-term care scene, HS9031 - Clinical Internship I (4 quarter credits). each element of a directed study course focuses institutional vs. non-institutional care, system This is the first course in a sequence of three on specific subject matter identified by the learner financing, public reimbursement, balancing cost clinical internship courses in the mental health and approved by the course tutor. The course and quality, staffing, licensure, certification, counseling and marital, couple, and family guide template is used to construct the course. inspection and review, and the levels of care counseling/therapy specializations in the School of HS9054 - Special Topics in Management of through the role of hospice. Learners acquire a Human Services. This internship provides learners Nonprofit Agencies (4 quarter credits). This basic understanding of both the social and medical with specific clinical skills in interviewing, course provides an opportunity to engage in an models along this continuum of care. assessment, intervention, documentation and in-depth study of the theory, research, and HS8801 - Health Care and the Law (4 quarter consultation in a field setting relevant to the application of subject matter that is not included credits). In this course learners examine how their learner’s chosen field of counseling or therapy. This in the management of nonprofit agencies profession relates to American health care law course provides 300 contact hours. curriculum. Using the special topics course format, regulating financial, bioethical, patient care, and Prerequisite(s): HS5900 and HS5901 and all each element of a directed study course focuses informational access issues. At the level of the degree course work. on specific subject matter identified by the learner patient-physician relationship, subjects such as HS9032 - Clinical Internship II (4 quarter credits). and approved by the course tutor. The course malpractice, informed consent, duty to treat and This is the second course in a sequence of the guide template is used to construct the course. right to die are explored. Within the patient-state three clinical internship courses. It provides 300 HS9055 - Special Topics in Social and relationship, public health laws, reproductive additional hours of clinical field experience. Community Services (4 quarter credits). This rights, bioethics, and genetics will be examined. Prerequisite(s): HS9031. course provides an opportunity to engage in an At the level of provider institutions and the state, HS9033 - Clinical Internship III (4 quarter credits). in-depth study of the theory, research, and areas of managed care, individual and institutional This is the third course in the sequence of three application of subject matter that is not included licensure, anti-trust, cost containment, staffing, clinical internship courses. It provides 300 in the social and community services curriculum. fraud, mental health law, Medicare, Medicaid, and additional hours of clinical field experience. Using the special topics course format, each health care reform are reviewed. Learners acquire Prerequisite(s): HS9032. element of a directed study course focuses on a basic understanding of how health care law and specific subject matter identified by the learner 122 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

and approved by the course tutor. The course design/plan and schedule (based on the School of Human Services guide template is used to construct the course. prospectus), prepare and submit the IRB Residency Courses HS9984 - Doctoral Comprehensive Examination I application for approval, conduct field testing to HS-R5900 - Counselor Education Pre-practicum (4 quarter credits). In the first course of the establish validity and reliability of the instrument Laboratory. This first pre-practicum residency comprehensive examination and dissertation (when appropriate), complete the dissertation focuses on initial development of counselor sequence, learners examine the key components prospectus conference call, develop and complete education clinical proficiencies: therapeutic in the comprehensive examination. The course dissertation Chapters 1 (Introduction), 2 (Literature relationship skills, therapeutic assessment, includes an overview of the comprehensive Review), and 3 (Methodology), based on the therapeutic intervention, and ethical and legal examination process and the university’s prospectus. Resources for research designs and standards. It integrates effective theories and expectations of academic honesty and integrity methodology are provided, including the practices of individual and family systems and introduces the four core themes of the dissertation manual and a template for Chapters 1, counseling methods relevant to mental health examination and the evaluation criteria. Structured 2, and 3. Procedures for prospectus and IRB counselors and marital, couple, and family study groups are established and resources on the application submission and the prospectus counselors/therapists. Prerequisite(s): HS5002, core themes are provided. Course requirements conference call are available. Grading for this HS834, HS814, HS815, HS821, HS841, (HS871 include completion of the overview and a course is S/NS. Prerequisite(s): HS9986. Cannot for MHC), (HS877 for MCFC/T). The pre- preliminary conference call with the comprehensive be fulfilled by transfer. practicum residency has a companion academic examination committee and development of a HS9988 - Dissertation Research III (4 quarter online course, HS5900. schedule for the final oral examination. Grading credits). In this course, learners engage in data for this course is S/NS. Prerequisite(s): All collection according to the plan and schedule, HS-R5901 - Counselor Education Pre-practicum required and elective course work completed develop and organize Chapter 4 (Results) draft Laboratory II. This residency focuses on advanced with a GPA of 3.0 or better. Fulfillment of all (structure based on the research questions and development of counselor education clinical residency requirements. Cannot be fulfilled by methods before data collection is complete), proficiencies: therapeutic relationship skills, transfer. check in data (as they come in), process and therapeutic assessment, therapeutic intervention, ethical and legal standards, and program HS9985 - Doctoral Comprehensive Examination II analyze the data, and finalize Chapter 4 with evaluation and supervision. It integrates effective (4 quarter credits). Learners and their results. Resources for data analysis designs and theories and practices of individual and family comprehensive examination committee members interpretation are provided, including the systems counseling relevant to mental health each develop one comprehensive examination dissertation manual and a template for Chapter 4. counselors, and marital, couple, and family question to address one of the four core themes. Grading for this course is S/NS. Prerequisite(s): counselors/ therapists. Prerequisite(s): HS5900, Learners write answers to the comprehensive HS9987. Cannot be fulfilled by transfer. HS-R5900, HS839, HS5106, HS5107, HS5006, examination questions, which are evaluated by the HS9989 - Dissertation Research IV (4 quarter (HS5108 for MHC), (HS854 for MCFC/T). The committee using analytical point-scale scoring credits). In this course, learners develop and pre-practicum residency has a companion rubrics. Upon passing the written examination, finalize Chapter 5 (Conclusions and academic online course, HS5901. learners complete the comprehensive examination Recommendations), polish the final draft of all final oral defense conference call and are eligible chapters (1-5), obtain approval on the dissertation for enrolling in the first dissertation course upon manuscript, complete the final dissertation School of Business and Technology passing their defense. Grading for this course is conference call, make all necessary final content S/NS. Prerequisite(s): HS9984. Cannot be changes, obtain form and style clearance, publish MBA Courses fulfilled by transfer. the dissertation online with UMI, and obtain MBA9010 - Professional Effectiveness: Stretch, clearance from Academic Records on degree audit HS9986 - Dissertation Research I (4 quarter Impact, Reposition (3 quarter credits). In this (to verify that all required and elective program credits). Learners examine the key components of course learners identify and prioritize their courses have been taken). Resources for writing planning and conducting dissertation research, professional development goals. In turn this will conclusions and recommendations are provided, including the dissertation process and the roles help learners strategize about how to effectively including the dissertation manual, a template for and responsibilities of the dissertation committee, manage their MBA experience so that they can Chapter 5, and procedures for dissertation course instructor and course administrator. In stretch themselves, have a positive impact on their submission and the final conference call. Grading addition, learners form and obtain approval on job, and reposition themselves for greater for this course is S/NS. Prerequisite(s): HS9988. their dissertation committees, conduct a responsibility and influence within their organization. Cannot be fulfilled by transfer. preliminary literature review, develop the This course is the first component of the dissertation prospectus, and become familiar with Professional Effectiveness CoachingSM process. procedures for protecting human participants/ The course offers various assessments that can subjects in research. Resources for research help learners identify and articulate their methodology and the IRB process are provided. management skills, values, purpose, and vision. Learners must complete the dissertation With this information in hand, learners will be in a prospectus and the short online Collaborative IRB better position to establish the goals that may help Training Initiative (CITI) modules in order to pass them achieve their vision. More specifically, Dissertation Research I. Grading for this course is learners will use the experiences in the course to S/NS. Prerequisite(s): HS9985. Cannot be clarify what is truly essential in their life (values), fulfilled by transfer. what they want their life to be about (purpose), HS9987 - Dissertation Research II (4 quarter and what they want to achieve in their life (vision). credits). In this course, learners obtain committee When values, purpose, and vision are aligned, it is approval on the dissertation prospectus, prepare easier to make decisions and set goals that are informed consent and field testing materials, congruent. Prerequisite for all other 15 MBA develop and solidify the data collection required courses. Cannot be fulfilled by transfer or petition. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 123

MBA9020 - Leading for Results (3 quarter credits). ethical implications of decisions related to success. This course helps learners apply the In this course learners gain knowledge of and apply consumer behavior and decisions and examine principles and techniques of process-based the practices of leadership effectiveness to analyze how economic, psychological, and socio-cultural management as a foundation for continuous and understand their personal leadership style, as influences impact managerial decisions. improvement. Learners explore how to design, well as the different styles of leadership in their Prerequisite(s): MBA9110 and MBA9112. develop and manage effective operations organization. The focus of this course is how MBA9116 - New Product Design and management tools that are required to detect and leaders mobilize others in their organizations to Development (3 quarter credits). This course fix problems quickly. Learners identify, discuss and get extraordinary things done. Learners analyze presents a framework for product planning, practice how to apply measures of operational their own leadership skills in terms of current implementation and evaluation, and new product performance that support organizational growth, COURSE DESCRIPTIONS GRADUATE strengths and areas for improvement. Learners introductions. The course addresses the new innovation, and market leadership. As a result, develop measurablegoals and plans for applying product development process — from idea learners are better prepared to respond to new behaviors in the context of a “personal best generation to commercialization. Learners are changes in market demand. project” within their organization. Learners will introduced to basic concepts and tools to help MBA9140 - Financial Management (3 quarter also be assessing their organization’s context for them understand this process from a managerial credits). This course will provide basic theories leadership. perspective. Emphasis is placed on the process as and techniques related to the acquisition of, The framework for leadership effectiveness it relates to the manager in his or her role as a accounting for, and allocation of an organization’s established in this course forms a foundation for product manager. Prerequisite(s): MBA9110. financial resources. Financial management the business core and the professional MBA9118 - International Marketing (3 quarter represents a critical business function within all effectiveness core courses. Prerequisite for the credits). This course addresses the marketing organizations. In today’s fast-paced global remaining 14 required courses. Cannot be challenges related to selling products or services environment, employees need to recognize and fulfilled by transfer or petition. in foreign markets. Topics include the impact of understand key financial and risk-management MBA9110 - Marketing and Brand Management cultural differences; variations in market structure; systems to ensure alignment with long-term (3 quarter credits). This course presents a methods of distribution; and issues related to the strategic directions. Along with a comprehensive comprehensive approach to marketing and brand adaptation of products, pricing, and overview of these processes, learners identify and management including: marketing strategy and communications strategy. Learners examine the apply basic financial management theories and competitive differentiation; segmentation and ethical implications of decisions, identify and techniques to support the effective acquisition targeting; the positioning levers of product, price, synthesize the forces that shape the global and allocation of their organization’s financial promotion, and distribution; and creation and business/marketing environment, examine the resources, and how to apply their knowledge of management of brand. unique challenges of marketing products and finance management practices to real-world business concerns and issues within their work In this course learners analyze the major decisions services internationally, and identify issues in their environment. that marketers must make in their efforts to own organization or industry. Prerequisite(s): effectively use company resources to meet MBA9110. MBA9141 - Financial Markets and Institutions marketplace needs. Learners use commonly MBA9120 - Sales and Customer Relationship (3 quarter credits). This course provides learners accepted criteria to evaluate those decisions in Management (3 quarter credits). This course with a theoretical foundation for examining the making sound, productive judgments. Learners are covers the theory and practice of strategic nature and role, structure, and management of asked to analyze how the environmental variables consultative selling, including relationship selling, financial institutions in financial markets. The with their unique attributes impact marketing, and solution selling, and strategic account course examines the effects of the U.S. financial how marketers must anticipate and respond to management. Learners explore topics in sales system on financial intermediaries and markets. evolving changes in these variables. The course force management, including alignment of the Learners in this course study the reactions of assignments and discussions are designed to field organization, the use of resellers, and banks and to a change in interest rates, money challenge the learner to think strategically about compensation. The course is structured according supply, and open-market operations. Learners the marketing process, determine how to evaluate to the five steps of consultative selling which are also develop an understanding of the the success or failure of the overall marketing presented in detail: development of a personal performance of financial participants in money strategy, and how to leverage learning from the selling philosophy and the subsequent creation of market, bond market, and capital markets. Other course to their work environment. a strategy for the relationship, product, customer topics include financial derivatives and ethics in the financial service industry. This course bridges MBA9112 - Market Research (3 quarter credits). and sales presentation. Learners also will explore the gap between financial theory and market This course addresses survey research techniques, various customer relationship management practice, reflecting the relationship between the research design, secondary/primary data software applications and topics. Various roles in conceptual framework and the management collection, data analysis, and ethical implications of the selling process, such as the buyer, the sales behavior of practitioners. Prerequisite(s): marketing research activities. Learners examine manager, and of course the salesperson, will be MBA9140. methods for gathering and analyzing data and investigated. learn how to apply techniques to contemporary MBA9130 - Operations and Process MBA9142 - Advanced Finance (3 quarter credits). marketing problems, market research projects, and Management (3 quarter credits). This course This course extends the competencies developed effective decision making. Prerequisite(s): presents tools and techniques for effective process in MBA9140, which focuses on the basic theories MBA9110. and supply chain selection, design, planning, and and techniques related to the acquisition of, accounting for, and allocation of an organization’s MBA9114 - Consumer Behavior (3 quarter credits). control. Today’s organizations are constantly financial resources. This course takes a deeper This course explores critical contemporary issues challenged by ever changing strategic issues and look at existing theories and emerging topics in related to consumer buying behavior and directions. Competitive organizations look for the field. Learners gain additional insights and perceptions, consumer motivation, market ways to succeed in the 21st century by using new techniques for examining financial risk, return and behavior and product reaction, and socio-cultural technologies to improve products and services. the capital asset pricing model; dividend policy; influences that affect consumer behavior and the Effective operations and process management financing flexibility; valuation of securities; consumer decision process. Learners discuss the systems are essential to achieving continuity and 124 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

derivatives and risk management; and capital MBA9148 - Corporate Finance Analysis and MBA9170 - Regulatory and Ethical Environment structure. Learners apply their knowledge to real- Decisions (3 quarter credits). This course of Business (3 quarter credits). In this course, world business concerns and issues within their examines the principles of financial administration, learners examine the key components of the work environment. Prerequisite(s): MBA9140. with applications to problems of financial analysis business environment, and about ethical choices MBA9143 - Bank Management (3 quarter credits). and control, and planning by firms under changing with regard to corporate decisions. In today’s This course begins with an overview of the economic conditions. Learners conduct financial business world, legal and regulatory environments commercial banking and financial services analyses, evaluate a corporation’s financial directly impact an organization’s strategic industries. Topics include bank evaluation and planning and control functions, and assess the operation and performance. Environmental performance; asset and liability management; ability of corporations to create wealth. Learners controls reflect a series of ever changing issues organizational structure; loan services to discuss the impact of financing decisions on real that are frequently reviewed, revised or businesses and consumers; financial derivatives asset valuation; managerial incentives; and eliminated. Successful leaders understand the and tools; capital, profitability, and bank market corporate strategy including mergers/acquisitions, need to regularly monitor these issues and their structure; and regulations, hedging, interest rate corporate restructuring, real options, and the use business implications. The emphasis in this course risk, and credit risk management. The course of derivatives and other financing tools, on deal is on current regulatory environments and their covers a growth trend in commercial banking that structure. Prerequisite(s): MBA9140. impact on organizational directions. Learners includes financial services such as investment MBA9150 - Strategy (3 quarter credits). This analyze and discuss how current trends in business banking and security underwriting services, e- course will cover tools and techniques for ethics can help them make socially responsible and banking, and e-commerce. Course topics also competitive analysis, strategic planning, and strategically sound decisions. include ethical behavior. Prerequisite(s): MBA9140. strategy implementation. Organizations that thrive MBA9182 - Advanced Accounting (3 quarter MBA9144 - International Financial Management in today’s competitive environment are led by credits). Advanced accounting emphasizes (3 quarter credits). This course exposes learners managers who develop a strategy that shapes how accounting applications with respect to the nature to international financial management and their companies conduct business and generate and scope of business operations. Course topics reporting techniques. It emphasizes international profits. A company’s strategy provides a roadmap include parent and subsidiary accounting in financial statement analysis (an overview) and for competitive advantage by outlining how the multinational operations, partnership accounting, detailed case analysis and interpretation. Learners organization will establish a market position, accounting for mergers and acquisitions, and examine a multinational capital budgeting process allocate resources and conduct business, and accounting for branches and agencies of and review cost of capital and long-term financing generate and serve customers. A carefully business entities. strategies, including an assessment of financial developed business strategy guides decisions and MBA9184 - Budget Planning and Control markets used by international firms. Topics actions that take place throughout a company and (3 quarter credits). Learners cultivate their ability covered include exchange rate systems, methods build it into a cohesive unit that competes to apply a system approach to planning and of government interventions, direct foreign successfully. In this course learners gain controlling organizational budgets. The course investment, country risk analysis, and global knowledge of the tools and concepts needed to addresses the function of budgetary systems in strategy in the context of international finance. develop a business strategy, including macro organizational planning and control. Learners Learners apply their knowledge in realistic environmental scanning, industry and competitive become familiar with preparing budget, business situations and synthesize relevant analysis, value chain analysis, SWOT analysis, accounting, and performance reports. Other techniques into sound recommendations and identification of critical success factors and driving topics include analyzing the impact of budgets on conclusions. Prerequisite(s): MBA9140. forces, and development of strategic alternatives an organization. Prerequisite(s): MBA9182. and recommendations. Throughout the course MBA9146 - Investment and Portfolio MBA9186 - Audit and Control of Accounting learners apply these tools and concepts as they Management (3 quarter credits). This course Information Systems (3 quarter credits). This develop a strategic profile for a company that is examines the securities market, the various types course teaches learners to audit and evaluate the described in a detailed case study. of investment securities, and the risk-return control of computerized accounting information characteristic of each. Emphasis is on tools used by MBA9160 - Managing Information Assets and systems. Learners analyze auditing and evaluation professional money managers for managing Technology (3 quarter credits). This course will standards and the effects of auditing on investment alternatives, including global address the use of information, knowledge, and information technology in business operations. opportunities. Learners apply investment theories technology as a strategic asset. In today’s The course also covers statistical analyses of to the management of corporate portfolios; competitive business environment an accounting control systems. Prerequisite(s): evaluate corporate investment and portfolio organization’s strategic adeptness and MBA9182. responsiveness are strengthened by its ability to management strategies; analyze and evaluate MBA9188 - Accounting Information for Decision effectively manage information assets and leading methods of portfolio construction; and analyze Making (3 quarter credits). Learners gain edge technology. Conducting business effectively current theories, strategies, and methods for their knowledge of the nature and function of is increasingly intertwined with current and application to global opportunities. accounting information in the decision-making emerging communication technologies. In this Prerequisite(s): MBA9140. process. They examine strategies for integrating course, learners gain knowledge in how to MBA9147 - Risk Management (3 quarter credits). accounting systems with financial information from proactively manage information as a strategic This course exposes learners to practical and managers and other professionals in order to make asset, and recognize how to use appropriate theoretical aspects of managing risks in the better decisions. Learners also examine uses of technologies by applying new skills and insurance service industry. Learners study a range accounting information in functional areas such as knowledge. Learners will understand the of industry risks: insurance risk, market risk, finance, management, and marketing. importance of monitoring and adjusting their liquidity risk, and asset and liability management Prerequisite(s): MBA9182. organization’s communication processes and risks. The course provides learners with principles. Overall, this course is about learning MBA9210 - Building Relationships (3 quarter sophisticated tools and analytical techniques to how to leverage available information technology credits). This course presents tools and techniques minimize these risks and learn how management and communication assets to the realization of an to help the learner influence others, build of these risks can create shareholder value. organization’s business goals. Prerequisite(s): MBA9140. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 125

relationships, inspire trust, and manage conflict. MBA9240 - Facilitating Change (3 quarter MBA9300 - MBA Capstone: Judgment, We are more persuasive when people trust our credits). This course presents theories and models Planning, and Action (3 quarter credits). This credibility. In addition to using business and for leading and facilitating organizational change. course is a capstone MBA impact project. The technical skills, one of the most effective ways to Maintaining a competitive advantage in today’s course focuses on the implementation of a project achieve personal and organizational goals is by global economy requires an ongoing commitment that incorporates the skills necessary for analyzing understanding how to work effectively with others. to change and innovation. New demands issues, thinking creatively and strategically, using By building positive relationships, leaders develop accelerate the need to assume different roles, sound judgment, and establishing and executing and sustain strategic alignments within the responsibilities, and attitudes to achieve plans. Prerequisite(s): Completion of all required

organization. In this course, learners examine organizational goals. In this course, learners MBA courses. Cannot be fulfilled by transfer or COURSE DESCRIPTIONS GRADUATE various tools and techniques to motivate and recognize how to translate theory into practice by petition. inspire others. They will gain knowledge in how to identifying and applying effective change MBA9310 - Marketing Capstone: Judgment, recognize and use important interpersonal skills to management techniques. Learners develop Planning, and Action (3 quarter credits). This is expand their circle of influence and manage collaborative processes that support forward an integrative course for learners completing the conflict. movement within their work environment. By MBA marketing specialization. The outcome is for MBA9220 - Developing and Coaching Others using these processes, learners will help learners to synthesize and integrate the learning (3 quarter credits). In this course learners examine themselves and their employees make important experiences acquired in marketing and to how to effectively match people’s talents to jobs transitions more effectively for the organization. evaluate the research and current topics relative and coach, develop, and grow strengths of others. MBA9250 - Leveraging Workplace Diversity to this specialization. This course focuses on the A critical part of the leader’s role is to ensure that (3 quarter credits). In this course, learners explore implementation of a project that incorporates the an organization is capitalizing on the collective the models and tools for creating an effective and skills necessary for analyzing issues, thinking capacity of its intellectual capital. To that end, the respectful work environment. Different creatively and strategically, using sound judgment, leader must coach and develop talent to ensure perspectives increase an organization’s ability to and establishing plans. Techniques used to that followers are aligned with the vision, values, respond creatively. Individual and cultural diversity accomplish these goals may vary. Prerequisite(s): and strategy of the organization. From an within today’s workplace ensures a continuing Completion of all MBA required courses and organizational perspective, coaching and source of fresh ideas and insights. A diverse marketing specialization electives. Cannot be developing is about mobilizing talent. The workforce represents multiple opportunities to fulfilled by transfer or petition. effective leader is able to articulate vision, leverage differences into strengths. This course MBA9340 - Finance Capstone: Judgment, establish and communicate strategic objectives, emphasizes the importance of encouraging the Planning, and Action (3 quarter credits). This is and identify the individual and collective expression of diverse people and their ideas. an integrative course for learners completing the capabilities needed to drive toward results. Learners gain knowledge in how to use models MBA finance specialization. The outcome is for To mobilize talent effectively, the leader uses and tools to promote ethical and respectful learners to synthesize and integrate the learning coaching and development skills to obtain and interpersonal relationships that support the free experiences acquired in finance and to evaluate retain the right employees, recognize the strengths flow of ideas. Learners develop practical skills and the research and current topics relative to this and developmental needs of others, hands-on techniques to effectively support and specialization. This course focuses on the and provide development opportunities, while manage diversity, recognize the importance of implementation of a project that incorporates the encouraging responsibility for self-development. organizational diversity and why it is inextricably skills necessary for analyzing issues, thinking MBA9230 - Leading Teams (3 quarter credits). linked to business success, and establish a creatively and strategically, using sound judgment, In this course learners gain knowledge of framework to promote an ongoing and respectful and establishing plans. Techniques used to techniques and models for building and leading exchange of information. accomplish these goals may vary. Prerequisite(s): effective teams. Through reading, discussion, MBA9260 - Negotiating for Results (3 quarter Completion of all MBA required courses and participation, research, and analysis, learners credits). In this course learners gain insight into finance specialization electives. Cannot be develop a consistent conceptual grounding in how to create effective negotiations with fulfilled by transfer or petition. team dynamics theory and application and employees, customers, and partners. The purpose MBA9380 - Accounting Capstone: Judgment, examine what makes teams effective at the of this course is to help learners understand the Planning, and Action (3 quarter credits). This is individual, group, and organizational levels. The theories and processes of negotiation so that they an integrative course for learners completing the development of team collaboration skills is a can negotiate successfully in a variety of settings. MBA accounting specialization. The outcome is critical aspect of this course. Learners are asked to The course offers a practical exploration of the for learners to synthesize and integrate the synthesize their understanding of team theory and major concepts and theories of bargaining and learning experiences acquired in accounting and practice by completing assigned readings and negotiation and examines the dynamics of to evaluate the research and current topics discussion questions. Learners apply their interpersonal and inter-group conflict and its relative to this specialization. This course focuses understanding of teams by assessing their resolution. The course is designed to be relevant on the implementation of a project that organization’s use of teams and the overall to the broad spectrum of problems faced by incorporates the skills necessary for analyzing effectiveness of team support systems. Learners managers and professionals. Learners will have a issues, thinking creatively and strategically, using are asked to accept the personal challenge to chance to understand more about their own sound judgment, and establishing plans. research and recommend strategies and best negotiating preferences and the consequences of Techniques used to accomplish these goals may practices to better align a critical team the choices they make. In addition, learners will be vary. Prerequisite(s): Completion of all MBA organizational support system in their asked to accept and offer feedback on the required courses and accounting specialization organization. Learners practice important team negotiation behavior that they demonstrate and electives. Cannot be fulfilled by transfer or processes of problem-solving, decision-making, observe. Equally important will be opportunities petition. project management, and conflict management in for learners to formulate their own perspectives a virtual environment by completing specific about negotiation and extract insights from their course assignments. own experiences to guide them in future negotiations. 126 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

School of Business and Technology OM5040 - Strategic Planning (4 quarter credits). strategies and processes. Topics include the This course examines practices, methodology and strategic and operational aspects of human Master’s Organization and theories of business strategy. It reviews theoretical resource management functions, roles, and Management Courses models and the development of plans for practices. In this course learners develop a HR OM5004 - People at Work (4 quarter credits). assessing strategic capabilities. scorecard to enhance their ability to capture the This course covers a broad array of topics relating OM5112 - Leadership (4 quarter credits). This value of human resource initiatives. to managing and organizing “people at work.” course provides a broad overview of leadership OM5212 - Managing Diversity and Inclusion in Learners will evaluate and discuss classic theories strategies and practices in a variety of organizational Organizations (4 quarter credits). This course of organizational behavior, including theories of settings. Leadership theories, processes, and best explores the issues of corporate culture and power and politics, leadership and power, practices are analyzed and applied. inclusion and how these affect the understanding interpersonal behavior, group and team dynamics, OM5114 - Organization Structure and Design and appreciation of diversity practices within an as well as touch on the implications of diversity (4 quarter credits). This course focuses on organization. The course will include an analysis of and multiculturalism. OM5004 and OM5005 must developing skills in analyzing, designing, prejudices and discrimination as they exist in be taken concurrently by master’s learners in maintaining, and changing organizational contemporary organizations. Interventions are their first quarter. Cannot be fulfilled by transfer structures. A variety of organizations are evaluated formulated and implemented to champion or petition. with respect to vision, strategy, efficiency, impact diversity in the workplace and in the community. OM5005 - Master’s Learner Success Lab on culture, financial health, competitive Prerequisite(s): OM5210. (non-credit). This lab is designed to provide new advantage, and other factors. Prerequisite(s): OM5214 - Employment Law: Legal Structures, master’s learners the knowledge and skills they OM5112. Compliance, and Reporting (4 quarter credits). need to be successful in their academic programs. OM5116 - Personal Leadership Development This course provides a basic knowledge of the The lab familiarizes learners with the Capella (4 quarter credits). This course examines the legal environment in which organizations operate. online environment and support resources learners’ personal leadership attributes, Learners review legal considerations and how provided to ensure success. Learners build skills in characteristics, and behaviors. Personal leadership employment law affects management/employee the selection and use of methods, techniques, and skills are examined in the context of the type and relations and demonstrates the legal ramifications library resources. Working with the academic level of the organization. A variety of leadership of human resource decisions. Prerequisite(s): advisor, learners will develop a degree completion practices and their applications are evaluated. OM5210. plan. OM5005 is an advisor-led course taken in Prerequisite(s): OM5112. OM5216 - Conflict Management and Employee the first quarter in conjunction with OM5004. OM5118 - Leading Organizational Change Dispute Resolution (4 quarter credits). This Cannot be fulfilled by transfer or petition. (4 quarter credits). This course provides an course explores current theories and techniques OM5015 - Marketing (4 quarter credits). This overview of the theory and practice of leading for conflict management and resolution. Learners course investigates a multitude of factors related effective organizational change. Organizational evaluate interpersonal, group, and systems to marketing in firms that produce both goods and strategies for motivating change and effective conflict and negotiation theories appropriate to services. The 4Ps of marketing are discussed as communication, and establishing commitment are the workplace. The course critically evaluates they relate to the development of marketing plans examined in depth. Leaders’ behaviors in the alternative dispute resolution processes and and strategies. context of their responsiveness to environmental procedures that help parties to a business dispute OM5025 - Accounting and Finance in complexity and change are also analyzed. participate in a non-adversarial, collaborative Organizations (4 quarter credits). This course is a Prerequisite(s): OM5112. search for mutually beneficial outcomes. The focus is on litigation avoidance and the alternative survey of the elements of financial accounting and OM5120 - Leading and Building Teams methods utilized in common disputes in a variety how the activities of organizations are influenced (4 quarter credits). This course focuses on the of industries. Prerequisite(s): OM5210. by accounting measurement. The emphasis of the theory and practice of building and leading course is on becoming good consumers, rather effective teams. The emphasis in this course is on OM5218 - Managing Compensation, Benefits, than producers, of financial information. Current building and maintaining high-performance teams and Reward Systems (4 quarter credits). This events will be used to reinforce and demonstrate and the processes necessary to support them. course examines the goals of the organization in the implications of accounting choices. Prerequisite(s): OM5112. its employment of human resources and its use of OM5030 - Corporate Social Responsibility and compensation, benefits, and reward systems in OM5122 - Leading and Coaching Others the motivation of goal-oriented behavior. This Managerial Ethics (4 quarter credits). This course (4 quarter credits). This course analyzes the investigates the orientation of the firm in the course focuses on the complex variety of pay leader’s role as coach in the organization. The structures within an organization and the context of today’s complex social and business focus is on providing the theory and models for environments. Specific issues related to social relationship of those pay structures to helping leaders build relationships and develop organizational performance. Theory and practice responsibility and corporate ethics are addressed. talent in others. Prerequisite(s): OM5112. The course focuses on identifying relevant issues relating organizational characteristics to OM5199 - Special Topics in Leadership and using theory to make informed and compensation-system strategy, design, and (4 quarter credits). This course provides MS responsible decisions. administration are covered. Prerequisite(s): learners an opportunity to pursue in-depth study OM5210. OM5035 - Data Analysis and Decision-Making within specific areas of leadership. Alternative for Managers (4 quarter credits). This course OM5220 - Recruitment, Selection, and course delivery approaches may be utilized. Assessment (4 quarter credits). This course examines a variety of quantitative tools that are Course may be repeated for credit. useful in making organizational decisions. Rather provides an in-depth examination of the talent Prerequisite(s): OM5112. Cannot be fulfilled by acquisition process from workforce planning than requiring learners to complete complex transfer or petition. calculations, this course focuses on identifying through recruitment to final selection in both the OM5210 - Human Resource Management problem solving situations, selecting appropriate public and private sector. This course also (4 quarter credits). This course provides a broad quantitative tools, and interpreting analytical results. provides an overview of the theory and practice of overview of human resource management assessment of job applicants and how to conduct 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 127

proper analysis of skills, abilities, interests, and practices and techniques regarding IT staff focusing on writing in their disciplines. Learners aptitudes. Prerequisite(s): OM5210. acquisition, development, motivation, retention, should expect to spend a significant amount of OM5222 - Training, Development, and and assessment. It examines the challenges of time completing writing assignments for this Succession Planning (4 quarter credits). This organizing effective virtual work teams. course including weekly writing assignments, course provides an intensive study of employee Prerequisite(s): OM5310. several short writing projects, one long writing training and development within organizations. OM5399 - Special Topics in IT Management project, and a final portfolio. Learners develop a Emphasis is placed on the identification of training (4 quarter credits). This course provides MS research topic, conduct and write a short literature needs, program design, choice of development learners an opportunity to pursue in-depth study review, develop an argumentative essay of methods, and evaluation of results. This course within specific areas of information technology significant length (25-35 pages), and document COURSE DESCRIPTIONS GRADUATE also addresses effective succession planning management. Alternative course delivery sources appropriately while focusing on the critical processes. Prerequisite(s): OM5210. approaches may be utilized. Course may be thinking and writing skills established in OM7006. Prerequisite(s): OM7006. OM5299 - Special Topics in Human Resource repeated for credit. Prerequisite(s): OM5310. Management (4 quarter credits). This course Cannot be fulfilled by transfer or petition. OM7008 - Developing Voice and Style in provides MS learners an opportunity to pursue in- OM5990 - Integrative Project: Organizational Academic and Professional Writing (4 quarter depth study within specific areas of human Leadership and Change Management (4 quarter credits). This course focuses on one of the most resource management. Alternative course delivery credits). The Integrative Project is designed to challenging components of academic writing: approaches may be utilized. Course may be apply learning from the program to a professional developing a voice and style that reflect repeated for credit. Prerequisite(s): OM5210. setting. Learners work with course faculty to excellence in scholarship (research, thinking, and Cannot be fulfilled by transfer or petition. develop and implement a comprehensive communication) while maintaining individuality and style. In this course learners analyze a variety OM5310 - Strategic Information Technology integrative project in their field of study. of writing samples, including writing samples of Management (4 quarter credits). This course Prerequisite(s): Completion of all required their own, in order to understand the effects of investigates competitive alignment, core master’s course work. Cannot be fulfilled by writers’ rhetorical choices; learn and apply an array competencies, and information systems from a transfer or petition. of writing strategies that lead to improved strategic perspective. Factors and processes that awareness and use of voice and style; and revise affect the successful use of information technology writing submissions used in external course work to support the organization’s strategy are examined. School of Business and Technology to demonstrate learning and understanding. OM5312 - Advances in Information Technology Learners are strongly encouraged to take the (4 quarter credits). This course examines Graduate Writing Courses OM7006-OM7007 course sequence before emerging information technologies, their potential OM7004 - Graduate Writing for ESL/EFL enrolling in this course. impact on the organization, and strategies for Learners (4 quarter credits). This course planning and managing them. Topics include new introduces non-native speakers of English to programming paradigms, universal networking, graduate-level academic writing. Learners will advanced computer architectures, new generation School of Business and Technology develop an understanding of the assumptions and database management systems, and self-repairing intentions that underlie advanced academic systems. Prerequisite(s): OM5310. Doctoral Organization and writing as it is done in the United States. Learners Management Courses OM5314 - System Planning and Delivery will develop skills in producing effective advanced (4 quarter credits). This course addresses the academic writing including skills in combining OM7020 - Marketing Strategy and Practice management of the end-to-end process of aligning facts and opinions from multiple sources. Learners (4 quarter credits). This course presents a IT with organizational goals, planning IT initiatives, will develop linguistic and content editing skills so systematic analysis of the factors that influence and delivering infrastructure and application that they will be able to continue to improve their marketing strategy. Marketing theory is used to systems to support those goals. own academic writing after they leave the course. evaluate opportunities, identify market segments, Topics may include strategic information system and to formulate appropriate strategies. While this OM7006 - Research and Writing for Graduate planning, development of programs to implement course has a theoretical focus, attention is also Learners (4 quarter credits). This course is the strategic plan, and specific approaches to given to the development of good marketing designed to prepare graduate learners for the delivering system integration programs. practices. rigors of academic writing. Academic writing Prerequisite(s): OM5310. requires a series of related critical thinking and OM7021 - Advanced Marketing Management OM5316 - Project Planning, Management, and writing skills, including: understanding the nature (4 quarter credits). This course examines the Financial Control (4 quarter credits). This course of academic research; developing strong application of the marketing concept in the covers the skills needed to manage large, complex arguments based on primary and secondary development of a product or service from IT projects and programs. It addresses stakeholder research; evaluating, summarizing, paraphrasing, conception to launch. Prerequisite(s): OM7020. analysis; building partnerships with user and citing sources; drafting, revising, and editing PhD learners only: To be completed in directed- constituencies; project and program organization; multiple drafts of major projects; and producing study format. planning, estimation, and budgeting; monitoring, clear, accurate, and error-free prose. Because this OM7030 - Global Business Issues and Strategies control, and problem resolution; change is a writing course, learners should expect to write (4 quarter credits). This course provides an management; and financial analysis and reporting. a lot: the course includes weekly writing overview of the key issues in leading and Prerequisite(s): OM5310. assignments, several short writing projects, and a managing the global enterprise. PhD learners OM5318 - Managing IT Professionals (4 quarter research plan for a longer project. Learners will only: To be completed in directed-study format. credits). This course examines the particular issues submit a final portfolio at the end of the course. OM7035 - Applied Business Economics of managing information technology professionals OM7007 - Focused Research and Writing for (4 quarter credits). This course is a survey of including analysts, developers, technical Graduate Learners (4 quarter credits). In the macroeconomics and microeconomics. Current specialists, and infrastructure support personnel. second course of this sequence, learners refine the developments in the economy, inflation, This course covers contemporary management principles and strategies learned in OM7006 by unemployment, resource allocation, market 128 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

structures and competition, and the relationship of diversity each impact the individual, organization, global business environment. Available online economic policy to business may be examined. and society and evaluate how similarities and only. Cannot be fulfilled by transfer. PhD learners only: To be completed in directed- differences affect human development and potential. OM8021 - Management Theory Creation study format. OM7125 - Systems Change and Transformative (4 quarter credits). This course examines the OM7040 - Accounting and Financial Practice (4 quarter credits). This course examines philosophical and methodological approaches to Management (4 quarter credits). This course systems theory and its relation to individual and advancing theory in organization and management. addresses accounting and financial concepts and organizational change and transformation. Topics include both the researcher’s ontological their applications to the management of an Emphasis is placed on learners gaining an and epistemological views and the fundamental organization, and presents a framework for integrated perspective of systems theory and constructs of theory building. Prerequisite(s): financial decisions in organizations. developing capabilities enabling strategic OM7080 or equivalent. Available online only. OM7041 - Finance (4 quarter credits). planning, architecting, leading, and sustaining Cannot be fulfilled by transfer. This course emphasizes and develops an transformation initiatives and practices within OM8022 - Survey of Applied Research Methods understanding of financial concepts and major organizations. (4 quarter credits). This course presents an decision areas related to the financial OM7130 - Conflict Management and overview of the general approaches to research management of business. Prerequisite(s): Negotiation (4 quarter credits). This course methodology for doctoral-level research. Learners OM7040. PhD learners only: To be completed in explores current theories and techniques for investigate the quantitative, qualitative and mixed directed-study format. conflict management and negotiation for today’s methodology approaches to rigorous scholarly OM7050 - Ethics and Social Responsibility complex, global and multi-cultural organizations. inquiry in their field. Emphasis is placed on (4 quarter credits). This course examines ethical Learners evaluate interpersonal, group, and reliability, validity, dependability and ethical behavior in organizations and the role of business system conflict and negotiation theories considerations for developing dissertation in society. appropriate to the workplace. designs. Learners analyze the relevance and appropriateness of specific research OM7055 - Operations Management (4 quarter OM8004 - Managing and Organizing People methodologies for use in their dissertation. credits). This course addresses concepts and (4 quarter credits). This course explores the Prerequisite(s): OM7080 and OM8021. Available methods to support the management of theoretical assumptions of a wide array of online only. Cannot be fulfilled by transfer. operations in both service and manufacturing organizational behavior issues and challenges environments. which arise when managing and leading in OM8025 - Advanced Qualitative Research organizations. The course prepares PhD learners (4 quarter credits). This course covers qualitative OM7060 - Strategic Information Technology for doctoral research related to organization inquiry and methods appropriate for organization Management (4 quarter credits). This course behavior literature and theory. OM8004 and research designs and data analysis. Topics include covers the strategic perspective for aligning OM8005 must be taken concurrently by PhD data collection and bounding, data analysis and competitive strategy, core competencies, and learners in their first quarter. Available online coding, and drawing and verifying conclusions information systems. It examines both factors and only. Cannot be fulfilled by transfer. from data. Prerequisite(s): OM7080, OM8021 processes that affect the successful use of and OM8022. Available online only. Cannot be information technology to support the OM8005 - Doctoral Learner Success Lab fulfilled by transfer. organization’s strategy. (non-credit). This lab is designed to provide new doctoral learners the knowledge and skills they OM8026 - Applied Multivariate Modeling OM7065 - E-Business Strategy and Management need to be successful in their academic programs. (4 quarter credits). This course will review, (4 quarter credits). This course is designed to The lab familiarizes learners with the Capella critique, and apply models appropriate to create an understanding of the interactive forces online environment and support resources organizational research designs with topics of technology, society and change that influence provided to ensure success. It is specifically such as General Linear Model (multiple regression, ways people live, work, and meet their needs for designed to provide doctoral learners the tools ANOVA, MANOVA, ANCOVA); canonical products, services and community. Prerequisite(s): they will need to successfully complete their correlations; principle components; factor analysis; OM7020. program and dissertation. Learners build skills in and multi-dimensional scaling. Nonparametric OM7070 - Entrepreneurship (4 quarter credits). the selection and use of methods, techniques, and alternatives to statistical tests will be examined. This course provides an overview of fundamental library resources. Working with the academic Data analysis and interpretation software for management and marketing practices essential to advisor, learners will develop a Degree quantitative data will be explored. Prerequisite(s): successful entrepreneurial development. Completion Plan. OM8005 is an advisor-led OM7080, OM8021 and OM8022. Available OM7080 - Statistical Research Techniques course taken in the first quarter, in conjunction online only. Cannot be fulfilled by transfer. (4 quarter credits). This course addresses with OM8004. Available online only. Cannot be OM8027 - Survey Research Methodology fundamental data skills and analytical capabilities fulfilled by transfer. (4 quarter credits). This course addresses the needed for graduate-level research. The focus is OM8010 - Principles of Organization Theory and spectrum of competencies, skills, and techniques on reviewing published research using basic Practice (4 quarter credits). This course examines required to conduct successful data gathering and statistical techniques, applying SPSS to conduct developments in organization theory, exploring analysis with questionnaires. The course provides similar analyses, and determining the appropriate organizations as rational, natural and open learners with hands-on opportunities to learn and techniques for a given situation. It covers data systems. The course prepares PhD learners to apply the skills required to construct survey exploration and analysis, sampling, t-tests, analysis synthesize and integrate organizational theory. questions and items, structure questionnaires and of variance, correlation and regression, and Available online only. Cannot be fulfilled by interview schedules, understand and utilize scaling selected nonparametric tests. Available online only. transfer. techniques, develop and select the most effective OM7120 - Diversity and Culture in the OM8012 - Strategy (4 quarter credits). This administration techniques, develop the most Workplace (4 quarter credits). This course course examines the theories which are relevant appropriate sampling frames, and apply the most focuses on diversity and issues of the multicultural to effective strategy development and powerful statistical analysis. Upon completion of workforce. Learners evaluate categories of implementation, preparing the learner to operate this course, learners are prepared to utilize this difference, compare and contrast how culture and as a strategic thought-leader in today’s complex, methodology to conduct scholarly and 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 129

organizational research. Prerequisite(s): OM7080, contrasted for their impact on markets, OM8205 - Knowledge Management, Human OM8021 and OM8022. Available online only. organizations, and leadership practice. Available Resource Information Systems, and Internet Cannot be fulfilled by transfer. online only. Cannot be fulfilled by transfer. Technologies (4 quarter credits). This doctoral OM8099 - Topics in Applied Quantitative and OM8106 - Leading in the Global Enterprise seminar course examines the relationship Qualitative Research (4 quarter credits). System (4 quarter credits). In this doctoral between knowledge management, human A rotating selection of advanced topics will be seminar course, leadership theory for the global resource information systems, and Internet offered. Potential topics include systems and case enterprise organization will be compared and technologies as they relate to maximize human study designs; experimental and quasi- contrasted. Learners evaluate theories pertinent capital and organizational productivity. Emphasis experimental designs; survey sampling designs to their own operational environment, creating a is placed on providing learners with an integrated COURSE DESCRIPTIONS GRADUATE and instrumentation validation; nonparametric framework for successful leading and managing understanding, strategic orientation, and inferential models; advanced general linear for their operational contexts. Available online innovative perspective of how these systems modeling; grounded theory. Course may be only. Cannot be fulfilled by transfer. working collectively, can enable HRM business- oriented solutions for twenty-first century global repeated for credit. Prerequisite(s): OM7080, OM8107 - Entrepreneurial Leader as Pioneer OM8021 and OM8022. Cannot be fulfilled by organizations. Available online only. Cannot be (4 quarter credits). In this doctoral seminar fulfilled by transfer. transfer. course, entrepreneurial leadership theories will be OM8101 - Theories of Leadership (4 quarter compared and contrasted to inform the OM8206 - Human Capital Management, credits). This doctoral seminar course explores the scholar/practitioner of the options, opportunities, Acquisition, Development, and Retention numerous theories of leadership which inform and benefits of entrepreneurial leadership in the (4 quarter credits). This doctoral seminar course research and practice. Research articles explore developing global enterprise system. Available examines human capital acquisition, development, foundational tenants of leadership theory, creating online only. Cannot be fulfilled by transfer. and retention from theoretical, best practices, and business results perspectives. Topics include a compare and contrast of the theories for their OM8201 - Theories of Executive Human impact on organizations, leaders and followers. establishing high-performance cultures, systems Resource Management (4 quarter credits). dynamics models, innovative compensation and Available online only. Cannot be fulfilled by This doctoral seminar course explores current transfer. reward strategies, and return-on-investment trends in human resource research and the metrics. Available online only. Cannot be fulfilled OM8102 - Leading at the Top: The Upper numerous theories of human resource by transfer. Echelon (4 quarter credits). This doctoral seminar management. Research articles compare and course explores the dynamic environment of contrast theories for their impact on the human OM8301 - Survey of Research Literature in leading at the top of the organization. The asset management of the organization. Available Information Technology Management relationship of the leader to the executive board, online only. Cannot be fulfilled by transfer. Infrastructure (4 quarter credits). This doctoral the market, communication techniques and tools seminar course reviews the IT management OM8202 - The HR Executive as Strategic research literature focusing on research related of communication, as well as knowledge Partner (4 quarter credits). This doctoral seminar management are among the topics addressed. to managing the process of selecting, deploying, course explores the linkage between the strategic and operating information technology within Available online only. Cannot be fulfilled by architecture of human asset management and transfer. organizations. This focus includes both organizational strategy. Learners investigate how components of information technology and the OM8103 - Global Executive/Manager the careful crafting of human resource policy and human resources that support them. Available Development (4 quarter credits). This doctoral practice create optimum resource utilization for online only. Cannot be fulfilled by transfer. seminar course examines the current and exceptional organizational effectiveness. relevant theories of global leader and manager Available online only. Cannot be fulfilled by OM8302 - Survey of Research Literature in development. While learning about the productive transfer. Information Technology Planning and Delivery (4 quarter credits). This doctoral seminar course theories for developing people for the global OM8203 - Perspectives and Practices in Global enterprise system, learners evaluate and prepare a reviews the IT management research literature HRM (4 quarter credits). This doctoral seminar focusing on the process of applying information plan for their own leadership and management course examines innovative human resource portfolio of skills and assets against the models technology to the support of organizational goals. management theories and best practices being This includes organizational alignment, strategic discussed. Available online only. Cannot be used in domestic and international knowledge- fulfilled by transfer. system planning, and the application system oriented organizations. Emphasis is placed on delivery process. Available online only. Cannot OM8104 - Leadership: The Dark Side (4 quarter preparing learners to operate as HRM thought be fulfilled by transfer. credits). In this innovative doctoral seminar course, leaders within complex and dynamic 21st century learners explore what constitutes the dark side of business environments. Available online only. OM8303 - IT Technical Foundations (4 quarter leadership, how these characteristics are Cannot be fulfilled by transfer. credits). This doctoral seminar course focuses on theory and research that address the technical evaluated, and the psychology of dark leader OM8204 - Legal Systems, Labor Relations, and development. The learning experience culminates foundations of the information technology Regulatory Practices (4 quarter credits). This management discipline. Topics include a wide in the development of original approaches and doctoral seminar course examines key strategies for the management of the dark side of range of technologies, processes, and methods, components of domestic and international legal with a particular emphasis on emerging leadership in contemporary organizations. systems, labor relations, and regulatory practices Available online only. Cannot be fulfilled by technologies and concepts. Available online only. as they relate to organizational structure, business Cannot be fulfilled by transfer. transfer. activities, and human capital management. Topics OM8105 - Issues on the Frontier of the Global include law making, enforcement agencies, labor OM8304 - IT Delivery (4 quarter credits). This Economy (4 quarter credits). This doctoral relations, legal processes, and litigation reduction doctoral seminar course concentrates on the seminar course examines the economic landscape and management. Available online only. Cannot behavioral aspects of deploying information of the competitive global economy. Issues and be fulfilled by transfer. technology in organizations. During this course, trends will be identified, compared, and the learners examine and evaluate IT deployment- related literature from both academic and 130 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

practitioner sources, survey both achievements OM8930 - Consulting Practice Seminar and introduces the four core themes of the and failures in the field, and identify various (4 quarter credits). This seminar covers the examination and the evaluation criteria. Structured research frontiers associated with it. Available practice fundamentals of professionals choosing study groups are established and resources on the online only. Cannot be fulfilled by transfer. to prepare themselves for an executive consulting core themes are provided. Course requirements OM8305 - IT Strategy and Management leadership role. The role of consultant, include completion of the overview and a (4 quarter credits). This doctoral seminar course organizational assessment, intervention planning, preliminary conference call with the focuses on organizational issues related to intervention execution, measurement and comprehensive examination committee and developing IT strategy and managing IT staff and consultant exit strategies are reviewed, preparing development of a schedule for the final oral functions. It examines the research frontiers of the learner for executive consulting practice. examination. Grading for this course is S/NS. topics such as IT strategy formulation and business Prerequisite(s): Completion of program core Prerequisite(s): All required and elective course alignment; IT organization, structure, and courses. Available online only. Cannot be work completed with a GPA of 3.0 or better. governance; implementation and change fulfilled by transfer. Fulfillment of all residency requirements. Cannot management; organizational learning and OM8999 - Special Topics in Organization and be fulfilled by transfer. knowledge management; and evaluation of IT Management (4 quarter credits). Learners OM9985 - Doctoral Comprehensive Examination II impacts on the organization. Available online propose appropriate course topics that address a (4 quarter credits). Learners and their only. Cannot be fulfilled by transfer. specific issue or problem in the field. Proposals comprehensive examination committee members OM8450 - Theory of Organizational must be submitted to the mentor for approval. each develop one comprehensive examination Improvement (4 quarter credits). This course PhD learners only: To be completed in directed question to address one of the four core themes. examines historical, contemporary, and emerging study format. Learners write answers to the comprehensive theories of organizational improvement. OM9050 - Special Topics in Information examination questions, which are evaluated by the Continuous improvement, balanced scorecard, Technology Management (4 quarter credits). committee using analytical point-scale scoring Malcolm Baldrige and other relevant theories may This course provides an opportunity to engage in rubrics. Upon passing the written examination, be addressed. The focus of this course is on an in-depth study within the area of information learners complete the comprehensive examination understanding the theoretical foundations of these technology management. Theory, research, and final oral defense conference call and are eligible improvement philosophies and on recognizing their application of subject matter are constructed to for enrolling in the first dissertation course upon impact on organizational outcomes. focus on specific subject matter using the special passing their defense. Grading for this course is topics course format. Learners propose course S/NS. Prerequisite(s): OM9984. Cannot be OM8451 - Process Analysis (4 quarter credits). fulfilled by transfer. This course examines various approaches to topics not covered in the elective offerings of this measuring and assessing process and business specialization and develop content with course OM9986 - Dissertation Research I (4 quarter outcomes. Statistical process control, process tutor approval. PhD learners only: To be credits). Learners examine the key components of capability analysis, design of experiments and completed in a directed-study format. planning and conducting dissertation research, other relevant measurement approaches may be OM9051 - Special Topics in Leadership including the dissertation process and the roles addressed. The focus of this course is on (4 quarter credits). This course provides an and responsibilities of the dissertation committee, developing an appreciation for the variety of opportunity to engage in an in-depth study within course instructor and course administrator. In approaches to organizational measurement, on the area of leadership. Theory, research, and addition, learners form and obtain approval on understanding appropriate applications, and in application of subject matter are constructed to their dissertation committees, conduct a measuring the outcomes of planned change focus on specific subject matter using the special preliminary literature review, develop the initiatives. Prerequisite(s): OM7080. topics course format. Learners propose course dissertation prospectus, and become familiar with procedures for protecting human participants/ OM8910 - Teaching Practice Seminar (4 quarter topics not covered in the elective offerings of this subjects in research. Resources for research credits). This seminar covers the practice specialization and develop content with course methodology and the IRB process are provided. fundamentals for professionals choosing to tutor approval. PhD learners only: To be Learners must complete the dissertation prepare themselves for a teaching career in completed in a directed-study format. prospectus and the short online Collaborative IRB management education. Syllabus and course OM9052 - Special Topics in Human Resource Training Initiative (CITI) modules in order to pass development, online and classroom instruction, as Management (4 quarter credits). This course Dissertation Research I. Grading for this course is well as the fundamentals of human development provides an opportunity to engage in an in-depth S/NS. Prerequisite(s): OM9985. Cannot be study within the area of human resource in the classroom are explored. Prerequisite(s): fulfilled by transfer. Completion of program core courses. Available management. Theory, research, and application of online only. Cannot be fulfilled by transfer. subject matter are constructed to focus on specific OM9987 - Dissertation Research II (4 quarter credits). In this course, learners obtain committee OM8920 - Leadership Practice Seminar subject matter using the special topics course format. Learners propose course topics not approval on the dissertation prospectus, prepare (4 quarter credits). This seminar covers the informed consent and field testing materials, practice fundamentals for professionals choosing covered in the elective offerings of this specialization and develop content with course develop and solidify the data collection design/plan to prepare themselves for an executive leadership and schedule (based on the prospectus), prepare role. The frameworks of the strategic thought- tutor approval. PhD learners only: To be completed in a directed-study format. and submit the IRB application for approval, leader of the organization are explored, preparing conduct field testing to establish validity and OM9984 - Doctoral Comprehensive Examination I learners for the role, activities and leadership reliability of the instrument (when appropriate), (4 quarter credits). In the first course of the realities of the top leadership in today’s complex complete the dissertation prospectus conference Prerequisite(s): comprehensive examination and dissertation and diverse organizations. call, develop and complete dissertation Chapters Completion of program core courses. Available sequence, learners examine the key components 1 (Introduction), 2 (Literature Review), and 3 online only. Cannot be fulfilled by transfer. in the comprehensive examination. The course (Methodology), based on the prospectus. includes an overview of the comprehensive Resources for research designs and methodology examination process and the university’s are provided, including the dissertation manual expectations of academic honesty and integrity and a template for Chapters 1, 2, and 3. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 131

Procedures for prospectus and IRB application evaluating, summarizing, paraphrasing, and citing advisor, learners will develop a degree completion submission and the prospectus conference call are sources; drafting, revising, and editing multiple plan. PSY7012 is an advisor-led course taken in available. Grading for this course is S/NS. drafts of major projects; and producing clear, the first quarter in conjunction with PSY7011, Prerequisite(s): OM9986. Cannot be fulfilled by accurate, and error-free prose. Because this is a and carries no credit. Cannot be fulfilled by transfer. writing course, learners should expect to write a transfer. OM9988 - Dissertation Research III (4 quarter lot: the course includes weekly writing PSY7021 - Foundations of Psychology - Doctoral credits). In this course, learners engage in data assignments, several short writing projects, and Learners (5 quarter credits). This introductory collection according to the plan and schedule, one long writing project. Learners submit a final course requires the articulation of a professional develop and organize Chapter 4 (Results) draft portfolio at the end of the course. identity based on doctoral level training in COURSE DESCRIPTIONS GRADUATE (structure based on the research questions and PSY7007 - Focused Research and Writing for psychology. Learners describe professional roles, methods before data collection is complete), check Graduate Learners (4 quarter credits). In the organizations, licensure requirements, and codes in data (as they come in), process and analyze the second course of this sequence, learners refine the of ethics in the field of psychology. Learners data, and finalize Chapter 4 with results. Resources principles and strategies learned in PSY7006 by identify and articulate their choice of study in for data analysis designs and interpretation are focusing on writing in their disciplines. Learners psychology and the educational steps necessary provided, including the dissertation manual and a should expect to spend a significant amount of to accomplish their goal. PSY7021 and PSY7022 template for Chapter 4. Grading for this course is time completing writing assignments for this must be taken concurrently by PhD learners in S/NS. Prerequisite(s): OM9987. Cannot be course including weekly writing assignments, their first quarter. Cannot be fulfilled by fulfilled by transfer. several short writing projects, one long writing transfer. OM9989 - Dissertation Research IV (4 quarter project, and a final portfolio. Learners develop a PSY7022 - PhD Learner Success Lab (non-credit). credits). In this course, learners develop and research topic, conduct and write a short literature This lab is designed to provide new doctoral finalize Chapter 5 (Conclusions and review, develop an argumentative essay of learners the knowledge and skills they need to be Recommendations), polish the final draft of all significant length (25-35 pages), and document successful in their academic programs. The lab chapters (1-5), obtain approval on the dissertation sources appropriately while focusing on the critical familiarizes learners with the Capella online manuscript, complete the final dissertation thinking and writing skills established in PSY7006. environment and support resources provided to conference call, make all necessary final content Prerequisite(s): PSY7006. ensure success. It is specifically designed to changes, obtain form and style clearance, publish PSY7008 - Developing Voice and Style in provide doctoral learners the tools they need to the dissertation online with UMI, and obtain Academic and Professional Writing (4 quarter successfully complete their program and clearance from Academic Records on degree audit credits). This course focuses on one of the most dissertation. Learners build skills in the selection (to verify that all required and elective program challenging components of academic writing: and use of methods, techniques, and library courses have been taken). Resources for writing developing a voice and style that reflect resources. Working with the academic advisor, conclusions and recommendations are provided, excellence in scholarship (research, thinking, and learners develop a degree completion plan. including the dissertation manual, a template for communication) while maintaining individuality PSY7022 is an advisor-led course taken in the Chapter 5, and procedures for dissertation and style. In this course learners analyze a variety first quarter, in conjunction with PSY7021, and submission and the final conference call. Grading of writing samples, including writing samples of carries no credit. Cannot be fulfilled by transfer. for this course is S/NS. Prerequisite(s): OM9988. their own, in order to understand the effects of PSY7023 - PsyD Learner Success Lab (non-credit). Cannot be fulfilled by transfer. writers’ rhetorical choices; learn and apply an array This lab is designed to provide new doctoral of writing strategies that lead to improved learners the knowledge and skills they need to be awareness and use of voice and style; and revise successful in their academic programs. The lab writing submissions used in external course work familiarizes learners with the Capella online Harold Abel School of Psychology to demonstrate learning and understanding. environment and support resources provided to Courses Prerequisite(s): Learners are strongly ensure success. It is specifically designed to encouraged to take the PSY7006-PSY7007 PSY7004 - Graduate Writing for ESL/EFL provide doctoral learners the tools they need to course sequence before enrolling in this course. Learners (4 quarter credits). This course complete their program and dissertation. Learners introduces non-native speakers of English to PSY7011 - Foundations of Psychology - Master’s build skills in the selection and use of methods, graduate-level academic writing. Learners will Learners (5 quarter credits). Learners describe techniques, and library resources. Working with develop an understanding of the assumptions and professional roles, organizations, licensure the academic advisor, learners develop a degree intentions that underlie advanced academic requirements and codes of ethics in the field of completion plan. PSY7023 is an advisor-led writing as it is done in the United States. Learners psychology. Learners identify and describe their course taken in the first quarter, in conjunction will develop skills in producing effective advanced choice of study in psychology and the educational with PSY7021, and carries no credit. Cannot be academic writing including skills in combining facts steps necessary to accomplish their goal. PSY7011 fulfilled by transfer. and opinions from multiple sources. Learners will and PSY7012 must be taken concurrently by PSY7050 - Writing Skills for Psychology Learners develop linguistic and content editing skills so that master’s learners in their first quarter. Cannot be (5 quarter credits). This course aims to refine the they will be able to continue to improve their own fulfilled by transfer. basic skills necessary for professional writing. academic writing after they leave the course. PSY7012 - Master’s Learner Success Lab Through weekly exercises, the course instructs PSY7006 - Research and Writing for Graduate (non-credit). This lab is designed to provide new learners in composing clear, concise, technical, Learners (4 quarter credits). This course is master’s learners the knowledge and skills they and grammatical language that reflects their designed to prepare graduate learners for the need to be successful in their academic programs. personal writing style. Through short writing rigors of academic writing. Academic writing The lab familiarizes learners with the Capella assignments, the course also prepares learners to requires a series of related critical thinking and online environment and support resources construct paragraphs using established methods writing skills, including understanding the nature of provided to ensure success. Learners build skills in of development, such as definition, description, academic research; developing strong arguments the selection and use of methods, techniques, and classification, and process. The course does not based on primary and secondary research; library resources. Working with the academic require a research project or paper. 132 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

PSY7110 - History and Systems of Psychology dependency of old age. Application of current and transfer, and memory. Current theory, relevant (5 quarter credits). This course examines historical theory and research to the workplace, family and research, and application to clinical, educational, and contemporary schools of psychology with an social relationships, and psychological changes to and organizational settings are also reviewed in emphasis on key contributors to the discipline. the self will be explored. this course. Paradigmatic approaches (e.g., behavioral, PSY7310 - Biological Basis of Behavior PSY7421 - Cognitive/Affective Psychology cognitive, psychoanalytic, humanistic, etc.) are (5 quarter credits). Introduction to the biological (5 quarter credits). Introduction to the normal analyzed in relation to the cultural context existing basis of behavior including an overview of genetic and psychopathological factors of cognitive and in the United States at the close of the twentieth factors, functional neuroanatomy, and physiology emotional functions on behavior. These include century. Special emphasis is given to systems of in relation to such topics as sensation, movement, learning, perception, imagining, language, psychology that have emerged in response to motivation, emotion, sleep, learning and memory, memory, reasoning, affective processes, and radical and rapid social changes experienced since consciousness, and abnormal behavior. Special judging. The course examines the organization mid-twentieth century and to implications of those attention will be given to the relationship between of the perceptual world into a unified and systems for professional practice. brain functions and behavioral disorders (e.g., hierarchical pattern of belief, attitudes, and PSY7210 - Lifespan Development (5 quarter addictions, eating disorders, effects of chronic expectancies. These dynamics will be applied to credits). A comprehensive survey of contemporary stress, learning disorders, sexual dysfunctions, contemporary issues and psychological problems and classical theory and research related to sleep disorders, and mood disorders). in human behavior. physical, cognitive, psychological, and social PSY7320 - Advanced Biological Psychology PSY7510 - Psychology of Personality (5 quarter development throughout the lifespan. Particular (5 quarter credits). An examination of the credits). An examination of the assumptions, attention will be given to topics in the areas of biological factors related to psychopathology. constructs, and processes of personality as these human development that have applications for Special emphasis will be given to research are expressed in the major theoretical writings. psychologists working in clinical, educational, and problems and methods currently being explored in Reviewed are the psychodynamic, behavioral, organizational settings. biological psychology. Topics to be covered are the structuralist, humanistic, existentialist, socialist, PSY7220 - Child Psychology (5 quarter credits). role of genetic factors in psychopathology, the feminist, and cognitive theories of personality. An overview of major theories and current influence of physical and emotional trauma on Research on normal and abnormal constructs of research in child development. Biological and brain function, biological considerations in personality will be reviewed. Contemporary issues psychosocial factors will be examined. Topics to be treatment planning, addictive phenomena, and and problems in personality theory and types will considered are normal development, the role of other clinically relevant subjects. Prerequisite(s): be addressed. attachment processes, influence of trauma on PSY7310. Cannot be fulfilled by transfer. PSY7520 - Social Psychology (5 quarter credits). development, family factors, and the influence of PSY7330 - Psychopharmacology (5 quarter Overviews behavior that is influenced by the community and societal factors on child credits). This course explores the behavioral and presence of others, or behavior that is under the development. therapeutic effects of psychoactive drugs. It control of society. Interpersonal relationships, PSY7225 - Child and Adolescent Psychology includes topics such as synaptic transmission, social cognition, social inference, emotion, and (5 quarter credits). This course focuses on the behavioral role of specific neuromodulatory personality will be considered. The social study of children and adolescents from infancy systems, pharmacological treatment of mental and psychology of decision making, attitude through adolescence. Learners apply in-depth neurological disorders, addiction, and the various formation, and social attribution will be reviewed knowledge of the physical, cognitive, and side effects of psychoactive drugs. Attention will and applied to contemporary issues. Application psychosocial development of this age group to be given to drug effects on learning, creativity, of social psychological theory and research will be school related functioning. Learners examine all memory, sleep, perception, and sexual functioning. applied to various clinical, educational, and major stages of life from prenatal to adolescence, The efficacy of treating patients with a combination organizational settings. focusing on development as the progressive of psychotherapy and psychotropic medication for PSY7530 - Group Psychology (5 quarter credits). reorganization of psychological functioning. These a number of diagnosed mental disorders will be Considers influence processes important in group developmental factors are examined within the examined, including depression, bi-polar disorder, settings, including conformity, rejection of deviant context of a child’s home, school, culture, and anxiety, obsessive compulsive behavior, group members, and minority member influence. community. Learners will integrate the cognitive, schizophrenia, and childhood disorders. Also reviews research on stages of group emotional, and social process within these Prerequisite(s): PSY7310. development, the formation of group norms, developmental stages. PSY7340 - Human Sexuality (5 quarter credits). communication among group members, group PSY7230 - Adolescent Psychology (5 quarter An investigation of sexuality within the larger decision making, leadership, and group credits). This course is an overview of major context of human experience and individual productivity. theories and current research in the area of development. Emphasis is placed on physical and PSY7540 - Multicultural Perspectives in Human adolescent development and behavior. Learners psychosexual development; frequency and Behavior (5 quarter credits). An examination of examine biological and psychosocial factors. significance of various types of sexual behavior; substantive and theoretical issues concerning the Topics include normal development, the influence health related issues; and the application of application of psychological principles in a variety of trauma on development, family factors, peer scientific information to sexual issues and of culturally diverse populations. Issues to be influences, and the influence of school, problems. Issues to be addressed are sexual addressed are the role of culture-specific community, and societal factors on development. deviation, sexual inadequacy, treatment of sexual programming, special issues and needs of cultural Prevention and treatment of behavioral problems problems, and concerns of special and diverse subgroups, and psychological approaches to are also considered. populations. working with culture-specific issues. Current PSY7240 - Adult Psychology (5 quarter credits). PSY7410 - Psychology of Learning (5 quarter theory and research will be applied to specific An analysis of major contemporary theories and credits). Classical areas of learning theory are clinical, educational, and organizational issues. research on continuity and change during the surveyed, including instrumental and classical PSY7542 - Ethics and Multicultural Issues period of maturity, from the end of the conditioning paradigms, habituation, (5 quarter credits). This course examines dependency of childhood to the beginning of the reinforcement variables, stimulus generalization professional ethics and issues of cultural diversity 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 133

important to professional practice. Current PSY7630 - Qualitative Analysis (5 quarter issues specific to particular populations, and standards of practice for professional psychology credits). This course covers qualitative methods integration of developmental theory within group will be reviewed emphasizing guidelines by appropriate to content of phenomenological, counseling and co-facilitation. Learners taking professional organizations and state regulations. observational, and ethnological research. this course must be enrolled in one of the Learners will evaluate recent research and theory Emphasis will be given to such methods as case professional psychology specializations within surrounding the issues of cultural diversity and studies, interviews, narrative journals, and field HASOP. psychological concepts. Learners will assess surveys. Data analysis techniques for qualitative PSY8092 - Counseling Skills and Procedures situations in which ethical dilemmas or diversity data will be covered. (5 quarter credits). This course focuses on the issues are important with strategies for PSY7640 - Methods of Clinical Inquiry (5 quarter specific skills underlying the counseling COURSE DESCRIPTIONS GRADUATE addressing them. credits). This course presents a theoretical and relationship. From the development of the PSY7610 - Tests and Measurements (5 quarter practical review of ways in which psychologists can therapeutic alliance through termination, credits). Introduction to the general area of mental demonstrate accountability in a broad range of counseling relies on the intentional use of skills to measurement. Theory and content of measuring settings. The application of scientific methods to promote client growth and development. This devices in the fields of intelligence, interests, problems of human behavior will be demonstrated. course provides an introduction to the basic skills personality, and special aptitudes will be reviewed. Topics considered are methods of field research, and core conditions associated with effective Includes an analysis of the psychometric program evaluation, the role of empirical counseling practice. A residential component procedures used to develop and validate validation of treatment methods, and the intended to assist learners in achieving behavioral educational and psychological instruments. strengths and limitations of various methods proficiency in the skills is required in this course. Attention will be given to the appropriate of inquiry. The residency involves the use of role-playing and applications of each type of methodology. Specific PSY7650 - Research Methods (5 quarter credits). other simulation techniques to provide feedback techniques used to facilitate proper interpretation A review of behavioral science research designs to learners. Learners taking this course must be of test scores such as percentiles, standard errors and methods appropriate for applied enrolled in one of the professional psychology of measurement, validity and reliability indices, and psychologists. Topics include philosophy of specializations within HASOP. standard scores will be discussed. The professional science, ethical issues in research with human PSY8093 - Professional Standards and Ethics of standards for test development and use will also subjects, hypothesis formulation, experimental Counseling (5 quarter credits). Through the use be covered. Ethical and legal considerations of and quasi-experimental designs, measurement, of case studies, learners explore the application of testing and research with human participants as set descriptive designs, and the analysis and professional and personal codes of ethics to the forth by the American Psychological Association interpretation of data. Application of research practice of counseling. Ethical guidelines (APA) are also considered as a part of this course. methods to clinical, organizational, and applicable to the multiple professional roles This course must be taken during the learner’s educational settings will be emphasized. associated with counseling are also explored. second quarter in the school psychology Application of the skills gained in the course will Strategies and methods for identifying ethical specialization, immediately following PSY7011 be applied to the learner’s dissertation and other conflicts and the appropriate professional and PSY7012. research projects. response are emphasized. Learners taking this PSY7612 - Functional Behavioral Assessment PSY7656 - Advanced Research Methods course must be enrolled in one of the professional (5 quarter credits). Learners will apply functional (5 quarter credits). This course addresses psychology specializations within HASOP. behavior assessments in the development of advanced issues of research design and PSY8100 - Principles of Educational Psychology behavioral support plans. Learners gain knowledge methodological consideration in the selection and (5 quarter credits). This course orients learners to and experience in working collaboratively with execution of a research proposal. Relationships the field of educational psychology with an others to design strategies that help students who between problem formulation, hypothesis testing, emphasis on learning and instruction across the exhibit challenging behaviors to be more sampling, data collection, and data analysis are lifespan. The course covers core principles and successful in school. Learners will apply various covered in detail. The final project for this course theories of learning and instruction supported by strategies including the implementation of is a research paper that may be applicable to a empirical research in psychology and education. environmental supports and skills training, as well dissertation proposal. Prerequisite(s): PSY7650. Topics include historical and contemporary as behavioral interventions. Prerequisite(s): Cannot be fulfilled by transfer. theories of learning; cognitive, social, and PSY7610 or school approval. PSY8090 - Counseling Theories (5 quarter emotional development; and motivation as they PSY7620 - Inferential Statistics (5 quarter credits). This course offers learners an overview of pertain to instruction design. Learners are credits). Application of parametric statistical major theories of counseling, the assumptions that required to take this course after completing procedures to psychological research and the underlie these theories as well as the historical and the required foundation courses (PSY7011 or strengths and limitations of conducting quantitative cultural context in which they developed. In PSY7021) and before any other specialization studies. Sampling issues, experimental design, and addition, the course will explore the specific courses. concerns of internal validity will be examined. Tests techniques, research, limitations, and ethical PSY8110 - Teaching Psychology (5 quarter of difference between and among groups and issues associated with these theories. Finally, credits). This course will review traditional and correlation will be studied. This course may involve learners will have the opportunity to develop their current methods of formulating objectives of the use of software in the analysis of data sets integrative understanding of these theories. instructions; examination of student provided by the instructor. PSY8091 - Group Counseling (5 quarter credits). characteristics which affect learning; discussion of PSY7625 - Advanced Inferential Statistics In this course learners explore the theories and basic learning processes; analysis of instructional (5 quarter credits). Multivariate analysis including techniques underlying the use of the group format variables which affect learning; selection of step-wise and multilinear regression are examined in counseling. Learners examine the dynamics of instructional methods, technologies, and in this course. Learners are expected to group facilitation, therapeutic movement within materials; evaluation of learning outcomes; and demonstrate proficiency in the use of software groups, and group development. Additional evaluation of the instructional methods and packages appropriate to dissertation level topics include the use of groups across the systems appropriate to teaching psychology research. Prerequisite(s): PSY7620. Cannot be intervention spectrum (prevention to tertiary), courses. fulfilled by transfer. 134 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

PSY8120 - Computer-Mediated Instruction/ learners to gain experience in three areas of course must be enrolled in one of the Learning (5 quarter credits). Theory and higher education: (a) teaching, (b) research, and professional psychology specializations within applications of computer software to improve (c) administration. This field experience will consist HASOP. There is a residency requirement learning, productivity, and personal satisfaction in of at least 100 hours. The required course associated with this course. Test kits are information processing and cognitive tasks. participation will provide the equivalent of 30 of required, and a limited supply are available for Human information processing models and those hours. In addition, ten hours will be in each rental at [email protected]. Learners are cognitive theories will provide a theoretical basis of the three areas of experience under the required to obtain the test kits from another for how to facilitate complex human learning. supervision of a professor holding a doctoral source if none are available to rent through Applications to local access networks and distance degree in psychology. The remaining 40 hours will Capella. Cannot be fulfilled by transfer. learning will be considered. Current online be distributed among the three areas so that most PSY8232 - Psychological Assessment for School instructional resources will be examined. hours will be spent in the area of least previous Psychologists II (5 quarter credits). Learners PSY8130 - Adult Learner in the Classroom experience held by the learner. Prerequisite(s): demonstrate mastery of the diagnostic issues (5 quarter credits). This course reviews the special All required courses completed at the 7000 important in the social-emotional functioning and issues related to education of adult populations in level, plus PSY8110, PSY8130, and PSY8330. personality assessment of a multiculturally diverse traditional and distance education programming. Cannot be fulfilled by transfer. population of school-age children. Learners Topics covered include learning styles, tenets of PSY8210 - Principles of Psychopathology conduct clinical interviews and behavioral adult education, curriculum considerations in (5 quarter credits). An examination of the observations; synthesize and interpret data from design of adult education, implementing assessment and treatment of various forms of teacher, parent, and self-report behavior rating advanced technological methods, and the various psychopathology. The etiology of psychopathology, scales, as well as objective and projective uses of emerging technological developments. current methods of psychological assessment, techniques. Learners score, interpret, and PSY8140 - Mentoring Psychological Research research on psychodynamics, and existing integrate the results to make recommendations (5 quarter credits). Covers the psychologist’s role treatment methods will be reviewed. The politics and write psychological reports. Prerequisite(s): in teaching research design, execution, analysis of of mental disorders, emerging diagnoses, and PSY7610, PSY8231. For learners in the specialist data, and interpretation of results. Attention will other contemporary issues will be addressed. certificate in school psychology, this course be given to writing skills necessary for preparation Prerequisite(s): For learners in the specialist requires completion of the MS in school of publication-ready manuscripts. Emphasis is on certificate in school psychology, completion of psychology from Capella University. This course the collaborative and consultative roles necessary MS in school psychology from Capella University. is restricted to learners in the school psychology for successful adult learning. PSY8220 - Advanced Psychopathology (5 quarter specialization. There is a residency requirement associated with this course. Test kits are PSY8150 - Exceptional Children in the credits). Learners examine theory and research required, and a limited supply are available for Classroom (5 quarter credits). This course associated with major psychological disorders; the rental at [email protected]. Learners are provides an introduction to the topic of learning course emphasizes the transition from concepts required to obtain the test kits from another disabilities in the classroom. Theoretical and terminology of DSM-IV TR to actual clinical source if none are available to rent through perspectives, characteristics, etiology, assessment, situations. Learners examine in depth the concepts Capella. Cannot be fulfilled by transfer. and remediation of learning disabilities are of psychopathology with a focus on areas related examined. Learners are introduced to recent to the learner’s practice emphasis. In particular, PSY8240 - Advanced Psychological Testing trends and research related to identification and learners familiarize themselves with applications of (5 quarter credits). This course covers the educational treatment practices. Concomitant theoretical concepts in a clinical setting. administration of such measures of psychosocial exceptionalities, diversity, service delivery models, Additional topics include the controversy of functioning as the MMPI-2, the MMPI-A, and and teaching strategies will also be explored. “empirically validated” treatments, the interplay related measures of personality. The use of these Prerequisite(s): For learners in the specialist of social and biological factors in etiology and instruments in assessing psychopathology and for certificate in school psychology, completion of treatment, and review of Axis I and II disorders. treatment planning is a major focus of this course. MS in school psychology from Capella Prerequisite(s): PSY8210. Learners taking this The assimilation of psychosocial measures with University. course must be enrolled in one of the cognitive and achievement measures to achieve a professional psychology specializations within comprehensive appraisal of the individual in a PSY8160 - Strategies for Career and Life HASOP. social context is an important goal of the course. Planning (5 quarter credits). This course presents Preparation of psychological reports and the a survey of current methods and criteria used in PSY8230 - Psychological Testing (5 quarter consultation process are emphasized. Learners career development, placement, and follow-up. credits). This course covers the administration of enrolled in this course are expected to purchase or Attention will be given to career entry, mid-career psychological tests and behavioral measures acquire access to MMPI-2 or the MMPI-A and transition, and special needs of handicapped and associated with the assessment of cognitive and related measures of psychosocial functioning. disadvantaged populations. Application of current intellectual, adaptive functioning, special Prerequisite(s): PSY7610, PSY8230. Learners theory and research to clinical, educational, and aptitudes functioning, and achievement. At the taking this course must be enrolled in one of the organizational settings will be considered. conclusion of the course learners are expected to be proficient in the administration and scoring of professional psychology specializations within PSY8170 - Principles of Instructional Design instruments that assess the above behavioral HASOP. There is a residency requirement (5 quarter credits). Application of learning domains and to appropriately report the findings associated with this course. Test kits are principles and cognitive information processes to of such assessments to lay and professional required, and a limited supply are available for the acquisition of classroom educational audiences. Ethical and professional standards in rental at [email protected]. Learners are outcomes. Emphasis is given to the design of the use of psychological tests are also covered. required to obtain the test kits from another instructional strategies that meet the educational Learners enrolled in this course are expected to source if none are available to rent through learning needs of individual students. either purchase or gain access to the use of Capella. Cannot be fulfilled by transfer. PSY8182 - Field Experience in Educational standard and commonly used tests of cognitive PSY8251 - Neuropsychological Assessment Psychology (5 quarter credits). The purpose of function, adaptive functioning, and achievement. (5 quarter credits). Learners study current theory, this supervised field experience is to permit Prerequisite(s): PSY7610. Learners taking this methods, and research in neuropsychological 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 135

assessment of mental disorders. Administration of epistemology, myths of psychotherapy, empirical of schools and other settings to propose how best test batteries and preparation of psychological treatments, and difficulties with measurement of to work with individuals and groups to facilitate reports are required in this course. Prerequisite(s): psychological variables will be covered. policies and practices that create and maintain PSY7610, PSY8230, PSY8240. Learners taking PSY8330 - Ethics and Standards of Professional safe, supportive, and effective learning this course must be enrolled in one of the Practice (5 quarter credits). In this course learners environments for children and others. professional psychology specializations within examine the historical origins of professional Prerequisite(s): Completion of MS in school HASOP. There is a residency requirement ethics, including issues affecting education, psychology from Capella University. associated with this course. Test kits are psychotherapy, law, and institutional guidelines PSY8337 - Legal and Ethical Issues in the School required, and a limited supply are available for for protecting human participants in research. (5 quarter credits). Learners will apply legal and COURSE DESCRIPTIONS GRADUATE rental at [email protected]. Learners are The current APA Ethical Principles of Psychologists ethical guidelines to various situations required to obtain the test kits from another and Code of Conduct and standards of practice for encountered in the practice of school psychology. source if none are available to rent through professional psychology are reviewed. Attention Learners will incorporate important issues such as Capella. Cannot be fulfilled by transfer is given to identifying effective methods for privacy, informed consent, confidentiality, record PSY8310 - Theories of Psychotherapy (5 quarter addressing ethical dilemmas and to current keeping, ethical, and legal issues into psycho- credits). This course involves discussion and ethical issues in professional psychology. educational assessments, and school related elaboration of the major schools of psychotherapy, PSY8331 - Principles of School Psychology interventions. Learners will identify ethical their underlying assumptions and clinical (5 quarter credits). This course examines the considerations involved when faced with testing techniques, and methods of intervention. The practice of school psychology, its history and in school settings. application of these theories and techniques to the current trends. Attention is given to how school PSY8340 - Psychology and the Law (5 quarter change of human behavior and the analysis of psychologists are part of the school organization credits). The primary focus of PSY8340 is to clinical cases for treatment planning will be and participate as members of the educational prepare learners for the advanced practical covered. Client-therapist process issues, treatment team. Legal, social, and professional considerations training covered in PSY 8350 and 8360, outcome considerations, current research influencing the work of the school psychologist emphasizing basic theoretical, ethical, and supporting the efficacy of treatment methods, and are also considered. The application of empirical bases of forensic psychology. PSY8340 ethical issues will be considered. psychological research and theory in the context also helps learners develop beginning skill in PSY8311 - Group Psychotherapy (5 quarter of the practice of school psychology will be forensic assessment methodologies. Topics credits). Learners in this course review the reviewed. include psychology’s role in the judicial system; historical development, major theories, current PSY8332 - Advanced Methods in School differences between clinical and forensic research, and clinical procedures of group Psychology (5 quarter credits). This course psychological practice; and parameters of ethical counseling and psychotherapy. Course content explores the major areas that practicing school practice in forensic psychology. Basic functions of includes the role of the leader and leadership psychologists will encounter. Special emphasis is forensic practice in criminal, civil, juvenile, and styles, mechanics of co-therapy, group placed on social functioning including violence in family law contexts and basic principles of development, methods of group intervention, the schools. Anger control management, peer testimony are also addressed. Prerequisite(s): designing special function groups, and handling mediation, and the teaching of social skills are PSY8210, 8230, 8240, 8330. critical incidents within groups. Emphasis is placed topics that will assist school psychologists in PSY8350 - Techniques of Forensic Practice on developing clinical competence by applying dealing with current needs and concerns. Other (5 quarter credits). The primary focus of PSY8350 theory and research to the group experience. topics to be covered are: HIV-AIDS, ADHD, is on the methodology and mechanics of Learners taking this course must be enrolled autism, Asperger’s syndrome, retardation, Down’s performing different types of forensic activities. in one of the professional psychology syndrome, visual and auditory disabilities, The course begins training learners in the specializations within HASOP. retention, talented and gifted, preschool, and methodology of forensic evaluations through a PSY8312 - Clinical Interventions (5 quarter school phobia. Issues of privacy, confidentiality, series of introductory exercises that culminate in a credits). Learners review the basic issues and and ethics will also be examined. Prerequisite(s): major forensic evaluation assignment. The course skills necessary to function in a clinical setting. Completion of MS in school psychology from focuses further on practical applications and skill- The course begins with an exploration of one’s Capella University. This course is restricted to building in different areas of forensic practice. motivations for working in the psychology learners in the school psychology specialization. Forensic evaluation methodologies addressed profession. The course previews basic PSY8335 - Consultation and Collaboration in the include competency to stand trial, insanity psychotherapy skills such as warmth, empathy, School (5 quarter credits). This course examines defense, child custody, fitness to parent, concreteness, confrontation, motivational the optimal approaches within the school setting mitigating defenses, and recidivism. Evaluation of interviewing, treatment planning, case for effective consultation and collaboration. malingering and ethical practice guidelines are management, and clinical documentation. This Learners will synthesize results of assessments and emphasized throughout. Prerequisite(s): PSY8340. course has a required residency. Learners taking formulate effective ways to communicate with PSY8371 - Strategies of Clinical Supervision and this course must be enrolled in one of the parents, school administrators and teachers, and Consultation (5 quarter credits). This course professional psychology specializations within other support service providers. Learners will provides an overview of the theory, basic HASOP. demonstrate the ability to facilitate understanding functions, and methods of clinical supervision and PSY8315 - Research in Psychotherapy and of assessment outcomes and implementation of consultation. Some of the topics to be covered are Empirically Supported Treatments (5 quarter interventions. the supervisory and consultative contracts and credits). This course reviews the research and PSY8336 - Organization and Operation of the relationships, the various styles of supervision and research methods used to understand the complex School (5 quarter credits). Learners demonstrate consultation and the legal and ethical issues dynamics of psychopathology and psychotherapy. a mastery of general education, special education, related to these services. A review of the research Attention will be given to the application of and other educational and related services that on supervision and consultation is included, and scientific thinking to clinical questions. school psychologists need in order to work in these findings are applied to the delivery of Demonstration of treatment efficacy, clinical schools. Learners will undertake a systems analysis services. Learners are encouraged to develop 136 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

their own theory and approach to clinical over two quarters for a total of 350 hours case documentation, ethical issues, and working supervision and consultation. Learners taking this combining direct and indirect activities at the field with specific clinical populations. Prerequisite(s): course must be enrolled in one of the professional site and in the virtual classroom. This intense All practicum prerequisite courses completed, psychology specializations within HASOP. experience gives the learner the opportunity to approval of the practicum application by the Learners are encouraged to develop their own both observe and practice, to be part of the daily director of training. Refer to the current field theory and approach to clinical supervision. life of a school setting while under the guidance of training manual for further details. Learners Learners taking this course must be enrolled in an experienced school psychologist supervisor, taking this course must be enrolled in one of the one of the professional psychology and to synthesize these site experiences with professional psychology specializations within specializations within HASOP. academic knowledge from previous course work. HASOP. Cannot be fulfilled by transfer. PSY8377 - School Psychology Practicum I The school psychology program culminates in the PSY8392 - Doctoral Practicum I (5 quarter (3 quarter credits). The school psychology practicum and its two courses, which are direct credits). Learners in the first practicum receive practicum is the first integrated field experience preparation for the internship. Prerequisite(s): supervised training appropriate to the doctoral of school psychology training. It incorporates all All master’s courses in school psychology level in psychological testing, interviewing, academic and clinical skills learned to date and completed as stipulated by the current manual assessment, intervention techniques, community provides the first significant opportunity to apply and PSY8150, PSY8232, PSY8332, PSY8337, consultation, and applied research in a setting the skills of the school psychology practitioner in a PSY8377. selected by the learner and approved by the real work setting. The full practicum experience, PSY8385 - School Psychology Internship I director of training. The online course emphasizes along with its two courses, School Psychology (5 quarter credits). This course runs parallel to increased awareness of the learner’s clinical Practicum I and II, is conducted over two quarters and complements the intensive, supervised field strengths and limitations, psychological for a total of 350 hours combining direct and training experience which assures completion of assessment and understanding of DSM-IV TR, indirect activities at the field site and in the virtual activities necessary in becoming a competent introduction to treatment planning, case classroom. This intense experience gives the professional school psychologist. The purpose is documentation, ethical issues, and working with learner the opportunity to both observe and the integration and application of skills that specific clinical populations. Prerequisite(s): All practice, to be part of the daily life of a school address the competencies of professional practice practicum prerequisite courses completed, setting while under the guidance of an outlined by professional standards in the field. approval of the practicum application by the experienced school psychologist supervisor. This is The internship provides supervision as well as director of training. Refer to the current manual the time to put newly acquired skills into practice, formative and summative performance-based for further details. Learners taking this course to apply previously learning to the acquisition of evaluation of the intern’s work. The internship must be enrolled in one of the professional new skills, to develop broader perspectives on requires at least 1200 hours with a minimum of 600 psychology specializations within HASOP. professional issues — and generally to prepare for hours in schools, full time over one academic year. Cannot be fulfilled by transfer. the higher expectations of internship and Prerequisite(s): All school psychology MS and PSY8393 - Master’s Practicum II (5 quarter credits). ultimately independent practice. The practicum specialist certificate courses and all residency Continued supervised training in professional courses combine academic preparation and field courses. Enrollment restricted to those whose psychological issues with particular emphasis on experiences, emphasizing practical issues that internship application has been approved by the DSM-IV Axis I. The online seminar with the impact the everyday practice of school psychology. Field Training Office. Application deadline is at instructor and enrolled learners provides the There is less emphasis on the empirical literature least three months prior to intended start date. opportunity for in-depth examination appropriate and more on its applications, less emphasis on Refer to the current manual for further details. to the master’s level of various psychopathological academic assignments and more on field-based Cannot be fulfilled by transfer. conditions in addition to the field supervision activities. Course discussions are intended to be as PSY8386 - School Psychology Internship II experience. Prerequisite(s): PSY8391. Cannot be much a support system for addressing concerns (5 quarter credits). This course is a continuation fulfilled by transfer. that arise in the field as an opportunity to share of the previous quarter of internship, PSY8385. ideas and information. Essentially, all previous PSY8394 - Doctoral Practicum II (5 quarter Prerequisite(s): PSY8385. Cannot be fulfilled credits). The second practicum course provides program course work culminates in the practicum by transfer. and the practicum is direct preparation for continued supervised training in professional internship. Prerequisite(s): PSY8150, PSY8232, PSY8387 - School Psychology Internship III psychological issues with particular emphasis on PSY8332, and all course work for the Master of (5 quarter credits). This course is a continuation DSM-IV TR Axis I conditions. The online seminar Science in school psychology or equivalent. of the previous two quarters of internship, between the instructor and enrolled learners Enrollment restricted to those whose practicum PSY8385 and PSY8386. Prerequisite(s): PSY8385, provides the opportunity for in-depth examination application has been approved by field training PSY8386. Internship completion is contingent appropriate to the doctoral level of various office. Application deadline is at least three upon learner successfully passing final, psychopathological conditions in addition to the months prior to intended start date. culminating portfolio review. Final portfolio field supervision experience. Prerequisite(s): should reflect proficiency across competency PSY8392. Cannot be fulfilled by transfer. PSY8378 - School Psychology Practicum II areas. Cannot be fulfilled by transfer. (2 quarter credits). The second quarter of the PSY8395 - Master’s Practicum III (5 quarter school psychology practicum continues the PSY8391 - Master’s Practicum I (5 quarter credits). credits). Continued supervised training in integrated field experience of school psychology This practicum course provides supervised training professional psychological issues with particular training. It incorporates all academic and clinical appropriate to the master’s level in psychological emphasis on DSM-IV Axis II conditions, V codes, skills learned to date and builds on the skills and testing, interviewing, assessment, intervention and other psychosocial concerns. The online knowledge acquired in the first practicum course. techniques, community consultation, and applied seminar with the instructor and enrolled learners In the second practicum course, learners spend research in a setting selected by the learner and provides the opportunity for in-depth examination less time observing their supervisor and more time approved by the director of training. The online appropriate to the master’s level of various practicing skills under close supervision. The full course emphasizes increased awareness of the psychopathological conditions in addition to the practicum experience, along with its two courses, learner’s clinical strengths and limitations, field supervision experience. This course is School Psychology Practicum I and II, is conducted psychological assessment and understanding of designed for learners whose state regulatory or DSM-IV TR, introduction to treatment planning, licensure boards require more than two academic 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 137

quarters of practicum or those learners who have PSY8410 - Substance Abuse Therapies formulation, designing a strategy for intervention, an ongoing desire to extend their field training. (5 quarter credits). A review of traditional and and the process of termination will be covered. Prerequisite(s): PSY8393. Cannot be fulfilled by nontraditional approaches to treatment. Topics to PSY8520 - Couples Therapy (5 quarter credits). transfer. be covered are in- and out-patient treatment An overview of theory and research on marriage PSY8396 - Doctoral Practicum III (5 quarter programming, self-help groups, utilization of and the couple relationship in contemporary credits). The third practicum course provides community resources and alternative treatment society. Topics covered include relationship continued supervised training in professional approaches, and the use of individual, group, and development, maintenance, and termination; psychological issues with particular emphasis on family psychotherapy. Current trends in service conflict-resolution skills; communication styles and

DSM-IV TR Axis II conditions, V codes, and other delivery will be considered, particularly in light of skills; couple adjustment and assessment of COURSE DESCRIPTIONS GRADUATE psychosocial concerns. The online seminar with the ongoing changes in the health care delivery system. interpersonal relationships; cultural variations; and instructor and enrolled learners provides the PSY8430 - Issues and Trends in Addiction/ issues related to gender. Major approaches to opportunity for in-depth examination appropriate Compulsion Treatments (5 quarter credits). This couples therapy will be reviewed. to the doctoral level of various psychopathological course reviews current developments, research, PSY8530 - Family Therapy (5 quarter credits). conditions in addition to the field supervision and trends within the addiction field. Emphasis will This course is an analysis and comparative study of experience. This course is designed for learners be placed on gaining a current understanding of the prominent schools of thought within the field whose state regulatory or licensure boards require substantive issues in the field. Possible topics to of family psychology, their tenets, therapeutic more than two academic quarters of practicum or be considered are developments in psycho- strategies, and techniques. Structural, strategic, those learners who have an ongoing desire to pharmacological treatment of addictions, the transgenerational, behavioral, communication, extend their field training. Prerequisite(s): influences of managed care on treatment, ethics, and analytical approaches to family therapy will be PSY8394. Cannot be fulfilled by transfer. the use of Internet resources in the field, the discussed. PSY8397 - Advanced Practicum (5 quarter changing role of the counselor, and emerging treatment approaches. PSY8550 - Bereavement and Loss Therapy credits). Continued supervised training in (5 quarter credits). This course covers the process professional psychological issues with particular PSY8440 - Substance Abuse Program Evaluation and impediments to dealing with expected and emphasis on case presentations. This course (5 quarter credits). This course will cover various traumatic losses. Topics considered are the phases provides an opportunity to develop case methods appropriate for field experimentation of bereavement, special issues involved with presentations for the purpose of obtaining and program evaluation. Topics will include quasi- suicide survivorship, coping with loss following consultations from colleagues about treatment experimental designs, sampling procedures, and chronic illness, the role of emotion in the grief issues. The online seminar with the instructor and issues associated with program evaluation. Ethical process, and the clinical methods of bereavement enrolled learners provides the opportunity for in- issues related to field research will also be covered. treatment. Current theory, relevant research, and depth examination of various psychopathological PSY8450 - Compulsive Behavior and the application to clinical, educational, and conditions and treatment issues in addition to the Disturbance of the Self (5 quarter credits). organizational settings are considered in this course. supervision experience. Prerequisite(s): PSY8396. This course defines the nature of addictive and PSY8560 - Principles of Family Pathology Cannot be fulfilled by transfer. compulsive behavior problems, discusses the (5 quarter credits). This course offers a PSY8401 - Internship I (5 quarter credits). This development of the addiction model and its conceptualization of pathology based on a family internship course is an intensive, closely-supervised tenets, and reviews the literature regarding the systems model. The understanding of the etiology experience in which learners work with a broad validity and efficacy of treatment approaches and maintenance of pathology will be understood range of clients in various institutions and settings. based on the addiction model. Alternatives to the as a function of family interaction and family Emphasis is on the application of psychological addiction model will be discussed, including structure rather than of individual dynamics. principles and techniques learned in academic cognitive behavior therapy. An understanding of Topics to be considered are styles of family courses, development of diagnostic and clinical the Compulsive Behavior Model, a interaction, family boundaries, family roles, and skills, and clarification of one’s personal strengths psychodynamically oriented model, will be the family life cycle. and limitations as a clinician. Prerequisite(s): All developed and covered in detail. PSY8610 - Principles of Health Psychology courses completed including practicum course(s) PSY8460 - Dual Diagnosis in Mental and (5 quarter credits). This course is a review of and approval of the internship application by the Addictive Disorders (5 quarter credits). This behavioral and biomedical theory and research director of training. Refer to the current manual course addresses the complexities of comorbidity, with the objective of understanding the for further details. Learners taking this course diagnosis, and treatment of clients with various contributions of psychological factors to the must be enrolled in a doctoral program in either addictive disorders and mental illness (both Axis I prevention, diagnosis, and treatment of disease clinical or counseling psychology in HASOP. and Axis II disorders). Current research and theory and illness. Topics include psychosocial factors Cannot be fulfilled by transfer. on the etiology, psychodynamics, and treatment contributing to health and disease, health PSY8402 - Internship II (5 quarter credits). This will be reviewed, as well as specific methods of promotion, mind-body relationships, and course is a continuation of the previous quarter of psychotherapy and the role of pharmacotherapy. psychological approaches to the prevention and internship, PSY8401. Prerequisite(s): PSY8401. Case studies will be used to illustrate course treatment of physical illness. Cognitive and Cannot be fulfilled by transfer. content and develop clinical skills. Emphasis will behavioral interventions for health related PSY8403 - Internship III (5 quarter credits). This be placed on the application of scientific research problems and the collaborative roles of medical course is a continuation of the previous quarter of to the clinical and programmatic settings. specialists and psychologists will be emphasized. internship, PSY8402. Prerequisite(s): PSY8401 PSY8510 - Family Systems Theories (5 quarter PSY8620 - Environmental Health and Behavior and PSY8402. Cannot be fulfilled by transfer. credits). Families will be studied as systems from a (5 quarter credits). This course examines the PSY8404 - Internship IV (5 quarter credits). This theoretical, clinical, and research perspective. emerging literature supporting the capacity for course is a continuation of the previous quarter of Emphasis will be on family development, family self-control in managing personal health care. internship, PSY8403. Prerequisite(s): PSY8401, transitions, assessment, and intervention. Systems Emphasis will be given to relationships between PSY8402, and PSY8403. Cannot be fulfilled by oriented assessment models will be explored. nutrition, exercise, and wellness. transfer. Strategies for initial interviews, hypothesis Psychoneuroimmunology and the use of 138 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

autogenic techniques to treat somatoform performance, consultation, systems planning, employment opportunity legislation, regulation disorders will be examined. Behavior medicine group decision making, performance monitoring, and compliance, workplace ethics, and litigation and the role of the psychologist in the health care and incentive motivation. Ethical considerations that may occur as a result of workplace incidents. setting will be explored. related to leadership behavior in modern Application of theory and research to corporate PSY8630 - Health Care Delivery (5 quarter credits). organizations are also addressed. and educational settings is emphasized. An examination of the role of the psychologist as a PSY8720 - Psychology of Leadership (5 quarter PSY8750 - Managing Psychological Services health care provider within managed health care. credits). Current theories relevant to leadership, (5 quarter credits). This course addresses Consultative and collaborative roles for the scientific research, and organizational case studies challenges that are likely to face practitioners in psychologist will be reviewed. Working in an provide a comprehensive review of the various consulting and industrial/organizational integrated and interdisciplinary team environment models of leadership. Applications to clinical, psychology over the next decade. Learners will be explored along with alternative health care educational, and organizational settings are also explore issues including managed care; diversified delivery models. reviewed in this exploratory course. Special topics practices relevant to the professional practitioner, PSY8640 - Community Psychology (5 quarter include team building, leading groups, trait and multicultural client populations; ethical conflicts in credits). This course addresses the role of the personality theory, styles of leadership, and consultation; contemporary issues, risk psychologist as an agent of change in the community. multicultural issues relevant to leadership in management, expert witness testimony; Attention will be given to the social change organizational settings. Learners develop their psychological and consultation record-keeping; strategies community-oriented psychologists can own theory of leadership based upon synthesis marketing consulting services; psychological use in facilitating community improvements and and analysis of course material. services, and contemporary business practices in alleviating adverse social conditions. Legal, social PSY8730 - Consultation Psychology (5 quarter professional consultation and in industrial/ policy, medical, familial, and psychological credits). Learners in this course explore the variety organizational psychology. Learners develop a viewpoints will be considered in the analysis of of roles and interventions that engage consultants professional business and marketing plan for work community problems and their prevention. Topics and industrial/organizational psychologists in the in the fields of professional consultation and considered are child abuse, delinquency, crime, world of work. This course covers current theories industrial/organizational psychology. poverty, powerlessness, inadequate social of consultation, ethics, models of consultation PSY8760 - Vocational Psychology (5 quarter support, and forms of discrimination. research, and the dynamics of the consultant-client credits). A comprehensive review of major PSY8650 - Innovative Health Care Practices relationship. Both consultants’ and psychologists’ theories and research in vocational psychology (5 quarter credits). This course examines the contributions to clinical, educational, industrial and implications for the work of the counseling emerging trends in health practices. Topics to be and organizational settings are reviewed. and consulting psychologist. Vocational considered are integrating spiritual resources into Discussion of critical incidents and cases are part psychology combines an individual’s vocational treatment, “alternative” therapies, current issues of this course. Learners are encouraged to develop attainment, preparation, and career development. in mind/body relationships, and the impact of a proposal to identify and market to appropriate This course is designed to study an individual’s managed care in the delivery of psychological potential clients for consultation. occupational behavior, occupational choice, and services. Emphasis will be given to interdisciplinary PSY8734 - Workplace Violence and Sexual motivational development surrounding work practice and collaborative relationships. Harassment (5 quarter credits). This course choice patterns. It is designed for the work of the covers the most recent legal updates concerning industrial/organizational (I/O) practitioner, I/O PSY8660 - Coping with Chronic Physical Illness psychologist, and career counselor, and combines (5 quarter credits). This course examines the workplace violence and sexual harassment. Additional issues will include assessment of I/O psychology with vocational counseling. psychological impact of a variety of medical Vocational counseling is a facilitative process for conditions and their bio-psycho-social etiologies potentially violent employees, dispelling myths surrounding violence and harassment in the individuals who are making career choices, career and treatments. Emphasis is placed on the role of transitions, and seeking occupational attainment. the interdisciplinary team in treatment planning workplace, familiarization with policies and and implementation. Pain syndromes such as procedures to deal with these issues, and PSY8765 - Testing and Assessment in Workplace headaches, back pain, gastrointestinal disorders, understanding the general management Psychology (5 quarter credits). Learners review and auto-immune diseases are covered. Other impact of these phenomena. relevant theories and research methods chronic diseases will also be examined. PSY8735 - Managing Problem Personnel (EAP specifically geared to workplace psychology and Issues) (5 quarter credits). This course examines consultation assessment methods. Topics include PSY8670 - Cognitive/Affective Basis of Physical employee and organizational assessment, Illness (5 quarter credits). This course emphasizes the tests and interventions used to address employees’ needs when psychological problems psychometric testing, pre-employment testing, the assessment and treatment of psychosomatic vocational and career assessment, workplace conditions from a cognitive/affective perspective. or substance abuse issues are evident. Psychopharmacological and psychotherapeutic performance assessment, and quantitative- Assessment and treatment interventions from this qualitative principles and research methods perspective are applied to patients with acute and treatments, as well as issues of confidentiality, will be addressed. specifically designed for the consultant- chronic conditions housed both in medical care practitioner and industrial/organizational facilities and treated as out-patients. The use of PSY8740 - Psychology Practices in Personnel psychologist. This course is geared to the I/O self-instruction strategies, relaxation techniques, and Human Resources Management (5 quarter psychologist, professional consultant, human imagery, meditation, hypnosis, and other stress credits). This course introduces psychology resources manager, and other professionals management strategies are reviewed. practices and current research relevant to involved in workplace testing and assessment, PSY8711 - Principles of Industrial/Organizational personnel and human resource management methods, and interventions. Prerequisite(s): Psychology (5 quarter credits). In this course, issues in organizations. Topics include a broad PSY7610. learners review theories and research on overview of employee practices the human resources management specialist must address: PSY8770 - Performance Enhancement and psychological issues relevant to Motivation (5 quarter credits). Concepts and industrial/organizational behavior. Topics include individual differences; selection of personnel; workplace testing and assessment theory; the methods relevant to the study of employee workplace motivation, job satisfaction, workplace motivation, attitudes, and job satisfaction are testing and assessment, individual and group performance appraisal process; equal 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 139

explored in corporate and educational settings. which facilitate successful negotiation of age- PSY9101 - Master’s Integrative Project Specific methods and applications for optimizing related issues. Learners will examine aspects of (5 quarter credits). This capstone project performance at the executive and managerial human aging both in contemporary American provides learners in the academic tracks an levels are also addressed. society and cross-cultural and ethnic perspectives. opportunity to demonstrate mastery of PSY8780 - Psychology of Organizational PSY8840 - Principles of Sport Psychology knowledge, scholarship, and research Ergonomics in the Workplace (5 quarter credits). (5 quarter credits). This course overviews the field proficiencies in the identified field of psychology. Learners in this course study the connection and of sport psychology. It will cover a broad range of Prerequisite(s): All courses completed. Cannot interface of individuals interacting in their topics that will be investigated in greater detail in be fulfilled by transfer. workplace setting, office design, and physical additional courses. Topics include personality, PSY9150 - Master’s Final Project (5 quarter COURSE DESCRIPTIONS GRADUATE workplace environment. Topics include attention, anxiety and arousal, arousal adjustment credits). This capstone project provides learners in industrial/organizational workplace ergonomics as strategies, cognitive-behavioral intervention, the professional tracks an opportunity to a response to environmental change in industry as causal attribution, motivation, self-confidence, demonstrate mastery of knowledge, scholarship, a result of computerization, human-computer psychology, and social issues of sport. The learner and practice proficiencies in the identified field of interaction, automation, and information display. will leave this course with an eclectic psychology. Prerequisite(s): All courses Specific approaches to work design include understanding of sport psychology. completed. Cannot be fulfilled by transfer. anthropometry, biomechanics, and physiological PSY8841 - Performance Enhancement in Sports PSY9984 - Doctoral Comprehensive Examination I considerations in the work environment. (5 quarter credits). Performance enhancement is (5 quarter credits). In the first course of the PSY8785 - Compensation and Benefits Planning the most common issue dealt with by sport comprehensive examination and dissertation Psychology (5 quarter credits). This course psychologists. How to increase an individual’s sequence, learners examine the key components emphasizes workplace compensation issues and performance through mental strategies in the in the comprehensive examination. The course benefits planning. Current trends in compensation arena of sport is a critical factor in the success of includes an overview of the comprehensive issues, the process of job evaluation, establishing an athlete. This course will examine the examination process and the university’s pay rates, and conducting salary surveys are mechanisms by which athletes can exceed their expectations of academic honesty and integrity covered. The psychology of employee benefits perceived physical limitations. Strategies such as and introduces the four core themes of the planning, insurance programs and services, visualization, meditation, hypnosis, autogenic examination and the evaluation criteria. retirement planning, Employee Assistance training, biofeedback, and progressive relaxation Structured study groups are established and Programs, workplace options, and flexible will be examined. resources on the core themes are provided. workplace programs are also addressed. PSY8842 - Applied Sport Psychology (5 quarter Course requirements include completion of the PSY8790 - Workplace Safety and Health credits). This course will take the theoretical overview and a preliminary conference call with Psychology (5 quarter credits). This course concepts learned in PSY8840 and demonstrate the comprehensive examination committee and addresses contemporary issues relevant to their practical application to the field of sport development of a schedule for the final oral employee safety and health environments in the psychology. The focus of this course is on how the examination. Grading for this course is S/NS. workplace setting. Topics include Occupational sport psychologist interacts with individuals within Prerequisite(s): All required and elective course Safety and Health Administration awareness, a sport context. How to provide effective work completed with a GPA of 3.0 or better. management’s commitment to a safe work professional guidance in the areas of learning, Learners must complete practicum courses prior environment, conducting safety surveys, critical motivation, and social interaction will be to starting comprehensive examination courses. incidents, preventing accidents, and health issues examined, as will mental training for performance Fulfillment of all residency requirements. and interventions found in workplace enhancement. Issues such as referrals, drug abuse, Cannot be fulfilled by transfer. environments and occupational settings. burnout, injury, and termination from athletics will PSY9985 - Doctoral Comprehensive Examination II PSY8810 - Geriatric Psychology (5 quarter be explored. (5 quarter credits). Learners and their credits). Age-related cognitive and personality PSY8843 - Exercise Psychology (5 quarter comprehensive examination committee members changes in the elderly are examined, along with credits). Covers all psychological aspects related each develop one comprehensive examination an analysis of the causes and mechanisms of aging. to exercise. Theoretical foundations of reasons question to address one of the four core themes. Content includes interpersonal relationships people exercise, exercise adherence, personality Learners write answers to the comprehensive between the aged individual and significant others factors in exercise, and the psychological effects examination questions, which are evaluated by (especially family members), of exercise will be investigated. In addition, the committee using analytical point-scale scoring and the importance of these relationships for applied issues such as motivation, cognitive and rubrics. Upon passing the written examination, further development and aging. Psychological behavioral change strategies, leadership, and learners complete the comprehensive interventions appropriate to the treatment of counseling in exercise will be addressed. examination final oral defense conference call and are eligible for enrolling in the first disorders of the elderly and current research PSY8845 - Current Issues in Sport Psychology dissertation course upon passing their defense. supporting the treatment of cognitive dysfunction (5 quarter credits). In-depth reading and critical Grading for this course is S/NS. Prerequisite(s): of the aged are also explored. The characteristics analysis into current issues in sport psychology. PSY9984. Cannot be fulfilled by transfer. of successful aging will be reviewed. The content of this course examines in-depth PSY8820 - Research in the Aging Process current research and theoretical directions in the PSY9986 - Dissertation Research I (5 quarter (5 quarter credits). A comprehensive review of field of sport psychology. credits). Learners examine the key components of planning and conducting dissertation research, past and current research, as well as research PSY8990 - Independent Readings (5 quarter including the dissertation process and the roles methods and trends in the area of aging. Content credits). In-depth reading and critical analysis into and responsibilities of the dissertation committee, includes biological factors, cognitive and specific topic areas in psychology under the course instructor and course administrator. In personality change, interpersonal and family guidance of the course instructor. May only be addition, learners form and obtain approval on relationships, spiritual concerns, and relevant taken once. medical factors. Attention will be given to factors their dissertation committees, conduct a preliminary literature review, develop the 140 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

dissertation prospectus, and become familiar with Harold Abel School of Psychology and research issues face-to-face with fellow procedures for protecting human participants/ Colloquia learners and faculty. This experience provides a subjects in research. Resources for research learning environment that fosters the application methodology and the IRB process are provided. PSY-R6061 - Psychology PhD Colloquium Track I. of critical thinking and integrates knowledge to Learners must complete the dissertation Through the residential colloquia, Capella learners professional and practice issues. Track I offers prospectus and the short online Collaborative IRB gain a stronger sense of academic community by basic or introductory workshops in the following Training Initiative (CITI) modules in order to pass networking and discussing course work, projects, content areas: effective interviewing skills and Dissertation Research I. Grading for this course is and research issues face-to-face with fellow skills in psychological assessment (administration S/NS. Prerequisite(s): PSY9985. Cannot be learners and faculty. This experience provides a and scoring of Wechsler series). learning environment that fosters the application fulfilled by transfer. PSY-R6162 - Psychology MS Colloquium Track II. of critical thinking and integrates knowledge to PSY9987 - Dissertation Research II (5 quarter Through the residential colloquia, Capella learners professional and research issues. Track I offers credits). In this course, learners obtain committee gain a stronger sense of academic community by basic or introductory workshops in the following approval on the dissertation prospectus, prepare networking and discussing course work, projects, six content areas: informed consent and field testing materials, and research issues face-to-face with fellow develop and solidify the data collection Area 1: Developing the scholar-practitioner learners and faculty. This experience provides a design/plan and schedule (based on the Area 2: Critical analysis skills learning environment that fosters the application prospectus), prepare and submit the IRB Area 3: Research skills of critical thinking and integrates knowledge to application for approval, conduct field testing to professional and research issues. Track II offers establish validity and reliability of the instrument Area 4: Professional communication skills intermediate workshops in the following content (when appropriate), complete the dissertation Area 5: Development of learning communities areas: counseling and psychotherapy prospectus conference call, develop and complete Area 6: Psychology-specific content and offerings interventions; psychological testing skills dissertation Chapters 1 (Introduction), 2 (Literature (including tests of achievement and adaptive PSY-R6062 - Psychology PhD Colloquium Track II. Review), and 3 (Methodology), based on the functioning); and group counseling skills. Through the residential colloquia, Capella learners prospectus. Resources for research designs and gain a stronger sense of academic community by PSY-R6163 - Psychology MS Colloquium Track III. methodology are provided, including the networking and discussing course work, projects, Through the residential colloquia, Capella learners dissertation manual and a template for Chapters 1, and research issues face-to-face with fellow gain a stronger sense of academic community by 2, and 3. Procedures for prospectus and IRB learners and faculty. This experience provides a networking and discussing course work, projects, application submission and the prospectus learning environment that fosters the application and research issues face-to-face with fellow conference call are available. Grading for this of critical thinking and integrates knowledge to learners and faculty. This experience provides a course is S/NS. Prerequisite(s): PSY9986. Cannot professional and research issues. Track II offers learning environment that fosters the application be fulfilled by transfer. intermediate workshops in the following six of critical thinking and integrates knowledge to PSY9988 - Dissertation Research III (5 quarter content areas: professional and research issues. Track III offers credits). In this course, learners engage in data advanced workshops in the following content Area 1: Developing the scholar-practitioner collection according to the plan and schedule, areas: psychological assessment skills (including develop and organize Chapter 4 (Results) draft Area 2: Critical analysis skills test selection and interpretation) and ethical (structure based on the research questions and Area 3: Research skills applications and solutions. methods before data collection is complete), check Area 4: Professional communication skills in data (as they come in), process and analyze the data, and finalize Chapter 4 with results. Resources Area 5: Development of learning communities for data analysis designs and interpretation are Area 6: Psychology-specific content and offerings Harold Abel School of Psychology Year-in-Residence provided, including the dissertation manual and a PSY-R6063 - Psychology PhD Colloquium Track III. template for Chapter 4. Grading for this course is Through the residential colloquia, Capella learners Clinical Psychology Year-in-Residence S/NS. Prerequisite(s): PSY9987. Cannot be gain a stronger sense of academic community by fulfilled by transfer. networking and discussing course work, projects, PSY-R6360 - Professional Issues in Clinical PSY9989 - Dissertation Research IV (5 quarter and research issues face-to-face with fellow Psychology and Residency Preparation. In the credits). In this course, learners develop and learners and faculty. This experience provides a opening weekend of the clinical year-in-residence finalize Chapter 5 (Conclusions and learning environment that fosters the application learners are oriented to year-in-residence Recommendations), polish the final draft of all of critical thinking and integrates knowledge to activities, requirements, and logistics. During the chapters (1-5), obtain approval on the dissertation professional and research issues. Track III offers weekend, learners are introduced to concepts and manuscript, complete the final dissertation advanced workshops in the following six content activities that develop the learner's professional conference call, make all necessary final content areas: identity as a psychologist and as a scientist- practitioner, and that initiate the process of changes, obtain form and style clearance, publish Area 1: Developing the scholar-practitioner the dissertation online with UMI, and obtain cohort-formation and group cohesion. Area 2: Critical analysis skills clearance from Academic Records on degree audit PSY-R6361 - Extended Seminar I: Relationships, (to verify that all required and elective program Area 3: Research skills Assessment, and Professional Issues. The courses have been taken). Resources for writing Area 4: Professional communication skills extended seminar plays an important role in conclusions and recommendations are provided, socializing learners into careers in the profession of Area 5: Development of learning communities including the dissertation manual, a template for psychology as well as increasing and extending Chapter 5, and procedures for dissertation Area 6: Psychology-specific content and offerings learners’ knowledge and skill competencies. The submission and the final conference call. Grading PSY-R6161 - Psychology MS Colloquium Track I. professional issues weekend and accompanying for this course is S/NS. Prerequisite(s): PSY9988. Through the residential colloquia, Capella learners two weeks include presentations, lectures, Cannot be fulfilled by transfer. gain a stronger sense of academic community by discussion groups, and small group labs that offer networking and discussing course work, projects, experiential training in counseling/psychotherapy 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 141

and assessment skills. Learners have opportunities PSY-R6364 - Intervention: Treatment instruments and administrative procedures and for individual mentoring, advising, and attending Implementation. Learners explore ways to their diagnostic value. meetings involving all clinical learners as well as implement empirically supported treatments that PSY-R6369 - Research and Evaluation. The learners from other specializations in the school of are derived from case formulation and differential scholar-practitioner model emphasizes skills psychology. Learners and faculty hear guest diagnosis. Activities include group discussions necessary to support the tradition of empirically speakers, attend evening programs, and engage regarding theoretical approaches to treatment supported knowledge, theories, and systems in in social activities that contribute to networking. implementation and derived outcome measures. psychology and to conduct outcome evaluations Week I – Relationship: Interviewing and Through role play, learners demonstrate the ability of programs and interventions for their

Constructive Working Alliances. Learners to maintain a therapeutic alliance and to effectiveness. In this weekend-in-residence COURSE DESCRIPTIONS GRADUATE explore basic individual counseling and communicate a treatment plan and amendment of learners lectures and small and large group psychotherapy skills and factors that contribute therapeutic goals to clients and to professionals. discussions emphasize critical analysis of to empirically supported relationships. Role Learners develop clinical skills that help professional literature for appropriate research plays and feedback sessions train learners to individuals, families, and couples progress towards designs and statistical analysis. Learners develop a therapeutic alliance with clients as mutually agreed-on therapy goals. Learners demonstrate their ability to synthesize well as collegial interactions that support demonstrate the ability to modify diagnostic professional literature in order to support professional relationships. hypotheses with each therapeutic intervention in conclusions and provide direction for future order to accommodate additional input. Week II – Assessment: Test Administration, research. Through small group collaboration, Scoring, and Interpretation. In small groups, PSY-R6365 - Diversity: Individual Differences. learners develop a research proposal. Learners instructors demonstrate test administration, In this weekend-in-residence learners explore demonstrate in discussion and practice the ability scoring, and interpretation. In pairs, learners issues of diversity, culture, and individual to create strategies to evaluate program practice intensively, acquiring beginning differences that must be incorporated into all effectiveness and deliver empirically supported assessment skills. Learners explore test aspects of professional functioning in psychology. interventions to meet the unique needs of selection, psychometric properties such as Lectures and small and large group discussions programs and relevant stakeholders. reliability and validity, and target populations emphasize personal reflection and self-monitoring PSY-R6370 - Crisis Intervention and Risk within the context of ethical and effective regarding diversity issues and developing Assessment. In this weekend-in-residence assessment procedures. personally tailored strategies to acquire sensitivity learners practice crisis intervention and risk to diversity issues about which learners or assessment. In lectures and small and large group PSY-R6362 - Ethics and Standards of professionals may not be knowledgeable. Professional Practice. Learners explore ethics discussions learners examine therapeutic, legal, and standards of professional practice through PSY-R6366 - Assessment: Cognitive, and ethical issues including Duty to Warn, lectures, role play, and discussion. Learners study Achievement, and Adaptive Testing. In this Involuntary Detention, and thorough the APA Ethical Principles of Psychologists and weekend-in-residence learners practice documentation of records. Role plays with Codes of Conduct and the differences between administering, scoring, and interpreting a battery feedback provide practice in crisis intervention ethics and mental health law. Using case studies of psychological tests assessing intelligence, skills including the need to consult with colleagues and relevant experiential materials, learners achievement, and adaptive or developmental following a difficult session. discuss possible ethical violations and practice abilities. Working in pairs, learners act as examiner PSY-R6371 - Extended Seminar II: Consultation, methods that are successful for preventing ethical and test taker to gain practical experience. Scoring Supervision, Reports, and Professional Issues. violations. Learners develop problem solving exercises increase their ability to properly score This extended seminar continues the strategies to resolve professional, legal, and responses and to calculate protocol scores. development of the learner’s professional identity ethical dilemmas. Learners gain report writing techniques that as a clinical psychologist. In addition to plenary integrate results in support of a diagnostic presentations, workshops, and lectures, learners PSY-R6363 - Assessment: Diagnosis, Case impression and implications for a treatment plan. Formulation, and Treatment Planning. In this make short professional presentations to their weekend-in-residence, lectures and small group PSY-R6367- Assessment: Personality Testing. peers and continue their training in empirically discussions focus on case formulation and In this weekend-in-residence learners acquire supported assessment and treatment approaches. development of a differential diagnosis as a hands-on experience in scoring, analyzing, Week I – Consultation, Supervision, and working hypothesis that incorporates interpreting, and integrating select psychological Professional Issues. Learners demonstrate the developmental, biological, and cognitive/affective test profiles/data. Learners integrate results ability to compare and contrast the roles factors. The residence includes discussion of case from a complete battery to support a diagnostic involved in consultation and supervision. studies and the use of different theoretical impression and implement a treatment plan. Learners practice consultation and supervision approaches to case formulation and treatment. Learners explore report writing techniques to skills in small groups and examine the Use of prior records, interviews, and test results produce a succinct, accurate report. responsibilities, cultural, ethical, and legal issues contribute to the evaluation process with PSY-R6368 - Assessment: Neuropsychological that arise. attention given to oral and written communication Testing. Clinical neuropsychology is a highly Week II – Professional Issues. Learners of diagnostic conclusions. Learners apply these specialized area of practice within the profession conclude the year-in-residence with discussions skills as they work with individuals, families, and of clinical psychology. In this weekend-in- of professional issues and practice writing couples and as they incorporate their use of the residence learners gain a solid foundation for integrative reports. Faculty teams conduct the current DSM. Through role play, learners recognizing diagnostic evidence that requires portfolio review. Learners demonstrate demonstrate the ability to form a therapeutic further neuropsychological assessment. Learners competencies as specified by program goals alliance, communicate the conceptualization of assimilate knowledge of neuroanatomy, and objectives, demonstrate the formation of a the problem, the treatment plan, and the neuropathology, and neuropsychological professional identity, and respond to questions selection of interventions to clients and other assessment processes as well as a working surrounding any of the issues of training. professionals. knowledge of neurological assessment Successfully passing the portfolio review is required for passing the year-in-residence. 142 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

Counseling Psychology Learners are expected to have completed at least introduce and summarize the skill-based activities. Year-in-Residence one of those courses. The weekend covers administration and PSY-R6465 - Group Counseling Interventions. interpretation of various career interest PSY-R6460 - Professional Issues in Counseling This weekend-in-residence focuses on best inventories, career exploration activities, and Psychology and Residency Preparation. This practices and empirically supported techniques for delivering career and work related workshops. opening weekend of the counseling psychology group counseling. Topics include managing the Personal awareness learning assists them in career year-in-residence initiates the process of group developmental stages of a group, utilizing process exploration as learners near completion of their cohesion and cohort formation. It orients learners versus content interventions, managing affect in doctoral degree. to year-in-residence activities, requirements, and the group, and achieving goals and solving PSY-R6471 - Extended Seminar II: Diversity, logistics while also introducing a variety of problems using the group rather than therapist Supervision, and Professional Issues. This lab concepts and activities to develop learners’ intervention. Learners spend the residency in presents an integrative, affirmative model that professional identities as psychologists and as observed practice sessions and brief orientation covers the need as well as ethical requirement to scientist-practitioners. lectures. incorporate individual differences into all aspects PSY-R6461 - Extended Seminar I: Interviewing, PSY-R6466 - Assessment in Counseling: of clinical practice and training including Testing, and Professional Issues. This two-week Cognitive Testing. This weekend-in-residence psychotherapy, consultation, assessment, extended seminar immediately follows the year-in- provides hands-on experience scoring, analyzing, diagnosis, supervision, and teaching. The lab also residence’s opening weekend (see PSY-R6460). interpreting, and integrating psychological tests covers the complementary roles of receiving and The seminar provides learning resources and that assess intelligence, achievement, and providing supervision and consultation. experiences to support residency requirements developmental abilities. Working in pairs, and training needs in counseling psychology. It counseling learners act as examiners and test includes a variety of formal and informal activities School Psychology Year-in-Residence takers to gain practical experience with the issues that orient and socialize learners into the that arise during test administrations. Scoring PSY-R6560 - Professional Issues in School profession of counseling psychology, the Harold exercises are provided to increase reliability of Psychology and Residence Preparation. This Abel School of Psychology, and Capella University. proper scoring of responses and the calculation of opening weekend begins the school psychology Learners attend plenary presentations and lectures protocol scores. The weekend-in-residence year-in-residence. It orients learners to year-in- as well as participate in small labs that offer emphasizes the integration of results to support residence activities, requirements, and logistics. training in basic interviewing skills, empirically diagnostic impressions and to inform treatment This weekend-in-residence introduces a variety of supported intervention techniques, and plans. Techniques for writing accurate and succinct concepts and activities aimed at developing the psychological testing skills. Learners also psychological reports are reviewed. learner's professional identity as a psychologist participate in mentoring and advising sessions, and as a scientist-practitioner. It also initiates the specialization and school meetings, and social and PSY-R6467 - Assessment in Counseling: process of cohort-formation and group cohesion. networking activities. Learners have the Personality Testing. This weekend-in-residence opportunity to attend guest lectures and evening provides hands-on experience scoring, analyzing, PSY-R6561 - Extended Seminar I: Assessment, programs. This residency is taken by all doctoral interpreting, and integrating personality tests. Ethics, and Professional Issues. By engaging in learners in the counseling psychology specialization. Techniques for writing accurate and succinct mock testing sessions, observing testing sessions, psychological reports are reviewed. Learners scoring test results, reviewing reports, and taking PSY-R6462 - Ethics and Standards of Counseling participate in small group discussions, case notes from faculty presentations, learners gain Psychology. This weekend-in-residence covers analysis activities, and individual competency valuable skills for conducting academic and legal, ethical, and professional standards of assessments. intellectual assessments and for scoring and conduct for counseling psychologists. Learners interpreting test results. Learners analyze the explore possible ethical violations and discuss best PSY-R6468 - Research and Empirically-based knowledge of ethical principles as they relate to practices for avoiding these. The weekend-in- Practices. This weekend-in-residence covers the the practice of school psychology. Discussions residence also covers the relationship between roles of counseling psychologists as consumers of include privacy, informed consent, confidentiality, ethics and mental health law, with special research and as evaluators of counseling record keeping, due process procedures, ethical emphasis on the development of the professional interventions. Learners focus on the analysis and and legal issues in psychoeducational identity and the importance of evidenced-based interpretation of empirical research findings. The assessments; counseling, working with teachers practice. course also covers integrating research findings with current practice and investigating and and parents, and the education of students with PSY-R6463 - Individual Counseling Interventions. evaluating counseling techniques and disabilities. Learners review the National This weekend-in-residence covers the counseling interventions. Association of School Psychologists’ Principles for interventions necessary for conducting successful Professional Ethics, the American Psychological individual interviews. Through small group PSY-R6469 - Research Design and Association’s Ethical Principles of Psychologists sessions and one-on-one practice sessions, Implementation. This weekend-in-residence and Code of Conduct. Working together in small learners demonstrate and improve their covers the role of counseling psychologists as and large groups, learners explore ways to intervention skills. researchers. It focuses on the basics of research respond to cases and vignettes that illustrate design and method, and it presents techniques for PSY-R6464 - Diagnosis and Treatment Planning. ethical principles. Prerequisite(s): PSY7011, writing the methods section of a research This weekend-in-residence focuses on conducting PSY7012, PSY7610, and PSY8231. This proposal. diagnostic interviews and developing treatment prerequisite applies only to learners who plans in settings and situations commonly PSY-R6470 - Career and Vocational matriculated into the specialization in experienced by counseling psychologists. Interventions. This weekend-in-residence focuses July 2005 or later. Learners participate in small and large group on the skills needed by counseling psychologists PSY-R6562 - Academic/Behavioral Interventions. exercises, observed interviews, and group for career and vocational counseling. The In this weekend-in-residence learners explore debates. The residence is associated with two residence consists of skills-based activities such as specific skills that school psychologists need to courses: PSY-8210 Principles of Psychopathology interviewing, role playing, and analyzing case coordinate and consolidate efforts at the school and PSY-8220 Advanced Psychopathology. studies, as well as informational components that 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 143

site that ultimately help children. Learners gain PSY-R6568 - Personality and Behavioral educational reports. Brief discussions about the skills in developing and implementing academic Assessment. In this weekend-in-residence characteristics of a good report are analyzed by and behavior interventions in an efficient and learners administer and score individual learners. Each section of a psychological/psycho- effective manner, using a school instructional team personality and behavior tests, focusing on the educational report is introduced and discussed, approach. Learners also analyze ways to provide Behavior Assessment System for Children (BASC), along with basic principles for writing good support for teachers, parents, and students and Conners’ Rating Scales-Revised (CRS-R), Kinetic psychological\psycho-education reports. Learners ways to assist with behavior intervention strategies Drawing System for Family and School (KDSFS), will engage in report writing practice sessions, that help teachers generalize interventions and House-Tree-Person (H-T-P), Roberts Apperception individually with the instructor and in small groups.

activities. Prerequisite(s): PSY-R6560 and Test for Children (RATC), and Sentence Learners develop basic skills for presenting COURSE DESCRIPTIONS GRADUATE PSY-R6561. Completion Test. Learners work individually and in assessment and evaluation data in a narrative small groups to score measures of personality and format. Treatment plan formats and case examples PSY-R6563 - School Interventions: Basic and behavior, interpret the results, and provide a are discussed with learners. Learners also discuss Advanced Interviewing. In this weekend-in- written summary of their interpretation. Learners scenarios in groups and work on cases individually. residence learners diagnose learning and gain skills in conducting clinical interviews and Mock role practice and learning supervision skills emotional problems. They also conduct fact- behavioral observations; in synthesizing and appropriate for a school setting are presented. finding and rapport-building clinical assessment interpreting data from teacher, parent, and self- Prerequisite(s): PSY-R6568, PSY-R6569, interviews and elicit information needed to make report behavior rating scales, as well as objective appropriate diagnoses and IEP (individual PSY-R6570. PSY-R6571 completion is and projective techniques; and in scoring, educational plan) goals. Learners explore practices contingent upon the learner passing the interpreting, and integrating the results in order to for interviewing the child, parents, teachers and formative portfolio review during the residency. make recommendations and write psychological other individuals familiar with the child. Learners reports. In discussions learners analyze student analyze interventions during crisis situations as well case studies with attention-deficit hyperactivity as the ethical issues related to crisis intervention. disorder (ADHD), oppositional defiant disorder School of Business and Technology Other topics include acquiring skills for (ODD), depression, anxiety, and conduct maintaining professional boundaries and helping MS Information Technology Courses disorders. Prerequisite(s): PSY-R6560, relationships. Learners conduct clinical assessment PSY-R6561, PSY-R6562, PSY-R6563, PSY-R6564, interview practice sessions, individually with the TS5004 - Technical Communications (4 quarter PSY-R6565. instructor and in small groups. Prerequisite(s): credits). This course provides the necessary skills PSY-R6560, PSY-R6561, and PSY-R6562. PSY-R6569 - Functional Behavioral Assessment. for communicating technical information to various In this weekend-in-residence, through the use of stakeholders in organizations including customers, PSY-R6564 - School Psychology Counseling Skill guided notes, example exercises, observations, users, managers, and peers. The course focuses on Development. In this weekend-in-residence converting and graphing data and role-playing the fundamentals of technical communication in learners develop and practice basic counseling interventions, learners gain valuable skills needed the electronic workplace, emphasizing clarity and skills within school systems. Learners advance their to conduct functional behavioral assessments and organization. Learners engage in exercises that counseling skills through demonstration and role- write behavioral improvement plans. Learners focus on technical writing, editing, and online play related to situations commonly occurring in analyze behavior and develop interventions to communication, and apply their skills across a schools at K-12 levels. Learners also develop skills improve behavior, to understand the principles of broad range of activities, including the preparation for structuring and guiding group and individual reinforcement and punishment, to conduct of an effective résumé, writing a technical report, counseling sessions and practice some of the skills structured observations in order to collect data creating professional development plans and needed for counseling special needs students and that can be converted and graphed, and to writing a proposal. Techniques presented are for working within multicultural settings. Learners analyze the data to develop appropriate intended to help learners develop an appreciation review and explore the parameters of counseling interventions that are included in a behavioral for format and content. This course also prepares conducted by school psychologists including improvement plan. Prerequisite(s): PSY-R6568. learners for project documentation requirements ethical standards and general legal requirements, throughout their program, as well as throughout PSY-R6570 - Behavioral Interventions. This both state and federal as appropriate. their professional careers. TS5004 and TS5005 weekend-in-residence helps learners become Prerequisite(s): PSY-R6560, PSY-R6561, must be taken concurrently by master’s learners effective school psychologist consultants, focusing PSY-R6562, and PSY-R6563. in their first quarter. Cannot be fulfilled by primarily on developing learner skills in creating PSY-R6565 - Assessment Demonstrations. In this transfer or petition. and implementing behavioral interventions and weekend-in-residence, through role-plays and evaluating their effectiveness. The course TS5005 - Master’s Learner Success Lab feedback from an experienced professional addresses building rapport with teachers and (non-credit). This lab is designed to provide new psychologist and peers, learners develop skills in parents, expanding their knowledge-base of master’s learners with the knowledge and skills administering standardized assessment interventions, and building a library of they need to be successful in their academic instruments; following specific, recognized professional resources. Learners explore programs. The lab familiarizes learners with the procedures; and assessing and interpreting test discussion topics of interventions for externalizing Capella online environment and support resources results. Learners are introduced to and practice and internalizing disorders, social skills training, provided to ensure success. Learners build skills in interpreting assessment results to parents, counseling groups, parent training, and resistance the selection and use of methods, techniques, and teachers, and other professionals. Through these to intervention. The course includes extensive use library resources. Working with the academic experiences, learners gain the skills necessary for of role-playing. Prerequisite(s): PSY-R6568 and advisor, learners develop a degree completion practicing school psychologists. Prerequisite(s): PSY-R6569. plan. This is an advisor-led course taken in the PSY-R6560, PSY-R6561, PSY-R6562, PSY-R6563, first quarter in conjunction with TS5004. Cannot PSY-R6571 - Extended Seminar II: Report and PSY-R6464. be fulfilled by transfer or petition. Writing, Treatment Planning, Supervisory and Professional Issues. Learners explore the skills necessary for writing psychological/psycho- 144 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

TS5110 - Enterprise System and Application for requirements analysis, functional specifications, Model (CMM) or the American Society for Quality Development (4 quarter credits). This course system design, implementation, testing, and (ASQ) Six Sigma. As a result of this course, learners covers dynamic HTML, JavaScript, Java Applets, maintenance are covered. Other topics to be are able to compare quality principles with actual cascading style sheets, and design templates. The discussed are portability, reusability, prototyping, practices and are ultimately able to apply these course also includes an introduction to CGI and performance management. As a result of this principles in technology professions and in their programming, server side includes (SSI), and course, learners compare theory with actual organizations. extensible markup language (XML). Learners apply practice and ultimately assess, evaluate, and apply TS5160 - Business Foundations (4 quarter their knowledge as they use a professional software development principals or processes to a credits). This course provides IT learners with a interactive development environment (IDE) to professional environment. Prior to enrolling in foundation of business concepts. Learners analyze develop a Web application during this course this course, learners should possess a working organizational structures, operational processes, showing mastery of one or more of the Internet knowledge of the software development and financial measures, as well as key business application technologies. Prior to enrolling in process. communication concepts and techniques. this course, learners should have a working TS5140 - System Usability Analysis and Design Successful completion of this course helps learners knowledge of both Web site development (4 quarter credits). This course provides an better understand how IT integrates with the and programming. overview of the theoretical aspects of human- enterprise as a whole through the analysis and TS5111 - Overview of Enterprise Applications computer interaction and then concentrates on application of fundamental business processes, (4 quarter credits). Since the Web has become an giving learners practical guidelines, strategies, and theories, and techniques. intrinsic component to most enterprise's business methods for designing successful user interfaces. TS5270 - Cyber Threats to Enterprise Security processes, an IT professional must understand User-centered design approaches are covered that (2 quarter credits). This course is designed for IT both its structure and utility to the enterprise. can be applied to enterprise Internet applications managers, executives, network and system This course provides an overview of Web based using a personal computer desktop interface, administrators, and other IT professionals that e-commerce and identifies how to build a Web- personal digital assistant (PDA) interface, cell need to develop a working knowledge and based infrastructure to support the various parts of phone interface, or any smart appliance interface. vocabulary for assessing their organization’s risk to an e-commerce enterprise (i.e., marketing, Local language considerations for e-business and hackers and cyber terrorists. This course surveys operations, etc.). Learners are introduced to the other enterprise Internet applications are the key terms and concepts necessary for Web by designing and creating an e-commerce introduced. This course covers techniques for enterprise security, including the tools, Web site in which both the technical and business analyzing user needs, synthesizing user goals, and techniques, and strategies that are most often issues of e-commerce are addressed. Learners also ensuring the completed application satisfies used to break into networks and associated explore the role of the standards in supporting the customer requirements. databases. Learners become familiar with the Web, and the handling of commercial transactions TS5150 - Enterprise Application Testing basic steps that are used by these attackers. This on the Web. Learners examine emerging business (4 quarter credits). This course takes learners course provides learners with a framework for models for e-commerce, as well as social through an effective, step-by-step methodology assessing an organization’s security risk from controversies surrounding e-commerce. This for testing enterprise Internet applications. The attackers and creating an action plan. course is oriented towards those learners who are course focuses on mission critical aspects of e- TS5271 - Network Security Solutions for the not pursuing the system design and programming commerce Web-based applications, but the specialization. Enterprise (2 quarter credits). This course is methodology can be applied to any Internet designed for network designers, system TS5120 - Project Management for Technology application. Learners are introduced to the quality administrators, and other IT professionals who Professionals (4 quarter credits). The course attributes of Web-based applications including need to develop strategies and countermeasures focuses on defining management techniques for interesting content, a unique product or service at for the various cyber threats to an enterprise planning, estimating, and facilitating successful a reasonable price, and swift and reliable network. This course covers current network enterprise Internet, intranet, and extranet fulfillment. Learners gain an appreciation for the security solutions to protect an organization from application projects. Learners define a project, importance of systematic testing to facilitate exposure internally (attacks from within) and develop work breakdown structures, prepare continuous improvement in usability, performance, externally (Internet). Specific strategies to guard project schedules, and determine how to security, availability, and interoperability. This against the most common intrusion are discussed, coordinate the various resources. Special attention course gives learners the tools and knowledge to including firewalls, gateways, and proxy servers. is devoted to the special skills needed to lead and ensure their enterprise Internet application Authentication and encryption techniques are also manage cross-functional and multinational teams satisfies the expectations of customers. Prior to discussed. Case studies are used to better in a virtual team environment. This course includes enrolling in this course, learners should have understand the impact of good security solutions. methods for managing new application completed TS5130 or possess a working Lab exercises are used to give learners experience development projects as well as the selection, knowledge of software development processes with network security solutions. Prior to enrolling installation, and integration of third-party software or software engineering principals. in this course, learners should take TS5590 or applications. Techniques are introduced to help TS5151 - Quality Assurance (4 quarter credits). possess a working knowledge of networking keep projects on track and enhance team This course presents the practical application of concepts. motivation. In addition, planning, time quality assurance principles in technology. This TS5500 - Systems Analysis and Design management, and risk management activities are course presents tools, techniques, quality (4 quarter credits). This course examines the introduced that assist learners throughout their improvement, and statistical processes for process of analyzing and designing enterprise- program, as well as throughout their professional determining quality assurance. Real-world wide systems. Although the focus is upon the careers. examples, cases, and models are examined to traditional system development methods, TS5130 - System Development Theory and evaluate how to apply quality assurance in alternative methods are also described. These Practice (4 quarter credits). This course focuses technology. Learners explore industry standard alternative methods include object-oriented, rapid on the software engineering fundamentals that quality assurance processes like the Software application development and joint applications can be applied to enterprise-wide software Engineering Institute (SEI) Capability Maturity development. Within the course, learners develop application development. Advanced techniques 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 145

a variety of models including data, process, is utilized for spontaneous data exchange TS5507 - Network Technology (4 quarter credits). network, and object models. In addition, learners between two Internet applications. In addition, This course presents an overview of network are exposed to application architectures and the this course covers mechanisms to improve technology. Learners consider video systems, local design process. Various systems analysis and performance of Internet applications. area networks, wide area networks, wireless design tools are used as part of the process. Prerequisite(s): TS5110, TS5501, TS5502 or systems, satellite communications, Internet and Learners develop skills to better understand how equivalent experience upon school approval. the World Wide Web, cable networks, and voice to specify and design systems that solve business TS5504 - Wireless Web Design and and data communications. Learners are also problems and accomplish improvements in Development (4 quarter credits). This course introduced to Frame Relay, DSL, ATM, SONET, business processes. Prior to enrolling in this provides an overview of the evolving wireless and the OSI Model. The course focuses on COURSE DESCRIPTIONS GRADUATE course, learners should have completed TS5130 technologies and the Wireless Application understanding the impact of network technologies or possess a working knowledge of software Protocol (WAP). WAP is the de facto worldwide on the performance of Web-based applications, development processes or software engineering standard for providing Internet communications including security, privacy, and reliability. Learners principals. and advanced telephony services on digital completing this course develop competencies TS5501 - Database Analysis and Design mobile phones, pagers, personal digital assistants, associated with the Cisco Certified Network (4 quarter credits). This course introduces and other wireless terminals. Learners use Associate (CCNA) certification. database analysis, database design, and N-tiered simulation software to design and debug wireless TS5508 - Enterprise System Security (4 quarter client server database systems. Topics include Web applications using wireless markup language credits). This course provides an overview of database structures, data dictionaries, data (WML) or handheld device markup language network security and information systems. This analysis, normalization, and common database (HDML) for Internet-enabled phones. This course course is geared for the information technology applications. Learners develop an application in a provides an introduction to related technologies professional tasked with establishing security popular database system. Advanced discussion and includes an overview of mobile telephony strategies to protect their organization from topics include database scripting (SQL), API architecture. Prior to enrolling in this course exposure to the Internet, or the IT professional interfaces, database connectivity technologies learners should possess a working knowledge of who needs to design applications that enable data (ODBC/JDBC), concurrency control, database Web development. Completion of TS5110 or security, privacy, and confidentiality. The course security, and data warehousing multi-dimensional equivalent experience is good preparation for presents strategies to guard against hackers and databases and data mining methods that extract this course. Prior knowledge of XML is useful. forms of viruses, examines firewalls and gateways, useful information from the data warehousing. TS5505 - Object-oriented Design and and explores authentication and encryption A problem-based approach using SQL is used in Development (4 quarter credits). This course techniques. The course also covers a list of the this course. introduces object-oriented analysis and design most often used methods for attacking a network TS5502 - Programming Strategies (4 quarter concepts using the Universal Modeling Language system and how to defend against them. Case credits). This course provides a foundation for the (UML) and the Java programming language. studies are used to better understand the impact learner interested in learning Java. The course will Sound practices for the design, construction, of poor security on an enterprise. also explore the aspects of Java that make it one of testing and debugging of object-oriented TS5513 - Advanced Programming Strategies the most popular and dynamic programming software applications are emphasized. Specific (4 quarter credits). This course extends the topics environments available to the IT professional. The attention is given to the use of use cases as a discussed in TS5502 by covering several advanced course is hands-on, with numerous programming means of describing behavioral software features of Java programming. It is intended for exercises to further develop programming skills. requirements. This course also introduces patterns learners who understand the fundamental Java The course will cover Java programming syntax, and object-oriented architectures. A problem- programming concepts and who now want to Java concepts, data types and methods, classes based approach to object-oriented analysis and explore some of the advanced Java programming and class hierarchies, Applet and application design concepts is used in this course. topics. The primary focus of this course is on the creation, Java Swing, error handling and TS5506 - Graphics and Multimedia (4 quarter advanced features and libraries of the Java2 exceptions, and introduce Java Database credits). The course introduces graphics and platform; this knowledge is essential to Connectivity (JDBC). Prerequisite(s): TS5505 or multimedia technologies, as learners create a Web programming in the application server equivalent programming experience in C, C++, interactive animation project. Activities include environment. The learner will be able to create a C#, Visual Basic, or other formal programming illustrating with Flash, using animation techniques client-server Java application utilizing remote languages upon school approval. and special effects. Flash files produce resizable method invocation (RMI) and a Swing-based TS5503 - Advanced Enterprise System compact full-screen navigation interfaces, applet interface. Prerequisite(s): TS5502 or Development (4 quarter credits). This course technical illustrations, long-form animations, and equivalent experience upon school approval. extends the topics covered in TS5110 by other dazzling site effects. Flash enables Web TS5514 - Advanced Graphics and Multimedia examining several mechanisms for interfacing with designers to import artwork from their favorite (4 quarter credits). This course builds back-end databases, including Rapid Application bitmap or illustration programs, apply competencies for developing Web sites Development (RAD) techniques, to support transparency, create morphing effects, add containing more complex, interactive, and dynamically created Web content from server-side interactivity and sound, and animate them over interesting multimedia features by integrating databases. This course covers Active Server Pages time. Unlike bitmapped images that are optimized theory with practice. This course assumes (ASP) and introduces Java Server Pages (JSP) and for a single resolution, vector images can adapt to experience in Web site design and with multi- more advanced technologies supporting reusable multiple display sizes and resolutions. This is ideal media tools like Flash, Fireworks, and Photoshop. business logic on the server. Enterprise Java Beans for displaying Web sites uniformly on set-top This course extends the learner’s capability of (EJBs) capabilities and contexts for use are also boxes, hand-held computers, or PCs. This course using these techniques and tools through the introduced. Distributed object technology are also also covers how to embed exported Flash movies development of a business-quality Web site. explained and compared. The course also into HTML documents for play in a browser. Learners are able to use the theory behind vector describes how extensible markup language (XML) Prerequisite(s): TS5110 or equivalent graphic and image manipulation to more experience upon school approval. effectively utilize these techniques. Vector graphic techniques are utilized to pre-process images for 146 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

use in Flash-supported Web pages. Learners TS5518 - Advanced Network Technology - authentication. The course also allows learners to import several types of multimedia artworks into Routing (4 quarter credits). This course is a explore technologies such as DSL, cable modem, Flash to create interesting animated Web pages. continuation of TS5507, focusing on designing and VPN. Topics in this course are complemented Learners create interactive movies that let the user wide area networks at the advanced level and by those in the other two advanced network control aspects of the movie presentation. focusing on planning and configuring large technology courses, TS5521 and TS5523. In Prerequisite(s): TS5506 or equivalent experience scalable networks based on multi-protocol addition, learners are able to take one of the in Web site development including experience Internet works. Upon completion, learners have a industry certification exams. Prior to enrolling in with Flash, Fireworks, Photoshop, and other solid understanding of implementing, designing, this course, learners should earn certification as image processing tools upon school approval. and configuring large scalable networks using a Cisco Certified Network Associate (CCNA). TS5515 - Advanced Wireless and Mobile queuing, tunneling, route distribution, route maps, Prerequisite(s): TS5507 or equivalent experience Development (4 quarter credits). Mobile Web BGP, EIGRP, OSPF, and route summarization. In upon school approval. interfaces are maturing and becoming readily addition, learners are able to take one of the TS5523 - Advanced Network Technology - more available. This course emphasizes how industry certification exams. Prior to enrolling in Troubleshooting (4 quarter credits). This course aspects of Web technology (XML, XHTML, and this course, learners should earn certification as allows learners to build on the skills from TS5507, JSP) are used to support interactive wireless Web a Cisco Certified Network Associate (CCNA). focusing on the advanced troubleshooting skills applications. The wireless application protocol TS5520 - Operating System Theory and and techniques that are used on large scale and (WAP) will be presented in detail including current Application (4 quarter credits). This course multi-protocol Internet works. Topics in this course news on latest changes to this developing industry provides the learner with a sound foundation in are complemented by those in the other two standard. Learners explore how Web Markup operation system principles. The concepts of advanced network technology courses, TS5521 Language (WML) and WMLScript are utilized to resource management, scheduling, and and TS5522. Special emphasis is placed on create an interactive Web Telephony Application concurrency management and device troubleshooting Ethernets, Token Ring, routing, (WTA). The use of Web Transport Layer Security management are covered. The mechanisms used routed ISDN, PPP, Frame Relay, VLAN, and WAN (WTLS) and its importance in developing secure to support network interfaces including interfaces networks and protocols. In addition, learners are wireless application will be explored. The to the Internet and LANs are also introduced. The able to take one of the industry certification remainder of the course is devoted to server side concept of administering an operating system are exams. Prior to enrolling in this course, learners support of wireless applications. Aspects of discussed to provide an understanding of user should earn certification as a Cisco Certified Servlet/JSP that are relevant to WAP will be access and operating system security. Finally, the Network Associate (CCNA). Prerequisite(s): explored, particularly the unique support for concept of operating system performance issues is TS5507 or equivalent experience upon school session management. Learners use XSLT to discussed to provide an understanding of the approval. transform XML documents into WML to create importance of operating system configuration TS5524 - Advanced Project Management WAP supported Web pages. Learners work upon application performance. Examples are (4 quarter credits). This course focuses on through a number of computer labs to reinforce provided from both Unix-based and Windows- advanced project management topics and the above concepts. Prerequisite(s): TS5503 and based operating systems. At the conclusion of the techniques for successful projects. An initial TS5504 or equivalent experience upon school course, learners are able to compare how each assessment of the learner’s project management approval. system implements the key concepts listed above competencies and skills are conducted along with TS5516 - Client Server Architecture and Design to be able to determine the applicability of the the establishment of a professional development (4 quarter credits). This course focuses on the system to an operational environment. plan. The course provides an in-depth look at networking concepts and skills necessary to plan, TS5521 - Advanced Network Technology - scope, time, cost, and quality management based install, configure and manage a local area network Switching (4 quarter credits). This course allows upon a real-world case study scenario. Attention is (LAN). Other topics covered in this course include learners to build on the skills from TS5507, paid to the process of joint project planning security, printing, and troubleshooting. Upon focusing on advanced multi-layer switching sessions to increase the effectiveness of project completion, learners have a solid understanding of technologies and techniques used by some of the planning. Learners discover the importance of network administration at the LAN level. In major telecommunication companies to provide properly recruiting, organizing, and managing the addition, learners are able to take one of the advanced switch configuration, Spanning Tree project team. Techniques are discussed to help industry certification exams. Prior to enrolling in Protocol (STP) implementation, and Virtual Private keep projects on track through proper monitoring, this course, learners should possess a working Networks (VLANs). Topics in this course are control, and closeout methods. The course knowledge of networking concepts. complemented by those in the other two provides tools that the project manager may use TS5517 - Network Enterprise Architecture and advanced network technology courses, TS5522 throughout their professional careers. Design (4 quarter credits). This course is a and TS5523. In addition, learners will be able to TS5525 - Project Risk Management (4 quarter continuation of TS5516 focusing on the enterprise take one of the industry certification exams. Prior credits). This course addresses the important network. Topics in this course include designing to enrolling in this course, learners should earn elements of risk management including risk Wide Area Networks (WANs), directory services, certification as a Cisco Certified Network planning, identifying risk, quantifying risk, impact connectivity issues and procedures, remote Associate (CCNA). Prerequisite(s): TS5507 or analysis, development of appropriate responses, access, network traffic management, network equivalent experience upon school approval. and risk control. Learners gain an appreciation of security and monitoring multi-protocol wide area TS5522 - Advanced Network Technology - the systematic process of identifying, analyzing, networks. Upon completion, learners have a solid Remote Access (4 quarter credits). This course and appropriately responding to project risk. The understanding of network administration at the allows learners to build on the skills from TS5507, course covers the probability and consequences of WAN. In addition, learners are able to take one of focusing on the advanced technologies and maximizing positive events and minimizing the the industry certification exams. techniques that are being used to plan, design, probability and consequences of negative events. implement, configure, and monitor remote access Learners have a better understanding of risk and and dial-up techniques that provide remote how to appropriately apply it to projects. connectivity using PPP, ISDN, Frame Relay, and 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 147

TS5526 - Leadership and Human Resource application supported by an industry standard and methods of disguising information to ensure Management (4 quarter credits). This course application server utilizing a JSP based user its integrity, confidentiality, and authenticity. Prior focuses on organizational planning, staff interface. Learners understand how XML is used to to enrolling in this course, learners should possess acquisition, and team development, which configure an enterprise component application a working knowledge of basic algorithm includes assigning project roles, responsibilities, and explore the main types of EJBs and when and construction. and reporting relationships, staffing, motivation, where to use them. The concepts of security TS5536 - Ethical and Legal Considerations in leadership, team development, and conflict relative to enterprise components also are Information Technology (4 quarter credits). resolution. Learners gain an understanding of the discussed. Learners completing this course This course focuses on the ethical and legal issues processes required to make effective use of people develop competencies associated with the Sun surrounding computer technologies within an COURSE DESCRIPTIONS GRADUATE and resources on a project. The relationship certified Web component developer for J2EE organization. This course uses specific case between human resource management and platform certification and the enterprise architect examples and projects to explore the various project management are explored along with how for J2EE technology certification. Prerequisite(s): human dimensions of information technology and it relates to the project life cycle. Techniques are TS5503 and TS5513 or equivalent experience researches the relationships with customers, covered regarding interfacing with project upon school approval. partners, and society. Topics include intellectual stakeholders, designing effective organizational TS5530 - Component Development - Microsoft property rights, privacy, governmental structures, dealing with conflict on projects, Framework (4 quarter credits). This course regulations, and the individuals’ responsibilities in communication, and managing stress. Practical examines the architecture of .NET and explores the decision-making process. self-assessment exercises are used to determine how applications utilize this architecture to create TS5537 - Project Portfolio Management learners’ communication, conflict resolution, and .NET enabled applications. The Microsoft .NET (4 quarter credits). This course studies project leadership styles in addition to power orientation, technology will become the backbone of management from an organizational standpoint personality type, and motivation to manage. Microsoft’s network solutions and development allowing a holistic view of IT projects across the TS5527 - Procurement Management (4 quarter environment. Migration from COM to .NET is enterprise. Learners gain skills in analyzing project credits). This course presents the major processes discussed including its enhanced support for the proposals to best align projects with key business used in project procurement management, object-oriented programming model. Also, the strategies. Various project characteristics are including: planning, solicitation, source selection, impact of .NET on current Microsoft technologies discussed and reviewed for their impact on the contract administration, and contract closeout. is explored. .NET Web Services are presented business and technology infrastructure of the Each area of the procurement process is reviewed clarifying its role in supporting Web application enterprise including risk, cost, and strategic sequentially and salient points discussed. development. Learners gain experience with benefits. Procurement management is considered from the ASP.NET to create a .NET enabled Web TS5538 - Programming Strategies - Microsoft perspective of the buyer and seller relationship, application. C# examples are presented in light of Environment (4 quarter credits). This course including the processes required to obtain goods its support for .NET. Prerequisite(s): TS5503 or provides an introduction to the C# language and and services based upon project scope. Other equivalent experience upon school approval. implementing C#-based applications using the project management areas that relate to TS5531 - Security Management Practices .NET Framework. The course is oriented toward procurement management are discussed. (4 quarter credits). This course, which includes the learner with some programming experience in TS5528 - Project Integration Management aspects from the disciplines of networking, strongly-typed languages such as C, C++, or Java. (4 quarter credits). This course introduces the database management, and project management, Starting with the basics of the C# language such as learner to key components for project integration enables IT professionals to identify, develop, and built-in data types, operators, and control management and the processes required to ensure implement security policies for an information structures, the course migrates to an introduction that elements of a project are properly system and its physical environment (i.e. network to how C# implements the foundation of OOP coordinated. Learners are challenged to look for interface). Essential to this is operations security. such as extending classes through inheritance, ways to bring excellence to their projects. The role Legal and investigative concepts regarding interfaces, and polymorphism. The course covers of the project manager as an integrator is information security are discussed as well as the how to utilize Microsoft’s Visual Studio Integrated discussed along with the tradeoffs among necessity for network and physical security. This Development Environment (IDE) to create, competing objectives and alternatives. The need course covers proactive practices including compile, and deploy C#-based applications. for a project management strategy and an Business Continuity Planning (BCP) and disaster Hands-on lab exercises throughout each unit understanding of stakeholder identification and recovery planning in order to maintain information provide learners with experience creating and analysis are discussed. The importance of a integrity. This course also explores areas of debugging C# applications and assemblies. comprehensive approach to change control is operations security. Prerequisite(s): TS5505 or equivalent reviewed and highlighted. Learners gain an TS5532 - Secure System Development and programming experience in C, C++, or Java understanding of overall project management Cryptology (4 quarter credits). Applications and upon school approval. including successful project implementation, the operating systems supporting them must be TS5540 - Introduction to XML and Web Services systems thinking, problem solving, and the skills, designed securely to protect access to enterprise (4 quarter credits). This course provides a roles, and expectations of project managers. data. Communications between these systems comprehensive overview of the eXtensible TS5529 - Component Development - Java also must occur securely to prevent unauthorized Markup Language (XML) and the fundamental Framework (4 quarter credits). This course access to the data or corruptions of the data. This technologies that underlie Web services. introduces the key concepts supporting Web course explores the key concepts of operating Understanding the mechanisms behind XML and enterprise component development through an system and application design from the Web services is crucial to understanding its examination of the key features of Java 2 perspective of security and emphasizes the potential and effectively implementing these Enterprise Edition (J2EE), a framework for importance of securing database access. It also technologies. Learners create XML documents, developing reusable and portable enterprise illustrates the importance of software schemas, and stylesheets for transforming XML. In components. Learners study the architecture of development and maintenance processes that addition, learners discover how to create SOAP J2EE to understand key components for creating impact security. Further, this course analyzes how messages and integrate services through various applications. Learners create a servlet-based cryptography addresses the principles, means, 148 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Graduate Course Descriptions, continued

Web Service technologies such as WSDL. Prerequisite(s): Prior to enrolling in this course, Prerequisite(s): TS5503 or equivalent experience a preliminary learning plan must be approved in server-side development and intermediate- by the school. Cannot be fulfilled by petition level programming in a programming language TS5990 - Integrative Project (4 quarter credits). such as Java, C#, C++, or Perl (i.e., TS5513) upon This course enables learners to demonstrate school approval. proficiency in integrating learning from their TS5590 - Web Development and Networks course work at Capella University. Learners (4 quarter credits). This course enables learners prepare a project plan that includes proposed with little prior IT knowledge to understand topic area, deliverables, dates when they will be fundamental concepts of IT and to be prepared for completed, and the associated learning that will future courses in the program. It is crucial to be exhibited. Upon approval from their instructor, understand the role of the Web and Web-based learners execute their project plans. Learners applications in today’s business environment. It is record weekly status on their progress, issues, key also essential to understand how business and data decisions, and learning. At the conclusion of the communications are supported through network course, learners complete their projects and devices and software. This course provides an summarize their results on their Capella University overview of Web applications and how they are Web sites. Prerequisite(s): Completion of all utilized to support business needs. It also presents required master’s course work. Cannot be the basic concepts of computer networks and an fulfilled by transfer or petition. overview of various methods of creating and supporting internal and external computer networks. In both areas learners are able to Colloquia and Residencies compare various options in Web application COL-R5921 - MS Colloquium Track I. The first development or networks and select the most master’s residential colloquium is the initial track appropriate solution. Learners may choose or be of the residency sequence and should be advised to enroll in this course. Does not apply completed during the first two quarters of toward degree or certificate total credits. enrollment. TS5591 - Programming and Database Systems (4 COL-R5922 - MS Colloquium Track II. The second quarter credits). This course enables learners with colloquia will be taken approximately during the little prior IT knowledge to understand second year of enrollment (master’s learners fundamental concepts of IT and to be prepared for completing in fewer than three years may take future courses in their program. It is crucial to their colloquia more closely together, the second understand the role of software development in colloquium near the midpoint of their programs). today’s business environment. It is also essential to COL-R5923 - MS Colloquium Track III. The third understand how data is managed, accessed, and colloquia will be taken approximately during the utilized in decision-making processes. An overview third year of enrollment (master’s learners of the basic concepts of the software development completing in fewer than three years may take process is presented. Learners become familiar their colloquia more closely together). with programming through updating existing applications in an industry standard programming COL-R8921 - PhD Colloquium Track I. Track I is language (i.e., Visual Basic). This course also taken before completing 56 earned and provides an overview of database principles transferred credits. Learners are strongly enabling the learner to construct a simple encouraged to complete this colloquium within database and access its information through an their first quarter of enrollment. application interface. Learners modify existing COL-R8922 - PhD Colloquium Track II. Track II is programs to access a database and develop useful taken as learners are completing 57-72 credits, reports. In both areas, learners are able to compare while they are immersed in their required course various options in application development and work. database technology to select the most COL-R8923 - PhD Colloquium Track III. Track III is appropriate solution for their business taken while learners are completing 73-96 credits Learners may choose or be advised environment. (for HASOP learners, 73-95 credits). Since the final to enroll in this course. Does not apply toward 24 (or 30) credits earned in the doctoral program degree or certificate total credits. are tied to the completion of the comprehensive TS5899 - Special Topics in Technology (4 quarter examination and dissertation, Track III prepares credits). This course enables learners to propose learners for their comprehensive examination and conduct a study of special topics of interest questions, for completing their dissertations, and related to information technology. Appropriate for life after graduation. course topics address an area of study that complement the learner’s past experience and learning objectives. The results of the study must exhibit a graduate-level mastery of the topic area. 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 149

Governance

Administration Board of Directors School Directories GOVERNANCE

The administration of Capella University is Capella University School of Undergraduate Studies committed to excellence in all aspects of the The board of directors provides oversight and Dean institution. Along with an enthusiasm for guidance regarding Capella University’s policies Valerie Perkins, EdD working with adult learners, Capella’s and programs. Faculty Directors administrators bring many years of experience Patricia Cardenas-Adame, PhD to designing and delivering higher education James V. Gambone, PhD Paul Coverstone, PhD programs. William B. Harvey, EdD Michael J. Miller, MBA Feranda Williamson, EdD University President Carol Hulce, BS Faculty Chairs Michael J. Offerman Helene Krivosha (emeritus), BS BA, University of Iowa Sharan B. Merriam, PhD Eileen Dittmar, MA MS, University of Wisconsin-Milwaukee Michael J. Offerman, EdD Keith Morneau, EdD EdD, Northern Illinois University Paul Schroeder, MBA Deborah Snyder, PhD Stephen G. Shank (emeritus), JD Provost Core Faculty Kimberly Spoor, PhD Karen J. Viechnicki Sharon Bender, PhD Joan C. Stoner, EdD Karen Bernard, MBA BA, Beaver College Priscilla McNulty (secretary), JD MA, University of Akron Paul Gold, MS PhD, Kent State University J. Dennis Hart, MBA Capella Education Company Joseph Johnson, MBA Vice Provost, Academic Affairs Tony J. Christianson, MBA Jerry Minshall, MS Ronald O. Anderson Gordon A. Holmes, MBA Susan Stehlik, MS BA, Saint Olaf College S. Joshua Lewis, DPhil School Administration Manager MA, University of Minnesota Jody G. Miller, JD Janice Aanenson, MEd PhD, University of Minnesota James A. Mitchell, BA Acting Director of Assessment and Jon Q. Reynolds, Jr., MBA School Administration Staff Institutional Research Stephen G. Shank, JD Juan Carlos Bates, BA Kimberly Pearce David W. Smith, MBA Michelle Faucher, BA BS, Appalachian State University Jeffrey W. Taylor, BS Kevin D. Krier, MBA MS, University of North Carolina-Chapel Hill Darrell R. Tukua, BS Mike Moffitt, BS Greg Thom (secretary), JD Christina Newell Chancellor Kathy Saulton, PhD Stephen G. Shank Bachelor’s Academic Advisors BA, University of Iowa MA, The Fletcher School Jason Bauer-Clapp, MA JD, Harvard Law School Nancy Bois, MA Amy Buechler-Steubing, MA Director of Academic Support Jenelle Davis, MS Trenda Boyum-Breen Kelly Kubicek, MA BA, Concordia College-Moorhead Meredith McCann, MS MS, Winona State University Julie McNamara, MS Director of Faculty Diversity and Engagement Kyle Munoz, MA Cecilia Stanton Kate Soutter, BA BA, Bloomfield College MA, Lehigh University Director of Financial Aid Tim Lehmann BA, Concordia College - Moorhead MBA, Capella University 150 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Governance, continued

School Directories, continued

School of Business and Technology School of Business and Technology, continued School of Education Dean Doctoral Academic Advisors Dean Kurt R. Linberg, PhD Doug Gorsuch, MBA James Wold, PhD Faculty Directors Shelly Grothe, MS Faculty Directors Melissa Hartman, DBA Bryan Kujawski, MA, MS Ed Gould, EdD Barbara Butts Williams, PhD Barbara Pappenfus, MS Miriam Guthrie, PhD Jeffrey Scanlon, MSSc Harry McLenighan, EdD Faculty Chairs Steven Brown, DBA Doctoral Advising Assistant Faculty Development Specialist Sheila Fournier-Bonilla, PhD Jillian Robole, BS and Colloquia Lead Jack Krichen, MS Master’s, MBA, and Keith Johansen, PhD Gary Robinson, PhD Certificate Academic Advisors Faculty Chairs Robert Rodriguez, PhD Jill Adams, MS Jamie Barron, EdD Lawrence K. Wang, PhD Tracy Griffin, MA Kathryn Campbell, EdD John Whitlock, PhD Joe Mitzel, JD Phil Corkill, EdD Michael Williams, PhD John Murphy, MSE Beverly Enns, EdD Core Faculty Nancy Olson, MA Christine Jax, PhD Cheryl Bann, MBA Advising Assistant Alyce LeBlanc, PhD Tsun Chow, PhD Jesmia Avery, BA Adell Newman-Lee, EdD Valerie Coxon, PhD Nan Thornton, PhD Stephanie Fraser-Beekman, PhD Senior Faculty Larisa V. Genin, DBA Elizabeth Bruch, EdD Toni Greif, PhD Bruce Francis, PhD Martha Hollis, PhD Jerry Halverson, PhD Kris Jamsa, PhD Mark H. Rossman, EdD Nancy Johnson, PhD Core Faculty Forest Jourden, PhD, JD Marcella Benson-Quaziena, PhD Joseph LeVesque, DBA Cheryl Doran, PhD William Reed, PhD Pam Hanfelt, PhD Shelley Robbins, PhD Sonja Irlbeck, EdD Rebecca Snarski, MS Dennis Mills, PhD Linda Terry, PhD Larry Reynolds, PhD School Administration Manager Carolyn Rogers, PhD Thomas Henderson, MS Leone Snyder, PhD Kim Spoor, PhD School Administration Staff Brad Berkland, MA School Administration Manager Becky Copper, MA Michael Higgs, BA Margaret Eastman, BA School Administration Staff Ikechukwu Ezueh, MA Sue Arakawa, MS Emil E. Gerth, BA Michelle Beinner, MEd Dana Hillesheim, BA Andrea Dow, MEd Juanita Ikuta, MS Mandy Kaplan, BA Brian Imholte, BS Nate Otto, BA Bill Kuchar Lucy Reile, BS Sandy Leppanen, BA Brenda Samson, BS Sara Leiste, MS Kelly Sundsmo, BA Amy J. Petterson, BS Lisa White, BA Margaret Pidde Doctoral Academic Advisors Lora Roussanova, MBA Christine Keith, MS Sandra Running, MA Jonathan Gehrz, MS Kimberly Wapola, BS Lynn Riskedal, PhD Jennifer Wills, BS Stacey Sculthorp, MA Kim Smieja, MA Amy Stenson, MA Carley Watts, MA Doctoral Learner Support Specialist Jillian Robole, BS Master’s and Certificate Academic Advisors Andrea Baker, BA Michael Johnson, MA Carrie-Beth Schrader, MS 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 151

School Directories, continued

School of Human Services Harold Abel School of Psychology Harold Abel School of Psychology, continued GOVERNANCE Dean Co-Interim Deans Doctoral Academic Advisors Pamela K. S. Patrick, PhD Jody Neuman-Aamlie, PhD, LP Ellen Carey, MA Faculty Director Suzanne Montella, MBA Dawn Huebner, MA Christopher Cassirer, ScD, MPH Faculty Director of Academic Programs Vera Kovacovic, PhD Colloquia Lead/Faculty Development Specialist Gail Lorenz, PhD Adam Soderlind, MA Charles Tiffin, PhD Faculty Director of Professional Programs Doctoral Advising Assistant Faculty Chairs Mark Zwingelberg, PsyD Jillian Robole, BS Siri Sorenson, BA Janice J. Caron, EdD Associate Director of Training Thomas (Bill) Clyburn, PhD for Residency Programs Master’s and Certificate Academic Advisors John Darland, PsyD Laura Jarrett, PhD Julie Andreasen, MS Joanna Oestmann, EdD Associate Director of Training Katie Gustavson, MA Heather Sorrell, MA Core Faculty Vesna Hampel-Kozar, PhD, LP Wendy Andberg, PhD Colloquia Lead/Faculty Development Specialist Curtis Brant, PhD Garvey House, PhD Amanda Costin, PhD Faculty Chairs Alice Yick Flanagan, PhD Richard Flor, PhD Garvey House, PhD Suzanne Holmes, DPA Randy Johnson, Ed.D. Mee-Gaik Lim, PhD Robert Schnedler, PhD, LP Charles Lorbeer, PhD Fox Vernon, PhD Christopher Lucies, EdD Karen Yasgoor, PhD, SPHR Michele Mannion, PhD Interim Faculty Chair Ron Muchnick, PhD Laren Winter, EdD Sherri Muchnick, PhD Senior Faculty Benjamin Noah, PhD Brian Austin, PhD AnnaLynn Schooley, PhD Core Faculty Jana Whiddon, PhD Angela Adams, PhD School Administration Manager Sharlene Adams, PsyD Jennifer Morgan, MAT, PMP Leigh Baldwin, PhD School Administration Staff Rebecca D.B. Behrend, PhD, LP Stacey Barenbaum, BA David Chapman, PsyD Amy Dorn-Fernández, BA Catherine Crews, PhD Terri Edington, BS Bruce Fischer, PhD, LP, LMFT Amy Landgren, BA Thyra Fossum, PhD Beth O’Hara Muller, BA Victoria A. Gamber, PhD Eric Nelson, BA John Gonsiorek, PhD Siri Spong, BS Malcolm Gray, PhD Shannon Stordahl, BA Chris Heffner, PsyD Doctoral Academic Advisors Sheldon Kleine, PhD, LP Susan Browender, MA Gina Langan, PhD John Mabey, MC Jeffrey Leichter, PhD, LP Scott Silver, MBC Marilyn Marks-Frey, PhD, ABPP Sue Stirling, MA William Percy, PhD, LP, LMFT Nancy Piotrowski, PhD Master’s and Certificate Academic Advisors David Sarnoff, PhD, ABPP Mark Cowen, MA Wayland Secrest, PhD Erin Holm, MS Christine Woolf, PhD Jennifer Koontz, MS School Administration Manager Kathryn O'Connell, MA Sidney Smith, MS Kevin Price, MBA Advising Assistant School Administration Staff Andrea Baker, BA Mark Anderson, BA Kyle DeLaHunt, BA Kelly Dykstra, MHR Tracy Emanoff, MA Bridget Gaer, BA Benjamin Imker, MA Kristin Lang, BA Jennifer Meyer, BA 152 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty

Senior Faculty Andersen, Jill, BA, Augustana College; MS, Cardinal Banescu, B. Chris, BS, New York University; JD, Stritch University Southwestern University School of Law Austin, Brian, BA, Monmouth College; MS Ed, Southern Illinois University; PhD, Southern Illinois Anderson, Justin, BA, University of Minnesota – Bangert, Arthur, BA, Kent State University; MS, University; postdoctoral certificate in Clinical Duluth; MS, Boston University; PhD, University of St. Youngstown State University; EdD, University of Psychology, University of North Carolina – Thomas South Dakota; EdS, University of Nebraska-Kearney Greensboro Andrews, Letitia, BA, BS Roosevelt University; MEd, Bann, Cheryl, BA, University of Minnesota; BS, Bruch, Elizabeth, BA, Elmhurst College; MS, Indiana National-Louis University University of Minnesota; MBA, University of St. Thomas University – Fort Wayne; PhD, University of Ansoorian, Andrew, BS, James Madison University; Wisconsin – Madison MS, California State University – San Bernardino Banton, Mernoush, MBA, University of Miami; MS, Florida International University; DBA, Nova Francis, J. Bruce, BA, University of Detroit; MA, Anthony, Kimberly, BS, East Carolina University, Southeastern University University of Detroit; PhD, University of Michigan – Greenville; MA, Mary Baldwin College; PhD, Capella Ann Arbor University Barker, Gwen, BS, University of Wisconsin – River Falls; MBA, University of Minnesota, Twin Cities Halverson, Jerome, BA, Saint Mary’s University; MA, Armer, Laura, BS, Sam Houston State University; BA, Saint Louis University; MEd, Saint Mary’s University; Sam Houston State University; MS, University of Barron, Jamie, BS, University of Pittsburgh; MEd, PhD, Michigan State University Houston, Clear Lake Indiana University of Pennsylvania; EdD, Indiana University of Pennsylvania Rossman, Mark H., BA, New York University; MS, Arillo, Lawrence, BA, Montclair State University; University of Bridgeport; MHL, Ottawa University – MBA, University of Phoenix; JD, Concord University Barrow, Lisa, BA, Capital University; MS, Buffalo Ottawa; EdD, University of Massachusetts – Amherst School of Law State College; DM, University of Phoenix Arnason, Phyllis, BS, Virginia Commonwealth Bartelme, Lois, BA, Mt. Holyoke College; MA, Core and Adjunct Faculty University; MS, University of North Carolina at University of Alabama; PhD, University of Iowa Chapel Hill; EdD, George Washington University. A Bartleson, Eric, BS, Mankato State University; MS, Aronson, Daniel, AB, UC Berkeley; MBA, MIT Sloan Mankato State University; PhD, University of Abraham, JoAnn, BA, University of South Dakota; School Minnesota MBA, University of St. Thomas Astacio, Victor, BA, Central Bible College; MS, Barton, Brian, BS, Illinois State University-Normal; Acadia, Phyllis, BA, The City College of Liberal Arts Miami Institute of Psychology; PsyD; Carlos Albizu MS, Cornell University and Science; MS, The City College; MA, Fielding University; PhD, Carlos Albizu University Graduate Institute; PhD, Fielding Graduate Institute Barton, Craig, BS, Wayne State University; MS, Auten, Anne, BA, Michigan State University; MEd, Central Michigan University; PhD, Wayne State Ackerman, Rosalie, BS, Iowa State University; MS, University of Illinois at Urbana-Champaign; PhD, University Iowa State University; PhD, Iowa State University University of Minnesota – Twin Cities Basl, Barbara, BS, Virginia Commonwealth Adams, Angela, BS, University of Alabama – Auxier, C.R., BA, Graceland College; MS, Central University; MBA, Virginia Commonwealth University Birmingham; MS, University of Nevada – Las Vegas; Missouri State University; MA, Adams State College; Bassett, Caroline, BA, Tufts University; MA, PhD, University of Missouri – Columbia PhD, Idaho State University University of Vermont; PhD, University of Iowa Adams, Anna, BA, Catawba College; MA, The Avella, Joseph, BS, Rensselaer Polytechnic Institute; Batchelder, Ann, BS, University of Iowa; MEd, George Washington University MA, The Catholic University of America; MBA, Colorado State University; PhD, University of Capella University; PhD, The Catholic University of Adams, Katherine, BA, St. Olaf College; MS, Arizona Winona State University America Baugh, Clifford, BS, San Jose State University; Adams, Sharlene, BA, Manchester College; MS, MBA, University of Redlands; DBA, Nova Northeastern State University; PsyD, Forest Institute B Southeastern University of Professional Psychology Babb, Danielle, BS, University of California – Baumberger, Julie, BS, Dakota State University; Adkins, Mac, BA, Heritage Christian University; MA, Riverside; MBA, University of Redlands; PhD, MEd, South Dakota State University; EdD, Southern Christian University; MDiv, Southern Capella University University of South Dakota Christian University; EdD, Auburn University Bail, David, BA, University of Cincinnati; MBA, Bausch, Kenneth, BA, Duns Scotus College; MA, Akhavan-Majid, Roya, BA, University of Minnesota – University of Phoenix State University of West Georgia; PhD, Saybrook Twin Cities; MA, University of Minnesota – Twin Graduate School Research Center Cities; PhD, University of Minnesota – Twin Cities Bailey, Barbara, BBA, Georgia State University; MS, Georgia State University; PhD, Georgia State Bayer, Sam, BS, University of Florida; PhD, Akins, William, BA, San Francisco State Univeristy; University University of Florida MS, Kansas State Univeristy Baker, Keith, BS, Purdue University; MBA, University Beazley, Jackson, BS, University of Maryland; MA, Allen, Carolyn, BA, Pennsylvania State University; of Iowa; MS, Benedictine University; PhD, Chapman University; EdD, Arizona State University MSS, Bryn Mawr College; MA, Temple University; Benedictine University PhD, Temple University Bechtold, Brigid, BA, College of Saint Benedict; Balch, David, BS, California State University – Los MA, St. Cloud State University; MA, Fielding Almasude, Amar, BA, Evergreen State College; Angeles; MBA, Pepperdine University; PhD, United Graduate Institute; PhD, Fielding Graduate Institute MA, Ohio University, Athens; PhD, Ohio University, States International University Athens Beekman, Carl, BS, Indiana University – Terre Baldwin, Leigh, BA, Western Kentucky University; Haute; MS, Indiana University; PhD, Union Institute Almasude, Joanna, BA, Ohio University, Athens; MS, Eastern Kentucky University; EdS, University of & University MA, Ohio University, Athens Kentucky – Lexington; PhD, University of Kentucky – Behrend, Rebecca, BA, Gustavus Adolphus Lexington Ambrose, Shawn, BA, Shippensburg University of College; MDiv, Moravian Theological Seminary; Pennsylvania; MBA, University of Akron Ballinger, Marcia, BS, University of Minnesota; MA, MSE, University of Wisconsin; PhD, Walden Andberg, Wendy, BA, University of Minnesota; University of Minnesota; PhD, Capella University University MA, University of Minnesota; PhD, University of Bandow, Diane, BS, Iowa State University; MS, Bellamy, Alphonso, BA, Case Western Reserve Minnesota National Louis University; MA, Fielding Graduate University; MS, Purdue University; PhD Purdue Institute; PhD, Fielding Graduate Institute University 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 153 FACULTY

Bemker, Mary, BS, Indiana University; BS, Spalding Boyd, David, BA, University of Illinois – Urbana- Bullock, Cheryl, BA, Sangamon State University; College; MS, Indiana University; PsyD, Spalding Champaign; MBA, Golden Gate University; PhD, MA, University of Illinois at Urbana-Champaign; PhD, University; MS, University of Alabama – Birmingham; Walden University University of Illinois at Urbana-Champaign DSN, University of Alabama – Birmingham Boyd, Michael, BA, Jacksonville University; MBA, Buresh, Donald, BS, University of Illinois – Chicago; Bender, Sharon, BA, Thomas Edison State College; University of North Florida MA, Boston College; MBA, University of MS, ISIM University; MBA, ISIM University; PhD, Massachusetts-Lowell Boyd, Sandy, BA, California State University at Capella University Sacramento; MA, Sonoma State University; EdD, Burkett, William, BS, Palm Beach Atlantic College; Benedict, Norma, BA, University of Arizona; MSW, University of San Francisco MS, Nova Southeastern University; PhD, Nova Arizona State University; PhD, Walden University Southeastern University Brain, Hank, BS, Florida Southern College; MA, Benraouane, Sid, BA, University of Algiers; MA, University of Phoenix Busby, Nora, BS, Florida State University; MS, University of Minnesota, Twin Cities; PhD, University Florida State University; EdD, Nova Southeastern Brant, Curtis, BA, Kent State University; MA, of Minnesota, Twin Cities University Bowling Green State University; PhD, Bowling Green Benson, Tracy, BS, St. Lawrence University; MA, State University Butler, Clifford, BS, California State Polytechnic Northern Arizona University; EdD, University of University; MBA, Golden Gate University; DBA, Nova Brashears, Michael, BA, Azusa Pacific University; Arizona Southeastern University MA, Azusa Pacific University; PsyD, Azusa Pacific Benson-Quaziena, Marcella, BS, University of Iowa; University Butler, Robert, BA, Arizona State University; MA, MA, University of Iowa; MSW, University of University of Colorado-Boulder Braye, Rubye, BA, Hollins University; MBA, Boston Washington; MA, Fielding Graduate Institute; PhD, University; PhD, Walden University Butts Williams, Barbara, BA, Morgan State Fielding Graduate Institute University; MA, Hamline University; MA, Fielding Brehm, William, BA, State University of New York, Benson, Ronald, BS, University of Iowa; MA, Graduate Institute; PhD, Fielding Graduate Institute Albany; MS, Springfield College; PhD, Walden University of Iowa; PhD, University of Iowa University Benton, Bradley, BS, Morningside College; MBA, Brewer, Jackie, BA, Ottawa University; MA, Ottawa C University of Nebraska University; Cadogan, Rochelle, BS, University of Wisconsin, Berg-O’Toole, Carol, BS, North Dakota State Britten, Jody, BS, University of Nebraska; MEd, Stout; ME-PD, University of Wisconsin, La Crosse; University; MA, University of Minnesota; PhD, University of Kansas; PhD, University of Kansas PhD, Capella University University of Minnesota; JD, University of Minnesota Bronner, Julia, BSN, College of St. Teresa; MS, Caffaro, John, BA, Long Island University; MA, Bernard, Karen, BS, Bemidji State University; MBA, Winona State University; PhD, Capella University United States International University; PhD, Fielding University of North Carolina – Chapel Hill Graduate Institute Brown, Jeffrey, BS, Yale University; MS, University Bertrand, Art, BS, Westfield State College; MA, of St. Thomas Callender, Stephen, BA, Davidson College; MS, American International College; PhD, University of Virginia Polytechnic Institute and State University; Connecticut Brown, Mary, CISSP; BS, Metro State University EdD, Virginia Polytechnic Institute and State Bigelow, Robert, BA, University of New Mexico; JD, Brown, Steven, BS, City College of New York; MBA, University Georgetown University Pace University; DBA, Nova Southeastern University Cameron, William, BA, California State University – Bird, Douglas, BS, University of Wisconsin; MS, Brown, William R., BBA, Eastern Kentucky Sacramento; MA, California State University – Gannon University; PhD, Capella University University – Richmond; BA, University of Kentucky – Sacramento; PhD, Texas Christian University Lexington; MA, Eastern Kentucky University – Blagg, Michael, BS, Eastern Illinois University; MBA, Cammann, Cortland, BS, Yale University; M. Phil., Richmond; EdD, Nova Southeastern University Eastern Illinois University Yale University; PhD, Yale University Bruch, Daniel, BA, Carthage College – Kenosha; Blessinger, Patrick, BS, Auburn Univeristy; MS, Campbell, Kathryn, BA, University of California – MA, Northern Illinois University – DeKalb; MDiv, Georgia Institute of Technology Los Angeles; MS, Dominican University of California; Concordia Theological Seminary – Fort Wayne; EdD, University of the Pacific Bly-Turner, Margaret, BS, University of New York DMin, Concordia Theological Seminary – Fort State; MPssc, Pennsylvania State University; PhD, Wayne; PhD, University of Wisconsin – Madison Caraballo, Ervin, BA, Inter American University of Oklahoma State University Puerto Rico; MBA, Webster University; DBA, Nova Brue, Alan, BA, State University of New York – New Southeastern University Bobbie, Gloria, BA, State University of New York, Paltz; MA, University of Florida; EdS, University of Plattsburgh; MALS, State University of New York, Florida; PhD, University of Florida Caron, Janice J., BS, University of New Hampshire; Plattsburgh MEd, Salem State University; EdD, Sarasota Bucchi, Claudia, BA, Trenton State College; MA, University Bolden-Ingram, Libbia Ann, BS, University of Trenton State College; EdD, Nova Southeastern Maryland; MS, Central Michigan University University Carter, Hellen, BA, Arizona State University; MS, Northern Arizona University; PhD, Walden University Bolland, Eric, BA, University of Wisconsin – Madison; Buchen, Irving, BA, New York University; MA, New MA, University of Wisconsin – Madison; DBA, Nova York University; PhD, Johns Hopkins University Casey, Rickey, BS, University of the Ozarks; MBA, Southeastern University University of Central Arkansas; DBA, Nova Buchman, Joseph, BS, Kelley School of Business- Southeastern University Born, Apiwan, BS, Chulalongkorn University; MS, Indiana University; MS, Krannert Graduate School of Mississippi State University; MBA, Mississippi State Management, Purdue University; PhD, Indiana Cassirer, Christopher, BA, Rutgers College, Rutgers University; PhD, Southern Illinois University University University; MPH, Yale University School of Medicine; ScD, John’s Hopkins University, School of Public Bostain, Nancy, BA, University of Cincinnati; MS, Buck, Douglas, BS, Wright State University; MS, Health New Mexico Highlands University; PhD, Walden American University; MBA, University of Dayton; University DPA, Nova Southeastern University Cattapan, Mary Catherine, BS, University of Illinois- Chicago; MBA, DePaul University Bourque, Thomas, BA, Salem State College; MA, Buffkin, Sally, BSBA, University of Wisconsin – Villanova University; MST, Regis College; MDiv, Eau Claire; MBA, University of Central Florida Chabries, Carole, BA, University of Washington; University of Saint Michael's College; EdD, University MA, University of Wisconsin-Madison; PhD, of San Francisco University of Wisconsin-Madison 154 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty, continued

Chang, Judy, BS, State University of New York at Cox, Beth, BA, University of California – Berkeley; DeCaro, Frank, BBA, St. Francis College; MBA, Old Westbury; MS, Florida Institute of Technology MPA, California State University – Long Beach; PhD, Long Island University; PhD, New York University University of Southern California Chapman, David, AB, University of Missouri; MA, DeNigris III, John, BS, Indiana University; MBA, Luther Theological Seminary; MA, University of Cox, Carol, BS, Northern Michigan University; MA, Florida Metropolitan University; PhD, Walden St. Thomas; PsyD, University of St. Thomas Northern Michigan University University Chappell, Kelley, BA, University of South Carolina; Coxon, Valerie, BS, University of Washington; MS, Dennis, Alan, BS, West Virginia University – MA, University of South Carolina; PhD, University of University of Washington; PhD, University of Parkersburg; MS, West Virginia University – South Carolina Washington Morgantown Chin, Darian, BA, University of Southern California; Craig, Jeanne Anne, BS, Ball State University; MEd, Dereshiwsky, Mary, BS, Southern Connecticut State MA, California State University – Los Angeles; MBA, University of Washington; PhD, Fielding Graduate University; MS, University of New Haven; PhD, California State University – Los Angeles Institute University of Massachusetts – Amherst Chow, Tsun, BS, University of California – Los Crawford, Linda, BA, Emmanuel College; PhD, Dervis, Jocelyn, BS, University of Central Florida; Angeles; PhD, University of California – Berkeley University of Minnesota – Minneapolis MBA, Southeastern University Christiansen, Bryan, BS, The State University of Crawford, Theresa, BS, Ohio State University; MS, Desjardins, Louis, BScA, Laval University; MScA, New York; MBA, Capella University Ohio State University; PsyD, University of Denver Laval University Chuang, Jo-Yu “Roy”, BS, Tamkang University – Cree, Lisa, BA, Southern Illinois University; MA, Deubel, Patricia, BS, Ohio University; MS, Ashland Taiwan; MS, Ohio State University; MBA, Baker Roosevelt University; PhD, California School of College; PhD, Nova Southeastern University University Professional Psychology Deuser, William, BA, Kent State University; MA, Clayton, Phyllis, BS, Pittsburg State University; MS, Crelin, Sheryl, BS, Southern Connecticut State University of Missouri – Columbia; PhD, University of Pittsburg State University; EdS, Pittsburg State University; MA, University of Phoenix Missouri – Columbia University; EdD, University of Arkansas Crews, Catherine, BA, Newcomb College of Tulane Devillier, John, BS, Florida State University; MA, Clyburn, Thomas W., BA, Eckerd College; MA, University; MA, University of Kentucky; PhD, California State University-Dominguez Hills; MA, Vermont College of Norwich University; PhD, University of Kentucky George Washington University Walden University Crocker, Ruth, BS, Saint Joseph’s College; MS, Dew, Katherine, BA, Colby College; MBA, Babson Coito, Deborah, BA, Humboldt State; MFA, University of Wisconsin – Milwaukee; MS University College; PhD, Walden University California Institute of the Arts of Wisconsin – Stout; PhD Saybrook Graduate DeWitt, Douglas, BA, University of Redlands; MA, School Conrad, Rita M., BS, Illinois State University; MEd, University of Redlands; PhD, Claremont Graduate Arizona State University; PhD, Florida State Cruz, Norberto, BS, Northwest Missouri State University University University; MS, Northwest Missouri State University; Dhawan, Amrita, BA, University of Dehli; MA, EdD, Virginia Polytechnic Institute and State Contreras, Carlos, BA, University of Texas – Austin; University of Dehli; PhD, Columbia University University MA, University of Texas – Austin; PhD, University of DiBella, Anthony, BA, Trinity College; MA, American Texas – Austin Cunat, Patricia, BA, University of Wisconsin – University; MBA, University of Rhode Island; PhD, Eau Claire; MBA, University of St. Thomas Cook, James H., BS/BA, Henderson State University; Massachusetts Institute of Technology MBA, Henderson State University; EdD, University of Cunningham, Neil, BA, Metropolitan State Dickey, Corinne, BA, University of Minnesota; MA, Arkansas – Little Rock University University of Minnesota; PhD, University of Cooke, Phyliss, BA, Baldwin Wallace College; MA, Czelusniak, Vernon, BA, St. Leo College; MS, Minnesota Cleveland State University; PhD, Kent State Florida International University; PhD, Nova DiMatteo, Donna, BA, University of San Diego; MS University Southeastern University California School of Professional Psychology – San Cooper, Mark, BS, Youngstown State University; Diego; MS (2nd), California School of Professional MA, Towson State University; PhD, Kent State D Psychology – San Diego; PhD, California School of University Professional Psychology – San Diego Damiani, Joseph, BA, Ohio Northern University; Coppola, Nicholas, BSc, Liverpool University, Dittmar, Eileen, BS, Western Michigan University; MSW, University of Michigan; PsyS, Center for England; BA, State University of New York, Potsdam; MA, Western Michigan University Humanistic Studies; PhD, Union Institute & University MSA Central Michigan University; MHA, Baylor Dobbert, Duane, BA, Albion College; MA, Michigan University; PhD, Virginia Commonwealth University – Daniels, Dawn, BS, East Carolina University, State University; PhD, Capella University Richmond Greenville Domine, Lawrence, BA, University of Wisconsin – Corkill, Phil, BA, Wesleyan University; MAEd, Daniels, Glenn, BS, Washington University, St. Louis, Milwaukee; MS, University of Wisconsin – Milwaukee Northern Illinois University – DeKalb; EdD, Northern Missouri; MS, University of Texas at Dallas; MBA, Illinois University – DeKalb University of Texas at Dallas Dominguez, Cesar, BE, Universidad Tecnologica del Centro, Valencia, Venezuela; MA, Hamline University Coronna, Mark, BA, University of Wisconsin – Darland, John, BA, Hamline University; MPP, Madison; MS, University of Wisconsin – Madison Humphrey Institute of Public Affairs; PsyD, Doran, Cheryl, BA, California State University – Minnesota School of Professional Psychology Sonoma-Rohnert Park; BBA, Boise State University; Costello, Richard, BS, North Carolina State MS, Capella University; PhD, Capella University University – Raleigh; MA, North Carolina State Davidson, Karen, BS, University of Illinois – Urbana- University – Raleigh Champaign; MBA, DePaul University Driver, Thomas, BS, Park College; MPA, Golden Gate University; MA, Liberty University; PhD, Walden Costin, Amanda, BA, University of Vermont; MEd, Davis, Phillip, BS, Texas State University – Corpus University University of Virginia; PhD, Kent State University Christi; MS, Texas State University – Corpus Christi; EdD Nova Southeastern University Drogosz, Lisa, BA, Ohio University; MA, The Coverstone, Paul, BA, Marshall University; MS, ISIM University of Akron; PhD, The University of Akron University; PhD, Capella University Dean, Willie, BS, University of Memphis; MBA, University of Nebraska at Omaha; PhD, University of Duchac, Neil, BS, University of Dayton; MS, Covington, Marsha, BA, California State University – Minnesota – Twin Cities University of Dayton; PhD, University of Toledo Sacramento; MEd, Montana State University – Bozeman; EdD, Montana State University – Bozeman 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 155 FACULTY

Duff, Susan, BA, Illinois Institute of Arts; MA, F Fournier-Bonilla, Sheila, BS, Rensselaer Polytechnic University of Phoenix Institute; MS, Rensselaer Polytechnic Institute; PhD, Fahr, Alicia, BA, Penn State – University Park; MEd, Texas A&M University Dunn, Suzanne, BA, TexasTech University; MS, Penn State – University Park; PhD, Western University of North Texas; PhD, University of North Michigan University Fox, Frank, BS, Richmond Professional Institute; MA, Texas University of Southern California; PhD, University of Fischer, Bruce, BA, University of Minnesota; MS, Wisconsin – Madison Durante, Joan, BA, Florida Atlantic University; MSW, University of Minnesota; PhD, University of Barry University; PhD, Barry University Minnesota Framan, Ted, BS, University of Southern California; MBA, University of Texas – Austin Durham, Alexis, BA, New College; MA, University of Fischer, Joshua T., BA, Oral Roberts University; MA, Pennsylvania; PhD, University of Pennsylvania Oral Roberts University; PhD, Oklahoma State Franklin, Paul, BA, Rockhurst University; MS, University of Missouri – Kansas City; MBA, Keller Duva, Chris, BA, California State University; MA, University Graduate School of Management California State University; PhD, University of British Fisher, Deborah, BA, Boise State University; MA, Columbia Idaho State University; PsyD, University of Northern Fraser-Beekman, Stephanie, BS, Indiana University; Colorado MA, Fielding Graduate Institute; PhD, Fielding Graduate Institute E Flanagan, Alice Yick, BA, Williams College; MSW, Columbia University; PhD, University of California, Freville, Michael, BS, Western Kentucky University; Ecker, George, BA, Cornell University; MA, Cornell Los Angeles MS, U.S. Army War College; MA, Western Kentucky University; PhD, Stanford University University; PhD, University of Kentucky Flanders, Gordon, BA, Augsburg College; MBA, Eckstein, Daniel, BA, Presbyterian College; MA, University of Minnesota - Carlson School of Frieder, Susan, BS, University of California – Los University of South Carolina; PhD, University of South Management Angeles; MA, Alliant International University – San Carolina Diego; PhD, Alliant International University – San Flood, Dennis, BS, University of Nebraska – Omaha; Diego Eckstein, Donna, BS, Presbyterian College; MS, MS, University of Nebraska – Omaha; PhD, Georgia State University; PhD, Alliant International University of Nebraska – Lincoln Fry, Sheila, BBA, Davenport University; MBA, Baker University – San Diego College of Flint Flor, Richard, BS, University of Wisconsin; PhD, Edwards, Lekeesha, BS, South Carolina State University of Minnesota University; MBA, DeVry University/Keller Graduate School Florin, Juan, BA, University of Illinois – Urbana- G Champaign; MBA, University of Illinois – Urbana- Gable, Karla, BA, Arizona State University; MA, Eggersman, Denise, BS, Kennesaw State University; Champaign; PhD, University of Connecticut Arizona State University; MC, Arizona State MS, University of Phoenix Flynn, John, BS, State University of New York – University Elmore, Robert, BM, Eastern Illinois University – Cortland; MS, Indiana University; EdD, Indiana Gagnon, Sharon, BS, University of Maryland; MS, Charleston; MS, University of Illinois – Urbana; PhD, University University of Maryland; PhD; Capella University University of Minnesota – Twin Cities Fok, Matt, BS, California Polytechnic State Gamber, Victoria, BA, University of Oklahoma; PhD, Embar-Seddon, Ayn, BS, University of Pittsburgh; University; MBA, University of San Francisco University of Pittsburgh BA, University of Pittsburgh; MA, Edinboro University of Pennsylvania; PhD, Indiana University of Forbes, Judith, BA, California State University – Garber, Michael, BS, University of Toledo; MBA, Pennsylvania Fullerton; MS, California State University – Fullerton; Illinois Benedictine College; PhD, Benedictine MBA, California State University – Fullerton; PhD, University Emerick, Timothy, BA, California State University; Claremont Graduate University BTh, L.I.F.E. Bible College; MDiv, Azusa Pacific Gardner, Jolynn, BS, Iowa State University; MA, University; MA, California State University; PhD, Ford, Thomas, BS, Widener University; MBA, Ohio State University; PhD, Ohio State University Saybrook Graduate Research Institute Widener University; EdD, Widener University Garsombke, H. Perrin, BS, California State Emmons, Kate, BA, University of California – Santa Forrest, Sandy, BS Florida International University; University – Los Angeles; MBA, University of Cruz; MA, University of California – Santa Barbara; MEd, Florida International University; MS, University California – Los Angeles; PhD, University of PhD, University of California – Santa Barbara of Texas – Austin; PhD, University of Texas California – Los Angeles Englesberg, Paul, BA, University of California – Fournier-Bonilla, Sheila, BS, Rensselaer Polytechnic Gaskins, Amy, BS, Texas Tech University; MEd, Berkeley; MAT, University of New Hampshire; MA, Institute; MS, Rensselaer Polytechnic Institute; PhD, East Central University; EdD, University of Nevada Yale University; EdD, University of Massachusetts – Texas A&M University Las Vegas Amherst Fox, Frank, BS, Richmond Professional Institute; Genin, Larisa, BS, University of San Francisco; MBA, Enns, Bev, BA, Bemidji State University; MS, Bemidji MA, University of Southern California; PhD, Golden Gate University; DBA, Golden Gate State University; EdS, University of St. Thomas; PhD, University of Wisconsin – Madison University University of St. Thomas Framan, Ted, BS, University of Southern California; Genin, Vladmir, BS, Kalinin Polytechnic University; Enright, Mary, BA, University of Wisconsin-Madison; MBA, University of Texas – Austin MS, Kalinin Polytechnic University; PhD, Moscow MA, University of Wisconsin – Madison; PhD, Franklin, Paul, BS, Rockhurst University; MS, Institute of Industrial and Civil Engineering University of Wisconsin – Madison University of Missouri – Kansas City; MBA, Keller Geren, Brenda, BS, University of Tennessee – Evans, Mary, BA, University of Connecticut; MBA, Graduate School of Management Chattanooga; MBA University of Tennessee – Syracuse University; PhD, Syracuse University Fraser-Beekman, Stephanie, BS, Indiana University; Chattanooga; PhD, University of Tennessee Everette, Pauline, BA, Wayne State University; MSW, MA, Fielding Graduate Institute; PhD, Fielding Gibson, Adrienne, BA, Rutgers University; MNS, Wayne State University; PhD, Capella University Graduate Institute Arizona State University; ScEdD, Curtin University – Freville, Michael, BS, Western Kentucky University; West Australia MS, U.S. Army War College; MA, Western Kentucky Gibson, William, BA, Gannon University; MA, The University; PhD, University of Kentucky New School for Social Research – New York; PhD, Fossum, Thyra, BS, Gustavus Adolphus College; St. John’s University MS, Penn State University Park; PhD, Penn State University Park 156 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty, continued

Gillies, Bruce, BS State University of New York – Grant, Keith, BS, Davenport University; MA, Central Hammond, Lois, BBA, University of Arkansas – Little Albany; MA, United States International University – Michigan University; PhD, Union Institute & Rock; MS, University of Arkansas – Fayetteville; DBA, San Diego; MS, United States International University Nova Southeastern University University – San Diego; PsyD, Alliant International Gray, Malcolm, BS, Oklahoma State University; MA, Handley, Kevin, BS, Virginia Tech; MA, Fairleigh University – San Diego Oklahoma State University; PhD, University of Dickinson University; PhD, Fairleigh Dickinson Ginther, Dean, BA, DePauw University; MA Colorado – Boulder University University of Illinois – Urbana-Champaign; PhD, Green, Katherine E., BS, Regents College; MS, Troy Hanfelt, Pam, BA, Ottawa University – Phoenix; MA, University of Illinois – Urbana-Champaign State University; PhD, University of Tennessee Ottawa University – Phoenix; PhD, Capella University Giraud, Gerald, BS, Regents College; MA, Green, Kerry, BS, Central Washington University; Hannon, John, BIE, University of Dayton; MBA, University of Nebraska – Lincoln; PhD, University of MA, University of Phoenix University of Dayton; DBA, Nova Southeastern Nebraska – Lincoln University Greene, David, BA, University of Utah – Salt Lake Glazer, Hilda, BA, Beaver College; MS, University of City; BS, University of Utah – Salt Lake City; MA, Hanson, JoAnn, BA, University of Wisconsin – North Texas; EdM, Rutgers, The State University; California School of Professional Psychology – San Milwaukee; MA, University of Wisconsin – EdD, Rutgers, The State University Diego; PhD, California School of Professional Milwaukee; PhD, University of Wisconsin – Madison Glidewell, Reba, BA, Arkansas Tech University; MS, Psychology – San Diego Harding, Deborah, BS, Texas Tech University; MA, University of Southern Mississippi; PhD, University of Greenstone, James, BA, University of Oklahoma; West Texas A&M University; PhD, Texas Tech Southern Mississippi BS, Northwestern California University School of University Godbey, George, BA, Wichita State University Law; MS, North Texas State University; EdD, Harper, Elizabeth, BA, Chapman University; MA, University of North Texas – Denton; JD, Goel, Shalab, BTech, G.B. Pant University of Southern Methodist University; PhD, Southern Northwestern California University School of Law Agriculture and Technology – India; MS, Purdue Methodist University University; PhD, Purdue University Greif, Toni, BA, Fairfield University; MBA, University Harris, Marilyn, BA, University of Michigan; MA, of Connecticut; MA, Fielding Graduate Institute; Gold, Paul, BA, Metropolitan State University; MS, University of Michigan; PhD, University of Michigan PhD, Fielding Graduate Institute St. Mary’s University of Minnesota Graduate School Harris, Sandra, BA, California State University; MEd, Grillo, Joseph, BA, The American University; PsyD, Goldberg, Edward, BS, University of New Haven; Auburn University; MA, California State University; The American School of Professional Psychology MBA, University of New Haven; DM, University of PhD, Auburn University (Argosy University – Washington DC) Phoenix Hart, J. Dennis, BS, Ohio State University; MBA, Grunwald, Cristie, BS, Texas Tech University; MA, Goldwasser, Robert, BA, University of North Central Michigan University University of Texas – San Antonio; PhD, University Carolina at Chapel Hill; MBA, University of Phoenix of Texas – Austin Hartman, Melissa, BBA, Wichita State University; Golin, Daniel, BA, Vassar College; MS, Colorado MS, Wichita State University; DBA, University of Guerrazzi, Elaine R., BS, Illinois State University; State University; PhD Colorado State University Sarasota MA, Ohio State University; PhD, Ohio State Gonsiorek, John, BA, State University of New York; University Harvan, Jill, BA, Keene State College; MEd, Central MA, University of Minnesota; PhD, University of Connecticut State University; MSW, Barry University; Gull, Gregory, BS, West Chester University; MA, Minnesota PhD, University of Georgia Pennsylvania State University; PhD, Union Institute & Gontarz, Michael, BA, University of Dallas; MS Ed, University Hashmi, Ali, BS, University of Maryland; MS, George University of Wisconsin-LaCrosse; EdD, Indiana Washington University; MBA, Carnegie Mellon Guthrie, Miriam, BA, Lawrence University; MAEd, University; CAGS, University of Wisconsin – LaCrosse University Virginia Polytechnic Institute and State University; Gonzales, Dana, BS, University of Central Arkansas; PhD, Virginia Polytechnic Institute and State Hawes, John, BA, University of California-Santa MS, University of Arkansas – Little Rock; PhD, University Barbara; MIM, Thunderbird, The American Graduate University of Arkansas School of International Management Gordon, Jean, BS, University of Miami; MS, Nova Heffner, Chris, BA, Malone College; MS, Nova Southeastern University; DBA, Nova Southeastern H Southeastern University; PsyD, Nova Southeastern University Haan, Perry, BS, Ohio State University; MBA, Xavier University University; DBA, University of Sarasota Gorriaran, Adolfo, BA, California State University – Helwig, Steven, BS, University of Phoenix; MS, Chico; MBA, Webster University; MPA, Troy State Hackett, Jill, BA, Vassar College; EdM, Harvard Capella University University; DBA, Nova Southeastern University Graduate School of Education; PhD, Union Institute Henderson, Davis, BA, University of Georgia; MSW, & University Gotches, Gregory, BS, University of Illinois – University of South Carolina – Columbia; PhD, The Chicago; MA, University of Illinois – Chicago; MS, Hadley, Mari, BS, Detroit College of Business- University of Memphis Benedictine University Dearborn; MBA, Detroit College of Business- Henry, Kathleen, BS, University of Southern Illinois; Dearborn Gould, Edward, BA, California State University; MS, MA, Fielding Graduate Institute; PhD, Fielding San Diego State University; EdD, University of Hagedorn, Rodney, BS, Minnesota State University Graduate Institute Nevada – Reno – Mankato; MBA, Drake University; MS, Iowa State Herr, John, BS, Elizabethtown College; MS, University Goulet, Wayne, BA, St. John’s College; MDIV, St. American University; MA, Fielding Graduate John’s College; MA, Northern Arizona University; Hall, Tawanna, BS, University of Alabama; MS, Troy Institute; PhD, Fielding Graduate Institute PhD, Northern Arizona University State University; EdS, Troy State University; PhD, Herrera, Jennifer, BA, Dallas Baptist University; Florida State University Graham, Robert, BS, Buffalo State College; MS, MBA, Dallas Baptist University Canisius College; EdD, University of Sarasota Halsne-Baarda, Alana, BS, Arizona State University; Hillesheim, Gwen, BS, Mankato State University; MA, Northeastern Illinois University; EdD, Loyola Grant, Carissa, BS, Mount Olive College; MBA, MS, Mankato State University; EdD, University of University Nova Southeastern University; MPH, Emory St. Thomas University Ham Garth, Phyllis, BA, Roosevelt University; MA, Governor’s State University; MSW, University of Chicago; EdD, Northern Illinois University 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 157 FACULTY

Hilliard, Pearl, BA, Manchester Polytechnic; BA, Hruskocy, Carole, BA, Purdue University; MA, Jax, Christine, BA, University of Minnesota; MA, University of the Witwatersrand; MS, California State Purdue University; PhD, Purdue University Hamline University; PhD, University of Minnesota University-Northridge; EdD, University of Southern Huber, Dennis, BA, State University of New York at Jean, Rojeanne, BA, Florida International University; California Buffalo; BS, State University of New York at Buffalo; MS, Florida International University; PhD, Union Hines, Ava, BS, Spelman College; MSPH, University JD, State University of New York at Buffalo; MBA, Institute & University of North Carolina State University of New York at Buffalo; MA, State Jeffrey, Christina, BA, University of Plano; MA, University of New York at Buffalo; MS, State Hinrichs, M. Virginia, BA, Miami University of Ohio; University of Alabama – Huntsville; PhD, University University of New York at Buffalo; EdM, State BS, St. Ambrose University; MM, Northwestern of Alabama – Huntsville University of New York at Buffalo; DBA, University University; MOB, Benedictine University; PhD, of Sarasota Jerome, Lawrence, BS, Florida State University; MS, Benedictine University Florida State University Huenefeld, Nancy, BA, University of Arizona; MS, Hirschhorn, Dan, BA, John Hopkins University; MS, University of Kentucky – Lexington; PhD, Jin, Zhenhu, BA, Shanghai Teachers’ University; MA, John Hopkins University; JD, Touro Law School Pennsylvania State University University of Houston; MBA, University of Houston; Hiss, Arlene, BS, High Point University; MBA, Azusa PhD, University of Houston Hughes, Gail, BSc, University of Minnesota – Twin Pacific University; PhD, United States International Cities; MA, University of Minnesota – Twin Cities; Johansen, Keith J., BS, University of Minnesota – University PhD, University of Minnesota – Twin Cities Minneapolis; MS, Queens College – New York; MA, Ho, Truc-Nhu, BA, University of Michigan – New School for Social Research – New York; PhD, Humphreys, Richard, BA, Cleveland State Ann Arbor; MA, California State University at University of Minnesota – Minneapolis University; JD, Cleveland State University Sacramento; PhD, Rutgers University Johnson, Joseph, BS, University of Wisconsin – Hurd, Debra, BA, University of Arkansas; MPA, Hobbs, Stephen, BA, Lakehead University; MS, Stevens Point; MBA, University of Minnesota University of Arkansas; PhD, University of Arkansas University of Calgary; EdD, Nova Southeastern Johnson, Judith, BS, Central Michigan University; University Hurd, F. Coy, BA, Arkansas State University; MPA, MA, Central Michigan University University of Arkansas; PhD, University of Arkansas Hockin, Robert, BA, Moravian College; MA, Johnson, Mary Ellen, BA, Guilford College- University of Minnesota; MBA, University of Greensboro; MBA, Kennesaw State University- Pennsylvania; PhD, University of Minnesota I Kennesaw Hoehn, Lilburn, BS, University of Missouri; MEd, Igein, Godwin, BBA, University of Texas – El Paso; Johnson, Nancy, BS, University of Minnesota; MBA, University of Missouri; PhD, Michigan State MBA, City University – Bellevue; MA, Union Institute University of Minnesota; PhD, Walden University University and University; PhD, Union Institute and University Johnson, Randy, BA, Valdosta State University; Hoekstra, Perry, BS Minnesota State University; Ingman, Ann, BA, California State University – Long MRC, University of Florida; EdD, Argosy University MS, University of St. Thomas Beach; MA, United States International University – Jones, Lynn, BA, Drew University; MSW, Yeshiva Hokanson, Brad, BA, Carleton College; BArch, Irvine; EdD, United States International University – University; PhD, Yeshiva University University of Minnesota – Twin Cities; MArch, San Diego Harvard University; PhD, University of Minnesota – Jourden, Forest, BA, San Jose State University; Inserto, Fathiah, Diploma, University of Singapore; Twin Cities PhD, Stanford University; JD, Stanford University MA, Fielding Graduate Institute; PhD, Fielding Holland, Mia, BA, University of Massachusetts – Graduate Institute Judson, G. Thomas, BA, Lafayette College; MA, Dartmouth; MEd, Bridgewater State College; EdD Lehigh University Irlbeck, Sonja, BS, Montana State University – Nova Southeastern University Bozeman; MA, University of Minnesota – Twin Cities; Hollis, Martha, BA, College of William and Mary; EdD, University of Minnesota – Twin Cities K MS, George Washington University; PhD, Arizona Isenhart, Carl, BA, DePauw University; MS, Indiana State University Kariotis, Theodore, BA, University of Calgary – State University; MBA, University of St. Thomas; Canada; MA, American University; PhD, University of Holm, Maudie, BA, Cleveland State University; MEd, PsyD, University of Denver Athens – Greece Cleveland Sate University; PhD, Cleveland State University Kavanaugh, Frank, BA, Lake Forest University; PhD, J Union Institute & University Holmes, Suzanne, BA, University of California; MA, George Washington University; DPA, University of Jacobs, Howard R., BA, Fairleigh Dickinson Kavar, Louis, BA, Dusquesne University; MA, LaVerne University; MA, Montclair State University; PhD, Dusquesne University; PhD, University of Pittsburgh Walden University Holzberg, Carol S., BA, McGill University; MA, Kavli, Suzanne, BS, University of North Dakota; MS, University of Iowa; PhD, Boston University Jacobs, Robert, BA, William Paterson College; MA, North Dakota State University; MS, North Dakota University of Southern California; MA, United States State University; PhD, Capella University House, Garvey, BS, Texas Christian University; MS, International University; PsyD, United States Texas A&M University; PhD, Texas A&M University Kays, Elena, BFA, Centenary College; MA, East International University Stroudsberg University; PhD, Capella University Horgen, Jerold, BS, Minnesota State University – James, Catherine, BA, Metropolitan State College; Mankato; MS, Minnesota State University – Mankato; Kelley, Lisa, BS, Spalding University; MEd, University MA, University of Colorado; PhD, Walden University EdS, Minnesota State University – Mankato; EdD, of Nevada – Las Vegas; EdS, University of Georgia University of North Dakota Jamsa, Kris, BS, United States Air Force Academy; Kellogg, E. Susan, BA, University of Cincinnati; MA, MS, University of Nevada, Las Vegas; MBA, San Hotaling, Marjorie, BA, Allegheny College; MEd, Syracuse University; MBA, Loyola College – Diego State University; PhD, Arizona State University Kuntztown University; EdS, Ball State University; Maryland; PhD, Union Institute & University EdD, Ball State University Jarvis, Sara, BA, University of Florida; MEd, Kepford, Lori, BA, Bluffton College; MA, Bowling University of Florida; EdS, University of Florida; PhD, Howard, Ronald, MS, Florida A&M University; PhD, Green State University; PhD, Bowling Green State Union Institute & University Florida State University University Javetz, Esther, BA, Tel Aviv University; MA, Ohio Howell, Cynthia, BA, College of William and Mary; Keup, Linda, BSE, Minot State University; MBA, State University; PhD, Ohio State University MA, Western Washington University; EdD, Northern University of North Dakota; PhD, University of Arizona University Manitoba 158 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty, continued

Kiefer, Ann, BS, University of Wisconsin-Stout; MS, Krout, Jill, BSB, University of Minnesota; MBA, Lees, Martin, BS, McMaster University; MS, Central University of Wisconsin-Stout University of Minnesota Michigan University; MD, University of Ottawa; PhD, Walden University King, David, MS, Air Force Institute of Technology; Kuo-Newhouse, Amy M., BA, National Kaohsung MA, Indiana University; PhD, Indiana University Normal University; ME-PD, University of Wisconsin – Leichter, Jeff, BS, University of California – Irvine; River Falls; PhD, University of Minnesota – Twin MA, California School of Professional Psychology; Klein, Bernard, BA, Los Angeles State University; Cities PhD, California School of Professional Psychology BS, San Jose State University; MA, Los Angeles State University; PhD, Walden University Lepervanche, Jose, License, Venezuelan Naval Academy; MS, Massachusetts Institute of Technology Klein, Richard, BA, Ohio State University; MA, Kent L State University; PhD, Kent State University Leslie-Toogood, Adrienne, BA, University of La Civita, Lori, BA, Western Illinois University; MS, Manitoba, MA, University of Manitoba, PhD, Kleine, Sheldon, BA, Temple University; MA, Capella University; PhD, Capella University University of Manitoba Trenton State College; PhD, Purdue University Lacey, Tracey, BS, University of Georgia; MS, Lessner, Janet E., BA, University of Michigan; MA, Klimoski, Victor J., BA, Saint John’s University; MA, Southern Polytechnic State University; PhD, University of Iowa; PhD, University of Iowa Saint John’s University; MS, St. Cloud State Capella University University; PhD, University of Minnesota Lester, Cherri, BS, University of Wyoming; MS, Lackey, Gregory, BS, University of Redlands; MBA, University of Wyoming; PhD, University of Wyoming Klingaman, Steve, BA, Syracuse University; MS; University of Califorina – Riverside Syracuse University; MS, State University of New LeVesque, Joseph, BA, Our Lady of the Lake Laendner, Geoffrey, BS, New York University; MA, York at Albany University; MBA, University of Dallas; DBA, New School University – New York; PhD, New York University of Sarasota Klocinski, John, BBA, University of Toledo; MEd, University University of Toledo; EdS, University of Toledo; PhD, Levinskas, Antanas, BA, Governors State University; Lahoud, Hilmi, BS, Campbell University; MS, University of Toledo MA, Arizona State University; PhD, Arizona State Capella University University Knauft, Miliska, BS, Maryville College; MBA, San Laibe, Michael, BS, Indiana University; MA, Indiana Diego State University; EdD, University of Missouri – Leyba, Michael, BS, Southern Illinois University at University; PhD, Fielding Graduate Institute St. Louis Carbondale; EdM, Boston University; EdD, Landry, Melvin, BS, Southern University at Baton Pepperdine University Kochanowski, Yvonne, BA, Mundelein College; Rouge; MS, University of Arkansas at Fayetteville; MBA, Loyola University of Chicago; MPA, University Lim, Mee-Gaik, BS, University of Montevallo; MA, MBA, University of New Orleans of Southern California; DPA, University of Southern Southwestern Baptist Seminary; PhD, Texas Woman’s California Lane, Carla, BS, Washington University; MA, University Webster University; EdD, University of Missouri – Koelln, Rebecca, BA, Augsburg College; MA, Linberg, Kurt, BS, University of Wisconsin – Stout; St. Louis Augsburg College; PhD, University of Minnesota MS, University of St. Thomas; PhD, Walden Lane, Molly M., BA, Purdue University; MS, Purdue University Kolberg, Sandra, BA, Western Michigan University; University; PhD, Purdue University MA, Western Michigan University; PhD, Walden Lindgren, Michelle, BS, North Dakota State University Langan, Gina, BA, Oakland University; MA, Wayne University; MBA, North Dakota State University State University; PhD, Wayne State University Kortens, Tony, BS, Massey University – New Livingood, Richard, BS, Bob Jones University; MA, Zealand; MA, Fielding Graduate Institute; PhD, Lao, Teresa, BA, Ateneo University; MA, Ball State Liberty University; PhD, Capella University Fielding Graduate Institute University; PhD, New Mexico State University Locklear, Bruce, BA, St. Andrews Presbyterian Korn, Leslie E., MA, Lesley University; MPH, Harvard Larson, Milan, BA, Concordia College – Moorhead; College; MPA, University of North Carolina; EdD, School of Public Health; PhD, Union Institute & MBA, University of Colorado – Denver; PhD, St. Mary’s University University University of Nebraska Loehrer, Rebecca, BA, Baylor University; MS, Korth, Sharon, BS, Miami University – Oxford; MEd, Latham, John, BS, Wayland Baptist University; MBA, Radford University; PhD,Texas A&M University Miami University – Oxford; EdD, University of Chapman University; PhD, Walden University Lohmann, Ursula, BS, Georgetown University; MA, Cincinnati Lattas, Robert, BS, DePaul University; MBA, Indiana American University; PhD, American University Kostere, Kim, BA, Mercy College; MA, Center for University; JD, Indiana University Longo, Nancy, BA, University of Southern California; Humanistic Studies; PsyS, Center for Humanistic LaVake, Jeff, BA, University of Wisconsin – Eau MEd, University of Southern California; PhD, Studies; PhD, Union Institute & University Claire; MBA, University of Minnesota – Twin Cities University of Southern California Kostere, Sandra, BA, Madonna College; MA, Center Lavelle, Michael, BS, North Dakota State University; Lorbeer, Charles, BA, Florida State University; MSW, for Humanistic Studies; PsyS, Center for Humanistic MS, University of Mary Florida State University; PhD, Walden University Studies; PhD, Union Institute & University Lawrence, Dennis, BA, Rockhurst University; MA, Lorenz, Gail, BA, Carleton College; MA, University Kozak, Andrew, BS, United States Naval Academy; University of Kansas; EdD, University of Kansas of Minnesota; PhD, University of Minnesota MBA, Nichols College Leahy, Martin, BA, University of New Orleans; MA, Lucies, Christopher, BS, Lesley College; MS, Lesley Kozoll, Charles, BS, University of Michigan; MA, Fielding Graduate Institute; PhD, Fielding Graduate College; EdD, University of Sarasota Boston University; EdD, Columbia University Institute Ludwig, Germain, BA, State University of New York Krebs, Krista, BA, University of Nebraska; MS, Iowa Leary, Margaret, BS, University of Phoenix; MBA, – Buffalo; MS, American University; MA, Columbia State University; PhD, Iowa State University University of Phoenix University; EdD, Columbia University Krichen, Jack, BS, University of Wisconsin – LeBlanc, Alyce, BMus, Oberlin College – Oberlin; Lum, Jason, BA, Washington University in St. Louis; Milwaukee; MS, University of St. Thomas Staatsexamen, Hochschule für Musik – Cologne, MPP, Harvard University; JD, University of California- Krolik, James, BS, Eastern Michigan University – Germany; MS, University of Southern California – Los Berkeley Ypsilanti; MA, Eastern Michigan University – Angeles; PhD, Old Dominion University – Norfolk Ypsilanti; PhD, University of Michigan – Ann Arbor Lee, Tyjaun, BSS, Ohio University – Athens; MEd, Kroll Wheeler, Joann, BS, Troy State University; MS, Ohio University – Athens; PhD, Ohio University – Troy State University; PhD, University of West Florida Athens 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 159 FACULTY

M McGivern, Michael, BS, Central Connecticut Moha, Carla, BA, Western State College of University; MS, Ransselaer Polytechnic Institute; Colorado; MBA, Regis University Machnic, John, BA, Niagara University; MA, Ball PhD, Walden University State University; PhD, Virginia Polytechnic Institute Mondell, Kathleen, BSJ, Ohio University; MA, and State University McGlynn, Maureen, BA, Immaculate Heart College; University of Toledo; PhD, University of Toledo MA, Pacific Oaks College; PhD, Capella University Maione, Paul, BA, State University of New York; MA, Moore, Deborah, BA, York College: MS, Fordham Hofstra University; PhD, Nova Southeastern McIntyre, Melissa, BS, University of Central Texas; University; PhD, Capella University MA, University of Phoenix; MA, University of University Moore, Julia, BS, University of Houston; MS, Phoenix; PhD, Capella University Majzner, Gerald, BS, Embry-Riddle Aeronautical University of Houston; MS University of Houston; University; MS, Embry-Riddle Aeronautical University McLenighan, Harry, BA, University of Minnesota – PhD, Mississippi State University Twin Cities; MA, University of St. Thomas; EdD, Moore, Leslie, BS, Northern Illinois University; MS, Makatura, Tim, BA, Youngstown State University; University of St. Thomas MS, Youngstown State University; PhD, Illinois DePaul University McMeans, Juliana, BS, Clarion University; MA, Saint Institute of Technology Morgan, James, BBA, University of Wisconsin – Francis University; EdD, University of Hartford Malpass, Diane, BA, California State University; MA, Milwaukee; MBA, University of Wisconsin – Pepperdine University; PhD, Pepperdine University McNamara, Michael, BA, The Johns Hopkins Madison; PhD, Capella University University; JD, Boston University Law School; MBA, Morris, Johnny, BBA, University of Miami; MBA, Malpass, John, BS, United States Military Academy Boston University School of Management; LLM, Nova Southeastern University; PhD, Capella – West Point; MS, Indiana University; MA, Central Fordham University Law School Michigan University; MS, West Coast University; University McNaughton, Robert “Drumm”, BS, U.S. Naval MBA, Pepperdine University; PhD, University of Morneau, Keith, BS, Florida Institute of Technology; Academy; MA, Fielding Graduate Institute; PhD, Southern California MS, George Mason University; EdD, Pepperdine Fielding Graduate Institute Manderscheid, Steven, BS, St. Cloud State University Medley, Michael R., BS, University of Phoenix; MBA, University; MEd, University of Minnesota Mosely, Alisa, BS, Florida A&M University; MBA, University of Phoenix; EdD, Pepperdine University Mannion, Michele, BA, Boston College; MEd, Florida A&M University; PhD, University of Nebraska Menon, Shanker, BA, Delhi University – India; MA, Harvard University; PhD, Pennsylvania State Mottaz, Carole, BA, University of Lancaster – Delhi University – India; MBA, University of Mysore – University Lancaster, England; BS, University of Wisconsin – India; PhD, University of South Florida – Tampa Markos, Laura, BA, North Central College – Illinois; River Falls; MST, University of Wisconsin – River MBA, Northern Illinois University; MA, Fielding Mentor, Ken, BS, Central Michigan University; MA, Falls; EdD, University of St. Thomas Central Michigan University; PhD, Syracuse Graduate Institute; PhD, Fielding Graduate Institute Muchnick, Marc, BA, University of Texas – Austin; University Marks-Frey, Marilyn, BA, Roosevelt University; MS, MA, California School of Professional Psychology; Illinois Institute of Technology; PhD, Illinois Institute Menzel, Lydia, BA, University of Connecticut; MA, PhD, California School of Professional Psychology University of Connecticut; EdD, Harvard University of Technology Muchnick, Ron, BS, University of Missouri; MA, Maronick, Thomas, BA, Saint Thomas Seminary; MS, Merrill, Herbert, BA, State University of New York Lindenwood College; MS, Nova Southeastern University of Denver; DBA, University of Kentucky; at Buffalo; MEd, State University of New York at University; PhD, Nova Southeastern University Buffalo; MS, State University of New York at Buffalo; JD, University of Baltimore School of Law Muchnick, Sherri, BA, University of Missouri; MS, EdD, Columbia University Marschhausen, John, BA, Wittenberg University; University of Missouri; PhD, St. Louis University Meyers, Ann, BME, Wittenberg University; MA, Ball MS, University of Dayton Muldrow, Edward, BA, Philander Smith College; State University; PhD, Walden University Matias, Haziel, PMP, BA, Stella Maris College; MBA, MHA, Governors State University; MSW, University University of St. Thomas Mikell, Ted, BS, Mississippi State University; MBA, of Houston; PhD, University of Houston Amber University; MM, University of Dallas; PhD, Mulligan, David, BME, Villanova University; MBA, Mayberry, Ed, BS, Northern Illinois University – Nova Southeastern University DeKalb, MS, Northern Illinois University – DeKalb; Duke University; PsyD, Rutgers University Miller, Kathryn, BA, University of Texas – San EdD, Northern Illinois University – DeKalb Munns, Carol J., BS, Bemidji State University; MA, Antonio; MS, St. Mary’s University; PhD, St. Mary’s College of St. Thomas; EdD, University of St. McConnaughey, Cheryl, BA, Rollins College; MS, University University of Central Florida; EdD, University of Thomas Miller, Michael, BA, St. John’s University; MBA, Central Florida Murphy, Annemarie, BA, State University of New University of Minnesota – Twin Cities McCoy, Douglas, BS, Illinois State University; MS, York; MS, Rutgers University; PhD, Rutgers Illinois State University; EdD, Northern Illinois Mills, Dennis W., BA, Western Washington University University; MEd, Western Washington University; University Murrey, Gregory, BA, Brigham Young University; PhD, University of Minnesota – Twin Cities McCracken, Holly, BA, Illinois Wesleyan University – MHA, Brigham Young University; MS, Washington Bloomington; MA, University of Illinois – Springfield Minchella, K., BS, Mercy College of Detroit; MEd, State University; PhD, Washington State University Wayne State University; PhD, Wayne State University McCready, Douglas Jackson, BA, University of Musial, Diann, BA, Rosary College; MA, Roosevelt Windsor; MS, University of London; PhD, University Minelli, Mark, BS, Central Michigan University; MA, University; EdD, Northern Illinois University Central Michigan University; MPA, Western Michigan of Alberta Myer, Russ, BS, University of Pittsburgh; MS, University; PhD, Union Institute & University McDaniel, Garry, BS, Texas State University; MEd, University of Pittsburgh; PhD, Capella University Minshall, Jerry, BA, Coe College; MS, University of Texas State University; EdD, University of Texas – Myers, Carmen, BA, University of South Florida; Pittsburgh Austin MEd, North Carolina State University; PhD, Florda McDermott, James, BS, North Dakota State Mirabella, James, BS, United States Air Force State University – Tallahassee University; MS, University of Texas – Tyler; EdD, Academy; MBA, Auburn University; DBA, Nova Texas A&M University Southeastern University McGaughey, Nick, BS, University of Chattanooga; Misite, Phyllis, BS, Framingham State College; MA, MS, University of Tennessee; MBA, Western Boston College; PhD, Boston College Kentucky University; PhD, Walden University; DBA, Nova Southeastern University 160 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

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N Olsen-Murray, Jo, BS, University of Wisconsin – Phillips, Elaine, BS, Southern Illinois University; MA, Superior; MS, University of Wisconsin – Superior; Indiana University; MA, University of St. Thomas; Nadeem, Mohammed, BS, Osmania University; MS, EdD, University of St. Thomas EdS, University of Minnesota Osmania University; MS, National University; PhD, Union Institute & University Onderdonk, James C., BA, The College of William Piccolino, Adam, BA, University of Minnesota – and Mary; MS, Old Dominion University; PhD, Old Twin Cities; MA, Minnesota School of Professional Narjes, Shayne, BS, Mankato State University; MBA, Dominion University Psychology; PsyD, Minnesota School of Professional University of St. Thomas Psychology Oomen, Jody, BA, Brigham Young University; MS, Natale, Samuel, BA, LaSalle University; MA, Brigham Young University; PhD, Texas Woman’s Pietrzak, Dale, BS, Minnesota Bible College; MA, University of Maryland; MDiv, Weston School of University University of South Dakota; EdD, University of South Theology; DPhil, University of Oxford, England Dakota Ottomanelli, Gennaro, BS, Manhattan College; MS, Nelson, H. Wayne, BA, Portland State University; Fordham University; PhD, New York University Pimpinelli, Angelo, BA, University of South Florida; MA, Portland State University; MA, California State MS, Nova Southeastern University; PhD, Union University; MBA, City University; PhD, Oregon State Institute & University University P Piotrowski, Nancy A., BA, Rice University; MA, Nelson, Kimberly, BA, Minot State University; MS, Padula, Laura, BS, Barry University; MBA, Nova University of Houston – University Park; PhD, Eastern Washington University; PhD, University of Southeastern University University of Houston – University Park Northern Colorado Pal-Freeman, Bill, BA, Park College; MBA, University Pizur, Tony, BA, Canisius College; MA, Brown Newell, Ron, BS, St. Olaf College; MS, Mankato of North Dakota University; PhD, International University of State University; EdD, University of South Dakota Palloff, Rena, BA, University of Wisconsin – Kyrgyzstan Newell, Susan, BA, Glenville State College; MS, Madison; MSSW, University of Wisconsin – Plante, Julie, BS, University of Wisconsin – River University of Maryland Milwaukee; MA, Fielding Graduate Institute; PhD, Falls; MA, Concordia University – St. Paul Fielding Graduate Institute Newman, Charles, BS, Case Western Reserve Poindexter, James, BS, University of Southern University; MS, University of Southern California; Palma de Schrynemakers, Gladys, BA, Saint John’s California; MBA, Rochester Institute of Technology; DPS, Pace University College; MS, City College of New York; MA, JD, Texas Southern University; PhD, Walden Newman-Lee, Adell, BA, Western Illinois University; Columbia University; EdD, Columbia University University MA, Western Illinois University; EdD, Northern Parscal, Tina, BA, Regis College; MSS, University of Polakoff, Michael, BA, State University of New York Illinois University Colorado – Denver – Binghamton; MBA, State University of New York – Nieves, Jose, BA, Cornell University; MEA, George Pascarella, Joseph, BA, Rowan University; MA, John Binghamton; PhD, State University of New York – Washington University; PhD, George Mason University Jay College of Criminal Justice; PhD, City University Binghamton Noah, Benjamin, BS, State University of New York; of New York Posner, Rita, BA, Fairleigh Dickinson University; MA, MS, Eastern Washington University; PhD, Walden Pascarelli, Richard, BA, San Francisco State Fairleigh Dickinson University; PhD, Seton Hall University University; MBA, San Francisco State University University Nocita, Andrew, BA, Michigan State University; Patrick, Pamela K.S., BS, University of Hawaii; MS, Pratt, Keith, BSOE, Wayland Baptist University; MS, MA, Miami University; PhD, Miami University University of California, San Francisco Medical Chapman University; MA, Fielding Graduate Institute; PhD, Fielding Graduate Institute Noe, Nancy, BS, Portland State University; MA, Center; MA, University of Hawaii; PhD, University Oregon State University of Hawaii Premo, William, BA, Cardinal Stritch College; MA, Alfred Adler Institute; PhD, Walden University Noronha, Lavina, BA, Mangalore University, India; Patton, Jennifer, BS, Portland State University; MS, MSW, Mangalore University, India; PhD Mangalore California State University Price, Bill, BA, Bethel College; MSW, Washington University, India; PhD, University of Illinois Urbana – Paulissen, May, BA, University of Texas – Austin; University - St. Louis; EdS, University of Minnesota – Champaign MA, University of Texas – Austin; PhD, University of Twin Cities; EdD, University of Minnesota – Twin Cities Nwugwo, Boniface, BS, State University of New York; Houston MPA, State University of New York; MS, Rochester Peck, Deborah, BS, University of Nebraska – Lincoln; Price, Tim, BS, Pennsylvania State University; MBA, Institute of Technology; PhD, Capella University PhD, Capella University University of South Florida; PhD, University of South Florida Percy, Bill, BA, St. John’s College; MA, Goddard O College; PhD, Union Institute & University R O’Boyle, Irene, BS, Central Michigan University; MA, Perone, Gerald, BS, University of Dayton; MBA, Central Michigan University; PhD, Union Institute & Marist College Raghavan, Gayathri, BE, University of Madras; MS, University Perry, David, BEd, University of Saskatchewan; MA, Capella University O’Connor, R.D. “Buck,” BS, University of Southern Gonzaga University; MA, Gonzaga University; PhD, Randall, Phillip, BS, Youngstown State University; Mississippi; MS, University of Southern Mississippi; Gonzaga University/Texas A&M University MS, University of Michigan; PhD, University of Akron PhD, University of Southern Mississippi Persky, Barry, BA, Brooklyn College; MS, Brooklyn Ratcliff, Terry, BS, University of Idaho – Moscow; O’Malley, Angie, BS, Purdue University; MA, College; MS, Bank Street College; PhD, New York MEd, Arizona State University – Tempe; EdD, Montclair State University; PhD, Oklahoma State University University of California – Berkley University Petkovich, Michael, BS, University of Pittsburgh; Ray, Ted, BS, University of North Carolina – Odumade, Olibunmi, BS, University of Minnesota; MA, Michigan State University; MS, University of Pembroke; MA, University of North Carolina – MS, University of Wisconsin – Madison Nevada; PhD, University of Minnesota Pembroke, EdD, Nova Southeastern University Oestmann, Joanna, BA, Eckerd College; MA, Petrick, Jane, BA, Barnard College; MA, Columbia Reason, Casey, BA, Bowling Green State University; Georgia State University; EdD, University of Sarasota University; MS, State University of New York; PhD, MA, Bowling Green State University; PhD, Bowling Saybrook Institute Green State University Old, Harold, BS, Marquette University; MA, Western Michigan University; PhD, Michigan State University 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 161 FACULTY

Reason, Lisa, BEd, University of Toledo; MEd, University of Minnesota – Twin Cities Schnedler, Robert, BA, Florida State University; MS, Bowling Green State University Washington State University; PhD, Washington State Roper, Greg, BA, California Baptist University; MS, University Redden, Charlotte, BA, Indiana State University – Keller Graduate School of Management; PhD, Terre Haute; MA, University of Denver; MA, Benedictine University Schneider, Steven, BA, Southern Illinois University; University of Colorado – Denver; PhD, University of MS, Southern Illinois University; PhD, University of Ross, William, BA, Luther College; MA, Northern Denver Wisconsin – Madison Arizona University; EdD, Texas Southern University Reddout, Jeffery, BS, Cornell University; MS, Schooley, AnnaLynn, BA, Western Illinois University; Rossman, Maxine, BS, New York University; MS, Syracuse University; PhD, Syracuse University MS, Nova Southeastern University; PhD, Nova University of Bridgeport; MHL, (Honorary), Ottawa Southeastern University Redfield, Kristin, BA, University of North Carolina – University; EdD, University of Massachusetts Greensboro; MA, University of North Carolina – Schreiber, Mary, BBA, Sul Ross University; MBA, Rostal, Pam, BA, College of St. Teresa; BS, Greensboro; EdD, Regent University Liberty University; PhD, Walden University University of Minnesota; MS, University of St. Reed, Linda, BS, Wright State University; MS, Wright Thomas; PhD, Nova Southeastern University Schreiber, Nancy, BA, Oberlin College; MA, State University; PhD, Walden University University of Detroit; PhD, University of Detroit Rounds-Bryant, Jennifer, BS, Northern Illinois Reed, William, BS, Thomas Edison State College; University; MA, University of North Carolina; PhD, Schuldes Michael, BS, University of Wisconsin; MS, MS, Thomas Edison State College; PhD, Union University of North Carolina Naval Postgraduate School; MS Colorado Technical Institute & University University; DCS, Colorado Technical University Rovira, Margarita, BS, Georgia Institute of Reinke, Gary, BS, University of Wisconsin – LaCrosse; Technology; MS, Georgia Institute of Technology; Secrest, Wayland, BA, University of California – MS, Central Michigan University MS, Rensselaer Polytechnic Institute; PhD, Santa Cruz; MA, University of Oregon; PhD, Rensselaer Polytechnic Institute University of Oregon Reynolds, Larry, BSEd, Washington University – St. Louis; MSEd, Washington University – St. Louis; Rowden, Robert, BS, Edison State College; MBA, Sessoms, Isaiah, BA, Kentucky State University; MA, PhD, University of Oregon – Eugene Brenau University; PhD, Georgia State University California Lutheran College; PhD, Cornell University Richards, Thomas, BA, San Jose State University; Ruff, William, BS, Colorado State University; MA, Shannon, Ed, BA, Lewis University; MS, Lewis MA, San Jose State University; PhD, University of Webster University; MA, University of Texas – San University; EdD, Northern Illinois University Massachusetts Antonio; EdD, University of Texas – San Antonio Sharghi, Einollah George, BS, National University of Riley Ordu, Sharon, BA, Georgia State University – Rusaw, A. Carol, BA, Lake Superior State University; Iran; MS, University of Dallas; DBA, United States Atlanta; MEd, West Georgia College – Carrollton; MA, University of Missouri – Kansas City; MPA, International University EdS, West Georgia College – Carrollton; EdD, South Golden Gate University; MA, Hartford Seminary; Sheedy, Patrick, BA, College of St. Theresa; JD, Carolina State University – Orangeburg EdD, Virginia Polytechnic Institute and State St. Mary’s University; PhD, Marquette University University Rivera, Luis, BA, St John’s University; MA, New Shepherd, Glenn, BS, University of North Carolina - School University; PhD, New School University Rutkowski, Kevin, BS, University of Michigan Greensboro; BS, Appalachian State University; MEd, Robbani, Mohammad G., BS, University of Dhaka – Ryser, Rudolph, PhD, Union Institute & University Elon College; EdD, North Carolina State University – Bangladesh; MS, University of Dhaka – Bangladesh; Raleigh MBA, University of Massachusetts – Amherst; PhD, Sherr, Robert, BA/BS, San Diego State University; Florida International University S MBA, Thunderbird/American Graduate School of Robbins, Shelley, BS, University of Illinois – Urbana- Sabet, Behrooz, BSc, Tehran College of Economics, International Management Champaign; MBA, University of Chicago; PhD, Tehran; MEd, State University of New York – Buffalo; Shiflet, E. Stone, BA, University of North Carolina at Northwestern University EdD, State University of New York – Buffalo Chapel Hill; MA, Western Carolina University; PhD, Robinson, Gary, BA, Southern Illinois University; Sahlin, Julie, BBA, Campbell University; MS, Central University of South Florida PhD, Case Western Reserve University Michigan University Simmons, Stephen, BS, Central Connecticut State Robinson, Mary, BS, Duke University: MBA, North Salice, Barbara, BA, University of Hawaii; MEd, University; MBA, Florida Metropolitan University Carolina State University; PhD, University of North University of Hawaii; EdD, University of Southern Sims, Roderick, BA, Macquarie University; Diploma Carolina at Chapel Hill California of Education, Sydney Teacher’s College; MA, Robinson, Willie, BS, Cleveland State University; Salinas, Albert, BS, New Mexico State University; Macquarie University; PhD, University of MBA, Baldwin-Wallace College MBA, Harvard University Wollongong Rochester, Donna, BS, Central Michigan University; Salmons, Janet, BS, Cornell University; MA, Empire Singh, Raj, BS, University of Allahabad; MIE, Asian MS, Central Michigan University State College Institute of Technology; MS, University of Southern California; PhD, University of Southern California Rodriguez, Robert, BS, St. Cloud State University; Sankovich, Laura, BA, DePaul University; MBA, MS, Keller Graduate School of Management; PhD, Webster University Small, Linwood, BA, Wesleyan University; MA, Benedictine University Santonastasi, Antonio, BS, University of Maryland; University of Florida; PhD, University of Florida Rogers, Carolyn B., BS, Morgan State University; MHR, University of Oklahoma; PhD, Walden Smith, Douglas E., BBA, Western Michigan MA, University of South Carolina – Columbia; PhD, University University; MBA, Nova Southeastern University; Capella University Santoro, Gina, BA, Salisbury State University; MA, DBA, Nova Southeastern University Rogers, Debra, BS, University of Phoenix; MS, Towson University; PhD, University of South Florida Smith, Mark, BA, Purdue University; MBA, Webster University of Phoenix; PhD, University of Phoenix Sarnoff, David, BA, Harvard University; MS, University Rogers, Gary, BA, University of Florida; MA, Webster University of Kentucky; PhD, University of Kentucky Smith, Robert E., BS, Baptist College; MA, Webster University; PhD, Walden University – Lexington University; MS, Troy State University; EdS, University of West Florida; EdD, University of West Florida Rommel, Gary, BS, Loyola College; MSEE, University Schatzman, Bard, BA, Westminster College; MS, of Virginia; PhD, University of Massachusetts Central Missouri State University; PhD, University of Smith, W. James, BS, California State University – Missouri – Columbia San Jose; MA, Brigham Young University Ronneberg, Jeffrey, BA, Augsburg College; MS, Minnesota State University – Mankato; EdD, 162 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

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Snarski, Rebecca, BA, University of Alaska; MS, Styles, Deborah, BFA, Emerson College; MFA, Tischler, James, BA, Indiana University of Capella University University of San Diego; MA, California Institute of Pennsylvania; MBA, University of Pittsburgh Integral Studies; PsyD, California School of Snyder, Deborah, BA, Wayne State University; MBA, Tousignant, Steven, BS, University of St. Thomas; Professional Psychology Wayne State University; PhD, Wayne State University MS, University of St. Thomas Styles, Douglas, BA, University of California-Santa Snyder, Leonard, BA, Metropolitan State University; Trapani, Michael, BA, Stetson University; MS, Nova Cruz; MA, California Institute of Integral Studies; MA, University of Minnesota – Twin Cities Southeastern University; EdD, Nova Southeastern PsyD, California School of Professional Psychology – University Snyder, Leone, BS, University of Minnesota – Twin Alameda Cities; MEd, University of Minnesota – Twin Cities; Tovbin, Paul, BA, Lvov University; MBA, Fordham Sullivan, Jacquelyn, BS, Capella University PhD, Capella University University; PhD, Institute of World Economy Sullivan, John, BS, Lynn University; MS, National- Spangenburg, Janice, BA, Saint Leo College; MS, Tran, Vincent, BS, Florida Atlantic University; MS Lewis University; PhD, Capella University Troy State University; MA, Fielding Graduate Florida Atlantic University Institute; PhD, Regent University Sumpter, Roy, BA, Bob Jones University; MS, Florida Trent, James, BS, Middle Tennessee State State University; PhD, Florida State University Spector, Kathleen, BS, Charter Oak State College; University; MA, University of Mississippi; PhD, PhD, Union Institute & University Superville, Claude, BBA, Florida International University of Mississippi University; MS, University of Alabama; PhD, Spencer, Joe, BA, Baylor University; MDiv, Temple Troiani, Joseph, BA, Northeastern Illinois University; University of Alabama Baptist Seminary; MBA, Vanderbilt University; MS, MHSA, Governors State University; MA, Fielding University of Colorado; DBA, Argosy University Suter, Marcia C., BA, Colorado State College; MEd, Graduate Institute; PhD, Fielding Graduate Institute; University of Nebraska – Lincoln; MA, University of MSSI, Joint Military Intelligence College Spencer, Pamela, BS, Mercer University; MA, Nebraska – Lincoln; PhD, Capella University George Washington University Trow, Timothy, BA, University of Oklahoma; MEd, Sutton, Rhonda, BS, Appalachian State University; University of Minnesota – Twin Cities Spender, J.C., BA, Oxford University; MA, Oxford MS, North Carolina State University; PhD, North University; PhD, Manchester Business School UK Trunk, Barry, BA, University of California – Los Carolina State University Angeles; MA, California State University – Long Spicer, Vivian, BA, State University of New York – Swenk, Jean, BA, Pitzer College; MA, University of Beach; PhD, Ohio State University Stony Brook; MA, State University of New York – California at Davis; MA, Stanford University; PhD, Stony Brook; EdD, Nova Southeastern University Tucker, Lewis, BS, Pennsylvania State University; Stanford University MBA, Columbia University; PhD, Pennsylvania State Spjut, Ann, BA, Columbia College; MA, University of Szostek, Lynn, BA, Missouri Valley College; MA, University Phoenix; DM, University of Phoenix Antioch University; PhD, The Union Institute Tungaturti, Lakshmi, BA, Osmania University; MBA Spoor, Kimberly, BA, College of St. Scholastica; Szymkowiak, Ken, BA, Temple University; MA, Louisiana Tech University EdM, Harvard Graduate School of Education; PhD, University of Hawaii; PhD, University of Hawaii Capella University Turner, Terilyn, BS, Ohio State University; MA, Ohio State University; PhD, University of North Carolina – St. Germaine, Jacquelyn, BS, Old Dominion Chapel Hill University; MSEd, Old Dominion University; MA, T Pepperdine University; PhD, University of Arizona Tvorik, Stephen, BS, Ohio University; BFA, Ohio Taylor, Sharon, BA, University of Colorado – University; MA, New Mexico State University; MBA, Stanford, Naomi, BA, University of Sheffield; MEd, Boulder; MBA, Regis University LaVerne University; PhD, Walden University University of New Castle; MSc, South Bank Taylor, Susan S., BS, University of Minnesota; MS, University; PhD, University of Warwick – UK Florida State University; PhD, Florida State University Stauber, Randy, MS, Capitol College Teel, J. Howard, BA, Samford University; MDiv, V Stavredes, Tina, BS, University of Minnesota; MEd, Southwestern Baptist Seminary; MRE-SW, Carver Vail, Thomas, BS, Florida State University; MTh, University of Minnesota; PhD, University of Minnesota School of Social Work; PhD, University of Louisville Harding Graduate School of Theology; PhD, Saybrook Institute Stechschulte, Paula, BS, Eastern Michigan Terlizzi, Charlene, BA, Mundelein College; MA, University; MS, Central Michigan University; PhD, Adler School of Professional Psychology; PsyD, Adler Van Haveren, Richard, BS, Carroll College; MSEd, Capella University School of Professional Psychology University of Miami; PhD, Oklahoma State University Stehlik, Susan, BS, University of Wisconsin – Terry, Linda, BA, Goddard College; MA, Goddard van Langen, Cornelus, BA, Brigham Young Madison; MS, New School University College; MA, Fielding Graduate Institute; PhD, University – Provo; MA, Brigham Young University – Fielding Graduate Institute Provo Stein, Jack, BS, Union College; MSW, New York University; PhD, Walden University Thauberger, Gerald, BA, University of California – Van Rekom, Petti, BA, University of California – Berkeley; MS, California State University – Hayward; Los Angeles; MA, California State University – Steinhagen, Thomas, BS, University of Cincinnati; PhD, University of Phoenix Los Angeles; EdD, University of Southern California MBA, Nova Southeastern University; DBA, Nova Southeastern University Therrian, Michael, BA, Walsh College; MBA, Walsh Vernon, Fox, BA, Stanford University; PhD, College University of Southern California Stone, Melissa, BA, University of Virginia; MA, University of Virginia; PhD, California Institute of Thomas, Jerry, BS, Mississippi College; MBA, Vogele-Welch, Deborah, BA, Hawaii Pacific Integral Studies Mississippi College University; MA, Professional School of Psychological Studies; PhD, Union Institute & University Stone, Suki, BA, National College of Education; MS, Thornton, Nan, BA, College of St. Catherine; MS, University of Wisconsin – Milwaukee; PhD, San Washington University; PhD, Arizona State University Voigt, Lisa, BS, University of Wisconsin – Milwaukee; Diego State University and Claremont Graduate MBA, Cardinal Stritch University Tierney, Erika, BA, University of Colorado – Boulder; School MA, University of Colorado – Boulder; PhD, Volk, Ted, BS Ladoga University; MS, Ladoga Stottlemyer, Diane, BA, Indiana University; MS University of Minnesota – Twin Cities University California State University Tiffin, Charles, BAS, Guilford College; MA, Duke Vucetic, Jelena, BS, University of Belgrade; MS, Strickland, Cyd, BA, Antioch University; MA, University; PhD, Union Institute & University University of Belgrade; MBA, University of Phoenix; Fielding Graduate Institute; PhD, Fielding Graduate PhD, University of Belgrade Institute 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 163 FACULTY

W Wencel, Janice, BA, Elmira College; MS, Florida Wold, James, BA, St. Mary’s University; MS, State University – Tallahassee; PhD, Florida State University of St. Thomas; PhD, Vanderbilt University Wainio, Lisa, BS, California State University; MA, University – Tallahasse University of Phoenix; MA, Fielding Graduate Wold, William F., BA, Saint Mary’s College; MA, Institute; PhD, Fielding Graduate Institute Wentz, Jan, BA, Gettysburg College; MA, Northern College of Saint Thomas; MA, Saint Mary’s Illinois University University; EdD, Saint Mary’s University Walker, Charles, BA, California State University – Northridge; MA, Phillips Graduate Institute; PhD, Whale, Robert, BA, Brigham Young University; Wolskee, Patricia, BA, Catholic University of Pacifica Graduate Institute MBA, Loyola Marymount University; MS, Brigham America; MA, Catholic University of America; PhD, Young University Catholic University of America Wall, April Boyington, BA, Queen's University – Kingston, Ontario; MSW, University of Toronto; PhD, Whiddon, Jana, BS, Florida Southern College; MS, Wonah, Chika, BS, University of Alabama-Normal; The Union Institute Troy State University-Florida Region; PhD, Barry MBA, Duke University; JD, Duke University; DoM, University University of Phoenix Wall, David, BS, Oklahoma State University; BS, Oklahoma State University; MS, University of Tulsa; Whipple, Thomas, BS, Eastern Michigan University; Woods, Manuel, BA, University of Minnesota; MEd, PhD, University of Tulsa MEd, Bowling Green State University; PhD, Bowling University of Hartford; PhD, University of Minnesota Green State University Wallace, Craig, BS, University of Tennessee; MA, Woolf, Christine, BA, Oglethorpe University; MA, University of West Florida; PhD, Georgia Institute of Whitby, Anita, BA, University of Arkansas; JD, University of South Florida; EdS, University of South Technology University of Arkansas Florida; PhD, University of South Florida Wallace, James, BS, United States Military Academy White-Johnson, Adair, BA, Daemen College; MEd, Wordell, Jennifer, BA, Bridgewater State College; – West Point; MBA, Harvard University State University of New York at Buffalo; PhD, State MA, Bridgewater State College University of New York at Buffalo Walling, Griffin, BS, Hobart College; MS, State Worthington, Janet, BA, University of Chicago; MA, University of New York – Albany; EdD, State Whitlock, John, BA, St. Mary’s University – San University of Iowa – Iowa City; PhD, Florida State University of New York – Albany Antonio; MA, Ball State University; PhD, Bowling University – Tallahassee Green State University Wang, Lawrence, BA, Christ’s College; MS, Virginia Worthington, Michael T., BS, Campbell College; Commonwealth University; MA, University of Whitman, Mary, BA, University of Minnesota – MSE, University of Wisconsin – Superior; PhD, Cincinnati; PhD, University of Cincinnati Duluth; MS, University of Minnesota – Duluth; DBA, Capella University University of Sarasota Ward, Jason, BA, Florida State University; MA, University of Phoenix; EdD, Nova Southeastern Wilcox, Bonita, BS, Edinboro State College; MEd, Y University Edinboro State College; PhD, University of Pittsburg Yasgoor, Karen, BA, University of Cincinnati; MA, Wilkins, Nancy, BS, St. Cloud State University; MS, Ward, Susan, BS, University of Wyoming; MS, Idaho Pepperdine University; PhD, Walden University State University; PhD, University of Virginia Mercy College Yellen, Richard, BS, San Jose State; MBA, University Wilkinson, Lee, BA, Syracuse University; MS, State Warren, Stephanie, BA, Duke University; MS, of California – Los Angeles; PhD, University of University of New York; EdS, Nova Southeastern University of Pittsburgh; PhD, University of Pittsburgh Arizona – Tucson University; EdD, University of Sarasota Washington, Craig, BS, Indiana State University; MS, Yorkovich, Scott, BS, North Dakota State University; Williams, Julia M., BS, University of Minnesota – Indiana State University; EdD, University of MA, Regent University Massachusetts Twin Cities; MA, University of St. Thomas Waters, Rhonda, MEd, Cambridge College; PhD, Williams, Lloyd C, BA, Earlham College; MS, Union Institute Southern Connecticut State University; M.Div, Yale Z University; D.Min, Christian Theological Seminary; Zimmermann, Sandra, BA, University of California, Watson, Robert, BS, Brigham Young University; PhD, The Union Institute & University MBA, Indiana University Santa Barbara; MSW, University of California – Los Williams, Michael, BM, New England Conservatory Angeles; PhD, Walden University Waugh, Wendy, BS, Wayne State College; BA, of Music; MM, New England Conservatory of Music; Zuba, Marge Tye, BA, St. Mary-of-the-Woods Wayne State College; MSEd, University of Nebraska MS, Fordham University; PhD, Fordham University – Kearney; MBA, Chadron State College; PhD, College; MSW, University of Illinois – Chicago; PhD, Capella University Williams, Travis, BA, California Institute of the Arts; Northern Illinois University – DeKalb MBA, University of Phoenix Waynick, Randall, BA, Michigan State University; Zwingelberg, Mark, BS, University of Minnesota – MS, Central Michigan University Williamson, Gordon, BA, University of Portland; MS, Twin Cities; MS, University of Wisconsin – Madison; Portland State University; PhD, University of Maryland PsyD, Florida Institute of Technology Wederski, Lonnie, BA, Ottawa University; MBA, University of Phoenix; PhD, Walden University Wilson, Jeannette, BS, Manchester College; MS, Ohio State University; PhD, University of Tennessee Weems, Velvet, BS, Syracuse University; MS, Carnegie Mellon University; PhD, Case Western Wilson, Michael, BA, University of Florida; MA, University University of Florida; PhD, University of Florida Weiss, Margo, BS, Florida International University; Wingfield, Barry, BA, Harding University; MS, Texas MS, Barry University; PhD, Nova Southeastern A&M University; PhD, University of Louisiana at University Monroe Wellington, Eric R., BA, Youngstown State Winter, Laren, BS, Kansas State University; MS, University, MA, West Chester University; PhD, Kansas State University; MDiv, The University of Capella University South Sewanee, EdD, University of Northern Colorado Welstead, Callie, BA, Fordham University; MEd, Beaver College; PhD, Walden University 164 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu

Faculty, continued

MBA Coaches Solberg-Tapper, Pamela, BS, University of Wisconsin – Superior; MS, University of Saint Francis; Certified Alexander-Stearns, Cheryl, BA, University of Co-Active Professional Coach, The Coaches Training Minnesota; Certification for Coaching, Center for Institute; Certified Coach Master Character Based Leadership Sumner, Jennifer, BA, Chatham College; MEd, Augspuger, Richard, BS, Ohio State University; PhD, University of Pittsburgh; PhD, International College; Northwestern University; coaching certificates, coach training, Personnel Decisions Inc, Center For DePaul University/Linkage, Inc. Creative Leadership, and Academy for Coach Cerchio, Patrick, BS, Fairleigh Dickinson University; Training MBA, Fairleigh Dickinson University; Certified Coach Woodbridge, Elizabeth, BS, University of Kentucky; Program – Coach Training Alliance Certified Professional Co-Active Coach, The Coaches Cocking, Jane, BA, Goddard College; Master Training Institute Certified Coach, International Coach Federation Young, Martha, BA, University of Michigan; MBA, Jeddeloh, Steven, BS, Mankato State University; University of Michigan; JD, University of Michigan; MEd, University of Minnesota – St. Paul; MEd, Coach Training Certificate, Goldwin Coaching University of Minnesota – St. Paul; MA, Fielding Graduate Institute; PhD, Fielding Graduate Institute Kuentz, Mary, BS, Southern Illinois University- Edwardsville; Certified Professional Co-Active Coach, Learner Support The Coaches Training Institute Learner Support teams exist to help learners make Lasley, Martha, BS, Mansfield University; MBA, a successful transition into their program at Syracuse University; Leadership and Co-Active Capella and serve as an ongoing source of support Coaching, The Coaches Training Institute; Executive throughout their education at Capella. Learner Coaching, Corporate Coach University Support teams include academic advisors and learner support associates. Learner Support team Lennox, Susan, BA, Douglass College; MA, Fielding members are assigned by degree program and are Graduate Institute; JD, Harvard Law School; dedicated to assisting learners in that program's Certified Focusing Trainer, The Focusing Institute specializations. Advisors communicate with Lindblad, Mark, BA, University of California-Santa learners on an ongoing basis, providing academic Barbara; MIM, Thunderbird/American Graduate and personal strategies and support, clarifying School of International Management; Certified university procedures, tracking and discussing Professional Co-Active Coach, The Coaches Training academic progress, and providing information Institute about any changes that may affect learners. A list of advisors by school and degree program can be Miller, Barbara, BA, Vanderbilt University; MA, found on iGuide under Advising & Academic University of Minnesota; Professional Certificate in Support – Meet the Advisors. For questions or Individual and Organizational Coaching, Hudson concerns regarding registration, courses, access, Institute financial aid, billing, or technical problems that Miner, Louise, BA, Bryn Mawr College; MEd, are not answered on iGuide, learner support Antioch New England Graduate School; Advanced associates are available to assist learners at Coaching Training; Mobius, Inc.; The Coaches 1-888-CAPELLA (227-3552), option 2, or by Training Institute e-mailing Learner Support at [email protected]. Nelson-Garrison, Marcy, BA, University of Iowa; MA, St. Mary’s University of Minnesota; Certified Professional Co-Active Coach, The Coaches Training Institute Orem, Sara, BA, University of Minnesota; MA, United Theological Seminary of the Twin Cities; MA, Fielding Graduate Institute; PhD, Fielding Graduate Institute; Certification Intensive, Coach Phil.com Pointer, Todd, BBA, University of Wisconsin-Eau Claire; MA, Saint Mary’s University of Minnesota; Certified Professional Co-Active Coach, The Coach Training Institute Rudner, Mal, BS, United States Air Force Academy; MS, North Carolina State University; MBA, Harvard Business School; Certified Professional Co-Active Coach, The Coaches Training Institute Schnichels, Barbara, BA, Concordia College – Moorhead; MS, University of Wisconsin – Madison; Institute of Life Coach Training 1-888-CAPELLA • www.capella.edu CAPELLA UNIVERSITY 165

State Regulatory Information Illinois Board of Higher Education Washington Higher Education 431 East Adams St., Second Floor Coordinating Board Capella University is licensed, registered, Springfield, IL 62701-1418 P. O. Box 43430 authorized, or certified in the following states: (217) 782-8548 Olympia, WA 98504-3430 Alabama Department of (360) 753-7800 Postsecondary Education Kentucky Council on Postsecondary Education Capella University is authorized by the Washington P. O. Box 302101 1024 Capital Center Drive, Suite 320 Higher Education Coordinating Board and meets Montgomery, AL 36130-2101 Frankfort, KY 40601-8204 the requirements and minimum educational (334) 242-2900 (502) 573-1555 standards established for degree-granting STATE REGULARTORY INFORMATION REGULARTORY STATE institutions under the Degree Authorization Act. Arizona Department of Education Minnesota Office of Higher Education This authorization is valid until March 2007 and 1535 West Jefferson 1450 Energy Park Drive, Suite 350 authorizes Capella University to advertise and Phoenix, AZ 85007 St. Paul, MN 55108-5227 recruit for the following degree programs: (602) 542-4391 (651) 642-0533 Bachelor of Science in Business; Master of The leadership in educational administration and Capella University is registered with the Business Administration; Master of Science in school psychology specializations are conditionally Minnesota Office of Higher Education. Organization and Management; Doctor of approved by the Arizona Department of Registration is not an endorsement of the Philosophy in Organization and Management; Education. Capella is currently pursuing full institution. Registration does not mean that Master of Science in Education, Doctor of approval. credits earned at the institution can be Philosophy in Education; Master of Science in transferred to other institutions or that the quality Human Services; Doctor of Philosophy in Human Arizona State Board for Private of the educational programs would meet the Services; Master of Science in Psychology; Doctor Postsecondary Education standards of every student, educational of Philosophy in Psychology; Doctor of 1400 W. Washington, Room 260 institution, or employer. Psychology; Bachelor of Science in Information Phoenix, AZ 85007 Technology; and Master of Science in Information (602) 542-5709 Ohio Board of Regents Technology. Any person desiring information http://azppse.state.az.us 30 E. Broad Street, 36th Floor about the requirements of the Act or the Columbus, OH 43215-3414 applicability of those requirements to the Arkansas Higher Education Coordinating Board (614) 466-6000 institution may contact the board at P.O. Box 114 E. Capitol The following degree programs are authorized by 43430, Olympia, WA 98504-3430, (306) 753-7869. Little Rock, AR 72201-3918 the Ohio Board of Regents: Bachelor of Science in (501) 371-2065 Business, Bachelor or Science in Information West Virginia Higher Education Policy Arkansas Higher Education Coordinating Board Technology, Master of Business Administration, Commission certification does not constitute an endorsement Master of Science in Information Technology, and 1018 Kanawha Blvd. E., Suite 700 of any institution or program. Such certification Master of Science in Organization and Charleston, WV 25301 merely indicates that certain minimum standards Management. (304) 558-2101 have been met under the rules and regulations implementing institutional certification as defined Ohio State Board of Career Colleges and Wisconsin Educational Approval Board in Arkansas Code §6-61-301. The Doctor of Schools 30 W. Mifflin St., 9th Floor Philosophy in Organization and Management does 35 East Gay Street, Suite 403 Madison, WI 53707-8696 not meet requirements for teacher or Columbus, OH 43215-3138 (608) 266-1354 administrator licensure in Arkansas. (614) 466-2752 Capella University is registered with the Ohio Colorado Commission on Higher Education State Board of Career Colleges and Schools, and 1380 Lawrence Street, Suite 1200 Rights to Change Requirements the graduate certificate programs have program Denver, CO 80204 authorization under the provisions of Chapter Neither the Capella University catalog, nor any (303) 866-2723 3332 of the Ohio Revised Code and the of the information and requirements contained standards, rules and regulations of the Ohio State herein, constitute a contract or create any Florida Commission for Independent Education Board of Career Colleges and Schools. contractual commitments between Capella 2650 Apalachee Parkway Registration No. 04-03-1709T. University and any student, any prospective Tallahassee, FL 32301 student, or any third party. The information and (850) 245-3200 State Council of Higher Education for Virginia program requirements contained in this Capella License #2809 James Monroe Bldg., 9th Floor University catalog are regularly updated and are 101 N. 14th Street subject to change without notice. All updates to Georgia Nonpublic Postsecondary Richmond, VA 23219 the catalog will be posted on Capella’s Web site. Education Commission (804) 225-2609 2189 Northlake Parkway Building 10, Suite 100 Tucker, GA 30084-4113 (770) 414-3235 telephone 612.977.5100 • toll-free 1.888.CAPELLA • fax 612.977.5060 e-mail [email protected] • web www.capella.edu 225 SOUTH SIXTH STREET • NINTH FLOOR • MINNEAPOLIS, MINNESOTA 55402