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ARCHIVED 2024-25 Graduate Catalog [ARCHIVED CATALOG]
Courses of Instruction
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Business
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BUS 590 - Writing Skills for Graduate Study in Practitioner Programs (1-3)
This course is designed to help students make the transition from college-level writing to “real world” professional communication. The course exposes students to advanced research resources and strategies particular to their chosen profession enabling them to produce professional documents and develop a sophisticated understanding of style, structure, and audience. Upon successful completion of the course, students will have the knowledge and skills to accommodate information to specific audiences; to use stylistic and visual devices to make information more accessible; to hypothesize and present arguments or points of view accurately and effectively; and to edit their work as well as that of their peers. Graded as pass/fail and is not repeatable.
Graded as pass/fail and is not repeatable.
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BUS 601 - International Business and Economics (3)
A course that examines international business from an applications standpoint. Students learn how political, economic, and cultural differences affect the business functions and practices of management, human resource management, marketing, and finance.
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BUS 602 - Human Resource Management (3)
This course focuses on the field of human resource planning at the organizational level. Topics include the analysis of present systems; familiarization with human resource models, ideas, theories, and instruments; forecasting future needs; procurement of an appropriate labor pool; knowledge of labor legislation; design and implementation of new systems; and an examination of current trends in the human resource field.
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BUS 604 - Advanced Organizational Behavior (3)
A course providing students the opportunity to conduct an in-depth study of human behavior in organizations. It focuses on the theory underlying individual behavior in organizations and the application of that theory to managerial issues that are present in today’s organizations. Major areas of study include motivation, group processes, power and influence, and conflict resolution.
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BUS 606 - Financial Issues for Managers (3)
A course designed for non-financial managers emphasizing the use of both accounting and financial information as decision-making tools. Students learn to assess the financial strength of an organization through financial ratio analysis and to examine factors considered in financial and investment decisions. The course is taught using readings, problem analyses, and case studies.
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BUS 608 - Communication in a Global Environment (3)
In this course, students analyze the communication process between and among people in a culturally diverse population. The course examines multicultural communication on both a domestic and global level, using business-to-business perspectives, as well as business-to-consumer. Students learn to apply multicultural communication theories to an increasingly diverse audience and culture-specific belief and value systems/norms to the process of audience analysis.
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BUS 609 - Leadership in Political, Social, and Economic Contexts (3)
A course examining leadership and change in 20th century America and the effect these changes have had on industry and the management of profit-seeking and non-profit organizations. Particular emphasis is given to the shift from a manufacturing economy to one centered on the service sector and information sharing. Students learn the role that leaders have played in various social, political, economic, and intellectual movements and how those movements, in part, shape the challenges and opportunities faced by leaders today.
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BUS 612 - Managerial Accounting (3)
A course that examines how accounting information from managerial accounting reports is used to report managerial performance and to make business decisions. Students learn how to use managerial accounting information to plan, budget, control, conduct break-even analysis and set pricing, and understand the impact of taxes.
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BUS 613 - Becoming a Masterful Writer (3)
This course is the gateway course into the Master of Arts in Management (MAM) program. All incoming degree candidates will complete this course before pursuing their other coursework. This course provides students with a basic foundation in and an opportunity to practice different types of writing, including but not limited to reflective essays, annotated bibliographies, analytical essays, and literature reviews. Students will learn how to write efficiently and effectively in order to express their own ideas and summarize the ideas of others. In addition, students will learn to analyze a diversity of perspectives to develop a conclusion. They will apply principles of grammar and APA style to their writing. Students will utilize tools and techniques, including online databases, to identify, review, and summarize peer-reviewed journal articles. At the completion of this course, students will be able to 1) apply principles of grammar and APA style to their writing, 2) apply tools and techniques to improve their writing, and 3) write a Literature Review.
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BUS 614 - Financial Management (3)
A course that examines the fundamentals of financial management including the principles of finance; the time value of money; capital market efficiency; basic security valuation; basic capital budgeting; risk, return, and asset pricing models; the cost of capital; an introduction to the global securities markets and foreign exchange; basic derivatives; real options; agency theory; fixed income securities; the term structure; investment banking; short- and long-term financial management and planning; and corporate financial policies.
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BUS 617 - International Trade and Finance (3)
An examination of current theories of international trade, finance, and economic development with a focus on contemporary issues in international economics. Students study both macro- and micro-economic issues and develop an international perspective of economic concerns. In addition, students learn how their decisions as consumers, workers, producers, and citizens affect the international economy and their own futures as managers.
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BUS 618 - Mergers & Acquisitions - Free Cash Flow Modeling (3)
This course introduces students to Free Cash Flows and the objectives of the firms, the components of Free Cash Flow, cost of capital, capital budgeting using free cash flows and modified free cash flows. The course starts to touch on the Discounted Cash Flow model for valuation of businesses.
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BUS 619 - Generational Differences (3)
There is a growing awareness of the “generational diversity” that exists in the workplace. Managers are faced with the clashing of older, middle-aged, and younger staff members who may share common work tasks, but their values, approaches to work, communication styles, and perceptions of each other may differ greatly. This course will explore some of the generational differences and provide useful approaches to creating a work environment that is productive and compatible for everyone.
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BUS 621 - Business Law and Ethics (3)
In order to manage and lead in organizations that support the common good, one must embrace how decisions can be made in an ethically and legally responsible fashion. This course invites students to engage in the examination of the broader social purpose of business and the ethical and legal responsibilities that businesses owe to a variety of stakeholders, including employees, suppliers, customers, local communities, and equity investors. The course explores issues such as corporate social responsibility; ethical requirements of the market; professional roles and obligations in the areas of finance and accounting; confidentiality, fairness, and honesty in business; conflicts of interest; and the ethical problems facing global business. This course provides the analytic tools and examples to help students refine their ability to analyze and effectively respond to ethical and legal challenges and obligations in business.
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BUS 622 - Leadership in Organizations (3)
An exploration of the concept of leadership using various theoretical and scholarly views, approached with a view to application. Students will learn to distinguish between leaders and managers from both role and task perspectives. Through examination of established and emerging leadership theories, students will develop an understanding of the role of leaders as visionaries, team builders, and change agents.
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BUS 626 - Developing Talent (3)
To acquire, develop, and maintain an organization’s human capital, effective outcomes-driven training and development must be a major activity of the organization. The goal of the course is for students to develop an understanding of the skills, abilities, and practical elements of employee development and performance improvement in organizations. Students will learn (1) theories of adult learning; (2) how to identify learning needs through assessments; (3) how to analyze jobs and tasks to determine training and development goals; (4) how to design effective training and development programs using different techniques or methods; (5) how to implement a variety a different training and development activities; and (6) how to evaluate the effectiveness and efficiency of training and development programs.
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BUS 631 - Agri-Food Systems Analysis (3)
This course will provide an introduction to understanding and evaluating sustainability metrics in relation to agri-food systems. Students will recognize the food system as a supply chain managed by diverse actors with competing interests and goals. Students will investigate the ecosystem and biodiversity impacts of food systems that come from outside the food system. Students will explore economically invisible impacts, together with their impacts on human health, global climate change, and community livelihoods.
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BUS 633 - Environmental/Natural Resources Economics and Modeling Tools (3)
This course will provide an economic analysis of agricultural problems associated with use of renewable and nonrenewable environmental and natural resources utilizing agriculture modeling tools to achieve economic and sustainability outcomes. Students will analyze agricultural problems associated with socially optimal use of renewable and nonrenewable natural resources and examine the effects of economic growth on varied factors. Students will also use models as “thinking tools” to inform strategy.
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BUS 636 - Introduction to Project Management (3)
This course is an introduction to project management processes and knowledge areas. Upon completion of this course, students will understand project management, its relationship to other management disciplines, and the role of the project manager. Students will learn project management processes and the inputs and outputs of project management knowledge areas and will understand the relationships among project management processes and knowledge areas.
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BUS 637 - Initiating and Planning Projects (3) Prerequisite: BUS 636 .
This course will focus on the knowledge areas involved in the processes of initiating and planning projects. Upon completion of this course, students will understand the inputs and outputs of each knowledge area involved in these two processes. Those knowledge areas include Project Integration Management, Project Scope Management, Project Time Management, Project Cost Management, Project Quality Management, Project Human Resources Management, Project Communications Management, Project Risk Management, Project Procurement Management, and Project Stakeholder Management.
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BUS 640 - Analytics and Decision Sciences (3)
A course that introduces fundamental concepts and modeling tools for decision making under uncertainty. The learning approach combines business cases, probability and risk analysis within conceptual frameworks, and spreadsheet modeling of managerial decision problems. The course will also provide training to perform and interpret Monte Carlo simulation and decision tree models. Other concepts discussed will include the value of information, option value, selection bias, herd behavior, and risk aversion, among others. The concepts and tools are illustrated using business applications in the areas of economics, finance, operations management, and strategic management.
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BUS 641 - Strategic Marketing (3)
A course that introduces students to the analytical concepts and tools of marketing management. Special emphasis is placed on the relationships between marketing and overall company strategy, the development of a customer orientation, the integration of marketing throughout the organization, and the implementation of systems for planning and controlling the marketing effort. Students consider problems of consumer analysis, product planning, integrated communication, distribution, and pricing.
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BUS 642 - Administrative Strategy and Policy (3)
A course that encourages student ability to think strategically and to provide an intellectual framework that enhances understanding of the MBA core program. The course focuses on relationships among the firm, its strategy, and its environment; why firms choose certain businesses; which business strategies are successful; and how firms can change in response to a dynamic environment. Models for strategic formulation, implementation, and control are developed that facilitate an integrated understanding of the courses that comprise the MBA curriculum.
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BUS 644 - Agri-Food Supply Chain Management and Marketing (4)
Students will explore the unique attributes of sustainable agri-food supply chains (SAFSCs) which differentiate them from other supply chains. Economic, social, and environmental sustainability will be emphasized for competitive decision-making. This course also examines the principles and practices of sustainable marketing in the agri-food industry and marketing’s role in the creation and management of relationships with customers and other stakeholders.
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BUS 646 - Healthcare Economics and Finance (3)
In this course, health policy is examined from the perspectives of economics and financial management for the purpose of preparing learners for managerial roles in healthcare environments. Basic theories in economics are explored as well as their relationships to the U.S. healthcare system. Learners will also explore financial management techniques used to prepare budgets, develop financial forecasts, assess investment alternatives, and leverage capital structures all within the context of healthcare organizations.
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BUS 647 - Public Health Leadership and Advocacy (3)
In this course, learners will be introduced to the role of patient and policy advocacy in the U.S. healthcare system. Learners will explore elements of advocacy to include improving quality of care, mental health services, community based care, patients’ ethical rights, cultural competency, and preventative care. These elements will be investigated within the context of federal and state legislative bodies.
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BUS 649 - Management of Healthcare Organizations (3)
In this course, learners will be introduced to a framework for addressing management problems in health care organizations. This will occur through exposure to a variety of management ideas, theories, and applications centered on the core management functions of planning, organizing, leading, and controlling.
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BUS 650 - Mergers & Acquisitions Concepts and Theories: An Introduction (3)
This course overviews buying strategies, finding a deal, pricing a deal, and special valuation cases when designing deals. Course has many case study support scenarios. Students design their own deal and valuation of a special case scenario in specialty emerging or frontier markets. A student will be able to recognize the way M&A ‘s increase value and how businesses are built around a portfolio model.
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BUS 657 - Non-profit Management and Governance (3)
In this course, learners will examine and apply critical skills for managing government and not-for-profits including entrepreneurship, change and culture management, and the use of influence tactics to effect positive change. Firmly entrenched in the basic management functions of planning, organizing, leading, and controlling, learners will explore effective nurturing of productive work environment, organizational structure, innovation management, and group and team dynamics.
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BUS 665 - Supply Chain Management (3)
The focus of this course is on the cross-functional integration of key business processes internally and with collaborating organizations. In addition to investigating how to manage supply chain processes and improve performance, learners will explore supply chain metrics, consequences in making supply chain decisions, and the basic tools for ensuring efficient and effective supply chain management, implementing external partnerships, production and service planning, inventory control, order fulfillment, and coordination.
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BUS 669 - Mergers & Acquisitions Concepts and Theories: Advanced Topics (3)
This course covers advanced topics in mergers and acquisitions (M&A’s). There are many areas that do not fall neatly into one area and have new data available
1. M&A Financial accounting and projections. Explore M&A accounting and ‘Earnings per Share Dilution”
2. Financing the deal. “What is CVR Value?”
3. Sellers Viewpoint “How (and when) do you use an investment bank?”
4.Other areas of interest: Governance, offer letter, disclosure of acquisitions, hostile take overs, private equity.
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BUS 670 - Mergers & Acquisitions - Business Valuations (3)
This course on business valuations covers the rationale and scenarios for doing business valuations, lists the roles played by the public markets in business valuations, recognizes the different methods used to value businesses, identifies three reasons why the Discounted Cash Flow (DCF) model is the method of choice for valuing businesses and also recognizes the limitations of the model. This course touches on cash flows, free cash flows, value drivers, CAPM formula, weighted average cost of capital, sensitivity analysis. Course will begin with DCF model by building an analysis, using the DCF model, understanding the weaknesses of the model and end with an introduction to sensitivity and scenario analysis.
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BUS 671 - Directed Study (1-3)
A course allowing students to conduct an in-depth exploration of a topic that is of special interest to them. The topic must be submitted, in writing, to the Office of Graduate Studies and must be approved by the Dean. Additionally, the final product must conform to the specifications agreed upon by the instructor, the student, and the Dean.
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BUS 672 - Equities and Fixed Income Securities (3)
This course provides a detailed introduction to equity securities covering the types, characteristics and risks of common stock, preferred stock, and other equity-related instruments such s rights warrants and convertible bonds. This course recognizes the language associated with stock trading, categories of common stock, stockholders claims on corporate assets, characteristics of convertible bonds and basic valuations. This curriculum also focused on short-term and long-term fixed income instruments for professionals in the fixed income arena. The course introduces students to credit risk, bond-rating systems, bond trading terminology, techniques and strategies, yield curve and the factors that affect it, and the role of the Federal Reserve System.
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BUS 673 - Mutual Funds (3)
This course is an introduction to the global mutual fund industry and explores the types of mutual funds, the mutual fund selection process, and the structure of mutual fund companies. This course examines the trends shaping the industry, including indexation, exchange-traded funds, and the retirement market. Recognize historical development of mutual funds and identify the new distribution channels for the future.
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BUS 674 - Comprehensive Hedge Funds (3)
Hedge funds is one of the least understood yet fastest growing sectors of the asset management industry. This course will present a comprehensive and accurate picture of the hedge industry, various hedge fund strategies, hedge fund operations, and considerations for hedge fund investors. The course will contrast a mutual fund and hedge fund, review the misconceptions of a hedge fund as well as assess the due diligence process and importance or portfolio monitoring in the professional management of hedge fund portfolios.
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BUS 699 - Selected Topics (1-6)
An investigation of topics of relevance to managers. Each three-hour course constitutes an option in the elective requirement for the Master of Arts in Management program.
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Counseling
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COU 592 - Reorientation to Counseling (1 - 6)
This course is designed to help students review and integrate the basic knowledge and skills from the course work completed prior to their leave of absence from the program. The review of the course work should reflect a balance between theory and practice; application to the counseling setting or to current counseling issues; linkage to research and scientific publications; potential for positive application in practice; and clearly defined assessment guidelines. The course requires the development and articulation of current Professional Identity and Orientation statements. Repeatable for a maximum of 12 credits.
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COU 599 - Selected Topics (1-3)
Subject-specific courses may be developed within this category to address basic sets of skills and knowledge in psychological mindedness, fundamentals of behavioral research and statistics, or human development. Graded as pass/fail and is repeatable for a maximum of 6 credits.
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COU 601 - Counseling Skills and Techniques (3)
This course provides an orientation to counseling as a helping profession and addresses the importance of establishing and maintaining a therapeutic relationship. Focus is placed on developing the essential listening and interviewing skills necessary for effective counseling. The course emphasizes counselor self-awareness and counselor development and includes the use of recorded counseling interviews and role plays. Students are exposed to culturally responsive helper skills.
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COU 602 - Theories of Counseling (3)
This course examines classic and contemporary theories and models of counseling. The theories provide a foundation for conceptualizing client presentation and selecting appropriate interventions. Students develop a personal model of counseling which is consistent with current professional research and practice. Emphasis is placed on understanding the therapeutic factors that contribute to the effectiveness of counseling. The course addresses help-seeking behaviors of clients and ethical and culturally relevant counseling interventions. The course explores the impact of technology on the counseling profession and provides students with the opportunity to actively practice counseling skills.
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COU 610 - Psychopathology (3)
Intended for career professionals in the mental health field, the course studies the wide spectrum of behavior, cognitive, and emotional conditions affecting children, adolescents, and adults. Incorporating current psychological, sociological, and educational research, class work involves an applied, as well as conceptual, holistic study of both healthy and abnormal maladaptive mental health conditions. As a foundation for effective counseling, upon completing the course, students will be able to accurately identify and diagnostically classify specific as well as broad categories of emotionally pathological and behaviorally dysfunctional conditions. Emphasis is placed on the use of evidence based, research, theory, and analytically sound assessment methods including functional behavior assessment and differential diagnostic procedures. Focus is also directed to the successful application of clinical methods and techniques in the assessment and documentation process, to include accurate case formulations which serve as the basis for interventions and treatment planning.
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COU 612 - Clinical Assessment (3)
An exploration of clinical assessment issues and techniques, including a survey of available psychological tests. A solid understanding of measurement principles and the statistics needed to understand them is emphasized, as well as the ability to critically evaluate the selection, use, and interpretation of tests and assessment procedures.
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COU 616 - Grief and Bereavement Counseling (3)
This course focuses on the study of grief and the techniques of grief and bereavement counseling. The central focus of the study involves the social psychological aspects of grief, causes or foundations of grief, the processes of grieving, and grief counseling. Participants will become familiar with counseling skills that may provide assistance during situations of grief and crisis.
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COU 617 - Spirituality in Counseling (3)
This course is an in-depth study of spirituality and its incorporation into counseling, especially examining the need for counseling to address spiritual issues and the commitment of the mental health professions to examine this aspect of client’s lives. Students develop a knowledge base for the process of integrating spirituality into their counseling, learn specific guidelines and suggestions for this integration, and develop skills to deal with issues that arise in the process.
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COU 618 - Mental Health Ethics, Law and Professional Practice (3)
An examination of the mission, goals, and objectives of professional mental health organizations. Students learn and apply codes of ethics, laws, and regulations pertaining to counseling and professional standards of performance.
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COU 619 - Roles and Functions of Mental Health Counseling (3)
In this course, students will explore the historical, philosophical, theoretical, and practical aspects of the clinical mental health counseling field. Current trends, professional identity, and other relevant matters for clinical mental health counseling will be examined. As a foundation to the clinical courses, students will explore various settings and potential site placements where mental health services are provided. Counseling supervision and consultation styles and theories will be examined.
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COU 620 - Crisis, Trauma, and Disaster Mental Health Counseling (3) Prerequisites: COU 601
This course explores community-based resources, models of mental health prevention and wellness, crisis intervention techniques, the psychological dimensions of disaster, trauma-informed care, and suicide risk assessment and prevention. The course also examines the impact of technology on the counseling relationship, counseling process, and the profession and explores how to effectively utilize technology to provide counseling in rural, underserved areas. Upon completion of this course, students will know how to provide counseling in emergency situations and how to use technology effectively in counseling.
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COU 622 - Practicum (0 or 3) Prerequisite: COU 619
A supervised practicum experience which emphasizes the implementation and refinement of individual and group counseling skills. The practicum experience consists of (a) direct service work with clients; (b) a minimum of one hour per week of individual supervision with the on-site supervisor; and (c) a minimum of one and a half hours per week of group supervision provided by a counselor education program faculty member. The practicum experience is designed to provide exposure to direct service work with clients as well as to other professional activities which are part of the daily operation of the practicum site.
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COU 627 - Professional Identity Development I (0-1)
This seminar is the first of a series of three seminars. The focus of this seminar is on examining core issues in the development of a professional identity as a counselor. The student will 1) begin to recognize personal characteristics identified in the research literature as essential for effective mental health counselors, 2) initiate the ongoing process of individual strength and skill assessment, and 3) document the learning that occurs and how that learning can be applied in counseling settings.
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COU 628 - Professional Identity Development II (0-1) Prerequisite: COU 627 .
The focus of this second seminar is on the student’s development of the key functional professional skill areas necessary in the effective mental health counselor. The student will 1) develop a personal and professional strength and skill assessment plan, 2) document the assessed skills, and 3) identify elements of the program that facilitate the development of these skills.
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COU 629 - Professional Identity Development III (0-1) Prerequisite: COU 628 .
The third seminar allows the student to explore the application of his/her professional development and its relevance to counseling, consultation, and supervision. The student will 1) develop a personal philosophy of counseling and personal career goals; 2) address the personal impact of practical professional issues (including professional credentialing by certification or licensure, accreditation practices and standards, and the effects of public policy on these issues); and 3) become familiar with practical details of professional practice.
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COU 630 - Multicultural Counseling (3)
This course explores the multicultural and pluralistic characteristics within and among diverse groups. The impact of heritage, attitudes, beliefs, spirituality, and acculturative experiences on an individual’s world view are explored. Theories and models of cultural identity development and multicultural counseling competencies are examined. The course also addresses the effects of power and privilege, strategies for identifying and eliminating social barriers and prejudices, and the importance of social justice and advocacy.
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COU 632 - Assessment, Case Planning and Management of Mental Health and Substance Abuse Clients (3)
An examination of, and hands-on practice of, case management with mental health and substance abuse clients that looks at client strengths and areas of psychosocial challenges presenting problems and specific needs. Making interpersonal connections, exploring attitudes, working with client goals, and managing cases based on valid assessment will lead to development of individualized treatment plans with measurable goals, objectives, progress notes, and gathering of collateral information. Students will survey commonly used assessment instruments. Upon completion of this course, students will identify basic elements of case planning, demonstrate the ability to write progress notes, produce an individualized treatment plan incorporating measurable goals and collateral information, and be able to identify the most common assessment instruments.
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COU 634 - Group Counseling (3) Prerequisite: COU 601
This course explores the historical and theoretical foundations of group counseling and group work. The role of group dynamics, group formation, and group leadership are examined. Students gain competency in the use of effective group counseling techniques and demonstrate an understanding of therapeutic factors that contribute to the effectiveness of group counseling. The course includes ethical and culturally relevant strategies for designing, screening and facilitating groups.
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COU 635 - Human Development Across the Lifespan (3)
This course examines human development throughout the lifespan with a focus on developmental psychopathology and psychoneuroimmunology. Developmental psychopathology views human development as an ongoing process and provides a framework to explore the interaction of biological, psychological, and socio-contextual aspects of both normal and abnormal development. Students will examine critical domains that serve as risk factors for psychopathology (i.e. temperament, attachment, parenting style, socioeconomic status) and explore current intervention strategies. At the conclusion of this course, students will be able to demonstrate knowledge of major theories of human development across the lifespan, including life transitions; demonstrate knowledge of human behavior including an understanding of psychopathology and the biological, psychological, and socio-contextual change factors that affect both normal and abnormal development; demonstrate knowledge of current theories of optimal development and wellness over the life span; and read and critically review foundational research in the field and demonstrate ability to apply the process to current research.
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COU 640 - Community and Rural Mental Health (3)
An exploration of clinical practice issues in rural settings. Emphasis is on rural and urban differences in societal and family relationships, ethical dilemmas, barriers to access, and participation in the mental health system.
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COU 653 - Marriage and Family Counseling (3) Prerequisites: COU 601 & COU 602 .
The purpose of this course is to help students develop conceptual knowledge and effective professional skill conducting marital and family therapy. The course involves an examination of foundation theories, models, and methods of intervention with couples and families with an emphasis on systems theory. Students will develop family and couple treatment plans and after practice, be able to successfully demonstrate the application of theoretical and practical therapy in simulated family systems cases. Upon successful completion of the course, students will be able to recognize the differences between individual, couple, and family emotional and behavior difficulty; conceptualize individual, couple, and family problems using a systemic framework; and demonstrate appreciation of the history of the family therapy movement and contributions of leading theorists.
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COU 657 - Clinical Treatment Issues in Chemical Dependency (3)
An exploration of theories and models used to develop techniques for treatment of individuals with chemical dependency. The focus of the course is the study of treatment issues specific to substance abuse disorders, including the assessment of and service delivery to the special populations of adolescents, women, and older adults. Issues of sexual orientation, cultural uniqueness, diversity issues with special populations, and developmental influences are reviewed. Clinical issues that shape practice for professionals treating chemical dependency including mental and physical health concerns, social and familial histories, enabling, and response to specific methods influencing recovery are explored in relation to their integration into clinical practice. This course investigates ways in which the issues of dual diagnosis disorders, physical and mental disorders, and family and historical influences affect treatment planning, treatment protocols, and service provision for substance dependent individuals. Upon completion of this course, students will identify key treatment issues specific to substance abuse disorders and demonstrate understanding of the impact of those issues on service delivery.
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COU 658 - Medical and Psychosocial Aspects of Alcohol/Drug Use, Abuse, and Addiction (3)
This course provides an understanding of basic pharmacology and physiology, as well as medical and psychosocial characteristics of substance use disorders and will examine the physical, psychological, and sociological aspects of alcohol and drug use, abuse, and dependence. A basic understanding of alcohol, cocaine, opiates, hallucinogens, barbiturates, amphetamines, designer drugs, marijuana, and inhalants and their effect on the human system is provided. Students develop an understanding of commonly prescribed psychopharmacological medications. The course exposes students to the etiological, behavioral, cultural, and demographic aspects of alcohol and drug use, abuse, and addiction. Students will examine their belief system about drug and alcohol use and will review the processes of addition/dependence, including the signs, symptoms, and behavior patterns. Students will explore the potential for substance use disorders to mimic and/or co-occur with a variety of neurological, medical, and psychological disorders.
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COU 662 - Career Counseling (3)
This course examines historical and current theories, principles, and practices of vocational and career counseling over a lifespan. The course addresses interrelationships of career, family, and other roles which affect work. The impact of multicultural, gender, and lifestyle issues on careers is considered. Strategies for assessing abilities, interests, values, personality, and other factors are explored. The course emphasizes the importance of advocating for diverse clients’ career and educational development. Students explore their own career development and enhance helper skills through role play.
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COU 671 - Directed Study (1-3)
Supervised research or tutorial arrangements undertaken as a means of conducting an in-depth investigation of a subject or area not covered by, or related to, the regular curriculum. Independent studies must be approved by the instructor and the Dean.
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COU 675 - Research in Counseling (3)
This course provides students with the skills necessary to critically evaluate counseling and clinical research literature. Students are introduced to the nature of scientific psychology, the process of research inquiry, and the role of the mental health counselor as a knowledgeable research consumer. Students are also introduced to the application of descriptive and inferential statistics, reliability, and validity to the research endeavor. At the completion of this course, students will be able to read and understand research reports in the literature as well as critically examine literature that is non-empirically based. Students will also understand the process for designing their own research and program evaluation.
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COU 691 - Internship (1-6) Prerequisite: COU 622
A supervised internship experience which consists of a minimum number of clock hours that includes (a) direct service work with clients; (b) a minimum of one hour per week of individual supervision with the on-site supervisor; and (c) a minimum of 1 1/2 hours per week of group supervision via weekly internship class meetings. The internship experience enables students to refine and further enhance the knowledge and skills applied during their practicum. In addition, the internship provides an opportunity for students to engage in all of the professional activities performed by a regularly employed staff member at the internship site.
Repeatable for a maximum of 12 credits.
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COU 695 - Culminating Project (1-6) Prerequisites: COU 675 and approval of the Dean and a member of the graduate faculty. Elective course.
An optional course recommended for students who plan to pursue a doctoral degree. A final project may be a thesis, a program evaluation, or other approved project.
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COU 699 - Selected Topics (1-3)
Subject-specific courses may be counted toward degree requirements within this category. Such courses will be offered on the basis of expressed student need. A total of 12 graduate credits within this category may be counted toward degree requirements.
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School Counseling
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COE 601 - Counseling Theories and Methods for K-12 Schools (3)
A survey of counseling theories including processes associated with each theory and the goals each theory attempts to meet for the K-12 schools. This course will introduce students to basic ideas and techniques of major theorists known for their work in the field of psychology. Students will take these major ideas and develop a practical toolkit for their work in schools.
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COE 602 - Practicum Lab in Counseling (3) Prerequisites: COE 601 , COE 620 , COE 650 .
A supervised on-site experience in the full range of counselor duties. Students will complete 150 hours of experiences implementing activities relating to the curriculum in COE 601 . Students may choose to do their practicum in 7-12, K-6, or K-12 sites based on their teacher certification level. Practicum hours must be completed under the supervision of a certified school counselor with at least 3 years of experience.
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COE 605 - Introduction to School Counseling (3)
This foundational course provides a comprehensive introduction to the school counseling profession. Students will explore the history of school counseling, the structure of the American educational system, and cultural, political, and social influences shaping current educational practices. The course emphasizes the school counselor’s role as a leader, collaborator, advocate, and agent for systemic change within the school, district, state, and nation.
A core focus will be the articulation and rationale for comprehensive school counseling programs with an introduction to the organizational structure and components of an effective program aligned with the American School Counselor Association (ASCA) National Model. Students will critically examine current issues and explore the domains of career, academic, and social-emotional development within school counseling. Strategies for fostering strong relationships with students, families, and school staff will also be covered.
Additionally, students will begin shaping their school counseling identity through self-reflection, engagement with current research and best practices, and participation in professional organizations.
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COE 610 - Interpreting Data in School Counseling (3) Prerequisite: COE 601 , COE 605 , COE 615 , and COE 655
A variety of methods and theories of assessing students in school counseling programs. Pre-service school counselors will also develop an understanding of skills in test selection, administration, and interpretation. Students will learn how to read assessment and test scores and use the data to help shape the school counseling program to meet the needs of the students in the school system.
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COE 615 - Counseling Skills and Crisis Intervention (3) (Cross-listed with EDU 615 .)
School personnel are often among the first to respond during times of crisis. This course provides information and intervention strategies for a wide variety of crisis situations including sudden and lingering death and suicide, catastrophic disasters, and incidences of violence. Participants learn how to work with grieving students and staff, identify ways to manage stress during times of crisis, and develop an understanding of cultural factors that can impact crisis interventions. In addition, participants will examine their schools’ crisis and safety plans. This course is helpful for teachers, administrators, and counselors.
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COE 616 - College and Career Readiness (3)
This course will address the knowledge and skills essential for school counselors in the areas of career development and preparation for post-secondary opportunities. Career development theories will be reviewed as well as career based assessments and implementation of programming for a diverse, P-12 student populations. This course will explore the role of school counselors in facilitating post-secondary transitions for students at traditional four-year colleges/universities, community colleges, vocational programs, and other school-to-work options.
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COE 620 - Universal Supports in School Counseling (3) Prerequisite: COE 610
The course presents a variety of skills and methods appropriate for K-12 school counselors in MTSS Tier 1:, serving all students and staff. Both elementary and secondary areas in instruction, large group activities, student appraisal and advisement, staff and family training, and community partnerships will be explored. In addition, supporting staff and marketing your program will be introduced. Through collaborative work, standards based lesson planning, data collection plans and simulation activities, students will develop skills for Tier 1 universal interventions and supports in school counseling.
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COE 622 - Counseling Practices (3)
The purpose of this course is to assist students in skill development of basic counseling skills. Students will practice, develop and improve counseling skills in an environment of professional and constructive criticism. Students will learn and apply basic attending and listening sequence and develop skills for initial and intentional interviewing of clients. These skills serve as the basis for developing an individual counseling approach and theoretical application in practice.
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COE 625 - Social Justice in School Counseling (3)
The purpose of this course is to introduce school counselors to key elements of school counseling that can help to close the achievement gap and remedy issues of inequities in schools. Through discussions and activities, students will question, consider, plan, and act in ways that enhance personal cultural competence and learn how school counseling programs can respond to inequities that occur for students.
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COE 630 - Social and Cultural Awareness in School Counseling (3)
The course examines the role of social and cultural contexts on all aspects of human behavior and how that is played out in the educational setting. The course provides an overview of the issues in gender and diverse population counseling. The course assists all counselors to become aware of personal biases in counseling–understand cultural and economic conditions and their impact on counselor, group, and client problem solving and how to manage communication issues in the area of counseling. Students will learn about the effects of social, cultural groups, gender, and diverse populations on educational environment and be able to develop plans to work with cultural and social groups including their subgroups in the educational setting.
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COE 633 - Human Development (3)
This course is a study of the theories of human development from pre-school through high school including physiological, social emotional, cognitive, language, and cultural influences. The course will explore situations that impact development adversely such as poverty, bullying, trauma, and learning issues as well as strategies to promote human growth such as the 40 Developmental Assets. Students will be able to use this knowledge when planning a school counseling program.
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COE 634 - Group Counseling for School Counselors (3) Prerequisite: COE 610 and COE 620 or permission.
This course is designed to provide information and experiences for school counselors in developing school related small group activities. Topics to be covered include the theories of group dynamics, group formation, and group leadership. In addition, a variety of small group activities for grades K-12 will be addressed. The course includes ethical, developmental, and culturally relevant strategies for designing and facilitating educational small groups.
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COE 635 - School Counseling and Special Populations (3)
This course will help school counselors understand their role in working with special education and other special educational programs within the school system (504, SAT, RTI, etc.). Students will learn about the special education process, procedures, interventions, and terminology. In addition, this course will cover the behavioral and academic challenges associated with disabilities, disability categories, and legal and ethical issues surrounding special education.
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COE 650 - Programming for School Counseling (3) Prerequisite: COE 610 , COE 620 , and COE 634 or permission.
An examination of a variety of techniques for counseling including individual counseling, group counseling, and classroom guidance programs ensuring equitable access to resources that promote academic achievement, career development including identification of post-secondary education. Students will explore vocational, occupational, and educational information in career counseling and decision making. Students will engage in activities to enhance their understanding of the techniques of counseling. Students will also be required to demonstrate their understanding of school counseling activities and procedures.
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COE 655 - Ethics, Law and Professional Practice for School Counselors (3)
An examination of the mission, goals, and objectives of the professional school counselors. Students learn and apply codes of ethics, laws, and regulations pertaining to school counseling and professional standards of performance.
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COE 691 - Internship in Counseling (3) Prerequisites: COE 601 , COE 602 , COE 620 , COE 650 .
An experience in counseling in which pre-service counseling students participate in the full range of counselor duties and responsibilities in a school setting. Students are expected to complete 450 hours of internship under the direction of a licensed school counselor. May be K-6, 7-12, or K-12 depending on student’s teacher certification. This course will also provide assistance in preparation for the Nebraska Professional School Counselor examination required for certification. The 450 hours of internship must be under the supervision of a certified school counselor with at least 3 years of experience.
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ECC 705 - Introduction to Culture and Community (3)
Just as Issues in Leadership introduces leaders to examples and discussions surrounding leadership, this course leads learners through various examples and discussions of changes in culture and community. It helps curricular leaders determine how community changes impact curricular changes and discusses how these changes may require paradigm shifts and possible changes to how schools approach education. Students will be able to articulate their approach to community and cultural relations, and a theory about how they will integrate this in their approach to research and programming.
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ECC 710 - Systems as Organizations (3)
This course will lay a foundation for understanding organizations as complex systems and as systems that can be transformed with new areas of capacity through resource identification, allocation, and evaluation. This course will include the application of systems thinking, matrix thinking, and other models for conceptualizing the complex nature of human organizations and the interaction of the organization framework with the resources identified. Students will develop the knowledge, skills and dispositions for leading the work of building capacity within an organization through continuous learning and continuous improvement. Students also will explore the concept and strategies of distributed leadership at all levels throughout the school/organization and community.
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ECC 715 - Communication (3)
This course will cover the basics of communication science and examine instances where communication has impacted community and cultural relationships. Students will be able to create a communication plan to detail how ideas and possible changes will involve and be relayed to diverse stakeholder groups within their workspace and research area.
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ECC 730 - Policy & Political Leadership (3)
This course will cover the issues of policy and politics at the local, state and federal levels. The students will explore how to identify the key policy leaders and position framers and how to influence policy development at each of the levels. The course will assist students in developing an understanding of the strategies that distinguish the activities of advocacy versus lobbying and how the policies at each level are connected and how they impact each other. In addition, the students will develop the knowledge, skills and dispositions to be an influence on policy development without becoming partisan in the politics of decision-making. Students will discuss the role of policy in providing leadership at the local level, to the district, and the schools/programs of the district. Legal and statutory frameworks at the federal, state and local levels within which schools must operate are also explored. The course will develop student knowledge of and strategies for accessing the resources and working within regulatory framework of regional, state and federal agencies.
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ECC 790 - Immersion Preparation (0)
This course will serve as a foundation for your education immersion experience. The class will center on the experience of travel as it relates to education - your own education, the education systems and policies you encounter, as well as your prospective role as a future educator. This course will introduce comparative education inquiry and provide space to consider the cultural, political, and ethical implications of engaging in education and research in cross-cultural contexts. Students will have a background knowledge of the area and issues of the location in which they will complete their immersion experience, as well as a small research project to complete related to their immersion experience.
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ECC 795 - Immersion Experience (3) Prerequisite:ECC 790
This semester course is a comparative review of modern educational systems and learning experiences in different demographic areas/countries. Candidates will research the educational landscape of a geographic area (rural/urban/global) in which they will spend a minimum of two weeks and up to 8 weeks integrated into an unconventional setting. During the immersion experience students will observe, reflect, compare, contrast, and discuss the ways in which educational systems have been influenced and evolved. The rise of globalization and the information economy and their effect on modern educational theory as well as educational systems will be viewed as an important backdrop. More recent attempts to reshape schooling in the light of emergent educational philosophies will also be explored. This course can be taken any time prior to EDU 915 PLC #2.
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ECC 820 - Leading & Responding to Change (3)
This course will address the strategies of identifying critical issues at the local, state and federal levels that will impact policy, resources and practices at the local school-community levels. The students will develop strategies for addressing the priority issues that are identified and the plans for the systematic resolution of identified priority issues. In this course, the students will develop a framework for systems and matrix thinking that honors the complexity of the school district including the building and programs that are units of the system. Students will also develop strategies for leading and responding to innovations including those labeled “disruptive” interventions, such as technologies and how they transform the work of the leaders at the district-level and school-level. The course will develop strategies for addressing disruptive innovations such as technologies that include management of resources, tracking of critical data on student learning, the use of data for continuous improvement and the reporting of relevant data to stakeholders and shareholders. Students will also develop the strategies for implementing “adaptive” work into the identification of change issues and the resolution of strategy to address them.
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ECC 922 - Geographic History of Education (3)
This course is a comparative review of modern educational systems and learning experiences in different areas. Students discuss the ways in which educational systems have been influenced and developed. The rise of globalization, the connectivity of the information economy, and their effect on modern education theory as well as educational systems will be viewed as an important backdrop. Other recent attempts and current trends to influence and reshape schooling in the light of emergent educational philosophies will also be explored.
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ECC 930 - Culture and Curriculum (3)
This course will consist of a brief overview of traditional methods of choosing curriculum and examine the methods by which curriculum can be adapted to best suit student needs; this will include support and practice for how to integrate culturally relevant examples and resources. The course will develop the understanding and strategies of how curriculum, instruction, assessment, and continuous improvement are connected. The course will explore how the role of the changing demographics and community impact curriculum and outcomes, as both a policy instrument and an administrative guide. Students will develop strategies for organizational (district-wide, classroom, NFP org, etc) planning and continuous improvement including the collection and use of data for making informed decisions which impact all levels of delivery. Students will also develop strategies for addressing the critical curriculum issues of cultural competence, equity of opportunity to learn and the challenges diversity can present.
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ECC 933 - Creating Partnerships (3) Prerequisite: Take two of the following: ECC 705 , ECC 710 , and/or ECC 715
This course will examine unique and creative local and global partnerships occuring in the not for profit and educational arenas. Instruction will cover creating collaborative opportunities, advisory councils, and partnerships. Students will look at contractual and public partnership agreements and create tentative plans for where new partnerships could be created in their areas of expertise. These plans will highlight the skills from previous courses including change management, systems identification and communication plans.
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ECC 998 - Independent Study in URG (3)
This course will provide students in the Community and Culture emphasis to pursue an independent study specific to an area of interest or need within their expertise. Proposals will be presented to the faculty member who oversees the independent study, the Asst. Dean of COE, and approved by the program director.
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EDU 600 - Improvement of Instruction (3)
Educators are brain changers. Their main job is essentially to change the human brain every day through learning. Every lesson, assignment, and interaction shape our students’ brains. The more educators know about how the brain works and the natural cycle of learning, the more likely they are to be successful in changing it. The goal of educational neuroscience is to reflect on current brain research and its implications for the classroom and instructional practices. This course focuses on brain basics and the brain’s natural cycle of learning: how the brain perceives, processes, acts on and integrates learning in order to make it transferable in new situations. Educators examine the factors that influence students’ attention, motivation, and mindset along with the impact of emotions on learning. The basic principles of differentiation and how content, process, and product are differentiated across the three areas of readiness, interest, and learning profiles is explored and implemented across lessons in light of current brain research. Educators develop brain-friendly learning climates to support the diverse needs of students and develop lessons that flow through the natural cycle of learning, including rich engagements and motivational and instructional strategies aligned with how the brain learns.
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EDU 601 - Critical Issues in Education (3)
This course considers current social, political, and economic issues affecting curriculum and schooling. Course discussions and readings focus on, but are not limited to, curriculum reform, alternative teaching and learning paradigms, classroom management, public school finance and law, multicultural education, educational philosophy, and topics selected by class members. At the conclusion of the course, students develop a personal curriculum platform based on their understanding of the issues and how these issues affect the school environment.
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EDU 602 - Assessment for Learning (3)
This course explores educational evaluation issues pertinent to the classroom teacher. It is designed to provide an introduction into the theory behind alternative methods of assessment. The emphasis will be on the examination, construction, interpretation, and use of multiple types of authentic assessments for measuring student learning. The critical piece is a learning journey. The student will be able to move from theory to practice as they develop an assessment plan with an emphasis on formative assessment and developing capable learners.
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EDU 603 - Research Methods (3)
The course includes a comparative examination of qualitative and quantitative research methods. Upon completion of the course, the graduate student has selected a research question relevant to a K-12 classroom teaching assignment, reviewed literature about the question, and designed a project or thesis that includes a plan to evaluate the effectiveness of the educational innovation related to the research question.
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EDU 604 - Culminating Project (3)
An individual experience for graduate students choosing a non-thesis program of study that includes implementing an educational innovation selected in EDU 603 . Upon completion, the graduate student presents a synthesis and evaluation of the project, identifies ongoing questions for further examination, submits a final copy of the culminating project abstract, and presents a portfolio. The project adviser is typically the same faculty member with whom the graduate student completed EDU 603 .
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EDU 605 - Self-Care for Educators to Thrive in the Classroom (3)
Have you lost your enthusiasm for teaching? Are you feeling as if you are just going through the motions in your classroom? Have you started to count the days until you can retire? If so, you are not alone. The demands placed on teachers’ time increases every year and if we do not pay attention, we can move into a state of apathy. Because the brain is adaptive, it soon accepts this as the “new normal” and we begin to operate on a survival level. This state negatively affects individual performance in all areas of our lives and that of our students. Basic needs of proper nutrition, hydration, sleep, exercise, and positive relationships all impact our stress levels and spill over to our classrooms and learning environments. This experiential class provides an opportunity to recapture the vision and passion that caused you to choose teaching as a career. We will discuss the latest brain research including ways to shift your neurotransmitter balance, explore existing models of thriving classrooms, and help you to develop strategies to transform your classroom from apathetic/low energy into one that is thriving. We will review the importance of self-care, healthy relationships, and cultivating hobbies and interests. We will review ways to maintain a calm classroom and a positive school climate. Let’s reignite our passion to change lives, take better care of ourselves, and in turn, love others well.
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EDU 606 - Improving Strategic Instruction in the Language Arts (3)
Participants learn a variety of approaches that help to develop strategic readers and writers. The emphasis is on exploring instructional approaches such as guided reading, shared reading, literature groups, mini-lessons focusing on phonics and word recognition strategies, and enhancing comprehension, vocabulary, spelling and grammar. Participants move from theory to practice as they design and implement strategies for their classroom.
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